Competency 1: To Read and Listen to Literary, Popular and Information-Based Texts

• Uses prior knowledge and personal experience of the content of a text
• Questions and talk with others to clarify and enrich interpretations
• Makes predictions, confirmations and inferences, when prompted by the teacher
• Makes connections to prior knowledge or to other texts
• Uses different reading strategies according to the text type
• Understands the influence of familiar structures and features on the meaning of text through:
• Identification of some structures and features of familiar text types
• Recognizes self as a member of a reading audience

Competency 3: To Represent Her/His Literacy in Different Media

• Uses a repertoire of strategies to unlock messages/meanings in various media texts:
• Use own questions in order to predict and confirm
• Draw on prior experience with familiar media texts to understand how they are constructed
• Uses structures and features of texts:
• Compare structures and features of familiar media texts
• Uses visual texts to communicate information in group productions of media texts
• Uses familiar structures and features to respond to and produce media texts
• Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
• Makes meaning of a media text by:
• drawing on prior knowledge
• sharing responses with peers
• returning to text
• considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
• Consider some of the functions of the media through:
• Collaboration with peers in pairs, small groups and whole class to clarify, decode and respond to media texts
• Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
• Pre-Production:
• Immersion in the text type to be produced and discussion of its structures and features
• Creation of criteria for guiding production:
• Initial consideration, based on her/his knowledge of familiar text type
• Exploratory planning in a risk-taking environment that promotes trial and error and includes:
• Discussion about purpose, audience and context, in collaboration with teacher and peers
• A familiar audience of peers, family and teacher
• Writing of script, storyboard or rough draft of project
• Production:
• Production of the texts listed above in groups with peers that:
• Incorporate appropriate communication strategies and resources given the text type and the context
• Use different technologies in order to construct a variety of text types:
• An audio recorder to listen to or record a story
• A VCR, audio recorder and other technologies
• Post Production:
• In collaboration with group members:
• Review of texts produced in order to focus on message/meaning

Competency 4: To Use Language to Communicate and Learn

Essential Knowledges:

• Shares information with peers and teacher
• Talks about responses and point of view with peers and teacher
• Asks and answers questions from peers and teacher
• Participates in collaborative improvisation and role-playing activities to communicate experiences and responses:
• Spontaneous creation of a scene
• Enactment of stories heard or read
• Experimentation with form
• Responds to the ideas and points of view of others with sensitivity and interest
• Talks through new ideas and information
• Uses language (talk) for learning and thinking by:
• Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
• Writing, producing and reading together
• Planning of a project
• Brainstorming
• Planning of a cross-curricular or mixed media project
• Questioning and challenging of different points of view/perspectives
• Use of technology resources for collaborative writing, producing and publishing projects for peer audiences
• Listens critically