Sask.
Learning
Viewing Objectives
by Grade Level
| Grade
6 | Grade 7 | Grade 8 | Grade
9 | Home
Definition
(summarized from Sask.
Learning)
Viewing 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.
Students
encounter thoughts, ideas, and feelings by viewing,
as well as by listening and reading. When appropriate, students should be
given opportunities to view a variety of formats including visuals (e.g.,
photos, graphs, cartoons), drama (e.g., tableaux, improvisation, live theatre),
and media (e.g., videos, television, CD-ROM). As students listen and read,
they encounter visual messages that require response, interpretation, and
critical assessment. The interaction between the viewer and the text varies
because of students' prior knowledge and cultural perspectives.
Viewing
enhances listening skills when students attend to nonverbal communication
and visual elements of performance, video, television, film, and multimedia
presentations.
Viewing
enhances reading when students attend to visuals accompanying print (e.g.,
charts, diagrams, illustrations); specific textual techniques (e.g., layout,
colour, symbols); and the assumptions, perspectives, and quality of a variety
of media (e.g., photos, plays, 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:
- view
effectively a variety of texts for a variety of purposes
- practise
the behaviours of effective, strategic viewers
- assess
strengths in viewing 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
Viewing Skills
Learning
Objectives describe specific learning outcomes. Below are listed specific
learning objectives related to the foundational objectives for viewing
In
additon, the following web sites are provided to assist teachers in reaching
those objectives:
Web
Resources | Lesson Plans
| Home
Students
will extend their abilities to view effectively in a variety of situations
for a variety of purposes
- View attentively
and analytically
- View for a variety
of purposes including to understand and gather information, to form an opinion,
to understand information, and to enjoy and appreciate
- Value viewing
as a means of learning and enjoyment (*)
Students
will extend their abilities by practising the behaviours of effective, active
viewers
- Recognize that
viewing is an active, constructive process
- Recognize that
viewing shapes our thinking and that visuals affect individuals differently
- Select and use
the appropriate strategies
and the language cueing systems and conventions to construct meaning before,
during, and after viewing, including:
- Before
- Prepare
to view (*)
- Consider
what they know and need to know about topic
- Formulate
questions before viewing
- Set purpose(s)
for each type of viewing situation
- During
- Anticipate
and predict the presentation's message and meaning
- Associate
what is being said with personal experience and make connections (i.e.,
relate text to self, text to other text, and text to world)
- Identify
the key idea or main point
- Make notes
to assist recall of the main idea(s) expressed or the point of the presentation
(*)
- Make inferences
based on presentation and prior knowledge
- Draw conclusions
as view based on evidence in text (*)
- Determine
the difference between fact and underlying message portrayed in visuals
and between real or imaginary images
- Use pragmatic
(e.g., purpose of presentation), textual (e.g., the medium or structure
employed), syntactic (e.g., the word order and emphasis on particular
words), semantic (e.g., the specific word meanings and choices), graphophonic
(the spelling and bolding of key words), and other cues (e.g., the visual
elements and techniques used) to construct and confirm meaning
- After
- Recall and
summarize main points, important details, and techniques employed (*)
- Relate what
was seen to personal experience or needs (*)
- Analyze
and evaluate what was seen (including elements, techniques, and overall
effect) (e.g., critique a video or drama review) (*)
- Draw conclusions
about the perspective and values found in what was seen (*)
- Express
and support personal reactions to and opinions of the presentation (*)
- Identify
the strategies used to influence an audience (e.g., exaggeration, one-sided
view of a group, jolts)
- Seek additional
information from other sources as needed or desired (*)
Students
will extend their abilities to assess strengths in viewing and set goals for
future growth
- Reflect upon
and assess their own viewing strengths and needs using checklists and teacher
conferences (*)
- Use information
gathered during self-assessment and teacher assessment to set and maintain
goals for improving viewing abilities (*)
- Consider which
viewing strategies work best for each task
- Assess own contributions
to community of learners and set personal goals for enhancing work with others
(*)
Learning
Objectives for Grade 7
Viewing Skills
Learning
Objectives describe specific learning outcomes. Below are listed specific learning
objectives related to the foundational objectives for viewing
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 view effectively in a variety of situations
for a variety of purposes
- View attentively
and analytically
- View for a variety
of purposes including to understand and gather information, to form an opinion,
to understand information, and to enjoy and appreciate
- Value viewing
as a means of learning and enjoyment
- Evaluate the
effectiveness of a range of visual works (*)
Students
will extend their abilities by practising the behaviours of effective, active
viewers
- Recognize that
viewing is an active, constructive process
- Select and use
