The Ontario Curriculum, Grades 1-8, Language [revised] 2006

GRADE 8

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GRADE 8 | ORAL COMMUNICATION

By the end of Grade 8, students will:

Purpose 1.1 identify a range of purposes for listen-

ing in a variety of situations, formal andinformal, and set goals appropriate tospecific listening tasks (e.g., to evaluatethe effectiveness of the arguments on bothsides of a class debate on an environmen-tal, social, or global issue; to respond tofeedback in peer conferences andstudent/teacher conferences)

Active Listening Strategies1.2 demonstrate an understanding of

appropriate listening behaviour byadapting active listening strategies tosuit a wide variety of situations, includ-ing work in groups (e.g., follow the con-versation and make relevant contributionsin a group discussion; express interest inwhat is being said by commenting andquestioning)

Comprehension Strategies1.3 identify a variety of listening compre-

hension strategies and use them appro-priately before, during, and after listen-ing in order to understand and clarifythe meaning of increasingly complexand challenging oral texts (e.g., use back-ground knowledge about the structure oforal texts such as debates, interviews,speeches, monologues, lectures, and plays

to make predictions and identify impor-tant ideas while listening; ask questionsfor clarification or further information;use a range of note-taking strategies tokeep track of or summarize importantpoints; use self-questioning to monitorunderstanding of what is being said)

Demonstrating Understanding1.4 demonstrate an understanding of the

information and ideas in increasinglycomplex and difficult oral texts in avariety of ways (e.g., compare viewsabout an oral text with two other class-mates and prepare a joint summary topresent to the class; cite details from anoral text to support their opinions about itin a small-group discussion; use visual art,music, or drama to represent importantideas in an oral text)

Making Inferences/Interpreting Texts1.5 develop and explain interpretations of

oral texts using the language of the textand oral and visual cues to supporttheir interpretations

Teacher prompt: “Why might differentaudiences interpret the same oral textin different ways? Give examples tosupport your opinion.”

Extending Understanding1.6 extend understanding of oral texts,

including increasingly complex or difficulttexts, by connecting, comparing, andcontrasting the ideas and information

1. Listening to Understand

OVERALL EXPECTATIONS By the end of Grade 8, students will:

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. use speaking skills and strategies appropriately to communicate with different audiencesfor a variety of purposes;

3. reflect on and identify their strengths as listeners and speakers, areas for improvement, andthe strategies they found most helpful in oral communication situations.

SPECIFIC EXPECTATIONS

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in them to their own knowledge, experi-ence, and insights; to other texts, includ-ing print and visual texts; and to theworld around them (e.g., respond in roleas a character from an oral text whilebeing interviewed by another student; dis-cuss similarities and differences betweenoral and print texts on the same topic,focusing on specific elements such as theaccuracy and relevance of information;debate the wisdom of the choices made bya historical personage depicted in an oralbiography, based on ideas about whattheir own choices might have been)

Analysing Texts1.7 analyse a variety of complex or chal-

lenging oral texts in order to identifythe strategies that have been used toinform, persuade, or entertain, and eval-uate the effectiveness of those strategies(e.g., compare the tone and the ideasemphasized in speeches about non-smok-ing regulations by a tobacco companyrepresentative and a person with asthmaand suggest how each approach wouldinfluence an audience)

Point of View1.8 explain what the use of irony or satire in

an oral text reveals about the speaker ’spurpose and perspective

Teacher prompts: “What cues help youto recognize the use of irony or satirein a text?” “How does recognizingirony or satire help you to understandwhat is being said?”

Presentation Strategies 1.9 identify a wide variety of presentation

strategies used in oral texts, evaluatetheir effectiveness, and suggest otherstrategies that might have been as effec-tive or more so (e.g., compare two oralpresentations, with a focus on the effec-tiveness of the presentation strategies usedby each speaker)

Teacher prompt: “Did the speakers usefacial expressions, vocal effects, andbody language appropriately? Did theuse of these strategies make the mes-sage more convincing?”


