British Columbia | English Language Arts 4

British Columbia Outcome Chart: English Language Arts Grade 4

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 4 English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site.

It is expected that students will:

Reading and Writing
Purposes (Reading and Viewing) view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters, photographs, advertising)	Lessons Co-Co’s Adversmarts Junk Food Jungle Facing TV Violence: Consequences and Media Violence Facing TV Violence: Counting and Discussion Violence on the Screen Facing TV Violence: Rewriting the Script TV Stereotypes Thinking About Television and Movies Creating a Marketing Frenzy The Constructed World of TV Families Teaching TV: Television as a Story Teller Teaching TV: Learning With Television How to Analyze the News Classroom Activities Cereal and Junk Food Advertising Special MNet Initiatives Privacy Playground: The First Adventure of the Three CyberPigs Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) Teachable Moment Christmas Commercialism Pop Music Reaches Way Way Down
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, text-to-world) – discussing and giving reasons for their choice of favourite texts read and view to improve and extend thinking, by – predicting and explaining – visualizing – distinguishing between fact and opinion – analysing texts to consider alternatives – drawing conclusions – recognizing alternative viewpoints – summarizing and synthesizing	Lessons "He Shoots, He Scores": Alcohol Advertising and Sports Kids, Alcohol and Advertising - Lesson 1: Messages About Drinking Kids, Alcohol and Advertising - Lesson 3: Understanding Brands Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages Looking at Newspapers: Introduction Teaching TV: Critically Evaluating TV Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
Features (Reading and Viewing) 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) – literary elements (e.g., character, setting, problem, plot, climax, conflict, theme, conclusion) – 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: Introducing the Internet: Exploring the Internet Introducing the Internet: Messages, Envelopes, Addresses Introducing the Internet: Telephones and Networks Looking at Newspapers: Introduction Newspaper Ads Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
Strategies 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 – visually representing texts – 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? Prejudice and Body Image Anatomy of Cool Comparing Real Families to TV Families 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 Media Kids Violence in Sports Co-Co’s Adversmarts Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
Writing and Representing
Strategies select and use strategies before writing and representing, including – setting a purpose – identifying an audience – selecting a genre and form from samples provided – 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 – examining models of literature – combining multiple sources of information – consulting reference material – considering and applying feedback from conferences to revise ideas, organization, voice, word choice, and sentence fluency – ongoing revising and editing	Lessons Reporter for a Day Do You Believe This Camel? How to Analyze the News Teaching Television: Packaging Tricks Junk Food Jungle Co-Co’s Adversmarts 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 Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
Self and Society (Personal Awareness)
Building Community demonstrate an awareness of the diverse languages, ideas, opinions, cultures, and contributions of their peers	This outcome is supported through class discussion and activities in those lessons listed above.

Last updated August 2008.