Strand
General Outcome 1:
Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.
1.1 Discover and Explore
1.1.1 Express Ideas
Describe and reflect upon personal observations and experiences to make predictions and reach tentative conclusions.
1.1.2 Consider Others’ Ideas
Explore connections between a variety of insights, ideas, and responses.
1.1.3 Experiment with Language and Form
Explore a variety of forms of expression for particular personal purposes.
1.1.4 Express Preferences
Collect and explain preferences for particular forms of oral, literary, and media texts.
1.1.5 Set Goals
Identify areas of personal accomplishment and set goals to enhance language learning and use.
1.2 Clarify and Extend
1.2.1 Develop Understanding
Connect new information and experiences with prior knowledge to construct meaning in different contexts.
1.2.2 Explain Opinions
Express new concepts and understanding in own words and explain their importance.
1.2.3 Combine Ideas
Experiment with arranging ideas and information in a variety of ways to clarify understanding.
1.2.4 Extend Understanding
Reflect on ideas and experiences and ask questions to clarify and extend understanding.
MediaSmarts Resources
- Advertising All Around Us
- Avatars and Body Image
- Break the Fake: What’s Real Online?
- Comparing Real Families to TV Families
- CyberSense and Nonsense: The Second Adventure of the Three CyberPigs
- Earth Day: Maps as Media
- Facing TV Violence: Rewriting the Script
- Girls and Boys on Television
- Humour on Television
- Junk Food Jungle
- Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages
- Kids, Alcohol and Advertising 1: Messages About Drinking
- Media literacy key concepts Introduction: What is media anyway?
- Media literacy key concepts Lesson 2: Media are constructions
- Media literacy key concepts lesson 6: Each medium is a unique aesthetic form
- Passport to the Internet (licensed resource)
- Prejudice and Body Image
- Teaching TV: Critically Evaluating TV - Lesson
- Teaching TV: Learning With Television - Lesson
- The Anatomy of Cool
- The Hero Project: Authenticating Online Information
- Understanding the Internet Lesson 2: Pathways and Addresses
- Understanding the Internet Lesson 3: Build Understanding
- Villains, Heroes and Heroines
- Violence in Sports
General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.
2.1 Use Strategies and Cues
2.1.1 Prior Knowledge
Make and record connections between personal experiences, prior knowledge, and a variety of texts.
2.1.2 Comprehension Strategies
Confirm or reject inferences, predictions, or conclusions based on textual information; check and confirm understanding by rereading.
2.1.3 Textual Cues
Use textual cues [such as headings and sub-headings, story elements, key ideas in exposition…] to construct and confirm meaning.
2.1.4 Cueing Systems
Use syntactic, semantic, and graphophonic cueing systems [including word order; context clues; structural analysis to identify roots, prefixes, suffixes, compound words, contractions, and singular and plural words] to construct and confirm meaning; use a junior dictionary to determine word meaning in context.
2.2 Respond to Texts
2.2.1 Experience Various Texts
Experience texts from a variety of forms and genres [such as personal narratives, plays, adventure stories, mysteries…] and cultural traditions; share responses.
2.2.2 Connect Self, Texts, and Culture
Identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].
2.2.3 Appreciate the Artistry of Texts
Identify mood evoked by oral, literary, and media texts.
2.3 Understand Forms and Techniques
2.3.1 Forms and Genre
Distinguish similarities and differences among various forms and genres of oral, literary, and media texts [such as folk tales, poetry, bone and soapstone sculptures, news and weather reports…].
2.3.2 Techniques and Elements
Explain connections between events and the roles of main characters in oral, literary, and media texts, and identify how these texts may influence people’s behaviours.
2.3.3 Vocabulary
Expand knowledge of words and word relationships [including homonyms, antonyms, and synonyms] using a variety of sources [such as print and electronic dictionaries, thesauri, people…].
2.3.4 Experiment with Language
Recognize how words and word combinations [such as word play, repetition, rhyme…] influence or convey meaning; identify ways in which exaggeration is used to convey humour.
2.3.5 Create Original Texts
Create original texts [such as murals, scripts for short plays, descriptive stories, charts, poems…] to communicate and demonstrate understanding of forms and techniques.