Purpose 2.1 identify a range of purposes for speak-

ing in a variety of situations, bothstraightforward and more complex, andexplain how the purpose and intendedaudience might influence the choice ofspeaking strategies (e.g., to introduce aspeaker; to support the resolution in adebate; to dramatize a favourite poem; toexplain a complex procedure to an indi-vidual or group; to work towards the solu-tion to a problem with a partner)

Interactive Strategies2.2 demonstrate an understanding of

appropriate speaking behaviour in mostsituations, using a variety of speakingstrategies and adapting them to suit thepurpose and audience (e.g., paraphrasedifferent points of view on an issue toclarify alternative perspectives; affirm thecontributions of others before responding;avoid making highly personal remarks inpublic or in formal situations)

Clarity and Coherence 2.3 communicate in a clear, coherent man-

ner, using a structure and style appro-priate to the purpose, the subject matter,and the intended audience (e.g., combinelogic with an appeal to emotion in a char-ity fund-raising speech; use a cause-and-effect structure in a report on the rise of apolitical movement or the emergence of acontentious Aboriginal issue)

Appropriate Language 2.4 use appropriate words, phrases, and ter-

minology from the full range of theirvocabulary, including inclusive andnon-discriminatory language, and arange of stylistic devices, to communi-cate their meaning effectively andengage the interest of their intendedaudience (e.g., use imagery, figurativelanguage such as similes and analogies,and other stylistic elements such asidioms and onomatopoeia to evoke a par-ticular mood in a dramatic monologue oran appeal for support)

2. Speaking to Communicate

Vocal Skills and Strategies2.5 identify a range of vocal effects, includ-

ing tone, pace, pitch, volume, and avariety of sound effects, and use themappropriately and with sensitivitytowards cultural differences to commu-nicate their meaning (e.g., use changes inpitch to differentiate voices in a story-telling session; use tone and volume toclarify implied messages in a rap poem)

Non-Verbal Cues2.6 identify a variety of non-verbal cues,

including facial expression, gestures,and eye contact, and use them in oralcommunications, appropriately andwith sensitivity towards cultural differ-ences, to help convey their meaning(e.g., rehearse and use hand gestures andincreased volume to emphasize pointsduring a formal presentation)

Visual Aids2.7 use a variety of appropriate visual aids

(e.g., photographs, multimedia, diagrams,graphs, charts, costumes, props, artefacts)to support and enhance oral presenta-tions (e.g., use a chart to clarify the orderof events in a report about a scientificbreakthrough; use a video clip from ananimated cartoon to show how sound isused to complement the image)


Metacognition3.1 identify what strategies they found

most helpful before, during, and afterlistening and speaking and what stepsthey can take to improve their oral com-munication skills

Teacher prompts: “What listeningstrategies help you to contribute effec-tively in a group discussion?” “Whatquestions do you ask yourself to checkwhether you are understanding whatis being said?” “Can you identify themost effective elements in your oralpresentation? How do you know theywere effective?” “What would you dodifferently next time?”

Interconnected Skills3.2 identify how their skills as viewers, rep-

resenters, readers, and writers help themimprove their oral communication skills

Teacher prompt: “How does your expe-rience of creating media texts help youunderstand oral texts?”

3. Reflecting on OralCommunication Skills and Strategies

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Variety of Texts1.1 read a wide variety of increasingly com-

plex or difficult texts from diverse cul-tures, including literary texts (e.g., shortstories, novels, poetry, essays, science fiction, memoirs, scripts, satire), graphictexts (e.g., graphs and graphic organizers,charts and tables, surveys, maps, spread-sheets), and informational texts (e.g.,essays, Canadian and global print andonline sources, electronic texts, textbooks,dictionaries, thesauri, websites, transcripts)

Purpose 1.2 identify a variety of purposes for reading

and choose increasingly complex or dif-ficult reading materials appropriate forthose purposes (e.g., several online orprint articles by the same author to identifyconsistency or change in the author ’s pointof view; websites for information on a topicfrom different sources; stories from differentcultures, including Aboriginal cultures, tocompare treatments of similar themes)

Comprehension Strategies1.3 identify a variety of reading compre-

hension strategies and use them appro-priately before, during, and after read-ing to understand increasingly complex

or difficult texts (e.g., activate priorknowledge on a topic through dialogue orby developing mind maps; use visualiza-tion and comparisons with images in othertexts or media to clarify impressions ofcharacters, scenes, or concepts; ask ques-tions to monitor and clarify understand-ing; identify important ideas; synthesizeideas to broaden understanding)

