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
Use personal experiences as a basis for exploring, predicting, and expressing opinions and understanding.
1.1.2 Consider Others’ Ideas
Seek others’ viewpoints to build on personal responses and understanding.
1.1.3 Experiment with Language and Form
Recognize and use favourite forms of self-expression.
1.1.4 Express Preferences
Review personal collection of favourite oral, literary, and media texts and share responses to preferred forms.
1.1.5 Set Goals
Set personal goals to enhance language learning and use.
1.2 Clarify and Extend
1.2.1 Develop Understanding
Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.
1.2.2 Explain Opinions
Explain the importance of linking personal perceptions and ideas to new concepts.
1.2.3 Combine Ideas
Organize ideas and information in ways that clarify and shape understanding.
1.2.4 Extend Understanding
Appraise ideas for clarity and ask extending questions.
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
- Editing Emotions
- Freedom to Smoke
- Girls and Boys on Television
- How to Analyze the News
- Image Gap
- 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 3: Audiences negotiate meaning
- Media literacy key concepts Lesson 4: Media have commercial implications
- Media literacy key concepts lesson 6: Each medium is a unique aesthetic form
- Mirror Image
- Passport to the Internet (licensed resource)
- Prejudice and Body Image
- Put Downs
- Stay on the Path Lesson Three: Treasure Maps
- Stay on the Path Lesson Two: All That Glitters is Not Gold
- Stereotyping and Bias
- Teaching TV: Critically Evaluating TV - Lesson
- Teaching TV: Learning With Television - Lesson
- The Anatomy of Cool
- The Hero Project: Authenticating Online Information
- The True Story
- Understanding the Internet Lesson 2: Pathways and Addresses
- Understanding the Internet Lesson 3: Build Understanding
- Villains, Heroes and Heroines
- Violence in Sports
- You’ve Gotta Have a Gimmick
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
Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts.
2.1.2 Comprehension Strategies
Use a variety of comprehension strategies [including setting a purpose, asking questions, inferring, and confirming or rejecting predictions and conclusions]; confirm understanding and self-correct when necessary.
2.1.3 Textual Cues
Use textual cues [such as key ideas, sequence of major events, table of contents, glossaries…] 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, and suffixes] to construct and confirm meaning; use a 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 historical fiction, myths, biographies…] and cultural traditions; explain preferences for particular types of oral, literary, and media texts.
2.2.2 Connect Self, Texts, and Culture
Compare the challenges and situations encountered in daily life with those experienced by people in other times, places, and cultures as portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].
2.2.3 Appreciate the Artistry of Texts
Identify descriptive and figurative language in oral, literary, and media texts.
2.3 Understand Forms and Techniques
2.3.1 Forms and Genre
Understand and use a variety of forms and genres of oral, literary, and media texts [such as poetry, articles, news reports, documentaries…].
2.3.2 Techniques and Elements
Identify key elements [including plot, setting, and characterization] and techniques [such as colour, music, speed…] in oral, literary, and media texts, and explore their impact.
2.3.3 Vocabulary
Identify how and why word structures and meaning change, and use accurate word meaning according to context.
2.3.4 Experiment with Language
Experiment with words and sentence patterns to create word pictures; identify figures of speech [including personification] and ways in which they convey meaning.
2.3.5 Create Original Texts
Create original texts [such as journals, posters combining print and art, dioramas, travelogues…] 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?
- Comic Book Characters
- Comparing Real Families to TV Families
- CyberSense and Nonsense: The Second Adventure of the Three CyberPigs
- Earth Day: Maps as Media
- Editing Emotions
- Girls and Boys on Television
- How to Analyze the News
- Junk Food Jungle
- Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages
- Kids, Alcohol and Advertising 1: Messages About Drinking
- Looks Good Enough to Eat
- Media literacy key concepts Introduction: What is media anyway?
- Media literacy key concepts Lesson 2: Media are constructions
- Media literacy key concepts Lesson 4: Media have commercial implications
- Media literacy key concepts lesson 6: Each medium is a unique aesthetic form
- Passport to the Internet (licensed resource)
- Prejudice and Body Image
- Stay on the Path Lesson One: Searching for Treasure
- Taking Charge of TV Violence
- 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
- What’s in a Word?
- You’ve Gotta Have a Gimmick
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
Summarize personal knowledge of a topic in categories to determine information needs.
3.1.2 Ask Questions
Formulate general and specific questions to identify information needs.
3.1.3 Contribute to Group Inquiry
Share personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research.
3.1.4 Create and Follow a Plan
Gather and record information and ideas using a plan.
3.2 Select and Process
3.2.1 Identify Personal and Peer Knowledge
Record personal knowledge of a topic and collaborate to generate information for inquiry or research.
3.2.2 Identify Sources
Answer inquiry or research questions using a variety of information sources (such as newspapers, series by the same name writer, scripts, diaries, elders, interviews, trips, oral traditions…).
3.2.3 Assess Sources
Determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria.