MediaSmarts Resources
- Advertising All Around Us
- Avatars and Body Image
- Break the Fake: What’s Real Online?
- Comparing Real Families to TV Families
- CyberSense and Nonsense: The Second Adventure of the Three CyberPigs
- Earth Day: Maps as Media
- Facing TV Violence: Rewriting the Script
- Girls and Boys on Television
- Humour on Television
- Junk Food Jungle
- Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages
- Kids, Alcohol and Advertising 1: Messages About Drinking
- Media literacy key concepts Introduction: What is media anyway?
- Media literacy key concepts Lesson 2: Media are constructions
- Media literacy key concepts lesson 6: Each medium is a unique aesthetic form
- Passport to the Internet (licensed resource)
- Prejudice and Body Image
- Teaching TV: Critically Evaluating TV - Lesson
- Teaching TV: Learning With Television - Lesson
- The Anatomy of Cool
- The Hero Project: Authenticating Online Information
- Understanding the Internet Lesson 2: Pathways and Addresses
- Understanding the Internet Lesson 3: Build Understanding
- Villains, Heroes and Heroines
- Violence in Sports
General Outcome 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.
3.1 Plan and Focus
3.1.1 Use Personal Knowledge
Categorize personal knowledge of a topic to determine information needs.
3.1.2 Ask Questions
Ask general and specific questions on topics using predetermined categories.
3.1.3 Contribute to Group Inquiry
Identify relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research.
3.1.4 Create and Follow a Plan
Select and use a plan for gathering information.
3.2 Select and Process
3.2.1 Identify Personal and Peer Knowledge
Record, select, and share personal knowledge of a topic to focus inquiry or research.
3.2.2 Identify Sources
Answer inquiry or research questions using a variety of information sources [such as classroom materials, school libraries, video programs, Dene/Inuit hunts…].
3.2.3 Assess Sources
Assess the usefulness of information for inquiry or research using pre-established criteria.
3.2.4 Access Information
Use a variety of tools [including indices, maps, atlases, charts, glossaries, typographical features, card or electronic catalogues, and dictionaries] to access information and ideas; use visual and auditory cues to identify important information.
3.2.5 Make Sense of Information
Determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual and auditory cues.
3.3 Organize, Record, and Assess
3.3.1 Organize Information
Organize information and ideas in logical sequences using a variety of strategies [such as clustering, webbing, charting from a model…].
3.3.2 Record Information
Make notes of key words, phrases, and images by subtopics; cite authors and titles of sources alphabetically.
3.3.3 Evaluate Information
Examine collected information to identify categories or aspects of a topic that need more information.
3.3.4 Develop New Understanding
Use gathered information and questions to review and add to knowledge; consider new questions regarding the inquiry or research process and content.
MediaSmarts Resources
- Break the Fake: What’s Real Online?
- CyberSense and Nonsense: The Second Adventure of the Three CyberPigs
- Data Defenders
- Game Time
- Introduction to Ethics: Avatars and Identity
- Media literacy key concepts Introduction: What is media anyway?
- Media literacy key concepts lesson 6: Each medium is a unique aesthetic form
- Passport to the Internet (licensed resource)
- Teaching TV: Enjoying Television - Lesson
- Teaching TV: Film Production: Who Does What?
- The Hero Project: Authenticating Online Information
- Thinking Like a Tobacco Company: Grades 4-6
- Understanding the Internet Lesson 3: Build Understanding
General Outcome 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.
4.1 Generate and Focus
4.1.1 Generate Ideas
Focus a topic for oral, written, and visual texts using a variety of strategies [such as jotting point-form notes, mind mapping, developing story frames…]
4.1.2 Choose Forms
Choose from a variety of favourite forms and experiment with modelled forms [such as narrative and descriptive stories, plays, graphs…] for various audiences and purposes.
4.1.3 Organize Ideas
Determine key ideas and organize appropriate supporting details in own oral, written, and visual texts.
4.2 Enhance and Improve
4.2.1 Appraise Own and Others’ Work
Share own stories and creations in various ways with peers; give support and offer feedback to peers using pre-established criteria when responding to own and others’ creations.
