This outcome chart contains media-related learning outcomes from the British Columbia, Grade 5 English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site.

It is expected that students will:

Reading and Viewing
Purposes (Reading and Viewing) view and demonstrate comprehension of visual texts (e.g., signs, cartoons, illustrations, newspapers, diagrams, posters, videos, advertising)	Lessons Sheroes and Heroes Villains, Heroes and Heroines Violence in Sports Anatomy of Cool Media Kids Teaching TV: Television as a Story Teller Teaching TV: Television Techniques Thinking About Television and Movies How to Analyze the News Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
Strategies (Reading and Viewing) select and use strategies during reading and viewing to construct, monitor, and confirm meaning, including: – predicting – making connections – visualizing – asking and answering questions – making inferences and drawing conclusions – using ‘text features’ – self-monitoring and self-correcting – figuring out unknown words – reading selectively – determining the importance of ideas/events – summarizing and synthesizing      select and use strategies after reading and viewing to confirm and extend meaning, including: – self-monitoring and self-correcting – generating and responding to questions – making inferences and drawing conclusions – reflecting and responding – visualizing – using ‘text features’ to locate information – using graphic organizers to record information – summarizing and synthesizing	Lessons Sheroes and Heroes Villains, Heroes and Heroines Do You Believe This Camel? Anatomy of Cool Kids, Alcohol and Advertising: Messages About Drinking Kids, Alcohol and Advertising: Young Drinkers Kids, Alcohol and Advertising: Understanding Brands Kids, Alcohol and Advertising:  Interpreting Media Messages "He Shoots, He Scores": Alcohol Advertising and Sports The Constructed World of TV Families Media Kids Violence in Sports You've Gotta Have a Gimmick!  Advertising and Nutrition: Looks Good Enough to Eat What's in a Word? Images of Learning: Elementary Comic Book Characters Stereotyping and Bias Introducing the Internet: Exploring the Internet Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) MNet Special Initiatives Cybersense & Nonsense: The Second Adventure of the Three CyberPigs
Thinking (Reading and Viewing) respond to selections they read or view, by: – expressing an opinion with supporting evidence – explaining connections (text-to-self, text-to-text, and text-to-world) – identifying personally meaningful selections, passages, and images     read and view to improve and extend thinking, by: – developing explanations – distinguishing between fact and opinion – analysing texts to consider alternatives – drawing conclusions – comparing various viewpoints – summarizing and synthesizing	Lessons Creating a Marketing Frenzy Freedom to Smoke Image Gap Mirror Image Introducing the Internet: Messages, Envelop es, Addresses Media Literacy for Development & Children's Rights A Day in the Life Anatomy of Cool Put Downs Teachable Moments Christmas Commercialism  Bad Ads Essay Writing Contest Hurricane Katrina and News Media Buy Nothing Day Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) MNet Special Initiatives Cybersense and Nonsense: The Second Adventure of the Three CyberPigs
Features explain how structures and features of text work to develop meaning, including: – form, function, and genre of text (e.g., brochure about smoking to inform students; genre is persuasive) – ‘text features’ (e.g., copyright, table of contents, headings, index, glossary, diagrams, sidebars, pull-quotes) – literary elements (e.g., character, setting, problem, plot, climax, conflict, theme, conclusion, resolution) – non-fiction elements (e.g., topic sentence, development of ideas with supporting details, central idea) – literary devices (e.g., imagery, sensory detail, simile, metaphor) – idiomatic expressions	Lessons Advertising All Around Us  Elections and the Media  How to Analyze the News News and Newspapers: Across the Curriculum Newspaper Ads Comparing Real Families to TV Families Taking Charge of TV Violence Anatomy of Cool Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
Writing and Representing
Strategies (Writing and Representing) select and use strategies before writing and representing, including – setting a purpose – identifying an audience, genre, and form – analysing examples of successful writing and representing in different forms and genres to identify key criteria – developing class-generated criteria based on analysis of the form of writing or representing – generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics select and use strategies during writing and representing to express and refine thoughts, including – referring to class-generated criteria – analysing models of literature – accessing multiple sources of information – consulting reference materials – considering and applying feedback to revise ideas, organization, voice, word choice, and sentence fluency – ongoing revising and editing	Lessons Reporter for a Day How to Analyze the News The Broadcast Project Taking Charge of TV Violence Create a Youth Consumer Magazine True Story What Students Need to Know about Freedom of Information and Protection of Privacy Teacher Guides News and Newspapers: Across the Curriculum Teachable Moments Bad Ads Essay Writing Contest