Comprehend and Respond (CR). Students will develop their abilities to view, listen to, read, comprehend and respond to a range of contemporary and traditional grade-level-appropriate texts in a variety of forms (oral, print, and other
media) from First Nations, Métis, and other cultures for a variety of purposes including for learning, interest, and enjoyment.
Grade
Outcome
Kindergarten
CRK.2 View and interpret the basic
message of visuals and objects in a
variety of texts including
 Models
 Photographs
 Dramas
 dance creations
 videos.
One
CR1.2 View and comprehend the
 explicit messages
 Feelings
 features
in a variety of visual and multimedia
texts including
 pictures
 photographs
 simple graphs
 diagrams
 pictographs
 icons
 illustrations
Two
CR2.2 View and explain (with
support from the text)
 the key literal and inferential
ideas (messages)
 important details
and how elements enhance meaning
 colour
 layout
 medium
 special fonts
in grade-appropriate visual and
multimedia texts.
Big Ideas/
Enduring
Understandings
Visual texts tell a story or give
information.
I can make meaning from what I see.
I use specific viewing strategies to
gain meaning from visual and media
text
Essential
Questions
What does a visual text mean to me?
Does it mean the same thing to other
people?
What does visual or media text say to
me?
Know
Visual text contain key ideas.
Visual texts contain:
Visual texts can be compared to each
 explicit messages
other.
 Feelings
There are a variety of visual texts.
 features
Select and use appropriate before, during and after strategies when viewing
What does the visual or media text
say to me?
What elements are used in the visual
text?
Visual texts may contain some of the
elements: colour, layout, medium,
special fonts
Indicators/Do
Use strategies to construct and confirm
meaning when viewing:
• make connections to background
knowledge (before)
• identify important ideas and events
(during)
• recall (after)
Three
CR3.2 View and respond to gradeappropriate visual and multimedia
texts including
 Videos
 Cartoons
 Illustrations
 Diagrams
 Charts
 Maps
 Posters
explaining
 reactions
 connections
 visual features that convey
humour, emotion, and mood.
I make connections from what I view
to what I know.
We all respond in a different ways to
different media forms.
What is my response to the visual
text?
Four
CR4.2 View and respond to visual and
multimedia texts including
 Graphs
 Charts
 Diagrams
 Maps
 multimedia DVD
 websites
 television programs
 advertisements
 posters
explaining
 creator’s technique
 impact on viewers
Five
CR5.2 Critically view and evaluate
visual and multimedia texts
identifying the persuasive techniques
including
 Promises
 Flattery
 Comparisons
used to influence or persuade an
audience.
Visual texts impact the viewer.
Visual texts persuade the viewer.
What impact did the visual text make
on me?
What techniques did the creator use?
Did the visual persuade or influence
me?
What techniques did the creator use?
A clear response includes reactions
and connections.
Visual features show humour,
emotion and mood..
A creator uses specific techniques to
impact the viewer.
Promises, flattery and comparisons
are persuasive techniques used in
visual texts.
 State reasons for viewing
 Identify intended audience and purpose
for a visual text.
 Identify intended audience and purpose
for a visual text.
See strategy description in ELA Curriculum pgs. 21, 22 or 23
See Appendix B Instructional Tools to Support Before, During and After Strategies
Understand and apply cues and conventions including:
 Make connections between stories and
information and personal experiences.
 Cease activity to listen or view
 Identify a purpose for viewing.
Pragmatic
 Identify and state reasons for viewing.
 Recognize that a visual text was
created for an intended purpose.
 Explain main idea and some supporting
detail
 Describe characteristics of visual texts
 Recognize different vosual forms and
some of their structures and features
 Recognize the difference between
fiction and non-fiction.
Textual
 Identify and explain different visual
forms
 Use knowledge of the elements and
organization of different visual forms
 Identify conventions of form
 Recognize and use difference visual
formats, features and elements
 Identify and use various viusal text
structures and their elements
 Use their knowledge of the organization
of different visual forms to understand
and use content.
 Identify various visual forms, their
characteristics, and the ways they are
organized and the patterns within
 Use punctuation to understand what is
viewed.
 Use knowledge of sentence elements
and patterns and their related
punctuation to understand what is
viewed.
 Identify significance of word placement
and choice
 Identify significance of word placement
and choice
 Recognize letter/sound relationships
and patterns in words
 Recognize letter/sound relationships
and patterns in words
 Recognize the characteristics of
different media (e.g., print, television,
digital) and recognize the key elements
in visual texts (e.g., sections in
magazine).
 Recognize and use the characteristics
of different media (e.g., photograph,
television, digital) and recognize the
key elements in visual and multimedia
texts (e.g., sections in magazine).
Understand how a range of visual
features
 Graph
 images,
 illustrations
 charts
 maps
 diagrams
can enhance and clarify spoken, written,
or silent messages.
View a multimedia presentation and
identify how the language, visual, and
multimedia features (sound, colour,
movement) are used to persuade.
Identify how the language, explicit and
implicit messages, and visual and
multimedia features (e.g., sound, colour,
movement) are used to influence the
intended audience.
Syntactical
 Develop a sense of a sentence
 Make sense when telling a complete
thought.
