Skip to Main Content

Monroe 1&2 Media Literacy: Primary/Elementary

Resources

Below you will find some learning standards and objectives that apply to elementary students. We have linked to suggested resources that support many of the standards. This list is not exhaustive, but is meant to give you some ideas about where to look to discover relevant resources.

For Common Sense Media and Project Look Sharp, you will need to create a free account to access materials. For PBS Learning Media, you will need to create a free account to use the educator features of the site. We highly recommend the content in these sites and encourage you to check them out for lessons and activity ideas. As always, preview resources before sharing with students to ensure they are the best fit for your kids.

Kindergarten

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons would work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
    • A target audience is who the video maker made the video for. Who is the target audience for this
      video? What makes you say that?
  • Compare the points of view of two or more media sources.
    • What are the messages about dolphins in this? How can you tell?
      • How do the messages differ from each other and why might that be?
  • Identify any economic motivations behind a message.
    • Why is it important to know the difference between a video that wants to sell you something, a video
      that wants to entertain you and a video made to educate you?
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
    • What questions should you ask about this?
  • Determine the target audience for a media message.
    • A target audience is who the video maker made the video for. Who is the target audience for this
      video? What makes you say that?

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
    • What questions should you ask about this?
  • Note techniques in media construction.
    • How did the video maker make this interesting?
    • How do the pictures and the words go together to make one message?
    • What type of media is this? (e.g. a video, a picture, a song or a cartoon?)
  • Evaluate the effectiveness of the techniques used.
    • How did the video maker make this interesting?

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Reflect on the credibility of scientific information.
    • What things in the cartoon videos could never happen in real life? Why not?
  • Identify arguments and claims.

Responses and Impact

Students will...

  • Reflect on the potential impact of media messages on different people.
    • How did the video maker make this interesting?
  • Notice their emotional responses to a media message.
    • Which of these videos is your favorite? Why?
    • How does this make me feel and why?
  • Identify actions they can take in response to media messages.
    • Who might you share these with? Why would you want to share them?

 

Cybersecurity

Risks​

K-1.CY.1 Identify reasons for keeping information private.​

​Sample Resource: Ruff Ruffman: Privacy and You

Safeguards​

K-1.CY.2 Identify why it is important to keep your account secure.​

​​Sample Resource: Ruff Ruffman: Privacy and You

Response​

K-1.CY.5 Identify when it is appropriate to open and/or click on links or files.

Sample Resource: Common Sense Media Traveling Safely Online

 

Digital Literacy

Digital Use​

K-1.DL.2 Communicate and work with others using digital tools. ​

K-1.DL.3 Conduct a basic search based on a provided keyword.​

K-1.DL.4 Use a least one digital tool to create a digital artifact.​

​

Digital Citizenship​

K-1.DL.7 Identify actions that promote good digital citizenship, and those that do not.

Sample Resource: Common Sense Media My Feelings When Using Technology

Sample Resource: Common Sense Media Traveling Safely Online

3.2 Collaboration

Observation
  • Works collaboratively with a small group using technology for research to meet information needs

Observation
  • Respects the ideas of others by listening carefully to them and responding to their ideas

4.1 Social and Emotional Growth

Observation
  • Displays compassion and acceptance for others in class conversations and responses to diverse texts [relationship skills]

4.2 Self-Identity and Confidence

Observation
  • Expresses own ideas and feelings to others in a respectful and appropriate way

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Grade 2

  • Media Balance & Well-Being​

  • Privacy & Security​

    • What kinds of information should I keep to myself when I use the internet?​

  • Digital Footprint & Identity​

    • What information is OK to have in your digital footprint?​

  • Relationships & Communication​

    • How are we all part of an online community?​

  • Cyberbullying, Digital Drama, & Hate Speech​

    • What should you do if someone is mean to you online?​

  • News & Media Literacy​

    • How can you give credit for other people's work?​​

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons would work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
    • A target audience is who the video maker made the video for. Who is the target audience for this
      video? What makes you say that?
  • Compare the points of view of two or more media sources.
    • What are the messages about dolphins in this? How can you tell?
      • How do the messages differ from each other and why might that be?
  • Identify any economic motivations behind a message.
    • Why is it important to know the difference between a video that wants to sell you something, a video
      that wants to entertain you and a video made to educate you?
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
    • What questions should you ask about this?
  • Determine the target audience for a media message.
    • A target audience is who the video maker made the video for. Who is the target audience for this
      video? What makes you say that?

