Grade 1 Curriculum Tracking Template (Page 6 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Language

4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful

in understanding and creating media texts.

SPECIFIC EXPECTATIONS

1. Understanding Media Texts

By the end of Grade 1, students will:

Purpose and Audience

1.1 identify the purpose and intended audience of some simple media texts (e.g., this movie tells a story to entertain children; this sign gives

information to travellers)

Making Inferences/Interpreting Messages

1.2 identify overt and implied messages, initially with support and direction, in simple media texts (e.g.,

overt message of a toy advertisement showing two boys playing with a car: This toy is fun; implied message: This toy is for boys;) s

overt message of a cartoon: the violence here is funny and doesn't hurt anyone; implied message: violence is acceptable) o

Responding to and Evaluating Texts

1.3 express personal thoughts and feelings about some simple media works (e.g., state whether they like or dislike a character in a cartoon, song,

or movie; draw a picture of the character in a song)

Audience Responses

1.4 describe how different audiences might respond to specific media texts

Point of View

1.5 begin to identify, with support and direction, whose point of view is presented in a simple media text and suggest a possible alternative

perspective (e.g., a cartoon told from the point of view of a mouse might be told from a cat's viewpoint)

Production Perspectives

1.6 identify, with support and direction, who makes some of the simple media texts with which they are familiar, and why those texts are

produced (e.g., the government has traffic signs made to protect the safety of travellers and pedestrians; film companies hire manufacturers to

produce toys and other products based on popular children's movies and television programs to sell to children)

2. Understanding Media Forms, Conventions, and Techniques

By the end of Grade 1, students will:

Form

2.1 identify some of the elements and characteristics of a few simple media forms (e.g., cartoon: colour, music, animation; picture book: cover,

printed words, pictures)

Conventions and Techniques

2.2 identify, initially with support and direction, the conventions and techniques used in some familiar media forms (e.g., specific pictures and

colours are used in traffic signs to make messages immediately recognizable to drivers and pedestrians; icons are used on computer screens

instead of words to help users locate computer functions; jingles and slogans are used in television advertisements to make the messages

memorable; background music may be used in a movie to communicate a mood such as suspense or happiness)

3. Creating Media Texts

By the end of Grade 1, students will:

Purpose and Audience

3.1 identify the topic, purpose, and audience for media texts they plan to create (e.g., a media text to explain the importance of hand-washing to

a Kindergarten class, or to tell the story of a class trip to parents or visitors)

Form

3.2 identify an appropriate form to suit the purpose and audience for a media text they plan to create

Conventions and Techniques

3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create (e.g., tape-recorded music to reflect

the changing scenes or moods in a picture book)

Producing Media Texts

3.4 produce some short media texts for specific purposes and audiences, using a

few simple media forms and appropriate conventions and techniques (e.g., a tape-recorded soundtrack for a story)

4. Reflecting on Media Literacy Skills and Strategies

By the end of Grade 1, students will:

Metacognition

4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills

Grade 1 Curriculum Tracking Template Page 6

Related Articles

Related forms

Related Categories