{"id":27,"date":"2025-02-03T16:27:49","date_gmt":"2025-02-03T16:27:49","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-stereotyping-and-genre\/"},"modified":"2025-07-28T19:13:40","modified_gmt":"2025-07-28T19:13:40","slug":"lesson-stereotyping-and-genre","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-stereotyping-and-genre\/","title":{"raw":"Lesson: Stereotyping and Genre","rendered":"Lesson: Stereotyping and Genre"},"content":{"raw":"This lesson helps students recognize and understand stereotyping and bias in media and how these may be a consequence of genre tropes instead of conscious choices by media makers.\r\n\r\n<strong>Grade range: <\/strong>4-6<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/fairy-tales\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/fairy-tales-versus-fables\/\">Student Material<\/a>\r\n<\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 811px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 99px\"><\/td>\r\n<td style=\"width: 300px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"width: 393px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"width: 19px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 99px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 300px\">&nbsp;\r\n\r\nFairy Tales\r\n\r\nLearning About Genres\r\n\r\nGenre Conventions\r\n\r\nStereotyping and Genre\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 393px\">&nbsp;\r\n\r\nFairy Tales\r\n\r\nLearning About Genres\r\n\r\nGenre Conventions\r\n\r\nStereotyping and Genre\r\n\r\nQuestions for Media Makers\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 19px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n\r\nMake sure that students are able to access the interactive activities.\r\n\r\nIf you would like to use printed copies of the handouts, download and prepare to photocopy them:\r\n\r\n<a href=\"https:\/\/drive.google.com\/file\/d\/1sE6ps_kUMhGpj6YsVHazvcwmktwFL_50\/view?usp=sharing\">Defining Genre<\/a>\r\n\r\n<a href=\"https:\/\/drive.google.com\/file\/d\/1ZXaKW8S_4Y8UKGl91fuTLqo4NE0NJa3H\/view?usp=sharing\">Fairy Tales vs. Fables<\/a>\r\n\r\n<a href=\"https:\/\/drive.google.com\/file\/d\/1z57qqdCARknXiDwgoPbPsjKBavEBdvqW\/view?usp=sharing\">Genre Analysis<\/a>\r\n<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\"><header><\/header>\r\n<div>\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia are constructions\r\n<ul>\r\n \t<li>Media makers\u2019 choices are influenced by the conventions of the medium and genre they are working in<\/li>\r\n<\/ul>\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>Different genres such as fairy tales and fables have explicit\u00a0 morals and meanings, and genre conventions can also lead to implicit meanings such as stereotypes<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li>Genres give media makers a \u201ctoolbox\u201d of characters, settings, etc. to use<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>What are genres?<\/li>\r\n \t<li>How do genres make media creators more likely to use stereotypes?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge<\/em>: Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Concept of genre; typical elements of fairy tales and fables<\/li>\r\n \t<li>Media representation: Impacts of genre elements on stereotyping, ways of responding to stereotyping in media\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"745\"]genre[\/pb_glossary],\u00a0[pb_glossary id=\"746\"]stereotype[\/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>Understand: Identify how genres influence how media works are made and experienced<\/li>\r\n \t<li>Engage: Advocate for improved representation in media<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that people who make media have their choices influenced by the type of story they're telling (like fairy tales or adventure stories)<\/li>\r\n \t<li class=\"whitespace-normal break-words\">We will learn how the elements of different story types can lead to stereotyping, and ways we can respond when we see stereotypes in media<\/li>\r\n \t<li>We will learn that different types of stories give media makers a \"toolbox\" of characters, settings, and other elements they can use<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n&nbsp;\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A1 Transferable Skills<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n\r\nexplain 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\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential\r\n\r\n<strong>A2 Digital Media Literacy<\/strong>\r\n\r\nA2.3 Research and Information Literacy\r\n\r\ngather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning\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, consider the impact on the audience, and apply this understanding when analyzing and creating 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 texts, the intended audience, and the purpose for production\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community\r\n\r\n<strong>A3 Applications, Connections, and Contributions<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nexplain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\nA3.2 Identity and Community\r\n\r\ndemonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grades 4-5: <\/em>describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning\r\n\r\n<em>Grade 6:<\/em> analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning\r\n\r\nC1.3 Text Patterns and Features\r\n\r\n<em>Grade 4: <\/em>identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 5: <\/em>identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 6:<\/em> analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\nC1.6 Point of View\r\n\r\n<em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story\r\n\r\n<em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story\r\n\r\n<strong>C2. Comprehension Strategies<\/strong>\r\n\r\nC2.1 Prereading: Activating Prior Knowledge\r\n\r\nidentify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts\r\n\r\nC2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing\r\n\r\n<em>Grades 4-5: i<\/em>dentify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes\r\n\r\n<em>Grade 6: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate\r\n\r\nC2.3 Monitoring of Understanding: Making and Confirming Predictions\r\n\r\n<em>Grades 4-5: <\/em>make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct\r\n\r\n<em>Grade 6: <\/em>make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding\r\n\r\nC2.4 Monitoring of Understanding: Ongoing Comprehension Check\r\n\r\n<em>Grades 4-5: <\/em>use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts\r\n\r\n<em>Grade 6: <\/em>use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\n<em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\n<em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\nC2.6 Summarizing: Identifying Relevant information and Drawing Conclusions\r\n\r\n<em>Grade 4: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion\r\n\r\n<em>Grade 5: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a well-supported conclusion\r\n\r\n<em>Grade 6:<\/em> summarize and record the main idea and supporting details in various texts, and draw well-supported\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts\r\n\r\n<em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding\r\n\r\nC3.3 Analyzing Texts\r\n\r\n<em>Grade 4: <\/em>analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect\r\n\r\n<em>Grade 5:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect\r\n\r\n<em>Grade 6:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\n<em>Grades 4-5: <\/em>identify cultural elements that are represented in various texts, including, norms, values, artifacts, sports, and music, investigate the meanings of these elements, and make connections to their lived experience and culture\r\n\r\n<em>Grade 6:<\/em> analyze cultural elements that are represented in various texts, including, values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grades 4-5: <\/em>identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience\r\n\r\n<em>Grade 6:<\/em> explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\n<em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed\r\n\r\n<em>Grade 6:<\/em> explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\n<strong>D2. Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\nD2.3 Voice\r\n\r\nestablish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>This lesson helps students recognize and understand stereotyping and bias in media and how these may be a consequence of genre tropes instead of conscious choices by media makers.<\/p>\n<p><strong>Grade range: <\/strong>4-6<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/fairy-tales\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/fairy-tales-versus-fables\/\">Student Material<\/a><br \/>\n<\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 811px\">\n<tbody>\n<tr>\n<td style=\"width: 99px\"><\/td>\n<td style=\"width: 300px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"width: 393px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"width: 19px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 99px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 300px\">&nbsp;<\/p>\n<p>Fairy Tales<\/p>\n<p>Learning About Genres<\/p>\n<p>Genre Conventions<\/p>\n<p>Stereotyping and Genre<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 393px\">&nbsp;<\/p>\n<p>Fairy Tales<\/p>\n<p>Learning About Genres<\/p>\n<p>Genre Conventions<\/p>\n<p>Stereotyping and Genre<\/p>\n<p>Questions for Media Makers<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 19px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Make sure that students are able to access the interactive activities.<\/p>\n<p>If you would like to use printed copies of the handouts, download and prepare to photocopy them:<\/p>\n<p><a href=\"https:\/\/drive.google.com\/file\/d\/1sE6ps_kUMhGpj6YsVHazvcwmktwFL_50\/view?usp=sharing\">Defining Genre<\/a><\/p>\n<p><a href=\"https:\/\/drive.google.com\/file\/d\/1ZXaKW8S_4Y8UKGl91fuTLqo4NE0NJa3H\/view?usp=sharing\">Fairy Tales vs. Fables<\/a><\/p>\n<p><a href=\"https:\/\/drive.google.com\/file\/d\/1z57qqdCARknXiDwgoPbPsjKBavEBdvqW\/view?usp=sharing\">Genre Analysis<\/a><\/p>\n<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<header><\/header>\n<div>\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media are constructions<\/p>\n<ul>\n<li>Media makers\u2019 choices are influenced by the conventions of the medium and genre they are working in<\/li>\n<\/ul>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>Different genres such as fairy tales and fables have explicit\u00a0 morals and meanings, and genre conventions can also lead to implicit meanings such as stereotypes<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li>Genres give media makers a \u201ctoolbox\u201d of characters, settings, etc. to use<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>What are genres?<\/li>\n<li>How do genres make media creators more likely to use stereotypes?<\/li>\n<\/ul>\n<p><em>Essential knowledge<\/em>: Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Concept of genre; typical elements of fairy tales and fables<\/li>\n<li>Media representation: Impacts of genre elements on stereotyping, ways of responding to stereotyping in media\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_27_745\">genre<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_27_746\">stereotype<\/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>Understand: Identify how genres influence how media works are made and experienced<\/li>\n<li>Engage: Advocate for improved representation in media<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that people who make media have their choices influenced by the type of story they&#8217;re telling (like fairy tales or adventure stories)<\/li>\n<li class=\"whitespace-normal break-words\">We will learn how the elements of different story types can lead to stereotyping, and ways we can respond when we see stereotypes in media<\/li>\n<li>We will learn that different types of stories give media makers a &#8220;toolbox&#8221; of characters, settings, and other elements they can use<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&nbsp;<\/p>\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A1 Transferable Skills<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<p>explain 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<\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential<\/p>\n<p><strong>A2 Digital Media Literacy<\/strong><\/p>\n<p>A2.3 Research and Information Literacy<\/p>\n<p>gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning<\/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, consider the impact on the audience, and apply this understanding when analyzing and creating 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 texts, the intended audience, and the purpose for production<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community<\/p>\n<p><strong>A3 Applications, Connections, and Contributions<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>explain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>A3.2 Identity and Community<\/p>\n<p>demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grades 4-5: <\/em>describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning<\/p>\n<p><em>Grade 6:<\/em> analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning<\/p>\n<p>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 4: <\/em>identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 5: <\/em>identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 6:<\/em> analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p>C1.6 Point of View<\/p>\n<p><em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story<\/p>\n<p><em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story<\/p>\n<p><strong>C2. Comprehension Strategies<\/strong><\/p>\n<p>C2.1 Prereading: Activating Prior Knowledge<\/p>\n<p>identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts<\/p>\n<p>C2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing<\/p>\n<p><em>Grades 4-5: i<\/em>dentify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes<\/p>\n<p><em>Grade 6: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate<\/p>\n<p>C2.3 Monitoring of Understanding: Making and Confirming Predictions<\/p>\n<p><em>Grades 4-5: <\/em>make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct<\/p>\n<p><em>Grade 6: <\/em>make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding<\/p>\n<p>C2.4 Monitoring of Understanding: Ongoing Comprehension Check<\/p>\n<p><em>Grades 4-5: <\/em>use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts<\/p>\n<p><em>Grade 6: <\/em>use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p><em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p><em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p>C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions<\/p>\n<p><em>Grade 4: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion<\/p>\n<p><em>Grade 5: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a well-supported conclusion<\/p>\n<p><em>Grade 6:<\/em> summarize and record the main idea and supporting details in various texts, and draw well-supported<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts<\/p>\n<p><em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p><em>Grade 4: <\/em>analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect<\/p>\n<p><em>Grade 5:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect<\/p>\n<p><em>Grade 6:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p><em>Grades 4-5: <\/em>identify cultural elements that are represented in various texts, including, norms, values, artifacts, sports, and music, investigate the meanings of these elements, and make connections to their lived experience and culture<\/p>\n<p><em>Grade 6:<\/em> analyze cultural elements that are represented in various texts, including, values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grades 4-5: <\/em>identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience<\/p>\n<p><em>Grade 6:<\/em> explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p><em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed<\/p>\n<p><em>Grade 6:<\/em> explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p><strong>D2. 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