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
    • What questions should you ask about this?
  • Note techniques in media construction.
    • How did the video maker make this interesting?
    • How do the pictures and the words go together to make one message?
    • What type of media is this? (e.g. a video, a picture, a song or a cartoon?)
  • Evaluate the effectiveness of the techniques used.
    • How did the video maker make this interesting?

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Reflect on the credibility of scientific information.
    • What things in the cartoon videos could never happen in real life? Why not?
  • Identify arguments and claims.

Responses and Impact

Students will...

  • Reflect on the potential impact of media messages on different people.
    • How did the video maker make this interesting?
  • Notice their emotional responses to a media message.
    • Which of these videos is your favorite? Why?
    • How does this make me feel and why?
  • Identify actions they can take in response to media messages.
    • Who might you share these with? Why would you want to share them?

 

Cybersecurity

Risks​

2-3.CY.1 Compare reasons why an individual should keep information private or make information public. ​

​

Safeguards​

2-3.CY.2 Compare and contrast behaviors that do and do not keep information secure.​

Sample Resource: Common Sense Media Traveling Safely Online

​

Response​

2-3.CY.5 Identify unusual activity of applications and devices that should be reported to a responsible adult.

Sample Resource: Common Sense Media Traveling Safely Online

 

Digital Literacy

Digital Use​

2-3.DL.2 Communicate and work with others using digital tools to share knowledge and convey ideas.​

2-3.DL.3 Conduct basic searches based on student identified keywords.​

2-3.DL.4 Use a variety of digital tools and resources to create digital artifacts.​

​

Digital Citizenship​

2-3.DL.6 Describe ways that information may be shared online.​

2-3.DL.7 Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.

Sample Resource: Common Sense Media My Feelings When Using Technology

  • Key Ideas and Details ​

  • 2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL) ​

  • Craft and Structure​

  • 2R4: Explain how words and phrases in a text suggest feelings and appeal to the senses. (RI&RL) ​

  • 2R6: Identify examples of how illustrations, text features, and details support the point of view or purpose of the text. (RI&RL)​

  • Integration of Knowledge and Ideas​

  • 2R7: Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RI&RL) ​

  • 2R8: Explain how specific points the author or illustrator makes in a text are supported by relevant reasons. (RI&RL) ​

  • 2R9: Make connections between self and text (texts and other people/ world). (RI&RL​

  • Comprehension and Collaboration​

  • 2SL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.​

  • Presentation of Knowledge and Ideas ​

  • 2SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.​

  • 2SL5: Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings.​

  • 2SL6: Express thoughts, feelings, and ideas clearly, adapting language according to context​

1.1 Investigate – Evidence

2.6: Main Ideas and Key Details
  • Identifies main ideas and key details in a text

2.7: Interpreting Visual Information
  • Interprets information represented in pictures, illustrations and simple charts and verbalizes the main idea

2.1 Response to Literature

2.15: Comparing Two Stories
  • Compares characters in two different stories, or plots in two stories by same author

2.1 Visual Literacy

2.16: Gathering Information from Visuals
  • Gathers information from illustrations and text features

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Grade 4

  • Media Balance & Well-Being​

    • What makes a healthy media choice?​

  • Privacy & Security​

    • What information about you is OK to share online?​

  • Digital Footprint & Identity​

    • How does our online activity affect the digital footprints of ourselves and others?​

  • Relationships & Communication​

    • How can I be positive and have fun while playing online games, and help others do the same?​

  • Cyberbullying, Digital Drama, & Hate Speech​

    • How can we be upstanders when we see cyberbullying?​

  • News & Media Literacy​

    • What rights and responsibilities do you have as a creator?​

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons could work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
  • Compare the points of view of two or more media sources.
  • Identify any economic motivations behind a message.
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
  • Determine the target audience for a media message.

