Specific Expectations
- view and demonstrate an understanding of the meaning conveyed by a variety of visual texts (e.g., illustrations, diagrams, posters, broadcast media, films, videos, visual components of print media such as photographs, artwork, tables, graphs)
- before reading and viewing, make predictions about the content and meaning of texts (e.g., textbooks, brochures, newspaper, web site, fiction, non-fiction) by
- setting a purpose
- generating questions
- accessing prior knowledge to make connections
- previewing text features
- during reading and viewing, construct meaning from texts by
- analysing the significance of the themes and points of view
- using syntactic and context cues (e.g., knowledge of grammar, word order, and sentence structure) to guide and inform their understanding of the text
- using text features to locate information and support comprehension (e.g., diagrams, headings, bold and italicized words, table of contents)
- recognizing literary elements (e.g., plot, conflict, character, setting, climax, resolution, theme)
- recognizing literary devices (e.g., irony, hyperbole, simile, metaphor)
- identifying idiomatic expressions
- making inferences (e.g., about characters’ feelings or story problems)
- drawing conclusions (e.g., make connections between cause and effect)
- skimming for main ideas
- making relevant notes using logical categories (e.g., outlines, mind maps, timelines)
- self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, reread to clarify understanding, use context cues and resources such as a dictionary to figure out unfamiliar vocabulary)
- generating and responding to questions
- using graphic organizers to process, record, and demonstrate synthesis of information
- drawing conclusions
- using text features to locate information and clarify understanding (e.g., copyright information, table of contents, headings, index, glossary, diagrams, sidebars, pull-quotes, references, hyperlinks)
- using graphic organizers to process, record, and demonstrate synthesis of information (e.g., compare the ideas, content, and perspectives expressed in the text to ideas from other sources such as other texts, prior knowledge, partner talk, or class discussions)
- making inferences and drawing conclusions
- summarizing, synthesizing, and applying new ideas (e.g., suggest an alternative approach or conclusion, consider alternative interpretations, extend the story
- after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts by
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Lessons
Advertising All Around Us
Comic Book Characters
Comparing Real Families to TV Families
Cop Shows
Creating a Marketing Frenzy
Facing TV Violence: Consequences and Media Violence
Facing TV Violence: Counting & Discussing Violence on the Screen
Facing TV Violence: Rewriting the Script
How to Analyze the News
Humour on Television
Introducing TV Families
Junk Food Jungle
Looking At Food Advertising
Looking at Newspapers: Introduction
News and Newspapers: Across the Curriculum
Newspaper Ads
Reporter For a Day
Teaching TV: Critically Evaluating TV
You’ve Gotta Have a Gimmick
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