Lesson: Introducing AI

Strand A. Literacy Connections and Applications

• A1.1 Receptive and Expressive Communication: identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms.
• A1.2 Student Agency and Engagement: demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning.
• A2.3 Research and Information Literacy: gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning.
• A2.4 Forms, Conventions, and Techniques: demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts.
• A2.5 Media, Audience, and Production: demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator.
• A2.6 Innovation and Design: use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems.
• A3.1 Cross-Curricular and Integrated Learning: apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life.

Strand C. Comprehension: Understanding and Responding to Texts

• C1.4 Visual Elements of Texts:
  • Grade 1: demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text.
  • Grade 2: identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts.
  • Grade 3: describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text.
• C2.1 Prereading: Activating Prior Knowledge:
  • Grade 1: activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to understand the topics of new texts.
  • Grades 2–3: activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts.
• C2.5 Monitoring of Understanding: Making Connections:
  • Grades 1–2: identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them.
  • Grade 3: identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them.
• C3.6 Analysis and Response:
  • Grades 1–2: express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.
  • Grade 3: describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.
• C3.8 Reflecting on Learning:
  • Grade 1: identify thinking skills that helped them understand simple texts.
  • Grade 2: identify thinking skills that have helped them analyze and better understand simple texts.
  • Grade 3: identify thinking skills that have helped them analyze and better understand various texts.

Strand D. Composition: Expressing Ideas and Creating Texts

• D1.1 Purpose and Audience:
  • Grade 1: identify the topic, purpose, and audience for various simple texts they plan to create.
  • Grade 2: identify the topic, purpose, and audience for various texts they plan to create.
  • Grade 3: identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning.
• D1.2 Developing Ideas:
  • Grades 1–2: generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas.
  • Grade 3: generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas.
• D1.4 Organizing Content:
  • Grades 1–2: sort and sequence ideas and information, taking into account the text form and genre to be used.
  • Grade 3: sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre to be used.
• D2.1 Producing Drafts:
  • Grades 1–2: draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies.
  • Grade 3: draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies.
• D2.3 Voice:
  • Grade 1: demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic.
  • Grade 2: demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic.
  • Grade 3: demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic.
• D3.2 Publishing and Presenting Texts:
  • Grades 1–3: present the texts they have created using appropriate strategies, including by reading aloud with expression.