Outcome Chart - British Columbia - English Language Arts Grade 1

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 1, English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Reading and Viewing

Purposes (Reading and Viewing)

view and demonstrate understanding that visual texts are sources of information

Lessons

Favourite Sports and Athletes: An Introduction to Sports Media

Eating Under the Rainbow

Co-Co’s Adversmarts

Packaging Tricks

Looking at Food Advertising

Teaching TV: Enjoying Television

Teaching TV: Critically Evaluating TV

Teaching TV: Learning With Television

Teaching TV: Television as a Story Teller

Teaching TV: Television Techniques

The Broadcast Project

Strategies (Reading and Viewing)

use some comprehension and word-decoding strategies during reading and viewing to construct, monitor, and confirm meaning, including: predicting and making connections, visualizing, figuring out unknown words, self-monitoring and self-correcting and retelling

use strategies after reading and viewing to confirm and extend meaning, including rereading or “re-viewing”, discussing with others, retelling, sketching and writing a response identify explicit connections between works that they have read, viewed, or heard

Lessons

Favorite Sports and Athletes

Eating Under the Rainbow

Co-Co’s Adversmarts

Looking at Food Advertising

Packaging Tricks

Teaching TV: Enjoying Television

The Broadcast Project

Teacher/Parent Guides

Managing Superhero Play

Talking to Kids About Advertising

Talking to Kids about Racial Stereotypes

Talking to Kids about Gender Stereotypes

Talking to Kids about the News

Talking to Kids about Media Violence

Thinking (Reading and Viewing) and Features (Reading and Viewing)

respond to selections they read or view, by expressing an opinion supported with a reason and making text-to-self, text-to-text, and text-to-world connections

read and view to expand knowledge, by predicting and connecting, comparing and inferring, inquiring and explaining

recognize and derive meaning from the structures and features of texts, including: concepts about print and concepts about books, elements of stories (e.g., beginning, middle, end; character, setting, events), ‘text features’ and the vocabulary needed to talk about texts (e.g., book, author, title, illustrator, pictures)

Lessons

Favourite Sports and Athletes

Eating Under the Rainbow

Looking at Food Advertising

Co-Co’s Adversmarts

Packaging Tricks

Teaching TV: Enjoying Television

Teaching TV: Critically Evaluating TV

Teaching TV: Learning With Television

Teaching TV: Television as a Story Teller

The Broadcast Project

Once Upon a Time

Teacher/Parent Guides

Managing Superhero Play

Talking to Kids About Advertising

Talking to Kids about Racial Stereotypes

Talking to Kids about Gender Stereotypes

Talking to Kids about the News

Talking to Kids about Media Violence

Writing and Representing

Purposes (Writing and Representing)

create straightforward informational writing and representations, using prompts to elicit ideas and knowledge, featuring:
ideas represented through words, sentences, and images that connect to a topic
developing sentence fluency by using simple sentences, patterns, labels, and captions
developing word choice by beginning to use content-specific vocabulary and some detail
developing voice by showing how they think and feel about a topic
an organization that follows a form modelled by the teacher, such as a list, web, chart, cluster, or other graphic organizer

Lessons

Favourite Sports and Athletes

Eating Under the Rainbow

Looking at Food Advertising

Co-Co’s Adversmarts

Packaging Tricks

Teaching TV: Enjoying Television

Teaching TV: Critically Evaluating TV

Teaching TV: Learning With Television

Facing TV Violence: Counting and Discussion Violence on the Screen

Teacher/ Parent Guides

Managing Superhero Play

Talking to Kids About Advertising

Talking to Kids about Racial Stereotypes

Talking to Kids about Gender Stereotypes

Talking to Kids about the News

Talking to Kids about Media Violence

Strategies (Writing and Representing)

use strategies during writing and representing to express thoughts in written and visual form (e.g., looking at picture books and student writing samples as models)

Lessons

Looking at Food Advertising

Co-Co’s Adversmarts

Once Upon a Time

Favorite Sports and Athletes

Managing Superhero Play

Packaging Tricks

Teaching TV: Television as a Story Teller

The Broadcast Project

Talking to Kids About Advertising

Talking to Kids about Racial Stereotypes

Talking to Kids about Gender Stereotypes

Talking to Kids about the News

Talking to Kids about Media Violence

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