Objective B: Comprehending written and visual text
"Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text."
As appropriate to the phase, the student is expected to be able to:
- read for specific purposes and respond to show understanding
- interpret visual text that is presented with written text
- engage with the text by supporting opinion and personal response with evidence and examples from the text.
Here is my interpretation of the passage:
- Music video with lyrics can be a prompt for this task as lyrics will be provided and therefore, students are required to comprehend a written + visual text task.
- There is a length requirement for each phase. (MYP Language Acquisition, 2014, page 43)
- Teachers should be aware of the complexity of the text. Is the text complex enough for students to interpret? Does it allow students to make an inference and generate an opinion? Is there a specific purpose and a clear structure of the text? Does the text allows students to make personal connections and take actions?
- Teachers are encouraged to use authentic texts to engage students to read and view for a purpose. Even TV guides and cereal boxes can be good written and visual texts.
- The design of the comprehension questions should allow the progression of thinking.
- Since students are required to use their creative and critical thinking skills to understand what is read and viewed, the two thinking skills must be explicitly taught in conjunction with communication skills. (From Principles into Practices, ATL skills framework, 2014, page 98, page 103-104)
- Refer to "Character and non-Roman alphabetical languages" (MYP language acquisition guide, 2014, page 45) for word-character equivalency suggested for length of reading comprehension texts.