Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed.

Learning Outcome:

Recognize the role of the media in informing, persuading, entertaining, or transmitting culture.

I Can Statements Question Stems
-I can determine the message or main idea of media.
-I can ask questions about what I read, heard, or viewed to learn new information.
-I can answer questions about what I read, heard, or viewed.

-What is the message?
-What is the topic of the presented media?
-What does the speaker want you to know or understand about the topic?
-Why might this video/advertisement have been created? What was the author’s purpose?
-What information you agree or disagree with from the presented media?
-Was the message communicated effectively?

Academic Vocabulary


Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-After reading, listening, or viewing have students share a connection. Is the connection a self to self, self to text, or self to world connection?

-Students will create and share drawings with labels to show new information gained from the video.

-Students will develop a simple outline to share with questions as headings to show details learned from the video.

-Students will write and share an agree or disagree statement in response to a video or advertisement providing one supporting reason.

-Prior to viewing a video or advertisement, students will create a list of known information about the topic on a graphic organizer such as KWL or two column chart. After viewing the video or advertisement, students can add new information to their chart.

-After viewing the presented media, students engage in guided discussion to determine the purpose and message. Encourage students to ask questions to determine meaning and purpose.

-While viewing, reading, or listening, encourage students to write down questions to use in a discussion.

Reading Standards Writing Standards Speaking and Listening Standards
1.W.3.1  1.SL.2.3
Digital Resources

-KWL Chart Template

-Two Column Chart

-Chart Templates


English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-allow genre anchor chart in hand
-match logos to designated sites
-match different types of media
-encourage hands-on learning

-post genre anchor charts as needed
-encourage hands-on learning

-post genre anchor chart if needed
-encourage hands-on learning

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Create a classroom library with mixed media (books, magazines, travel brochures, etc.)

Include high interest books

Include picture books

Include various types of print from the environment

Include menus from restaurants