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
  • Note techniques in media construction.
  • Evaluate the effectiveness of the techniques used.
  • Compare how different authors treat similar topics.
  • Consider what is left out of the message.
  • Identify which perspectives/voices are included and missing.
  • Identify cultural context, when it was created, where and how it was shared, etc.
  • Identify how the media form (social media, print, TV, etc.) may affect the message.
  • Consider how this message amplifies or counteracts existing patterns (on the topic, by the author, etc.)

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Identify and distinguish conflicting claims.
  • Reflect on the credibility of scientific information.
  • Distinguish news, opinion, and advocacy.
  • Identify arguments and claims.

Responses and Impact

Students will...

  • Determine who might benefit and who might be harmed by a media message.
  • Determine how different people might interpret the same media message in different ways.
  • Reflect on the potential impact of media messages on different people.
  • Consider how one's gender, racial, or political identity influences one's interpretation.
  • Reflect on how their own biases influence their interpretations and responses.
  • Identify what they learn about themselves from reflecting on their interpretations and reactions.
  • Notice their emotional responses to a media message.
  • Identify actions they can take in response to media messages.

 

Cybersecurity

Risks​

4-6.CY.1 Explain why different types of information might need to be protected.​

​

Safeguards​

4-6.CY.2 Describe common safeguards for protecting personal information.​

4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.​

​

Response​

4-6.CY.5 Explain suspicious activity of applications and devices.​

Digital Use​

4-6.DL.2 Select appropriate digital tools to communicate and collaborate while learning with others.​

4-6.DL.3 Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.​

Sample Resources: Digital Detectives: Case of the Bodacious Blue Strawberries

4-6.DL.5 Identify common features of digital technologies.​

​Digital Literacy

Digital Citizenship​

4-6.DL.6 Describe persistence of digital information and explain how actions in online spaces can have consequences.​

Sample Resource: Common Sense Media Our Responsibilities Online

4-6.DL.7 Identify and describe actions in online spaces that could potentially be unsafe or harmful.

Sample Resources: Digital Detectives: Case of the Bodacious Blue Strawberries

Sample Resource: Digital Detectives Chew On This

  • Key Ideas and Details ​

    • 4R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) ​

    • 4R2: Determine a theme or central idea of text and explain how it is supported by key details; summarize a text. (RI&RL)​

  • Integration of Knowledge and Ideas​

    • 4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text. (RI&RL) ​

    • 4R8: Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)​

  • Comprehension and Collaboration​

    • 4SL1: Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others. ​

    • 4SL1b: Follow agreed-upon norms for discussions and carry out assigned roles. ​

    • 4SL1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. ​

    • 4SL1d: Review the relevant ideas expressed and explain their own ideas and understanding of the discussion. ​

    • 4SL2: Paraphrase portions of information presented in diverse formats (e.g., including visual, quantitative, and oral). ​

    • 4SL3: Identify and evaluate the reasons and evidence a speaker provides to support particular points.​

  • Presentation of Knowledge and Ideas ​

    • 4SL5: Include digital media and/or visual displays in presentations to emphasize central ideas or themes.

1.1 Investigate – Evidence

4.5: Comprehending Information on Websites
  • Uses textual and visual elements (title, headings, graphics, photos) to read and comprehend information on websites

4.6: Making Inferences about Explicit Facts

4.7: Readers Make Inferences
  • Makes inferences (with guidance) about the implicit meaning in text to answer research questions and recognizes the difference between explicit and implicit meaning

1.1 Express

4.14: Claim, Reasoning, and Evidence
  • Determines the purpose of a presentation (e.g., explanation, claim) and decides how to organize ideas to explain a topic or make a claim about it

4.15: Consideration of Purpose and Audience
  • Understands concept of “audience”; determines audience before choosing format and creating product

