Outcome Chart - British Columbia - Literacy Foundations - English Language Arts - Level 5

This outcome chart contains media-related learning outcomes from the British Columbia, Level 5, 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

  • view and demonstrate an understanding of the meaning conveyed by a variety of visual texts (e.g., illustrations, diagrams, posters, broadcast media, films, videos, visual components of print media such as photographs, artwork, tables, graphs)
  • before reading and viewing, make predictions about the content and meaning of texts (e.g., textbooks, brochures, newspaper, web site, fiction, non-fiction) by
    • setting a purpose
    • generating questions
    • accessing prior knowledge to make connections
    • previewing text features
  • during reading and viewing, construct meaning from texts by
  • analysing the significance of the themes and points of view
  • using syntactic and context cues (e.g., knowledge of grammar, word order, and sentence structure) to guide and inform their understanding of the text
  • using text features to locate information and support comprehension (e.g., diagrams, headings, bold and italicized words, table of contents)
  • recognizing literary elements (e.g., plot, conflict, character, setting, climax, resolution, theme)
  • recognizing literary devices (e.g., irony, hyperbole, simile, metaphor)
  • identifying idiomatic expressions
  • making inferences (e.g., about characters’ feelings or story problems)
  • drawing conclusions (e.g., make connections between cause and effect)
  • skimming for main ideas
  • making relevant notes using logical categories (e.g., outlines, mind maps, timelines)
  • self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, reread to clarify understanding, use context cues and resources such as a dictionary to figure out unfamiliar vocabulary)
  • generating and responding to questions
  • using graphic organizers to process, record, and demonstrate synthesis of information
  • drawing conclusions
  • using text features to locate information and clarify understanding (e.g., copyright information, table of contents, headings, index, glossary, diagrams, sidebars, pull-quotes, references, hyperlinks)
  • using graphic organizers to process, record, and demonstrate synthesis of information (e.g., compare the ideas, content, and perspectives expressed in the text to ideas from other sources such as other texts, prior knowledge, partner talk, or class discussions)
  • making inferences and drawing conclusions
  • summarizing, synthesizing, and applying new ideas (e.g., suggest an alternative approach or conclusion, consider alternative interpretations, extend the story
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts by

Lessons

Advertising All Around Us

Comic Book Characters

Comparing Real Families to TV Families

Cop Shows

Creating a Marketing Frenzy

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting & Discussing Violence on the Screen

Facing TV Violence: Rewriting the Script

How to Analyze the News

Humour on Television

Introducing TV Families

Junk Food Jungle

Looking At Food Advertising

Looking at Newspapers: Introduction

News and Newspapers: Across the Curriculum

Newspaper Ads

Reporter For a Day

Teaching TV: Critically Evaluating TV

You’ve Gotta Have a Gimmick