Listening and Speaking
Outcome 1: Students will communicate effectively and clearly and respond personally and critically.
- demonstrate active listening habits (skills) in keeping with the student’s cultural context
- ask and respond to questions to seek clarification of others’ ideas to gather further information
- describe a personal experience in sequential order, and offer an opinion about an idea with at least two to three supporting details [Note to Teacher: Be mindful of different communication styles.]
- express and explain opinions, and respond to questions of others
- sustain focused one-to-one conversations and actively contribute to small- and large-group interaction
- demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal oral presentations with sensitivity and respect, considering audience and purpose
- use complex sentences that begin to incorporate rich vocabulary and transition words to connect phrases
- respond to and give directions that are multi-step
MediaSmarts Resources
- Eating under the Rainbow
- Favourite Sports and Athletes
- Rules of the Game
- Teaching TV: Enjoying Television - Lesson
- Teaching TV: Television as a Story Teller - Lesson
- TV Stereotypes
Outcome 2: Students will interact with sensitivity and respect, considering audience, purpose, and situation.
- use social conventions, in a range of conversations and co-operative play situations, (turn taking, politeness, when to speak, and when to listen) in multiple cultural contexts
- use intonation, expression, and tone to communicate ideas and feelings in small- and whole-group situations
- recognize and apply respectful and non-hurtful vocabulary, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
- use different kinds of language dependent upon audience and purpose
MediaSmarts Resources
- Eating under the Rainbow
- Favourite Sports and Athletes
- Rules of the Game
- Teaching TV: Enjoying Television - Lesson
- Teaching TV: Television as a Story Teller - Lesson
- TV Stereotypes
Reading and Viewing
Outcome 3: Students will demonstrate a variety of ways to comprehend and select from a range of culturally relevant texts.
Strategic processing
- make minimal use of finger pointing when reading
- use all sources of information (meaning, structure, visual) to search, monitor, check, and self-correct
- monitor and self-correct with consistency
- read independently with increasing stamina
- use a variety of word-solving strategies
- use punctuation to appropriately guide reading with pauses, appropriate inflection of what makes sense, looks right, and sounds right
- use a variety of text features to locate information (table of contents, index)
- predict on the basis of what makes sense, looks right, and sounds right
View with Understanding (Print and Digital Text)
- use picture cues to support understanding
- retell a narrative, making reference to vocabulary such as characters, problem, and solution
- explain understanding of fiction, non-fiction, and poetry texts orally
- talk about texts with reference to titles, authors, and illustrators
- demonstrate understanding within and beyond the text
- visualize, to support comprehension, with a variety of culturally relevant texts
- begin to infer meaning within and beyond a variety of culturally relevant texts
- begin to discuss how prior knowledge supports comprehension of culturally relevant text
- talk about how using comprehension strategies enhanced their understanding
- demonstrate literal comprehension about and within culturally relevant texts
- begin to apply a variety of comprehension strategies to synthesize meaning of texts
- use before-, during-, and after-reading strategies with culturally relevant texts
Selecting (Print and Digital Texts)
- talk about why particular texts are interesting to them
- talk about what makes a text just-right (being mindful of interests, background knowledge and level) for them
- select just-right texts with assistance, with growing independence
- talk about one or more favourite authors
- describe how a non-fiction text is usually illustrated (photographs) versus a fiction text (drawings)
Fluency
- use punctuation marks to guide intonation and expression
- begin to change the rate of reading, depending on the mood of the text
MediaSmarts Resources
- Adversmarts: Understanding Food Advertising Online
- Can You Spot the Ad?
- Co-Co’s Adversmarts
- Comparing Real Families to TV Families
- Facing TV Violence: Rewriting the Script
- Healthy Food Web
- Introducing TV Families
- Looking at Food Advertising
- Looking at Newspapers: Introduction - Lesson
- Newspaper Ads - Lesson
- Once Upon a Time - Lesson
- Packaging Tricks - Lesson
- Representing Ourselves Online
- Rules of the Game
- So Many Choices!
- Teaching TV: Critically Evaluating TV - Lesson
- Teaching TV: Enjoying Television - Lesson
- Teaching TV: Learning With Television - Lesson
- Teaching TV: Television as a Story Teller - Lesson
- Teaching TV: Television Techniques - Lesson
- Thinking About Television and Movies - Lesson
- TV Stereotypes
- What do Halloween costumes say? - Lesson
Outcome 4: Students will select, interpret, and combine information in multiple cultural contexts.
- formulate questions to guide their research
- use a table of contents and index (print) and navigation menus (digital) to locate information
- begin to determine important information in a text
- discuss how they researched and found answers to their questions
MediaSmarts Resources
- Can You Spot the Ad?
