Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
identity (e.g., Expressing Myself)
community (e.g., Building Community)
social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.
View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator's technique and the impact on viewers.
View, listen to, read, and respond to a variety of texts that reflect diverse personal identities, worldviews, and backgrounds (e.g., culture, age, gender, language) including First Nations and Métis texts.
Select and use pertinent before, during, and after strategies to construct meaning when viewing
Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when viewing.
Evaluate the role of visuals in focusing attention on particular aspects or events, and influencing opinions on issues.
Identify the intent and appeal of particular TV and print advertisements and other visuals including First Nations and Métis art and other texts.
Understand how a range of visual features (e.g., graphs, images, illustrations, charts, maps, diagrams) can enhance and clarify spoken, written, or silent messages.
View a multimedia presentation and identify how the language, visual, and multimedia features (e.g., sound, colour, movement) are used to persuade.
"He Shoots, He Scores": Alcohol Advertising and Sports
Junk Food Jungle
Kids, Alcohol and Advertising1: Messages About Drinking
Kids, Alcohol and Advertising: Young Drinkers
Kids, Alcohol and Advertising 3: Understanding Brands
Kids, Alcohol and Advertising: Interpreting Media Messages
Looking At Food Advertising
Looks Good Enough to Eat
You've Gotta Have a Gimmick
Passport to the Internet (Licensed Resource)
Compose and create a range of visual, multimedia, oral, and written texts that explore:
- identity (e.g., Expressing Myself)
- community (e.g., Celebrating and Honouring Others)
- social responsibility (e.g., Within My Circle) through personal experiences
Create spoken, written, and other representations that include:
a specific message
a coherent organization of ideas
ideas and information which are clear and complete
appropriate use of language and conventions.
Use inquiry to explore authentic problems, questions, and issues associated with identity, community, and social responsibility including:
- asking general and specific inquiry questions on topics using predetermined categories
- recording, selecting, and sharing relevant personal knowledge and understanding of a topic or questions and considering purpose for individual and group inquiry or research
- selecting and using a plan for gathering ideas and information
- assessing the usefulness, authenticity, and reliability of information for inquiry or research needs using pre-established criteria
- using a variety of tools (including indices, maps, atlases, charts, electronic sources) and resources to access ideas and information
- organizing ideas and information in logical sequences
- making notes and citing authors and titles of sources alphabetically
- examining collected information to identify categories or aspects of a topic that need more research
- sharing findings and conclusions in a clear visual, oral, and written format
- using the language of inquiry (e.g., "I want to know if .…", "I wonder about ….")
Do You Believe This Camel?
Violence in Sports