4.2.2 Revise Content
Revise to create an interesting impression and check for sequence of ideas.
4.2.3 Enhance Legibility
Write legibly, with increasing speed, using a handwriting style that is consistent in alignment, shape, slant, and spacing; experiment with the use of templates, formatting, and familiar software when composing and revising.
4.2.4 Enhance Artistry
Choose descriptive language and sentence patterns to clarify and enhance ideas.
4.2.5 Enhance Presentation
Prepare organized compositions and reports using sound effects and visuals [such as graphs, charts, diagrams…] that engage the audience.
4.3 Attend to Conventions
4.3.1 Grammar and Usage
Edit for complete sentences and appropriate use of statements, questions, and exclamations.
4.3.2 Spelling (see Strategies)
Know and apply spelling conventions using a variety of strategies [including phonics, structural analysis, syllabication, and visual memory] and resources [such as dictionaries, spell-check functions, classroom resources…] and spelling patterns when editing and proofreading.
4.3.3 Punctuation and Capitalization
Know and use conventions of basic capitalization and punctuation [including commas in series and quotation marks] when editing and proofreading.
4.4 Present and Share
4.4.1 Share Ideas and Information
Prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience.
4.4.2 Effective Oral Communication
Describe and explain information and ideas to a particular audience; select, use, and monitor appropriate volume, intonation, and non-verbal cues.
4.4.3 Attentive Listening and Viewing
Demonstrate appropriate audience behaviours [such as listening to opposing opinions, disagreeing respectfully, expressing opinions…].
MediaSmarts Resources
- “He Shoots, He Scores”: Alcohol Advertising and Sports
- Avatars and Body Image
- Behaving Ethically Online: Ethics and Empathy
- Break the Fake: What’s Real Online?
- Facing TV Violence: Rewriting the Script
- Girls and Boys on Television
- Humour on Television
- Introducing TV Families
- Looking at Food Advertising
- Looking at Newspapers: Introduction - Lesson
- Media Kids
- Media literacy key concepts lesson 6: Each medium is a unique aesthetic form
- News and Newspapers: Across the Curriculum - Lesson
- Newspaper Ads - Lesson
- Once Upon a Time - Lesson
- Prejudice and Body Image
- Reporter For a Day
- Teaching TV: Critically Evaluating TV - Lesson
- Teaching TV: Film Production: Who Does What?
- Teaching TV: Television as a Story Teller - Lesson
- Teaching TV: Television Techniques - Lesson
- The Hero Project: Authenticating Online Information
- Thinking About Television and Movies - Lesson
- TV Stereotypes
- Violence in Sports
General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.
5.1 Develop and Celebrate Community
5.1.1 Compare Responses
Describe relationships between own and others’ ideas and experiences.
5.1.2 Relate Texts to Culture
Explore cultural representations in oral, literary, and media texts from various communities.
5.1.3 Appreciate Diversity
Connect the insights of individuals in oral, literary, and media texts to personal experiences; discuss connections in representations of cultures in oral, literary, and media texts; discuss personal participation and responsibility in communities.
5.1.4 Celebrate Special Occasions
Use appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the classroom.
5.2 Encourage, Support, and Work with Others
5.2.1 Cooperate with Others
Appreciate that everyone in a group has to work together to achieve cooperative and collaborative group tasks, and act accordingly.
5.2.2 Work in Groups
Take roles and share responsibilities as a group member.
5.2.3 Use Language to Show Respect
Appreciate variations in language use in a variety of contexts in immediate communities.
5.2.4 Evaluate Group Process
Show appreciation and offer constructive feedback to peers and seek support from group members; evaluate own group participation and adjust behaviour accordingly.
MediaSmarts Resources
- CyberSense and Nonsense: The Second Adventure of the Three
- Comparing Real Families to TV Families
- CyberPigs
- Introducing TV Families
- Introduction to Ethics: Avatars and Identity
- Kids, Alcohol and Advertising 1: Messages About Drinking
- Once Upon a Time - Lesson
- Sheroes and Heroes - Lesson
- The Anatomy of Cool
- The Constructed World of Television Families
- TV Stereotypes
- Villains, Heroes and Heroines
- What do Halloween costumes say? - Lesson