Representing Objectives

Sask. Learning
Representing Objectives
by Grade Level

Definition (summarized from Sask. Learning)

Representing is a process that supports oracy and literacy, and is a part of an integrated language arts program. It broadens the ways in which students can understand and communicate their ideas, and it accommodates a variety of learning styles.

While the emphasis of the language arts is on representing thoughts, ideas, and feelings in spoken or written forms, students should be encouraged to use visual, dramatic, and media formats to support their spoken and written messages. When appropriate, students should be given opportunities to communicate through a variety of formats including visuals (e.g., charts, graphs, tables, diagrams, photos), drama (e.g., tableaux, improvisations, role play, storytelling, readers theatre), and media (e.g., recordings, films, videos).

Representing enhances speaking when students support their spoken words with various materials and media, such as visuals in presentations to small groups, various media in oral reports to the class, and props in improvisations.

Representing enhances writing when students participate in activities and assignments that involve exploring and organizing ideas (e.g., webbing, outlining); dramatizing scripts and dialogues; illustrating settings, plots, and characters (e.g., story maps, Venn diagrams); producing scripts (e.g., video, film); and preparing advertisements (e.g., print, audio, video).

Foundational Objectives
Grades 6-9

These are statements of the desired outcome. They describe what students should achieve from their involvement in a particular subject area over a specified time frame (e.g., grades 6-9). The objectives listed below direct teachers to the most important understandings and abilities to be developed in English language arts. They also provide guidance for unit planning.

Students will extend their abilities to:

represent fluently and confidently for a variety of purposes and audiences, employing appropriate formats
practise the behaviours of effective representers
assess strengths in representing and set goals for future growth

Note: An asterisk (*) behind a learning objective indicates that this is a new objective for this grade level

Learning Objectives for Grade 6
Representing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for representing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

Students will extend their abilities to represent fluently in a variety of situations for a variety of purposes and audiences

Recognize that representing is a useful tool for communicating, for clarifying thinking, and for learning (*)
Use oral, print, and other media (e.g. poster, tableau, mime, graphic organizer, chart) to explore ideas and express understanding (*)
Integrate a variety of media (e.g. music, mime, computer graphic, graph, picture) into their oral and written presentations to enhance the message

Students will extend their abilities by practising the behaviours of effective representers

Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after representing to ensure comprehensibility (or communication or understanding of ideas) including:
Before
- Identify purpose for representing (*)
- Identify personal and audience knowledge (*)
- Use a variety of tools to access information and ideas relevant to presentation (*)
- Generate ideas and consider appropriate ideas and information to include in presentation using strategies such as brainstorming, questioning, storyboarding, clustering, drawing, reflecting (*)
- Choose appropriate media and format
- Organize ideas in appropriate format (layout) in preparation for sharing or presenting
- Draft and design presentation (*)
- Rehearse, field test, and consider ways to enhance clarity of presentation (*)
- Consider appropriate technology to communicate and enhance presentation (*)
- Set and manage deadlines (*)
During
- Present ideas clearly and at a rate that enables others to follow (*)
- Use volume and presentation techniques appropriate to the purpose, audience, and situation
- Use level of language and vocabulary appropriate to audience and purpose
- Use visuals and other techniques that reinforce and support key message
- Acknowledge sources (*)
After
- Review feedback and questions asked by audience (*)
- Consider ways to enhance clarity and impact of presentation (*)
- Appraise own and other's work (*)

Students will extend their abilities to assess representing strengths and set goals for future growth

Reflect on and assess own representing experiences using such tools as audio and video recordings, teacher conferences, and checklists (*)
Consider which representing strategies work best for him/her in particular situations (*)
Set goals to improve representing abilities
Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 7
Representing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for representing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

Students will extend their abilities to represent fluently in a variety of situations for a variety of purposes and audiences

Recognize that representing is a useful tool for communicating, for clarifying thinking, and for learning
Use oral, print, and other media (e.g. poster, tableau, mime, graphic organizer, chart) to explore ideas and express understanding
Integrate a variety of media (e.g. music, mime, computer graphic, graph, picture) into their oral and written presentations to enhance the message
Experiment with representing in a variety of forms (e.g., front page of newspaper, poster, multimedia presentation)

Students will extend their abilities by practising the behaviours of effective representers

Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after representing to ensure comprehensibility (or communication or understanding of ideas) including:
Before
- Identify purpose for representing
- Identify personal and audience knowledge
- Generate ideas and consider appropriate ideas and information to include in presentation using strategies such as brainstorming, storyboarding, clustering, drawing, reflecting
- Access information and ideas from a variety of sources
- Determine key ideas, messages, or information to be communicated (*)
- Choose appropriate media and format for purpose, audience, and situation (*)
- Organize ideas in appropriate format (layout) in preparation for sharing or presenting
- Recognize and use the strategies in the representing process including planning and focusing, scripting and layout, revising (*)
- Rehearse, field test, and consider ways to enhance clarity of presentation
- Consider appropriate technology to communicate and enhance presentation
- Set and manage deadlines
During
- Present ideas clearly and at a rate that enables others to follow
- Use volume and presentation techniques appropriate to the purpose, audience, and situation
- Use level of language and vocabulary appropriate to audience and purpose
- Use visuals and other techniques that reinforce and support key message
- Acknowledge sources
After
- Review feedback and questions asked by audience
- Consider ways to enhance clarity and impact of presentation
- Appraise own and other's work