Demonstrating Understanding1.4 demonstrate understanding of increasingly

complex and difficult texts by summa-rizing important ideas and explaininghow the details support the main idea(e.g., theme or argument and supportingevidence in reviews, essays, plays, poems;key information and related data in pub-lic documents, online and print referencearticles, manuals, surveys, graphs, tablesand charts, websites, transcripts)

Making Inferences/Interpreting Texts1.5 develop and explain interpretations of

increasingly complex or difficult textsusing stated and implied ideas from thetexts to support their interpretations

Teacher prompt: “How do the statedand unstated messages in the dialoguebetween these characters complicatethe plot of this story? What details inthe dialogue support your interpretation?”

1. Reading for Meaning


1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

3. use knowledge of words and cueing systems to read fluently;

4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.


Extending Understanding 1.6 extend understanding of texts, including

increasingly complex or difficult texts, byconnecting the ideas in them to their ownknowledge, experience, and insights, toother texts, and to the world around them

Teacher prompts: “Do you have knowl-edge or experiences that affect the wayyou interpret the author’s message?”“How does the author’s approach dif-fer from the approach in other articlesyou have read on this topic?”

Analysing Texts 1.7 analyse a variety of texts, including

complex or difficult texts, and explainhow the various elements in them con-tribute to meaning and influence thereader’s reaction (e.g., narrative: risingaction holds attention and creates sus-pense; report on an investigation: theopening paragraph tells the reader aboutthe purpose, goals, and audience forthe report)

Teacher prompts: “Why does theauthor spend so much time describingthe preparation for the race?” “Howdoes the information in the openingparagraph help you understand therest of the report?”

Responding to and Evaluating Texts 1.8 evaluate the effectiveness of a text based

on evidence taken from that text

Teacher prompts: “Were the instructionsfor doing the experiment clear and easyto follow? Why or why not?” “Were theauthor’s arguments well supported bycredible evidence? Did the argumentsmake sense? Why, or why not?”“Identify three uses of imagery in thepoem and explain how they help thepoet communicate the theme effectively.”

Point of View 1.9 identify the point of view presented in

texts, including increasingly complex or difficult texts; give evidence of anybiases they may contain; and suggestother possible perspectives (e.g., determinewhether an environmental argumentshould include an economic perspectiveor an economic argument should includean environmental perspective)

Teacher prompt: “How will the additionof another perspective affect the impactor appeal of the text?”


Text Forms2.1 analyse a variety of text forms and

explain how their particular characteris-tics help communicate meaning, with afocus on literary texts such as a memoir(e.g., the author’s personality and/or spe-cial experience of the subject are an impor-tant part of the narrative, even if theauthor is not the subject of the narrative),graphic texts such as a map (e.g., the dif-ferent colours for land and water helpreaders understand what geographical fea-tures they are looking at), and informa-tional texts such as a magazine article(e.g., sidebars allow minor themes to bedeveloped in detail without interruptingthe main narrative)

Text Patterns2.2 analyse increasingly complex texts to

identify different types of organizationalpatterns used in them and explain howthe patterns help communicate meaning(e.g., a “before-and-after”comparison inan advertisement; time order and causeand effect in an online magazine or newspaper article)

Text Features2.3 identify a variety of text features and

explain how they help communicatemeaning (e.g., tree diagrams, tables, end-notes, and “Works Cited”or “References”lists help readers locate information andunderstand its context)

Teacher prompt: “What do the types ofsources in the ‘References’ list tell youabout the author’s research?”