2.1 Visual Literacy

4.22: Interpreting Visual Information
  • Analyzes information presented visually through illustrations, photographs, diagrams, or maps to determine main ideas and compare to ideas presented in printed text

2.1 Media Literacy

4.23: Evaluating a Media Source for Accuracy and Purpose
  • Evaluates a media source for accuracy and purpose

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Grade 6

  • Media Balance & Well-Being​

    • How do we balance digital media use in our lives?​

  • Privacy & Security​

    • How can you protect yourself from phishing? ​

  • Digital Footprint & Identity​

    • What are the benefits and drawbacks of presenting yourself in different ways online?​

  • Relationships & Communication​

    • How do you chat safely with people you meet online?​

  • Cyberbullying, Digital Drama, & Hate Speech​

    • How can you de-escalate digital drama so it doesn't go too far?​

  • News & Media Literacy​

    • How do we find credible information on the internet?​

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons could work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
  • Compare the points of view of two or more media sources.
  • Identify any economic motivations behind a message.
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
  • Determine the target audience for a media message.
    • • Who might this ad help?

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
  • Note techniques in media construction.
    • • How did the producer use music to capture interest?
  • Evaluate the effectiveness of the techniques used.
    • • How did the producer use music to capture interest?
  • Compare how different authors treat similar topics.
  • Consider what is left out of the message.
  • Identify which perspectives/voices are included and missing.
  • Identify cultural context, when it was created, where and how it was shared, etc.
  • Identify how the media form (social media, print, TV, etc.) may affect the message.
  • Consider how this message amplifies or counteracts existing patterns (on the topic, by the author, etc.)

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Identify and distinguish conflicting claims.
  • Reflect on the credibility of scientific information.
  • Distinguish news, opinion, and advocacy.
  • Identify arguments and claims.
    • • Does this ad tell the truth? What makes you say that?

Responses and Impact

Students will...

  • Determine who might benefit and who might be harmed by a media message.
  • Determine how different people might interpret the same media message in different ways.
  • Reflect on the potential impact of media messages on different people.
  • Consider how one's gender, racial, or political identity influences one's interpretation.
  • Reflect on how their own biases influence their interpretations and responses.
  • Identify what they learn about themselves from reflecting on their interpretations and reactions.
  • Notice their emotional responses to a media message.
    • What feelings did you have as you watched this ad?
    • What words or pictures made you feel that way? Why do you think the advertisers wanted you to have these feelings?
  • Identify actions they can take in response to media messages.

 

Cybersecurity

Risks​

4-6.CY.1 Explain why different types of information might need to be protected.​

​

Safeguards​

4-6.CY.2 Describe common safeguards for protecting personal information.​

4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.​

​

Response​

4-6.CY.5 Explain suspicious activity of applications and devices.​

Digital Use​

4-6.DL.2 Select appropriate digital tools to communicate and collaborate while learning with others.​

4-6.DL.3 Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.​

4-6.DL.5 Identify common features of digital technologies.​

​

Digital Citizenship​

4-6.DL.6 Describe persistence of digital information and explain how actions in online spaces can have consequences.​

4-6.DL.7 Identify and describe actions in online spaces that could potentially be unsafe or harmful.

  • Key Ideas and Details ​

    • 1R1: Develop and answer questions about key ideas and details in a text. (RI&RL)​

  • Craft and Structure​

    • 1R6: Describe how illustrations and details support the point of view or purpose of the text. (RI&RL)​

  • Integration of Knowledge and Ideas​

    • 1R8: Identify specific information an author or illustrator gives that supports ideas in a text. (RI&RL) ​

    • 1R9: Make connections between self and text (texts and other people/ world). (RI&RL)​

  • Comprehension and Collaboration​

    • 1SL1: Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).