3.2.4 Access Information
Use a variety of tools (including chapter headings and encyclopedia guide words) to access information and ideas; use visual and auditory cues ( such as graphics, voice-overs, scene changes, body language, background music…) to identify key ideas.
3.2.5 Make Sense of Information
Recognize organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence]; skim scan and listen for key words and phrases.
3.3 Organize, Record, and Assess
3.3.1 Organize Information
Organize information and ideas into categories [such as who, what where, when, why, how…] using a variety of strategies such as webbing, using graphic organizers, sequencing, charting…].
3.3.2 Record Information
Record information in own words; cite authors and titles alphabetically and provide publication dates of sources.
3.3.3 Evaluate Information
Recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose.
3.3.4 Develop New Understanding
Assess knowledge gained through the inquiry or research process; form personal conclusions and generate new questions for further research or inquiry.
MediaSmarts Resources
- Break the Fake: What’s Real Online?
- CyberSense and Nonsense: The Second Adventure of the Three CyberPigs
- Data Defenders
- Editing Emotions
- 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)
- Stay on the Path Lesson Four: Scavenger Hunt
- Stay on the Path Lesson One: Searching for Treasure
- Stay on the Path Lesson Three: Treasure Maps
- Stay on the Path Lesson Two: All That Glitters is Not Gold
- Stereotyping and Bias
- Taking Charge of TV Violence
- 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
- What Students Need to Know about Freedom of Information and Protection of Privacy (Grade 5) - Lesson
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 by integrating ideas from experiences and a variety of other sources.
4.1.2 Choose Forms
Choose forms [such as news stories, interviews, reports, diagrams…] appropriate to a variety of audiences and purposes.
4.1.3 Organize Ideas
Use listening, reading, and viewing experiences as models for organizing ideas in own oral, written, and visual texts.
4.2 Enhance and Improve
4.2.1 Appraise Own and Others’ Work
Participate in developing criteria to respond to own and others’ oral, written, and visual creations and use the criteria to suggest revisions.
4.2.2 Revise Content
Revise for content, organization, and clarity.
4.2.3 Enhance Legibility
Write legibly and use appropriate formatting and word processing when composing and revising.
4.2.4 Enhance Artistry
Select words, sounds, and images for appropriate connotations, and use varied sentence lengths and structures [including compound sentences].
4.2.5 Enhance Presentation
Prepare organized compositions, presentations, reports, and inquiry or research projects using pre-established organizers.
4.3 Attend to Conventions
4.3.1 Grammar and Usage
Edit to eliminate fragments and run-on sentences.
4.3.2 Spelling (see Strategies)
Know and apply spelling conventions using a variety of strategies [including structural analysis, syllabication, and visual memory] and spelling patterns when editing and proofreading; predict the spelling of unfamiliar words using a variety of resources to confirm correctness.
4.3.3 Punctuation and Capitalization
Know how to capitalize and punctuate compound sentences, headings, and titles, and apply these conventions 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, audio-visual, and dramatic forms to engage the audience.
4.4.2 Effective Oral Communication
Use gestures and facial expression to enhance oral presentations; use and monitor emphasis and appropriate pacing; arrange presentation space to focus audience attention.
4.4.3 Attentive Listening and Viewing
Show respect for presenter(s) through active listening and viewing and other audience behaviours [such as giving polite feedback, responding to the speaker’s gestures, showing attentive body language…].
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?
- Comic Book Characters
- Editing Emotions
- Elections and the Media
- Girls and Boys on Television
- Introducing TV Families
- Looking at Food Advertising
- Looks Good Enough to Eat
- 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
- Stay on the Path Lesson One: Searching for Treasure
- 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
- Winning the Cyber Security Game
- You’ve Gotta Have a Gimmick
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
Acknowledge differing responses to common experiences.
5.1.2 Relate Texts to Culture
Draw on oral, literary, and media texts to explain personal perspectives on cultural representations.
5.1.3 Appreciate Diversity
Compare individuals and situations portrayed in oral, literary, and media texts to those encountered in real life; recognize personal participation and responsibility in communities.
5.1.4 Celebrate Special Occasions
Select and use language appropriate in tone and form to recognize and honour people and events.
5.2 Encourage, Support, and Work with Others
5.2.1 Cooperate with Others
Distinguish between on-task and off-task ideas and behaviours in cooperative and collaborative groups, and stay on task; identify and solve group productivity issues.
5.2.2 Work in Groups
Assume the responsibilities of various group roles; choose roles appropriate for tasks and productivity.
5.2.3 Use Language to Show Respect
Demonstrate sensitivity to appropriate language use when communicating orally.
5.2.4 Evaluate Group Process
Assess group process using checklists, and determine areas for development; set group and individual goals.
MediaSmarts Resources
- CyberSense and Nonsense: The Second Adventure of the Three CyberPigs
- Comparing Real Families to TV Families
- 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
- Stereotyping and Bias
- The Anatomy of Cool
- The Constructed World of Television Families
- TV Stereotypes
- Villains, Heroes and Heroines
- What do Halloween costumes say? - Lesson
- What’s in a Word?