Elements of Style2.4 identify a range of elements of style –

including symbolism, irony, analogy,metaphor, and other rhetorical devices –and explain how they help communi-cate meaning and enhance the effective-ness of texts (e.g., the use of dramaticirony, in which the audience understandsthe implications of words or actions betterthan the characters do themselves, cancreate humour or a sense of foreboding)

2. Understanding Form and Style

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Reading Familiar Words3.1 automatically read and understand

most words in a wide range of readingcontexts (e.g., words from grade-leveltexts; terminology used in discussions andposted in the classroom; words fromshared-, guided-, and independent-reading texts, electronic texts, andresource material used in the curriculumsubject areas)

Reading Unfamiliar Words3.2 predict the meaning of and rapidly

solve unfamiliar words using differenttypes of cues, including:

• semantic (meaning) cues (e.g., basewords, prefixes, suffixes, phrases,sentences, and visuals that activateexisting knowledge of oral and written language);

• syntactic (language structure) cues(e.g., word order and the relationshipbetween words, language patterns,punctuation);

• graphophonic (phonological andgraphic) cues (e.g., familiar wordswithin larger words, syllables withinlarger words, similarities betweenwords with known spelling patternsand unknown words)

Teacher prompt: “Read to the end ofthe paragraph and see if the contextwill help you solve the word. Is theword essential to your understanding?If so, reread and see if you can solvethe word by…”

Reading Fluently3.3 read appropriate texts with expression

and confidence, adjusting readingstrategies and reading rate to match theform and purpose (e.g., orally read toentertain a younger class, using suitableemphasis, intonation, and phrasing)


Metacognition4.1 identify the strategies they found most

helpful before, during, and after readingand explain, in conversation with theteacher and/or peers or in a reader’snotebook/reflective journal, how theycan use these and other strategies toimprove as readers

Teacher prompts: “What strategies doyou use most consistently to help youunderstand a new text?” “What typesof questions do you ask yourself to helpyou monitor your reading?” “What ‘fix-up’ strategies do you use when youdon’t understand?” “What strategies doyou use confidently and effectively?”

Interconnected Skills4.2 explain, in conversation with the

teacher and/or peers or in a reader’snotebook/reflective journal, how theirskills in listening, speaking, writing,viewing, and representing help themmake sense of what they read

Teacher prompts: “Did watching thetelevision program about space explo-ration help you when you were read-ing the newspaper reports of the spaceprobe?” “How does creating onlinetexts help you read electronic texts?”“What lessons have you learned as awriter/listener that will make you abetter reader?”

4. Reflecting on Reading Skills andStrategies

3. Reading With Fluency

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GRADE 8 | WRITING


Purpose and Audience 1.1 identify the topic, purpose, and audience

for more complex writing forms (e.g., apersonal memoir about the school experi-ence to share with classmates, family, andfriends at graduation; a report on a topicof current interest in the style of a news-paper article, including headlines, for aschool or community newspaper; a cam-paign flyer or brochure to promote a can-didate for school government)

Developing Ideas 1.2 generate ideas about more challenging

topics and identify those most appro-priate to the purpose

Research 1.3 gather information to support ideas for

writing, using a variety of strategies anda wide range of print and electronicsources (e.g., produce a plan and timelinefor carrying out research tasks; interviewpeople with knowledge of the topic; iden-tify and use graphic and multimediaresources; record sources used and infor-mation gathered in a form that makes iteasy to understand and retrieve)

Classifying Ideas 1.4 sort and classify ideas and information

for their writing in a variety of waysthat allow them to manipulate informa-tion and see different combinations andrelationships in their data (e.g., by usingelectronic graphic organizers, tables, charts)

Organizing Ideas 1.5 identify and order main ideas and

supporting details and group them intounits that could be used to develop asummary, a debate, or a report of sever-al paragraphs, using a variety of strate-gies (e.g., making jot notes; makingsketchboard outlines of a procedure orseries of events) and organizational patterns (e.g., combined/multiple orderssuch as order of importance and cause and effect)

Review 1.6 determine whether the ideas and infor-

mation they have gathered are relevant,appropriate, and sufficiently specific forthe purpose, and do more planning andresearch if necessary (e.g., check for depthand breadth of coverage of the topic)

1. Developing and OrganizingContent


1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic formsand stylistic elements appropriate for the purpose and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of languageconventions, to correct errors, refine expression, and present their work effectively;

4. reflect on and identify their strengths as writers, areas for improvement, and the strategiesthey found most helpful at different stages in the writing process.