2.1 Media Literacy

6.16: Evaluating the Impact of Media
  • Evaluates the impact of media by looking the use of the language of the medium (e.g., use of color, pace, perspective, visuals)

3.1 Learning from Diverse and Credible Points of View

6.18: Evaluating and Comparing Sources
  • Evaluates and compares the authority, credibility, accuracy (by fact-checking), and point of view of all sources of information

3.1 Civic Reasoning

Observation

Class Discussion
  • Expresses own opinion in an appropriate manner, even when the opinion differs from the ideas of others

4.1 Social and Emotional Growth

Observation
  • Builds trusting relationship with diverse peers and adults through collaboration and communication [relationship skills]

Observation

Class Discussion
  • Demonstrates respect for diverse people and perspectives [social awareness]

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Grade 1

  • Media Balance & Well-Being​

    • How do you say goodbye to technology when you don't want to?​

    • Why is it important to listen to your feelings when using technology?​

  • Privacy & Security​

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons would work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
    • A target audience is who the video maker made the video for. Who is the target audience for this
      video? What makes you say that?
  • Compare the points of view of two or more media sources.
    • What are the messages about dolphins in this? How can you tell?
      • How do the messages differ from each other and why might that be?
  • Identify any economic motivations behind a message.
    • Why is it important to know the difference between a video that wants to sell you something, a video
      that wants to entertain you and a video made to educate you?
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
    • What questions should you ask about this?
  • Determine the target audience for a media message.
    • A target audience is who the video maker made the video for. Who is the target audience for this
      video? What makes you say that?

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
    • What questions should you ask about this?
  • Note techniques in media construction.
    • How did the video maker make this interesting?
    • How do the pictures and the words go together to make one message?
    • What type of media is this? (e.g. a video, a picture, a song or a cartoon?)
  • Evaluate the effectiveness of the techniques used.
    • How did the video maker make this interesting?

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Reflect on the credibility of scientific information.
    • What things in the cartoon videos could never happen in real life? Why not?
  • Identify arguments and claims.

Responses and Impact

Students will...

  • Reflect on the potential impact of media messages on different people.
    • How did the video maker make this interesting?
  • Notice their emotional responses to a media message.
    • Which of these videos is your favorite? Why?
    • How does this make me feel and why?
  • Identify actions they can take in response to media messages.
    • Who might you share these with? Why would you want to share them?

 

Cybersecurity

Risks​

K-1.CY.1 Identify reasons for keeping information private.​

​

Safeguards​

K-1.CY.2 Identify why it is important to keep your account secure.​

​

Response​

K-1.CY.5 Identify when it is appropriate to open and/or click on links or files.

Sample Resource: Common Sense Media Traveling Safely Online

 

Digital Literacy

Digital Use​

K-1.DL.2 Communicate and work with others using digital tools. ​

K-1.DL.3 Conduct a basic search based on a provided keyword.​

Sample Resource: Ruff Ruffman: Searching and You!

K-1.DL.4 Use a least one digital tool to create a digital artifact.​

​

Digital Citizenship​

K-1.DL.7 Identify actions that promote good digital citizenship, and those that do not.

Sample Resource: Common Sense Media My Feelings When Using Technology

Sample Resource: Common Sense Media Traveling Safely Online

  • Key Ideas and Details ​

    • 1R1: Develop and answer questions about key ideas and details in a text. (RI&RL)​

  • Craft and Structure​

    • 1R6: Describe how illustrations and details support the point of view or purpose of the text. (RI&RL)​

  • Integration of Knowledge and Ideas​

    • 1R8: Identify specific information an author or illustrator gives that supports ideas in a text. (RI&RL) ​

    • 1R9: Make connections between self and text (texts and other people/ world). (RI&RL)​

  • Comprehension and Collaboration​

    • 1SL1: Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).

2.1 Media Literacy

1.22: Main Ideas and Key Details
  • Identifies main ideas, facts, details, and opinions expressed through media other than print

3.2 Collaboration

Rubric for Final Project
  • Contributes to group media project to communicate ideas to classmates, families, and others

3.3 Intellectual Property Rights

1.23: Book and Media Sources
  • Credits authors and resources for all information that was used or shared

3.3 Safe and Ethical Use of Technology

1.24: Safe and Private Online
  • Creates and uses effective username that protects private information

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Grade 3

  • Media Balance & Well-Being​

    • How do digital citizens take responsibility for themselves, their communities, and their world?​

  • Privacy & Security​

    • How can a strong password help protect your privacy?​

  • Digital Footprint & Identity​

    • How does what I post online affect my identity?