 Use punctuation to help understand
what they view (e.g., question mark,
exclamation).
 Use punctuation to help understand
what they view (e.g., question mark,
exclamation, apostrophe).
 Use punctuation to help understand
meaning (including question mark,
exclamation mark, comma).
Semantic/Lexical/Morphological
• show curiosity in words and the way
they look
 Use illustrations to help with
vocabulary and comprehension
 Recognize/”read” some familiar
environmental print.
 Name colours and familiar objects.
 Use context, visual cues to understand
words
 Identify words in environmental print
 Recognize word play.
 Recognize word play.
Graphophonic
• Recognize some, not all, upper and
lower case letters in the alphabet and
their sounds
 Recognize letter/sound relationships
and patterns in words
 Recognize letter/sound relationships
and patterns in words
 Recognize letter/sound relationships
and patterns in words
Other Cues
 Compare colour, type of visual, and
object placement between various
texts.
 View and interpret key aspects of visual
texts (including arrangement & facial
expressions).
 Recognize key features such as
captions, illustrations, colours, sizes,
and movements in texts.
Recognize technique used by the creator:
Recognize the commonalities in works by
the same illustrator.
 Use and interpret conventions of texts
(e.g., pictures, graphics, diagrams, bold
type);
 Recognize and use discernable features
such as labels, heading, sounds,
colours.
Recognize and use key features in text
including colour, bolding, music, and
sound effects.
How do creators make their message clear? (techniques)
Compare different authors/illustrations
considering the illustration or art work
and interesting details.
Explain how elements such as
 Colour
 Sound
 Music
 physical movement
arrangement enhance visual and
multimedia texts and products including
First Nations and Métis
 texts
 visual art works
 performances such as music,
dance, and drama.
Determine main ideas in visual and
multimedia texts
Identify design, layout, and other
features
 Colour
 bold typeface
 sound effects
that help to understand gradeappropriate visual and multimedia texts
(including First Nations and Métis
resources).
Identify and discuss the key visual
features of an illustrator’s style such as:
 Colour
 Line
 size
Respond to a variety of visual and multimedia texts?
Identify
 key idea(s)
 supporting details
 purpose
View and interpret key aspects including
arrangement and facial expression by
interpreting the following questions:
• What are the objects or facts in the
picture?
• What do the objects or facts tell you?
• What are the characters doing?
How do I respond to visual and multimedia text? (Respond)
Literal
Identify and locate the key information
 Recognize feelings portrayed in
visual and multimedia texts
 Distinguish between daily life and life
depicted in television shows,
cartoons, and films.
Distinguish between fact
(observable) and fantasy (imagined).
Distinguish between a commercial
and a program on television.
Obtain information from different
media (e.g., multimedia clips,
websites, video clips, magazine
photographs).
Record facts and ideas from gradeappropriate visual and multimedia texts
including DVD, television program,
magazine, and reference resources.
Record facts and ideas from gradeappropriate visual and multimedia texts
including DVD, television program,
magazine, and reference resources.
Recognize point of view and distinguish
between fact and opinion.
Express personal thoughts and emotions
experienced when viewing the visual or
multimedia text
Discuss visual experiences (e.g., what was
seen and the effectiveness).
Describe how the visual or multimedia
text impacted personal knowledge,
beliefs and understanding
Personal
Volunteer personal experiences and
feelings prompted by various visuals.
Describe the visual texts and give
reasons for liking/disliking them.
Volunteer personal experiences and
feelings prompted by various visuals.
Describe the visual texts and give
reasons for liking/disliking them.
Express preferences for particular texts.
View and interpret key aspects including
arrangement and facial expression by
interpreting the following questions:
 How are the objects arranged in the
visual?
• Why are these objects placed in this
way?
• How do the objects help the story or
fact?
View a video version of a print book and
discuss how the two
versions are the same and different.
View and demonstrate understanding
that visual texts are sources of
information including ideas and
information about First Nations, Métis,
Inuit peoples, and other cultures
Identify the intent and appeal of
particular television advertisements
aimed at children.
Express personal thoughts and emotions
experienced when viewing the visual or
multimedia text
Describe perspectives or messages
promoted by particular visual depictions
Critical
Evidence of
Understanding
Compare a variety of visual
representations of the same story or
tale (including contemporary and
traditional First Nations and Métis
stories and art) and compare ideas and
points of view expressed in various
media.
Products
Observations
Conversations
Living Sky School Division No. 202
January 15, 2012
Identify the intent and appeal of particular
TV and print
advertisements and other visuals including
First Nations and Métis
art and other texts.
Evaluate the role of visuals in focusing
attention on particular
aspects or events, and influencing
opinions on issues.
Identify, with support, the
 values and aspects of various
cultures
 underlying visual messages
Discuss purpose, perspectives, and biases
and how visual texts including First
Nations and Métis resources can be used
to persuade others.
Analyze visual texts (including First
Nations and Métis art and other texts) as
sources for information, entertainment,
persuasion, interpretation of events, and
transmission of culture.
Identify the values underlying visual
messages and recognize persuasive
techniques and purposes in oral
presentations and various media
 Promises
 Dares
 Flattery