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Form2.1 write complex texts of a variety of lengths

using a wide range of forms (e.g., a memoirof a significant Canadian; a report comparingthe economies of two nations and explaininghow a new industry might affect each nation’seconomy; briefing notes for an oral debateoutlining both sides of an argument, includ-ing appeals to both logic and emotion; anarrative in the style of a particular author,adding to or extending a text by that author;an original satirical, science-fiction, or real-istic fiction piece modelled on the struc-tures and conventions of the genre; a freeverse or narrative poem, or a limerick)

Voice 2.2 establish a distinctive voice in their

writing appropriate to the subject andaudience, (e.g., use emotive language topersuade the audience to share their feel-ings, and explain the effect they think itwill have on the audience)

Word Choice 2.3 regularly use vivid and/or figurative

language and innovative expressions in their writing (e.g., adjective phrases:The car with the fluorescent red racingstripe; adverb phrases: He walked withthe gait of a sailor; specialized vocabularyand terminology; analogies and idioms)

Teacher prompt: “Identify three lan-guage choices you have made andexplain the effect they will have on areader.”

Sentence Fluency 2.4 vary sentence types and structures for

different purposes (e.g., to alter the paceor mood), with a focus on using a rangeof relative pronouns (e.g., who, which),subordinate conjunctions (e.g., whenever,because, although), and both the activeand passive voice

Point of View 2.5 identify their point of view and other

possible points of view, evaluate otherpoints of view, and find ways to respondto other points of view, if appropriate

Teacher prompt: “How can you addressin your writing the questions that

would come from others who hold adifferent point of view?”

Preparing for Revision 2.6 identify elements in their writing that

need improvement, selectively usingfeedback from the teacher and peers, with a focus on depth of content andappropriateness of tone

Teacher prompts: “Are there any keyideas that are missing or need moreexplanation?” “Does your writinghave an identifiable tone (e.g., sincerity,humour, horror, irony, pathos)? Is the toneappropriate to the subject matter? Doesit accurately reflect your point of view?”

Revision 2.7 make revisions to improve the content,

clarity, and interest of their writtenwork, using a variety of strategies (e.g., use sticky notes while rereading torecord questions and ideas; cut and paste toimprove logic of organization; add or substi-tute words and phrases, including vocabu-lary from other subject areas; use idioms,figurative language, and rhetorical devicessuch as analogy to achieve particular effects;adjust sentence length, type, and complexityto suit the audience and purpose; use pat-terns such as repetition with variations toemphasize important points and hold theattention of the audience)

Teacher prompt: “Could you use twodifferent sentence lengths and patternsto highlight the two points of view inyour argument?”

Producing Drafts 2.8 produce revised draft pieces of writing

to meet identified criteria based on theexpectations (e.g., adequate developmentof information and ideas, logical organi-zation, appropriate use of form and style,appropriate use of conventions)


Spelling Familiar Words 3.1 spell familiar words correctly (e.g., words

from their oral vocabulary, anchor charts,and shared-, guided-, and independent-reading texts; words used regularly ininstruction across the curriculum)

3. Applying Knowledge ofLanguage Conventions and Presenting Written Work Effectively

2. Using Knowledge of Form andStyle in Writing

Spelling Unfamiliar Words 3.2 spell unfamiliar words using a variety

of strategies that involve understandingsound-symbol relationships, word struc-tures, word meanings, and generaliza-tions about spelling (e.g., orally empha-size differences in easily confused words:affect/effect, technicality/technically;compare complicated words to words withknown letter patterns; use knowledge ofthe history of a word to help spell it:sheep herder/shepherd; use knowledgeof familiar words to spell technical terms)

Vocabulary 3.3 confirm spellings and word meanings

or word choice using a wide variety ofresources appropriate for the purpose(e.g., locate entry words, pronunciationkeys, prefixes, and information aboutword origins in online and print diction-aries, including thematic dictionaries suchas a dictionary of synonyms, antonyms,and homonyms, a science dictionary)

Punctuation 3.4 use punctuation appropriately to com-

municate their intended meaning inmore complex writing forms, includingforms specific to different subjects acrossthe curriculum, with a focus on the useof: commas to separate introductoryphrases from the main part of a sentenceand to separate words, phrases, andclauses in a series; quotation marks todistinguish words being discussed aswords and to indicate titles; ellipses (…)and dashes to indicate sentence breaks,ambiguities, or parenthetical statements

Grammar 3.5 use parts of speech correctly to commu-

nicate their meaning clearly, with afocus on subject/verb agreement andthe use of nouns, pronouns, adjectives,adverbs, and prepositions