  • Relationships & Communication​

    • What makes a strong online community?

  • Cyberbullying, Digital Drama, & Hate Speech​

    • What should you do when someone uses mean or hurtful language on the internet?

  • News & Media Literacy​

    • Why do people alter digital photos and videos?

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons would work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

 

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
  • Compare the points of view of two or more media sources.
  • Identify any economic motivations behind a message.
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
  • Determine the target audience for a media message.

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
  • Note techniques in media construction.
  • Evaluate the effectiveness of the techniques used.
  • Compare how different authors treat similar topics.
  • Consider what is left out of the message.
  • Identify which perspectives/voices are included and missing.
  • Identify cultural context, when it was created, where and how it was shared, etc.
  • Identify how the media form (social media, print, TV, etc.) may affect the message.
  • Consider how this message amplifies or counteracts existing patterns (on the topic, by the author, etc.)

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Identify and distinguish conflicting claims.
  • Reflect on the credibility of scientific information.
  • Distinguish news, opinion, and advocacy.
  • Identify arguments and claims.

Responses and Impact

Students will...

  • Determine who might benefit and who might be harmed by a media message.
  • Determine how different people might interpret the same media message in different ways.
  • Reflect on the potential impact of media messages on different people.
  • Consider how one's gender, racial, or political identity influences one's interpretation.
  • Reflect on how their own biases influence their interpretations and responses.
  • Identify what they learn about themselves from reflecting on their interpretations and reactions.
  • Notice their emotional responses to a media message.
  • Identify actions they can take in response to media messages.

 

Cybersecurity

Risks​

2-3.CY.1 Compare reasons why an individual should keep information private or make information public. ​

​

Safeguards​

2-3.CY.2 Compare and contrast behaviors that do and do not keep information secure.​

​

Response​

2-3.CY.5 Identify unusual activity of applications and devices that should be reported to a responsible adult.

Digital Literacy

Digital Use​

2-3.DL.2 Communicate and work with others using digital tools to share knowledge and convey ideas.​

2-3.DL.3 Conduct basic searches based on student identified keywords.​

2-3.DL.4 Use a variety of digital tools and resources to create digital artifacts.​

​

Digital Citizenship​

2-3.DL.6 Describe ways that information may be shared online.​

2-3.DL.7 Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.

Sample Resource: Common Sense Media Our Responsibilities Online

  • Sample Resource: Wash Your Hands- What's the Right Way?

    • Key Ideas and Details ​

      • 3R1: Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL)​

    • Integration of Knowledge and Ideas​

      • 3R7: Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur). (RI&RL) ​

      • 3R8: Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)​

    • Comprehension and Collaboration​

      • 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others. ​

      • 3SL1b: Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic. ​

      • 3SL1c: Ask questions to check understanding of information presented and link comments to the remarks of others. ​

      • 3SL1d: Explain their own ideas and understanding of the discussion. ​

      • 3SL1e: Consider individual differences when communicating with others. ​

      • 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). ​

      • 3SL3: Ask and answer questions in order to evaluate a speaker’s point of view, offering appropriate elaboration and detail.​

    • Presentation of Knowledge and Ideas ​

      • 3SL5: Include digital media and/or visual displays in presentations to emphasize certain facts or details​

1.1 Investigate – Evidence

3.8: Facts, Opinions, and Point of View
  • Begins to understand that different points of view are presented in nonfiction and that nonfiction does not equate to “true” because some of the information may be opinion or stated from only one point of view

2.1 Visual Literacy

3.17: Interpreting Illustrations in Stories
  • Explains the meaning of illustrations and what they add to the words of a story

2.1 Media Literacy

3.18: Evaluating a Media Source for Accuracy
  • Evaluates a media source for accuracy

3.1 Learning from Diverse and Credible Points of View

3.19: Verifying Information
  • Verifies information that is presented as “the truth”

