This outcome chart contains media-related learning outcomes from the British Columbia, Grade 3, English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site.

It is expected that students will:

Purposes (Reading and Viewing)
Purposes (Reading and Viewing) read fluently and demonstrate comprehension of grade-appropriate information texts, such as: - non-fiction books - textbooks and other instructional materials - materials that contain simple diagrams, charts or maps - reports and articles from children's magazines - reference materials - Web sites designed for children - instructions and procedures   view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters)	Lessons Comparing Real Families to TV Families Introducing the Internet: Exploring the Internet Introducing the Internet: Messages, Envelopes, Addresses Introducing the Internet: Telephones and Networks Looking at Newspapers: Introduction Newspaper Ads - Lesson Advertising and Nutrition: Looking at Food Advertising Co-Co’s Adversmarts Advertising and Nutrition: Packaging Tricks Facing TV Violence: Counting and Discussion Violence on the Screen Facing TV Violence: Rewriting the Script Facing TV Violence: Consequences and Media Violence TV Stereotypes Sheroes and Heroes Thinking About Television and Movies Looking at Newspapers: Introduction Teaching TV: Enjoying Television   Special MNet Initiatives Privacy Playground: The First Adventure of the Three CyberPigs
Strategies use a variety of strategies during reading and viewing to construct, monitor, and confirm meaning, including:   – predicting – making connections – visualizing – asking and answering questions – using ‘text features’ – self-monitoring and self-correcting – figuring out unknown words – reading selectively – summarizing     use a variety of strategies after reading and viewing to confirm and extend meaning, including:   – self-monitoring and self-correcting – generating and responding to questions – generating a response – visualizing – retelling and summarizing – using ‘text features’ to locate information – using graphic organizers to record information	Lessons Thinking About Television and Movies Looking at Newspapers Looking at Food Advertising Co-Co’s Adversmarts Once Upon a Time TV Stereotypes Comparing Real Families to TV Families Thinking About Television and Movies Teaching TV: Enjoying Television Facing TV Violence: Counting and Discussion Violence on the Screen Facing TV Violence: Rewriting the Script Facing TV Violence: Consequences and Media Violence   Parent/Teacher Guides Managing Superhero Play Talking to Kids about Advertising Talking to Kids about Racial Stereotypes Talking to Kids about Gender Stereotypes Talking to Kids about the News Talking to Kids about Media Violence
Thinking (Reading and Viewing) read and view to extend thinking, by: – predicting – developing connections and explanations – distinguishing between fact and fiction – drawing conclusions	Lessons   Thinking About Television and Movies Looking at Newspapers Advertising and Nutrition: Looking at Food Advertising Co-Co’s Adversmarts Facing TV Violence: Counting and Discussion Violence on the Screen Facing TV Violence: Rewriting the Script Facing TV Violence: Consequences and Media Violence Once Upon a Time TV Stereotypes   Parent/Teacher Guides Managing Superhero Play Talking to Kids about Advertising Talking to Kids about Racial Stereotypes Talking to Kids about Gender Stereotypes Talking to Kids about the News Talking to Kids about Media Violence
Features (Reading and Viewing) recognize and derive meaning from the structures and features of texts, including: – form, function, and genre of text (e.g., brochure about smoking to inform students; genre is persuasive) – literary elements (e.g., plot, conflict, theme, character, setting) – literary devices (e.g., imagery, simile, rhyme, rhythm, alliteration) – ‘text features’ (e.g., headings, diagrams, columns, sidebars)	Lessons    Introducing the Internet: Exploring the Internet Introducing the Internet: Messages, Envelopes, Addresses Introducing the Internet: Telephones and Networks Looking at Newspapers: Introduction Newspaper Ads - Lesson Looking at Newspapers: Introduction News and Newspapers: Across the Curriculum
Writing and Representing
Strategies (Writing and Representing) use a variety of strategies before writing and representing, including:   – setting a purpose – identifying an audience – participating in developing class-generated criteria – generating, selecting, developing, and organizing ideas from personal interest, prompts, models use a variety of strategies during writing and representing to express thoughts, including – referring to class-generated criteria – referring to word banks – examining models of literature/visuals – using information from multiple sources – consulting reference materials – revising and editing	Lessons Creating a Marketing Frenzy Eating Under the Rainbow Co-Co’s Adversmarts Facing TV Violence: Rewriting the Script Facing TV Violence: Consequences and Media Violence Looking at Food Advertising Thinking About Television and Movies Prejudice and Body Image Comparing Real Families to TV Families Packaging Tricks Classroom Activities Cereal and Junk Food Advertising