Listening and Speaking
Outcome 1: Students will communicate effectively and clearly and respond personally and critically.
- begin to demonstrate active listening habits (skills) in keeping with the student’s cultural context
- begin to ask and respond to questions and seek information
- Describe a personal experience with at least one detail [Note to Teacher: Be mindful of different communication styles.]
- share ideas, express feelings, give simple descriptions, and express opinions (e.g., I like …, I don’t like …) with others in a variety of ways
- engage in small- and whole-group conversation
- engage in and respond to simple, informal oral presentation
- begin to respond to and give simple directions or instructions
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
Outcome 2: Students will interact with sensitivity and respect, considering audience, purpose, and situation.
- begin to develop an awareness of social conventions (turn-taking, politeness, when to speak, and when to listen) in group work and co-operative play, in multiple cultural contexts
- begin to use expression and appropriate volume to communicate ideas and feelings
- begin to develop an awareness of respectful and non-hurtful vocabulary choices
- begin to demonstrate that different kinds of language are appropriate to different situations, 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
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
- understand beginning concepts about print
- begin to search using meaning (picture and background knowledge), structure/syntax, and visual information (sometimes uses beginning consonants, ending consonants, or known word parts to word solve)
- begin to monitor and self-correct using meaning, structure, and/or visual information
- begin to read with increasing stamina
- identify punctuation and describe its use
View with Understanding (Print and Digital Text)
- use picture cues to support understanding
- talk about a narrative in terms of what happens in the beginning, middle, and end
- talk about information in a non-fiction text
- talk about a character’s personality in a fiction text
- make predictions about what a text might be about or what might happen next
- make personal connections to understand a text
- discuss similarities and differences between texts written by the same author or on the same topic
- begin to visualize, to support comprehension, using a variety of culturally relevant texts
Selecting (Print and Digital Texts)
- talk about why particular texts are interesting
- talk about learning from reading based on pictures and print
- reread a familiar text to practice reading smoothly and with expressions
- select just-right (being mindful of interests, background knowledge and level) texts with assistance and beginning independence
MediaSmarts Resources
- Adversmarts: Introduction to Food Advertising Online
- Can You Spot the Ad?
- Co-Co’s Adversmarts
- Facing TV Violence: Rewriting the Script
- Looking at Food Advertising
- 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
- What do Halloween costumes say? - Lesson
Outcome 4: Students will select, interpret, and combine information in multiple cultural contexts.
- identify print and digital texts that are fiction and those that are non-fiction
- find information in simple print and digital texts
- ask questions about topics of interest
MediaSmarts Resources
Outcome 5: Students will respond personally and critically to a range of diverse texts
- choose a face from a selection of faces (e.g., happy, sad, neutral) to represent feelings about a print and/or digital text
- draw pictures (or pictures with labels and/or text) about personal reactions talk about a personal reaction to a print and/or digital text (e.g., favourite part, character)
- back up an opinion with prior knowledge and/or experiences
- begin to ask questions of text
- talk about print and/or digital texts written by the same author
- talk about print and/or digital text written about the same topic
- begin to develop an understanding and respect for diversity
- discuss what they are wondering about and questions they have of texts
- begin to recognize different points of view
MediaSmarts Resources
- Can You Spot the Ad?
- Co-Co’s Adversmarts
- Representing Ourselves Online
- Packaging Tricks - Lesson
- Facing TV Violence: Rewriting the Script
- Looking at Food Advertising
- Packaging Tricks - Lesson
- Representing Ourselves Online
- Rules of the Game
- Teaching TV: Film Production: Who Does What?
- Thinking About Television and Movies - Lesson
Outcome 6: Students will convey meaning by creating print and digital texts, collaboratively and independently, using personal experiences, feelings, and imagination.
- understand that print carries a messages
- play with words and sounds to express an idea
- begin to label some drawings to explain some ideas/topics
- begin to understand readers’/listeners’ comments to clarify meaning
MediaSmarts Resources
- Facing TV Violence: Rewriting the Script
- Looking at Food Advertising
- Packaging Tricks - Lesson
- Representing Ourselves Online
- Rules of the Game
- Teaching TV: Film Production: Who Does What?
- Thinking About Television and Movies - Lesson
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, using drawings, a combination of letters with some sound associations, and known words to explain thinking, feelings, and ideas, to record experiences, record personal opinions, inform, and communicate information
- talk about writing and/or reading the text written
- begin to talk about word choice for specific reasons
- create and record questions in both print and/or digital format
MediaSmarts Resources
Outcome 8: Students will create text, including digital, collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- identify audiences for some of their writing
- explain the reason for the writing (e.g., to remember an important event, to explain what happened, to thank a guest speaker, to share an idea with a classmate)
- work with a partner, in small groups, and independently to create writing (e.g., lists, notes, stories, poems)
- begin to use role plays to convey 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!
Outcome 9: Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.
- prewriting - talk about the ideas they plan to write about - begin to draw pictures to help develop ideas for writing
- drafting - develop some complete thoughts through drawing, using letter-like forms, random letters, sound-symbol matching, and some words - write left to right and top to bottom most of the time - begin to use some conventional spacing - begin to reread their writing to monitor meaning and message
- revision - add details to a picture - add labels to a picture
- editing - observe and develop an awareness of a teacher-modelled editing process
- proofreading - talk with teacher about scribbles/drawing and/or writing
- publishing/information sharing - share and publish student-selected pieces of writing
- ideas - begin to develop a topic - begin to tell a story related to a topic (storytelling, drawing, and/or writing)
- organization - recognize a sense of flow (beginning, middle, and end) in writing - understand that print and illustrations go together
- language use (sentence fluency, word choice, voice) - create a thought with a beginning and end - begin to experiment with a variety of words - recognize voice through shared reading/read-aloud - begin to use personal expression through storytelling, drawing, and/or writing - begin to experiment with a connection to audience through storytelling, drawing, and/or writing
- writing conventions - begin to write from left to right and from top to bottom - begin to use spacing between words
MediaSmarts Resources