the appropriate strategies
and the language cueing systems and conventions to construct meaning before,
during, and after viewing, including:
- Before
- Prepare
to view
- Draw on
prior knowledge and experience by considering what you know and need to
know about topic
- Formulate
questions before viewing
- Set purpose(s)
for each type of viewing situation
- During
- Predict and
confirm the presentation's message and meaning
- Make connections
to prior knowledge and experiences (i.e., relate text to self, text to other
text, and text to world)
- Recognize
the main ideas, underlying messages and values, and relevant supporting
details (*)
- Recognize
the overall organization of ideas (*)
- Make notes
to assist recall of the main idea(s) expressed or the point of the presentation
- Make inferences
based on presentation and prior knowledge
- Draw conclusions
as view based on evidence in text
- Determine
the difference between fact and underlying message portrayed in visuals
and between real or imaginary images
- Use pragmatic
(e.g., purpose of presentation), textual (e.g., the medium, the organizational
structure employed, and the key visual techniques used), syntactic (e.g.,
the main and subordinate ideas), semantic (e.g., the specific emphasis on
words, their meanings in the context), graphophonic (the spelling and bolding
of key words), and other cues (e.g., the visual elements) to construct and
confirm meaning
- After
- Recall and
summarize main points, important details, and techniques employed
- Reflect
and re-view in light of purpose (*)
- Relate what
was seen to personal experience or needs
- Analyze
and evaluate what was seen (including elements, techniques, and overall
effect) (e.g., critique a video or drama review) and identify how it was
constructed, shaped, and produced (*)
- Draw conclusions
about the perspective and values found in what was seen
- Express
and support personal reactions to and opinions of the presentation
- Identify
the strategies used to influence an audience (e.g., exaggeration, one-sided
view of a group, jolts)
- Seek additional
information from other sources as needed or desired
Students
will extend their abilities to assess strengths in viewing and set goals for
future growth
- Reflect upon
and assess their own viewing strengths and needs using checklists and teacher
conferences
- Use information
gathered during self-assessment and teacher assessment to set and maintain
goals for improving viewing abilities
- Consider which
viewing strategies work best for each task
- Work together
to establish a community of learners where each person takes responsibility
for their own learning
Learning
Objectives for Grade 8
Viewing Skills
Learning
Objectives describe specific learning outcomes. Below are listed specific learning
objectives related to the foundational objectives for viewing
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 view effectively in a variety of situations
for a variety of purposes
- View attentively
and analytically
- View for a variety
of purposes including to understand and gather information, to form an opinion,
to understand information, and to enjoy and appreciate
- Value viewing
as a means of learning and enjoyment
- Evaluate the
effectiveness of a range of visual works (e.g., a television show, a website
on the Internet, a news program) (*)
Students
will extend their abilities by practising the behaviours of effective, active
viewers
- Recognize that
viewing is an active, constructive process
- Recognize that
viewing shapes our thinking and that visuals affect individuals differently
- Select and use
the appropriate strategies
and the language cueing systems and conventions to construct meaning before,
during, and after viewing, including:
- Before
- Prepare
to view
- Draw on
prior knowledge and experience by considering what you know and need to
know about topic
- Formulate
questions before viewing
- Set purpose(s)
for each type of viewing situation
- During
- Predict and
confirm the presentation's message and meaning
- Make connections
to prior knowledge and experiences (i.e., relate text to self, text to other
text, and text to world)
- Recognize
the main ideas, underlying messages and values, and relevant supporting
details (*)
- Recognize
the overall organization of ideas (*)
- Make notes
to assist recall of the main idea(s) expressed or the point of the presentation
- Makes inferences
based on presentation and prior knowledge
- Draw conclusions
as view based on evidence in text
- Determine
the difference between fact and underlying message portrayed in visuals
and between real or imaginary images
- Recognize
how images or other elements capture and hold viewer's attention (*)
- Identify the
different techniques used in different media work to impact viewers (*)
- Use pragmatic
(e.g., purpose, intended audience, point of view, and tone of presentation),
textual (e.g., the medium, the organizational structure employed, and the
key visual techniques used to create overall effect), syntactic (e.g., the
main and subordinate ideas and a variety of sentence structures), semantic
(e.g., imagery, figurative language, specific word meanings by their context
and allusions), graphophonic (the spelling and emphasis on and within key
words), and other cues (e.g., the layout and visual elements) to construct
and confirm meaning
- After
- Recall and
summarize main points, important details, and techniques employed
- Reflect
and re-view in light of purpose and intended audience (*)
- Relate what
was seen to personal experience or needs
- Analyze
and evaluate what was seen (including elements, techniques, and overall
