In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle One,

The student is beginning to develop a repertoire of familiar and age-appropriate media text types that s/he reads (i.e. views or listens to) and produces. With his/her teacher acting as a support and guide to build on and extend the student’s previous experience with the media, s/he has had repeated opportunities to follow a process when responding (orally) to the media and when producing media texts. The student’s developing knowledge about how media texts work is demonstrated when s/he collaboratively produces texts with peers, in a supportive, risk-taking environment. These texts are personally significant and self-selected and made for an audience of friends, family and trusted adults. Her/his productions involve the use of images, signs, symbols, logos and/or words to convey meaning. Ongoing assessment and evaluation of the student’s development is based on a collection of her/his productions over time rather than on one or two pieces of information. In conferences with the teacher, the student presents her/his media productions, as part of her/his integrated ELA portfolio and, when invited, draws associations between the texts s/he has co-produced and her/his world of friends, family and trusted adults.

Québec Education Program

Preschool and Elementary Education, 2001

The following lessons satisfy many of the ELA competencies and key learnings for Cycle One: