{"id":41,"date":"2025-03-13T20:07:12","date_gmt":"2025-03-13T20:07:12","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/understanding-online-advertising\/"},"modified":"2026-06-16T16:58:01","modified_gmt":"2026-06-16T16:58:01","slug":"understanding-online-advertising","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/understanding-online-advertising\/","title":{"raw":"Lesson: Understanding Online Advertising","rendered":"Lesson: Understanding Online Advertising"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students are introduced to the idea of online advertising and look at the ways that marketers create immersive and appealing online environments that draw and hold children\u2019s attention. After studying common\u00a0 advertising techniques, students play an educational game online that lets them put their learning into action by \u201ccreating\u201d a site advertising a fictitious cereal, Co-Co Crunch. Students then look at examples of real commercial environments and watch for \u201cweasel words\u201d used by advertisers.\r\n<\/span>\r\n\r\n<strong>Grade range: 2-3\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/talking-about-advertising\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/spot-the-weasel-words-2\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 1536px;height: 138px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 134.35px;height: 14px\"><\/td>\r\n<td style=\"width: 378.5px;height: 14px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"width: 376.083px;height: 14px\"><strong>\u00a0<\/strong><strong>Two class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"width: 361.933px\"><strong>Extended Unit\r\n<\/strong><\/td>\r\n<td style=\"width: 29.5667px;height: 14px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 124px\">\r\n<td style=\"width: 134.35px;height: 124px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 378.5px;height: 124px\">&nbsp;\r\n\r\nTalking About Advertising\r\n\r\nAdversmarts\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 376.083px;height: 124px\">Talking About Advertising\r\n\r\nAdversmarts\r\n\r\nMaking a Healthy Food Website<\/td>\r\n<td style=\"width: 361.933px\">Talking About Advertising\r\n\r\nAdversmarts\r\n\r\nMaking a Healthy Food Website\r\n\r\nWacky Media Songs: Words That Sell!<\/td>\r\n<td style=\"width: 29.5667px;height: 124px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n \t<li>Prepare to distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/16lxIl_GJ3wSIPMF2tBWDiBDAONAYuCvy\/view?usp=sharing\"><span style=\"background-color: #ffffff\">Healthy Food Website.<\/span><\/a><\/li>\r\n \t<li>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/adversmarts-understanding-food-advertising-online\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia have commercial considerations\r\n<ul>\r\n \t<li>Companies use ads to make you like and buy things<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form\r\n<ul>\r\n \t<li>Online ads use specific techniques to get kids' attention and make kids like them<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do online marketers get kids' attention and make their products seem fun and cool?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Consumer awareness: Online advertising techniques0\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"242\"]Weasel words[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Create a mock website that shows their understanding of online advertising techniques<\/li>\r\n \t<li>Understand: Identify and analyze online advertising techniques<\/li>\r\n \t<li>Engage: Identify ways that advertising can be manipulative<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\ndemonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.2 Online Safety, Well-Being, and Etiquette\r\n\r\ndemonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission\r\n\r\nA2.4 Forms, Conventions and Techniques\r\n\r\ndemonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts\r\n\r\nA2.5 Media, Audience, and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator\r\n\r\nA2.6 Innovation and Design\r\n\r\nuse digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems\r\n\r\n<strong>A3. Applications, Connections and Contributions\r\n<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\napply 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\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand C: Composition (Understanding and Responding to Texts)<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.1 Using Foundational Knowledge and Skills to Comprehend Texts\r\n\r\n<em>Grade 2: <\/em>read and comprehend short texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge\r\n\r\n<em>Grade 3:<\/em> read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grades 2-3: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres\r\n\r\n<em>\u00a0<\/em>C1.3 Text Patterns and Features\r\n\r\n<em>Grade 2: <\/em>identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 3: <\/em>identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grade 2: <\/em>identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\n<em>Grade 3: <\/em>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\r\n\r\nC1.5 Elements of Style\r\n\r\n<em>Grade 2:\u00a0<\/em> identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning\r\n\r\n<em>Grade 3:<\/em> identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning\r\n\r\n<strong>C2 Comprehension Strategies<\/strong>\r\n\r\nC2.1 Prereading: Activating Prior Knowledge\r\n\r\n<em>Grade 2: <\/em>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\r\n\r\n<em>Grade 3: <\/em>activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.1 Literary Devices\r\n\r\n<em>Grade 2:\u00a0<\/em> identify simple literary devices, including consonance and simile, and describe how they help communicate meaning\r\n\r\n<em>Grade 3:\u00a0<\/em> identify literary devices, including metaphor and assonance, and describe how they help communicate meaning\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>G<\/em>rade 2: make simple inferences using stated and implied information and ideas to understand simple texts\r\n\r\n<em>Grade 3:<\/em> make inferences using stated and implied information and ideas to understand texts\r\n\r\nC3.3 Analyzing Texts\r\n\r\n<em>Grade 2: <\/em>analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements\r\n\r\n<em>Grade 3:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grade 2:\u00a0<\/em> identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience\r\n\r\n<em>Grade 3:\u00a0<\/em> identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\n<em>Grade 1: <\/em>identify the topic, purpose, and audience for various simple texts they plan to create\r\n\r\n<em>Grade 2:\u00a0<\/em> identify the topic, purpose, and audience for various texts they plan to create\r\n\r\n<em>Grade 3: <\/em>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\r\n\r\nD1.2 Developing Ideas\r\n\r\n<em>Grade 1: <\/em>generate 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\r\n\r\n<em>Grade 2:<\/em> 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\r\n\r\n<em>Grade 3:<\/em> 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\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grades 1-2: <\/em>sort and sequence ideas and information, taking into account the text form and genre to be used\r\n\r\n<em>Grade 3:<\/em> sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre\r\n\r\n<strong style=\"text-align: initial;font-size: 1em\">D2 Creating Texts<\/strong>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.1 Producing Drafts<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.3 Voice<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3:<\/em><span style=\"text-align: initial;font-size: 1em\"> demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.4 Point of View and Perspective<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grades 1-2: <\/em><span style=\"text-align: initial;font-size: 1em\">identify the point of view, including first person, used in their texts<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3:\u00a0<\/em><span style=\"text-align: initial;font-size: 1em\"> identify the point of view, including first person or third person, used in their texts<\/span>\r\n\r\n<strong style=\"text-align: initial;font-size: 1em\">D3 Publishing, Presenting and Reflecting<\/strong>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D3.1 Producing Final Texts<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">produce final texts, using simple techniques, to achieve the intended effect<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D3.2 Publishing and Presenting Text<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">present the texts they have created using appropriate strategies, including by reading aloud with expression<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students are introduced to the idea of online advertising and look at the ways that marketers create immersive and appealing online environments that draw and hold children\u2019s attention. After studying common\u00a0 advertising techniques, students play an educational game online that lets them put their learning into action by \u201ccreating\u201d a site advertising a fictitious cereal, Co-Co Crunch. Students then look at examples of real commercial environments and watch for \u201cweasel words\u201d used by advertisers.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: 2-3<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/talking-about-advertising\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/spot-the-weasel-words-2\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 1536px;height: 138px\">\n<tbody>\n<tr style=\"height: 14px\">\n<td style=\"width: 134.35px;height: 14px\"><\/td>\n<td style=\"width: 378.5px;height: 14px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"width: 376.083px;height: 14px\"><strong>\u00a0<\/strong><strong>Two class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"width: 361.933px\"><strong>Extended Unit<br \/>\n<\/strong><\/td>\n<td style=\"width: 29.5667px;height: 14px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 124px\">\n<td style=\"width: 134.35px;height: 124px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 378.5px;height: 124px\">&nbsp;<\/p>\n<p>Talking About Advertising<\/p>\n<p>Adversmarts<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 376.083px;height: 124px\">Talking About Advertising<\/p>\n<p>Adversmarts<\/p>\n<p>Making a Healthy Food Website<\/td>\n<td style=\"width: 361.933px\">Talking About Advertising<\/p>\n<p>Adversmarts<\/p>\n<p>Making a Healthy Food Website<\/p>\n<p>Wacky Media Songs: Words That Sell!<\/td>\n<td style=\"width: 29.5667px;height: 124px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<li>Prepare to distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/16lxIl_GJ3wSIPMF2tBWDiBDAONAYuCvy\/view?usp=sharing\"><span style=\"background-color: #ffffff\">Healthy Food Website.<\/span><\/a><\/li>\n<li>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/adversmarts-understanding-food-advertising-online\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media have commercial considerations<\/p>\n<ul>\n<li>Companies use ads to make you like and buy things<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form<\/p>\n<ul>\n<li>Online ads use specific techniques to get kids&#8217; attention and make kids like them<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do online marketers get kids&#8217; attention and make their products seem fun and cool?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Consumer awareness: Online advertising techniques0\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_41_242\">Weasel words<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Create a mock website that shows their understanding of online advertising techniques<\/li>\n<li>Understand: Identify and analyze online advertising techniques<\/li>\n<li>Engage: Identify ways that advertising can be manipulative<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.2 Online Safety, Well-Being, and Etiquette<\/p>\n<p>demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission<\/p>\n<p>A2.4 Forms, Conventions and Techniques<\/p>\n<p>demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts<\/p>\n<p>A2.5 Media, Audience, and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems<\/p>\n<p><strong>A3. Applications, Connections and Contributions<br \/>\n<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>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<\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><strong>Strand C: Composition (Understanding and Responding to Texts)<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.1 Using Foundational Knowledge and Skills to Comprehend Texts<\/p>\n<p><em>Grade 2: <\/em>read and comprehend short texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge<\/p>\n<p><em>Grade 3:<\/em> read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background<\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grades 2-3: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres<\/p>\n<p><em>\u00a0<\/em>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 2: <\/em>identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 3: <\/em>identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grade 2: <\/em>identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p><em>Grade 3: <\/em>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<\/p>\n<p>C1.5 Elements of Style<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning<\/p>\n<p><em>Grade 3:<\/em> identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning<\/p>\n<p><strong>C2 Comprehension Strategies<\/strong><\/p>\n<p>C2.1 Prereading: Activating Prior Knowledge<\/p>\n<p><em>Grade 2: <\/em>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<\/p>\n<p><em>Grade 3: <\/em>activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.1 Literary Devices<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify simple literary devices, including consonance and simile, and describe how they help communicate meaning<\/p>\n<p><em>Grade 3:\u00a0<\/em> identify literary devices, including metaphor and assonance, and describe how they help communicate meaning<\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>G<\/em>rade 2: make simple inferences using stated and implied information and ideas to understand simple texts<\/p>\n<p><em>Grade 3:<\/em> make inferences using stated and implied information and ideas to understand texts<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p><em>Grade 2: <\/em>analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements<\/p>\n<p><em>Grade 3:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience<\/p>\n<p><em>Grade 3:\u00a0<\/em> identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p><em>Grade 1: <\/em>identify the topic, purpose, and audience for various simple texts they plan to create<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify the topic, purpose, and audience for various texts they plan to create<\/p>\n<p><em>Grade 3: <\/em>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<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p><em>Grade 1: <\/em>generate 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<\/p>\n<p><em>Grade 2:<\/em> 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<\/p>\n<p><em>Grade 3:<\/em> 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<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grades 1-2: <\/em>sort and sequence ideas and information, taking into account the text form and genre to be used<\/p>\n<p><em>Grade 3:<\/em> sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre<\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">D2 Creating Texts<\/strong><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.1 Producing Drafts<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.3 Voice<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3:<\/em><span style=\"text-align: initial;font-size: 1em\"> demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.4 Point of View and Perspective<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grades 1-2: <\/em><span style=\"text-align: initial;font-size: 1em\">identify the point of view, including first person, used in their texts<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3:\u00a0<\/em><span style=\"text-align: initial;font-size: 1em\"> identify the point of view, including first person or third person, used in their texts<\/span><\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">D3 Publishing, Presenting and Reflecting<\/strong><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D3.1 Producing Final Texts<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">produce final texts, using simple techniques, to achieve the intended effect<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D3.2 Publishing and Presenting Text<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">present the texts they have created using appropriate strategies, including by reading aloud with expression<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_41_242\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_41_242\"><div tabindex=\"-1\"><p>Words or phrases that let advertisers suggest things they can't legally 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