effect) (e.g., critique a news program or documentary) and identify how
it was constructed, shaped, and produced (*)
- Draw conclusions
about the perspective and values found in what was seen
- Respond
personally and critically with reference to text
- Express
and support personal reactions to and opinions of the presentation
- Identify
the strategies used to influence an audience (e.g., exaggeration, one-sided
view of a group, jolts)
- Evaluate
the effectiveness and overall impact of the medium to deliver the message
intended (*)
- Seek additional
information from other sources as needed or desired
Students
will extend their abilities to assess strengths in viewing and set goals for
future growth
- Reflect upon
and assess their own viewing strengths and needs using checklists and teacher
conferences
- Use information
gathered during self-assessment and teacher assessment to set and maintain
goals for improving viewing abilities
- Consider which
viewing strategies work best for each task
- Assess own contribution
to community of learners and set personal goals for enhancing work with others
(*)
Learning
Objectives for Grade 9
Viewing Skills
Learning
Objectives describe specific learning outcomes. Below are listed specific learning
objectives related to the foundational objectives for viewing
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 view effectively in a variety of situations
for a variety of purposes
- View attentively
and analytically
- View for a variety
of purposes including to understand and gather information, to form an opinion,
to understand information, and to enjoy and appreciate
- Value viewing
as a means of learning and enjoyment
- Evaluate the
effectiveness of a range of visual works (e.g., a photograph, a video, a website)
(*)
- Evaluate common
approaches used in visuals
Students
will extend their abilities by practising the behaviours of effective, active
viewers
- Recognize that
viewing is an active, constructive process
- Recognize that
images, symbols, and other visual effects play a role in shaping their understanding
of various texts (*)
- Select and use
the appropriate strategies
and the language cueing systems and conventions to construct meaning before,
during, and after viewing, including:
- Before
- Prepare
to view
- Draw on
prior knowledge and experience by considering what you know and need to
know about topic
- Formulate
questions before viewing
- Set purpose(s)
for each type of viewing situation
- During
- View attentively
and with a clearly defined purpose in mind (*)
- Predict and
confirm the presentation's message and meaning
- Make connections
to prior knowledge and experiences (i.e., relate text to self, text to other
text, and text to world)
- Recognize
the main ideas, underlying messages and values, and relevant supporting
details
- Recognize
the overall organization of ideas
- Make notes
to assist recall of the main idea(s) expressed or the point of the presentation
- Makes inferences
based on presentation and prior knowledge
- Draw conclusions
as view based on evidence in text
- Determine
the difference between fact and underlying message portrayed in visuals
and between real or imaginary images
- Recognize
how images or other elements capture and hold viewer's attention
- Identify the
different techniques used in different media work to impact viewers
- Identify the
different explicit and implicit messages in visual texts
- Use pragmatic
(e.g., purpose, intended audience, point of view, and tone of presentation),
textual (e.g., the medium, the organizational structure employed, and the
key visual techniques used to create overall effect), syntactic (e.g., the
main and subordinate ideas and a variety of sentence structures), semantic
(e.g., imagery, figurative language, specific word meanings by their context
and allusions), graphophonic (the spelling and emphasis on and within key
words), and other cues (e.g., the layout and visual elements) to construct
and confirm meaning
- After
- Recall and
summarize main points, important details, and techniques employed
- Reflect
and re-view in light of purpose and intended audience
- Relate what
was seen to personal experience or needs
- Analyze
and evaluate what was seen (including elements, techniques, and overall
effect) (e.g., critique a news program or documentary) and identify how
it was constructed, shaped, and produced
- Draw conclusions
about the perspective and values found in what was seen
- Respond
personally and critically with reference to text
- Express
and support personal reactions to and opinions of the presentation
- Identify
the strategies used to influence an audience (e.g., use of sound effects,
dialogues, camera angles) and other representing strategies were used
in various texts to influence an audience and communicate the message
(*)
- Evaluate
the effectiveness and overall impact of the medium to deliver the message
intended
- Consider
which viewing strategies work best for each task (*)
- Seek additional
information from other sources as needed or desired
Students
will extend their abilities to assess strengths in viewing and set goals for
future growth
- Reflect upon
and assess their own viewing strengths and needs using checklists and teacher
conferences
- Use information
gathered during self-assessment and teacher assessment to set and maintain
goals for improving viewing abilities
- Consider which
viewing strategies work best for each task
- Assess own contributions
to community of learners and set personal goals for enhancing work with others
(*)
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