Proofreading 3.6 proofread and correct their writing

using guidelines developed with peersand the teacher (e.g., an editing checklistspecific to the writing task)

Publishing 3.7 use a wide range of appropriate ele-

ments of effective presentation in thefinished product, including print, script,different fonts, graphics, and layout(e.g., use legible printing and cursivewriting; use an imaginative text layout,drawings, and a table of contents in aclass poetry anthology for the schoollibrary; use a spreadsheet to displaydetailed specific information)

Producing Finished Works 3.8 produce pieces of published work to

meet identified criteria based on theexpectations (e.g., adequacy of informa-tion and ideas, logic and effectiveness oforganization, effective use of form andstylistic elements, appropriate use of con-ventions, effective presentation)


Metacognition4.1 identify a variety of strategies they used

before, during, and after writing, explainwhich ones were most helpful, and sug-gest future steps they can take to improveas writers (e.g., use a three-column reflec-tion journal to monitor the writing process:What I learned/How I learned it/How Ican use it)

Teacher prompt: “Explain how you usedyour writer’s notebook/journal to helpyou identify your strengths as a writerand your next steps for writing.”

Interconnected Skills 4.2 describe how their skills in listening,

speaking, reading, viewing, and repre-senting help in their develop-ment as writers

Teacher prompts: “How does assumingthe role of the reader of your ownwriting help you revise your writing?”“How do you think listening to oral textshas helped you become a better writer?”“How can reading texts from differentcultures improve your writing?”

Portfolio 4.3 select pieces of writing that they think

reflect their growth and competence as writers and explain the reasons fortheir choice

4. Reflecting on Writing Skills andStrategies

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Purpose and Audience 1.1 explain how a variety of media texts

address their intended purpose andaudience (e.g., this stage productionbased on a popular novel uses music andlighting to enhance the original andappeal to its fans; this commercial for asports car uses fast-paced editing and rockmusic to appeal to the target audience –young, single men and women)

Teacher prompts: “Why might a pro-ducer think that yet another version ofthis well-known story would attract awide audience?” “What kind of driveris this car advertisement designed toappeal to?”

Making Inferences/Interpreting Messages1.2 interpret increasingly complex or diffi-

cult media texts, using overt andimplied messages as evidence for theirinterpretations (e.g., compare the cover-age of a lead story in a morning newspa-per to the coverage of that story on theevening news; compare the order in whichnews stories are reported on two differenttelevision channels and suggest reasonsfor the differences; compare the treatment

of a historical figure in a movie to his orher treatment in a print biography)

Teacher prompts: “Did the newspaperand the television news program usethe same lead story? Why or why not?Did the different news sources providedifferent information on the sametopic? Did they take a different posi-tion?“ “Which historical portrait ismore convincing? More accurate?More interesting? Why?”

Responding to and Evaluating Texts 1.3 evaluate the effectiveness of the presen-

tation and treatment of ideas, informa-tion, themes, opinions, issues, and/orexperiences in media texts (e.g., explainhow a series of newspaper stories on acontroversial issue captured and main-tained their interest; explain the similari-ties and differences in the treatment of aparticular topic or theme in different mediatexts and evaluate the relative effectivenessof the treatments; as a class, evaluate themedia’s coverage of a social or environ-mental issue over a two-week period)

Audience Responses 1.4 explain why different audiences (e.g., with

respect to gender, age, culture, race, incomelevel) might have different responses to avariety of media texts (e.g., predict how

1. Understanding Media Texts


1. demonstrate an understanding of a variety of media texts;

2. identify some media forms and explain how the conventions and techniques associatedwith them are used to create meaning;

3. create a variety of media texts for different purposes and audiences, using appropriateforms, conventions, and techniques;

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 creatingmedia texts.


a member of a particular age/gender/ ethnocultural/socio-economic group mightreact to a controversial article in a print oronline news magazine and give reasonsfor their prediction)

Teacher prompt: “Do you think allmembers of a particular group wouldreact the same way to this issue?Could an older person react the sameway as a teenager? Why, or why not?”

