CROSS GRADE COMPARISON CHART
Media
Overall Expectation 4
Reflecting on Media Literacy Skills and Strategies
4.1 Metacognition
Grade 1 / Grade 2 / Grade 3 / Grade 4
identify, initially with support anddirection, what strategies they foundmost helpful in making sense of andcreating media texts Teacher prompts: “How did thinkingabout your audience help you createyour poster?” “How did looking atother posters help you come up withideas for this poster?” / identify, initially with support anddirection, what strategies they foundmost helpful in making sense of andcreating media texts Teacher prompt: “How did choosingmusic to go with the story help youunderstand the story or poem better?Would you choose to do this again?Why? Why not?” / identify, initially with support anddirection, what strategies they foundmost helpful in making sense of andcreating media texts Teacher prompt: “What skills did youuse to understand this book/video/Internet site? Would you use your skills differently or the same way thenext time you view a similar work?” / identify, initially with support anddirection, what strategies they foundmost helpful in making sense of andcreating media texts, and explain howthese and other strategies can helpthem improve as media viewers/listeners/producers Teacher prompt: “What skills do youuse, before, during, and after youwork with or create a media text? Besure to consider all the skills requiredfor texts that have more than one form:for example, television uses sound,visual images, and sometimes print.”
Grade 5 / Grade 6 / Grade 7 / Grade 8
identify, with some support and direction,what strategies they found mosthelpful in making sense of and creatingmedia texts, and explain how these andother strategies can help them improveas media viewers/listeners/producers Teacher prompt: “Reflect on the mediaproduct(s) you have created. What didyou learn from the process? How willthat influence your next effort?” / identify what strategies they foundmost helpful in making sense of andcreating media texts, and explain howthese and other strategies can helpthem improve as media viewers/listeners/producers Teacher prompt: “What skills andknowledge have you needed to interpretand create the variety of mediaforms you have studied?” / identify what strategies they foundmost helpful in making sense of andcreating media texts, and explain howthese and other strategies can helpthem improve as media viewers/listeners/producers Teacher prompt: “What aspects of theplanning process were most importantto the success of your media text?” / identify what strategies they found mosthelpful in making sense of and creatingmedia texts, and explain how these andother strategies can help them improveas media viewers/listeners/producers Teacher prompt: “Why was it helpfulto think about your audience’s needsor wants before creating youradvertisement?”
4.2 Interconnected Skills
Grade 1 / Grade 2 / Grade 3 / Grade 4
begin to explain, initially with supportand direction, how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompts: “How did talkingabout the project with other studentshelp you create a better poster?”“What language skills did you usein creating this media text?” / explain, initially with support and direction, how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompt: “Think about yourproject. How many different languageskills did you use?” / explain, initially with support anddirection, how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompt: “What language skillsdid you need to use to make sense ofthe video? How does your knowledgeof fiction and non-fiction help youunderstand videos/movies/DVDs?” / explain, initially with support anddirection, how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompt: “Does reading andwriting about a story after seeing themovie or DVD give you new ideasabout what you saw?”
Grade 5 / Grade 6 / Grade 7 / Grade 8
explain, with some support and direction,how their skills in listening, speaking,reading, and writing help them tomake sense of and produce media texts Teacher prompts: “How are reading,viewing, and listening similar? Howcan your strengths in one area help youin another?” “How can listening to amusic soundtrack help you understandthe feelings of a character?” “How aretalking, writing, and creating mediatexts similar? How do strengths in onearea help you in another? How canwriting skills help you in producingmedia texts?” / explain how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompt: “Which reading andlistening comprehension strategieshelp you most in developing interpretationsof media texts such as moviesand advertisements?” / explain how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompts: “How do reading skillshelp you judge the effectiveness of yourown media texts?” “What writing skillsmight help you improve the effectivenessof your own media texts?” / explain how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts Teacher prompt: “How could readingabout food and health help you whenyou are trying to create an advertisementfor a ‘healthy eating’ ad campaign?”
Media - Overall Expectation 4Page 1/1