3.1 Civic Reasoning

Class Discussion
  • Engages in conversations with peers to exchange ideas and information about social and civic issues

3.2 Collaboration

Class Discussion
  • Actively contributes to group discussions

3.3 Intellectual Property Rights

3.3 Safe and Ethical Use of Technology

3.20: Cybersafety Checklist
  • Demonstrates basic cybersafety (strong passwords, privacy, accessing appropriate sites)

4.1 Social and Emotional Growth

Observation

Class Discussion
  • Identifies and empathizes with the perspectives of others [social awareness]

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Grade 5

  • Media Balance & Well-Being​

    • What does media balance mean for me?​

  • Privacy & Security​

    • What is clickbait and how can you avoid it? ​

  • Digital Footprint & Identity​

    • How do gender stereotypes shape our experiences online?​

  • Relationships & Communication​

    • How do you keep online friendships safe?​

  • Cyberbullying, Digital Drama, & Hate Speech​

    • What is cyberbullying and what can you do to stop it?​

  • News & Media Literacy​

These student objectives for Media Literacy are adapted from Project Look Sharp. For the purposes of practicing these questioning techniques, "media" can include many different things, both digital and printed- picture books, videos, images, signs, cereal boxes, etc. PLS lessons often involve analyzing several different pieces of media at once (3 different video clips, for example). The following are just a few of the many PLS lessons would work well for addressing these objectives:

Below each student objective, we've added some elementary-level questions that can be used in conjunction with age-appropriate media,

Habits of Questioning

Students will:

  • Cite specific textual evidence to support their analysis.
  • Ask questions about authorship, techniques, credibility, etc.

Authorship, Purpose, and Target Audience

Students will...

  • Analyze the source and purpose of the media message.
  • Compare the points of view of two or more media sources.
  • Identify any economic motivations behind a message.
  • Identify what the makers want them to think about or do.
  • Identify bias in media messages.
  • Determine the target audience for a media message.

Content, Techniques, and Context

Students will...

  • Identify the messages in media.
  • Note techniques in media construction.
  • Evaluate the effectiveness of the techniques used.
  • Compare how different authors treat similar topics.
  • Consider what is left out of the message.
  • Identify which perspectives/voices are included and missing.
  • Identify cultural context, when it was created, where and how it was shared, etc.
  • Identify how the media form (social media, print, TV, etc.) may affect the message.
  • Consider how this message amplifies or counteracts existing patterns (on the topic, by the author, etc.)

Credibility

Students will...

  • Differentiate between facts and opinions.
  • Identify and distinguish conflicting claims.
  • Reflect on the credibility of scientific information.
  • Distinguish news, opinion, and advocacy.
  • Identify arguments and claims.

Responses and Impact

Students will...

  • Determine who might benefit and who might be harmed by a media message.
  • Determine how different people might interpret the same media message in different ways.
  • Reflect on the potential impact of media messages on different people.
  • Consider how one's gender, racial, or political identity influences one's interpretation.
  • Reflect on how their own biases influence their interpretations and responses.
  • Identify what they learn about themselves from reflecting on their interpretations and reactions.
  • Notice their emotional responses to a media message.
  • Identify actions they can take in response to media messages.

 

Cybersecurity

Risks​

4-6.CY.1 Explain why different types of information might need to be protected.​

​

Safeguards​

4-6.CY.2 Describe common safeguards for protecting personal information.​

4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.​

​

Response​

4-6.CY.5 Explain suspicious activity of applications and devices.​

Digital Use​

4-6.DL.2 Select appropriate digital tools to communicate and collaborate while learning with others.​

4-6.DL.3 Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.​

Sample Resources: Digital Detectives: Case of the Bodacious Blue Strawberries

4-6.DL.5 Identify common features of digital technologies.​

​

Digital Citizenship​

4-6.DL.6 Describe persistence of digital information and explain how actions in online spaces can have consequences.​

Sample Resource: Common Sense Media Our Responsibilities Online

4-6.DL.7 Identify and describe actions in online spaces that could potentially be unsafe or harmful.

