Outcome Chart - British Columbia - Literacy Foundations - English Language Arts - Level 6

This outcome chart contains media-related learning outcomes from the British Columbia, Level 6, Literacy Foundations, English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Reading and Viewing

Specific Expectations

  • view and demonstrate an understanding of the meaning conveyed by a variety of visual media (e.g., broadcasts, web sites, videos, DVDs, visual components of print media such as tables, graphics, illustrations, graphic novels, art work, photographs)
  • before reading and viewing, make predictions about the content and meaning of texts (e.g., textbooks, brochures, newspaper, web site, fiction, non-fiction) by
    • setting a purpose
    • generating guiding questions (e.g., record questions in a graphic organizer and review after reading to answer or revise)
    • accessing prior knowledge to make connections
    • previewing text features
  • during reading and viewing, construct meaning from texts by analysing the significance of the themes and points of view by
  • differentiating between main ideas and supporting details
  • predicting and questioning
  • using syntactic and context cues to guide and inform their understanding of the text (e.g., knowledge of grammar, word order, and sentence structure)
  • using text features to locate information and support comprehension (e.g., diagrams, headings, bold and italicized words, table of contents)
  • recognizing literary elements (e.g., plot, conflict, character, setting, climax, resolution, theme)
  • recognizing literary devices (e.g., irony, hyperbole, simile, metaphor)
  • making inferences (e.g., about characters’ feelings or story problems)
  • drawing conclusions (e.g., make connections between cause and effect)
  • making relevant notes using logical categories (e.g., outlines, mind maps, timelines)
  • self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, reread to clarify understanding, use context cues and resources such as a dictionary to figure out unfamiliar vocabulary)
  • self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, use context cues and resources to figure out unfamiliar vocabulary)
  • generating and responding to questions
  • using graphic organizers to process, record, and demonstrate synthesis of information
  • making inferences and drawing conclusions
  • summarizing, synthesizing, and applying new ideas (e.g., suggest an alternative approach or conclusion, consider alternative interpretations, extend the story)
  • reflecting on purpose for reading, predictions, and questions made during reading
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts by


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