Communications 12

Comprehend and Respond
(Comprehension)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• distinguish the different features of a variety of literary, technical, and business texts
• paraphrase the main ideas, events, or themes in a variety of literary, technical, business, and informational communications
• demonstrate the ability to adjust reading and viewing according to purpose, content, and context
• interpret details in and draw conclusions from information presented in a variety of print and graphic formats, including electronic formats

To view the prescribed learning outcomes for Comprehend and Respond (Comprehension) in grade 11 click below.

Suggested Instructional Strategies

• Present students with a list of the standard parts of a textbook: table of contents, index, headings, glossary, and so on. Demonstrate how textbooks vary in organization. Have small groups select a text they are using in class, examine and discuss it, and then describe:
  • the elements of the textbook
  • how the information is organized
  • the nature and quality of the diagrams used
  • any specialized language used
  • any difficulties students might encounter during reading
  • recommended reading techniques
• Provide students with a how-to video and a music video. Ask them to view both videos and write summaries of each. Then have them compare the two videos for the amount, type, and depth of information. Have students explain the different viewing strategies used for each video.
• Display political cartoons around the classroom. Ask students to write their understanding of the message under each cartoon and to be prepared to defend their interpretations on the basis of the details in the cartoon. Have them work in small groups to achieve consensus on the meaning of the cartoons and present their summaries to the class.
• Provide students with a variety of bus, airline, ferry, and train schedules. In small groups, have students plan a trip, co-ordinating at least three different schedules in order to arrive at a specific time and destination. Ask them to write up their plans and present them to the class.
• As a class, review how to read visual information (e.g., charts, graphs, maps). Have students choose an industry and locate visual information about it (e.g., Statistics Canada data, labour market graphs and charts). Ask them to write a summary of the growth or decline in the industry based on the visual information.

Suggested Assessment Strategies

• When groups of students examine and discuss a textbook they are studying, look for evidence that they can identify:
  • the various elements of the textbook
  • the pattern of organization
  • why particular types of diagrams were used
  • any specialized language used.

  Also check that students recognize the level of reading required and can suggest techniques for locating information in the text.

• When students compare two videos, check that they can identify the intended purpose and audience for each video and discuss differences in the amount, type, and depth of information in each. As students present their explanations of the different viewing strategies required for each video, look for evidence that:
  • the explanation is clear and thorough
  • statements are supported with specific references
  • details are accurate and relevant
  • conclusions are logical
• When students work with schedules to prepare travel plans, collaborate with them to identify criteria to guide their work and provide the basis for assessment. They can then use the criteria, along with a rating scale (e.g., 3=strong; 2=good; 1=minimal; 0=changes required), to assess each group’s presentation. Criteria might include:
  • accurate; consistent with information in schedules
  • well organized; easy to follow
  • visually appealing Provide an opportunity for groups to revise their trip plans in response to suggestions and then submit them for display on the bulletin board.

Recommended Learning Resources

Print Material

• Canadian Writer's Companion
• The Communications Handbook
• English Skills With Readings, First Canadian Edition