Point of View 1.5 demonstrate understanding that differ-

ent media texts reflect different points of view and that some texts reflect mul-tiple points of view (e.g., a televisionbroadcast of a sports game presents theviews of fans, the announcers, the spon-sors, and the television network; differentmedia texts represent people of differentage, gender, income level, or ethnoculturalbackground differently, communicatingobvious or subtle messages that mightindicate bias or stereotyping; differentpoints of view are often presented in anews report of a conflict)

Teacher prompts: “What differentgroups are represented in the text?Are the different groups treated differ-ently? If so, how?” “In this newsreport about a conflict between twocountries, does the reporter appear tofavour one side over the other? Giveevidence for your view.”

Production Perspectives1.6 identify who produces various media

texts and determine the commercial,ideological, political, cultural, and/orartistic interests or perspectives that thetexts may involve (e.g., a music company’sinterest in a recording may be differentfrom that of the artist; the company thatproduces a video game and the game’screator may have different views on howthe game should be promoted)

Teacher prompt: ”How are commercialand artistic interests reflected in thecontents and presentation of this CDby your favourite group?” ”Explainhow a more ideological approachmight affect the appeal of this maga-zine for its current broad range ofreaders.”


Form2.1 explain how individual elements of var-

ious media forms combine to create,reinforce, and/or enhance meaning (e.g., print advertisements use text, images,colour, different fonts, and different cameraangles in a seamless combination to createan effect)

Teacher prompt: ”Why do you thinkeach of these elements is included?How are the elements combined to create a coherent message?”

Conventions and Techniques2.2 identify the conventions and techniques

used in a variety of media forms andexplain how they help convey meaningand influence or engage the audience(e.g., website conventions: home pagesprovide users with a convenient previewof the types of information available;website techniques: “sidebars” with invit-ing audio/video elements entice viewersto browse and explore new topics thatmight not have been their first priority)


Purpose and Audience 3.1 explain why they have chosen the topic

for a media text they plan to create (e.g.,a poster advertising a class fund-raisingcampaign to appeal to local parentgroups, businesses, or service organiza-tions), and identify challenges they mayface in engaging and/or influencingtheir intended audience

Teacher prompt: “What are the chal-lenges involved in reaching each ofthese groups? How can you appeal toall of the groups in a single poster? Ifyou were to develop three posters, onefor each of them, how would theposters differ?”

3. Creating Media Texts

2. Understanding Media Forms,Conventions, and Techniques

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Form3.2 identify an appropriate form to suit the

purpose and audience for a media textthey plan to create (e.g., a multimediapresentation about their class or grade, tobe presented to parents during graduationceremonies) and explain why it is anappropriate choice

Teacher prompt: “What different typesof media could you use for the presen-tation? How would they be organizedand combined?”

Conventions and Techniques3.3 identify conventions and techniques

appropriate to the form chosen for amedia text they plan to create, andexplain how they will use the conven-tions and techniques to help communi-cate their message (e.g., conventions inadvertisements for a product to appeal to different age groups among the stu-dents: text, images, “free offer” promo-tional gimmicks; techniques: use of age-appropriate content in all elements of the advertisement)

Teacher prompt: “What are the impor-tant things you need to know aboutyour audience when designing yourmedia text?”

Producing Media Texts 3.4 produce a variety of media texts of some

technical complexity for specific purposesand audiences, using appropriate forms,conventions, and techniques (e.g.,

• a multimedia presentation examiningtwo or more elements of a narrative,such as theme, plot, setting, or character

• a one-minute video advertising a class fund-raising project

• a website based on the content of a unit of study

• a report on school sports events to be presented during morningannouncements

• magazine advertisements for a particu-lar product, aimed at different agegroups among the students in the school

• an interview with a family memberabout his or her cultural heritage forpublication in a school or communitymagazine/newspaper

• a public-service announcement on acurrent issue that is relevant to theirfellow students, such as daily physicalactivity, literacy, or bullying

• a storyboard for a video of a favouritesong that is not available as a video)


Metacognition4.1 identify what strategies they found most

helpful 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 helpful to think about your audience’s needs or wants before creating your advertisement?”

Interconnected Skills4.2 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?”

4. Reflecting on Media LiteracySkills and Strategies

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The Ontario Curriculum, Grades 1-8, Language [revised] 2006

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