Students will extend their abilities to assess representing strengths and set goals for future growth

Reflect on and assess own representing experiences using such tools as audio and video recordings, teacher conferences, and checklists
Consider which representing strategies work best for him/her in particular situations
Set goals to improve representing abilities
Assess own contributions to community of learners and set personal goals for enhancing work with others

Learning Objectives for Grade 8
Representing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for representing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

Students will extend their abilities to represent fluently in a variety of situations for a variety of purposes and audiences

Recognize that representing is a useful tool for communicating, for clarifying thinking, and for learning
Use oral, print, and other media (e.g. poster, tableau, mime, graphic organizer, chart) to explore ideas and express understanding
Integrate a variety of media (e.g. music, mime, computer graphic, graph, picture) into their oral and written presentations to enhance the message
Experiment with representing in a variety of familiar and unfamiliar forms (e.g., Power Point, multimedia presentation, dramatization) (*)

Students will extend their abilities by practising the behaviours of effective representers

Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after representing to ensure comprehensibility (or communication or understanding of ideas) including:
Before
- Identify purpose for representing
- Identify personal and audience knowledge
- Generate ideas and consider appropriate ideas and information to include in presentation using strategies such as brainstorming, storyboarding, clustering, drawing, reflecting
- Access information and ideas from a variety of sources
- Determine key ideas, messages, or information to be communicated
- Choose appropriate media and format for purpose, audience, and situation
- Choose appropriate media and format for purpose, audience, and situation
- Organize ideas in appropriate format (layout) in preparation for sharing or presenting
- Recognize and use the strategies in the representing process including planning and focusing, scripting and layout, revising
- Rehearse, field test, and consider ways to enhance clarity of presentation
- Consider appropriate technology to communicate and enhance presentation
- Set and manage deadlines
During
- Present ideas clearly and at a rate that enables others to follow
- Use volume and presentation techniques appropriate to the purpose, audience, and situation
- Use level of language and vocabulary appropriate to audience and purpose
- Use visuals and other techniques that reinforce and support key message
- Acknowledge sources
After
- Review feedback and questions asked by audience
- Consider ways to enhance clarity and impact of presentation
- Appraise own and other's work

Students will extend their abilities to assess representing strengths and set goals for future growth

Reflect on and assess own representing experiences using such tools as audio and video recordings, teacher conferences, and checklists
Consider which representing strategies work best for him/her in particular situations
Set goals to improve representing abilities
Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 9
Representing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for representing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

Students will extend their abilities to represent fluently in a variety of situations for a variety of purposes and audiences

Recognize that representing is a useful tool for communicating, for clarifying thinking, and for learning
Use oral, print, and other media (e.g. poster, tableau, mime, graphic organizer, chart) to explore ideas and express understanding
Integrate a variety of media (e.g. music, mime, computer graphic, graph, picture) into their oral and written presentations to enhance the message
Experiment with representing in a variety of familiar and unfamiliar forms (e.g., billboard, video documentary on social issue, multimedia presentation, dramatization) and adapt a print work to another medium (e.g., design a book jacket to sell the same novel to children, teens, adults) (*)

Students will extend their abilities by practising the behaviours of effective representers

Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after representing to ensure comprehensibility (or communication or understanding of ideas) including:
Before
- Identify purpose for representing
- Identify personal and audience knowledge
- Generate ideas and consider appropriate ideas and information to include in presentation using strategies such as brainstorming, storyboarding, clustering, drawing, reflecting
- Access information and ideas from a variety of sources
- Determine key ideas, messages, or information to be communicated
- Choose appropriate media and format for purpose, audience, and situation
- Choose appropriate media and format for purpose, audience, and situation
- Organize ideas in appropriate format (layout) in preparation for sharing or presenting
- Recognize and use the strategies in the representing process including planning and focusing, scripting and layout, revising and post-production strategies (*)
- Rehearse, field test, and consider ways to enhance clarity of presentation
- Consider appropriate technology to communicate and enhance the appeal, accuracy, and persuasiveness of presentations (*)
- Set and manage deadlines
During
- Present ideas clearly and at a rate that enables others to follow
- Use volume and presentation techniques appropriate to the purpose, audience, and situation
- Use level of language and vocabulary appropriate to audience and purpose
- Use visuals and other techniques that reinforce and support key message
- Acknowledge sources
After
- Review feedback and questions asked by audience
- Consider ways to enhance clarity and impact of presentation
- Appraise own and other's work

Students will extend their abilities to assess representing strengths and set goals for future growth

Reflect on and assess own representing experiences using such tools as audio and video recordings, teacher conferences, and checklists
Consider which representing strategies work best for him/her in particular situations
Set goals to improve representing abilities
Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

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