Outcome Chart - British Columbia - Literacy Foundations - English Language Arts - Level 2

This outcome chart contains media-related learning outcomes from the British Columbia, Level 2, Literacy Foundations, English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Reading and Viewing

Specific Expectations

It is expected that students will:

  • read and demonstrate comprehension of commonly used words and phrases found in familiar reading materials (e.g., forms, brochures, banking information, prescription information, menus, food packages)
  • read or view and demonstrate an understanding of the meaning intended by common symbols and visual texts (e.g., $, @, #, ™, ©, traffic signs, community signs, advertising boards, store marquees)
  • before reading and viewing, make meaning from texts (spoken, written, or visual communication) and increase fluency by
    • setting a purpose (e.g., discussing the purpose for reading or viewing)
    • making predictions (e.g., using prior reading and viewing experiences to make predictions and connections, such as looking at cover, illustrations, and headings, and knowledge of the author)
    • generating questions (e.g., asking questions related to and going beyond the text)
    • accessing prior knowledge to make connections (e.g., using prior knowledge and experiences to connect with a topic or idea in response to questions about what they already know or in response to pictures or verbal prompts, such as “What does this remind you of?”)
  • during reading and viewing, construct meaning from texts by
  • describing the author’s main ideas and points of view
  • predicting what might happen next based on already known information
    after reading and viewing, develop their understanding of the meaning conveyed in texts by
  • describing their interpretation
  • discussing their interpretation with others
  • rereading or “re-viewing” for clarification
  • locating text features (e.g., diagrams, headings, bold and italicized words, diagrams, drawings, chapter titles) that support their interpretation

Lessons

Comparing Real Families to TV Families

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting & Discussing Violence on the Screen

Facing TV Violence: Rewriting the Script

Introducing TV Families

Looking At Food Advertising

Looking at Newspapers: Introduction

Newspaper Ads

Once Upon a Time

Educational Games

Co-Co’s AdverSmarts