- Comparing Real Families to TV Families
- Humour on Television
- Introducing TV Families
- So Many Choices!
Outcome 5: Students will respond personally and critically to a range of diverse texts
- make meaningful personal connections that enhance comprehension
- share connections orally
- share opinions about the print and/or digital text orally
- ask questions of texts and make connections between the text and their world
- recognize different points of view of the author of print and/or digital text
- identify and use text features of fiction and nonfiction texts that support comprehension
- begin to develop an understanding and respect for diversity
- recognize different points of view
MediaSmarts Resources
- Can You Spot the Ad?
- Co-Co’s Adversmarts
- Comparing Real Families to TV Families
- Introducing TV Families
- Once Upon a Time - Lesson
- Packaging Tricks - Lesson
- Representing Ourselves Online
- TV Stereotypes
Outcome 6: Students will convey meaning by creating print and digital texts, collaboratively and independently, using personal experiences, feelings, and imagination.
- express ideas in complete thoughts using simple and compound sentences
- label drawings to explain ideas/topics
- understand and begin to use readers’/listeners’ comments to clarify meaning
Writing and Other Ways of Representing
Outcome 7: Students will use writing and other forms of representing, including digital, to explore, clarify, and reflect on thoughts, feelings, experiences, and learnings.
- write a variety of poetry, fiction, and non-fiction texts
- explain the purpose for writing make decisions about word choice for specific reasons—concrete nouns, accurate verbs, description, etc.
- create and record questions, both in print and/or digital format
- write in both print and/or digital format an organized text with a beginning, middle, and end
- begin to select appropriate print and/or digital graphic organizers from several options
- recognize differing points of view in own writing and the writing of others
MediaSmarts Resources
- Adversmarts: Understanding Food Advertising Online
- Facing TV Violence: Rewriting the Script
- Healthy Food Web
- Introducing TV Families
- Looking at Food Advertising
- Looking at Newspapers: Introduction - Lesson
- Newspaper Ads - Lesson
- Once Upon a Time - Lesson
- Packaging Tricks - Lesson
- Representing Ourselves Online
- Rules of the Game
- Teaching TV: Film Production: Who Does What?
- Thinking About Television and Movies - Lesson
- TV Stereotypes
Outcome 8: Students will create text, including digital, collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- begin to choose forms of writing that are appropriate to specific purposes and audiences
- begin to include information that is relevant and purposeful for an intended audience
- work with a partner, in small groups, and independently, to create writing
- use role plays to convey, enhance, and enrich meaning (other ways of representing)
MediaSmarts Resources
- Facing TV Violence: Rewriting the Script
- Looking at Newspapers: Introduction - Lesson
- Rules of the Game
- So Many Choices!
- TV Stereotypes
Outcome 9: Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.
Writing Processes
- prewriting - talk about the ideas they plan to write about - draw pictures to develop ideas for writing - choose and use simple graphic organizers, such as the five-finger plan, web, list, five Ws
- drafting - understand that writing is connected to prewriting - write on a single topic - begin to choose forms of writing that are appropriate to specific purposes and audiences (i.e., narrative, expository, descriptive, and persuasive) - begin to include information that is relevant and purposeful for an intended audience - reread my writing to monitor meaning and message
- revision - make changes to writing to clarify meaning through strategies, such as inserting a word, using a caret, crossing out a word, and adding details
- editing - use the word wall to check high-frequency words - begin to use simple self-editing checklists to edit for conventions
- proofreading - begin to use simple proofreading checklist - make final corrections against edited draft
- publishing / information sharing - publish student-selected final pieces of writing that demonstrate grade-level traits and conventions
Writing Traits
- ideas - write several sentences on a single, identifiable topic - elaborate on a topic
- organization - experiment with leads - experiment with sequencing (first, next, then, finally)
- language use (sentence fluency, word choice, voice) - use varied sentence beginnings - use simple sentences - begin to use transitional words and phrases - experiment with compound sentences (using “and” or “but”) - use concrete nouns and avoid words like “stuff” or “things” - use accurate verbs - use attribute words—colour, size, shape, texture - use multi-sensory words—hearing, smell - use comparison words that compare one thing to another—size, shape, texture - recognize voice through a broad range of texts - begin to demonstrate a unique voice in writing - demonstrate through writing a growing connection to audience
- writing conventions - use lower-case letters within words - use capitals for proper nouns (names or places and days/months) with guidance - begin to use commas in a date and series - begin to use periods and capitals correctly - use compound sentences (two simple sentences combined with a comma and conjunction) - demonstrate an awareness of when to use quotation marks
MediaSmarts Resources