| (a) |
Determine main ideas in visual and multimedia texts including safe websites designed for children (including First Nations and Métis resources). |
| (b) |
Select and use appropriate strategies (before, during, and after) to construct and confirm meaning when viewing. |
| (c) |
Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and confirm meaning when viewing |
| (d) |
Record facts and ideas from grade-appropriate visual and multimedia texts including DVD, television program, magazine, and reference resources. |
| (e) |
Identify design, layout, and other features (e.g., colour, bold typeface, and sound effects) that help to understand grade-appropriate visual and multimedia texts (including First Nations and Métis resources). |
| (f) |
Describe perspectives or messages promoted by particular visual depictions in a film/video/DVD or magazine article. |
| (g) |
View and identify purpose for visual features used. |
| (h) |
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. |
| (i) |
Identify and discuss the key visual features such as colour, line, and size of an illustrator's style and how they relate to print text and add to or supplement words. |
| (j) |
Express preferences for particular texts. |
Scaredy Squirrel provides an opportunity for classroom discussion to address fears, self-confidence and risk-taking.