Sample Resources: Digital Detectives: Case of the Bodacious Blue Strawberries

Sample Resource: Digital Detectives Chew On This

  • Key Ideas and Details ​

    • 5R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) ​

    • 5R2: Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RI&RL)​

  • Integration of Knowledge and Ideas​

    • 5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL) ​

    • 5R8: Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (RI&RL) ​

    • 5R9: Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL) ​

  • Comprehension and Collaboration​

    • 5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.​

    • 5SL3: Identify and evaluate the reasons and evidence a speaker provides to support particular points.​

  • Presentation of Knowledge and Ideas ​

    • 5SL5: Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes.​

The Project Look Sharp lessons work well for meeting these selected ESIFC objectives. See for example 

1.1 Investigate – Sources

5.6: Evaluating Sources
  • Evaluates print, video, and electronic sources (both primary and secondary) for relevance to the topic and credibility of author/creator/publisher

1.1 Investigate – Evidence

5.8: Navigating a Website
  • Uses navigation tools of pre-selected websites and databases to locate relevant information

5.9: Evaluating Information within a Source
  • Evaluates information within a source for accuracy, relevance, comprehensiveness, and point of view

5.10: Effects of Different Perspectives on Issues/Topics
  • Begins to analyze multiple points of view from multiple sources to determine similarities and differences

3.1 Learning from Diverse and Credible Points of View

5.27: Challenging Own Assumptions with Multiple Viewpoints
  • Identifies and challenges own assumptions about community issues and diverse cultures by seeking and considering multiple viewpoints and cultural perspectives

3.1 Civic Reasoning

Observation
  • Recognizes the right to express own opinion in an appropriate manner, even when the opinion differs from the ideas of others

3.2 Collaboration

Class Discussion

Observation
  • Actively solicits and listens with an open mind to the opinions and ideas of others

Sample Resources: Digital Detectives: Case of the Bodacious Blue Strawberries

2.1 Media Literacy

5.26: Evaluating the Effect of Media Elements
  • Evaluates the effect of different media elements (e.g., pace, visuals, color) on the overall impact of the media source

Information about the Information Fluency Continuum, including complete grade level benchmarks and support resources, can be found here: Section 5: Assessments by Grade - Information Fluency Continuum - SLSA at School Library Systems Association of New York State (libguides.com)

Proposed NY Change

Proposed New York State legislation:

The commissioner, in conjunction with the regents, shall incorporate existing state media literacy standards into the component described in subdivision two of this section and create a clear and coherent set of media literacy education standards, which shall include, but not be limited to, the following skills, experiences and competencies:

a. reading experiences balanced between literature and informational texts, which include both print and digital sources;

b. integration and evaluation of content and information presented in diverse media and formats including visual, quantitative and oral;

c. use of technology and digital tools, including the internet, for writing and drawing to increase learning and communication and to interact and collaborate with others;

d. writing of informative and explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content, including multimedia;

e. strategic use of digital media and visual displays to express 16 information and enhance understanding of presentations;

f. the ability to assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of global and diverse texts;

g. gathering of relevant information from multiple sources and assessing the credibility and accuracy of such sources, to be able to integrate such information in writing without plagiarizing;

h. effectively communicating conclusions and taking informed action based on such conclusions;

i. the ability to create, produce, respond, interpret and connect with artistic work and techniques;

j. managing information with a focus on the ability to access and use information obtained from other people, community resources and computer networks and using technology to acquire, organize and communicate information by entering, modifying, retrieving and storing data;

k. demonstration of digital citizenship by maintaining ethical decision making and behavior and avoid the spread of misinformation in the exchange and use of information;

l. use of digital tools to communicate and work with others to build knowledge, convey ideas, learn with others, create and revise collaborative products, support individual learning and contribute to the learning of others;

m. use of digital tools to create and revise simple, complex and multimedia digital artifacts;

n. identification of ways other people put their own information into online spaces;

o. the ability to explain how actions in online spaces can have consequences in other spaces and the connection between the persistence of data on the internet, personal online identity and personal privacy;

p. actively managing digital presence and digital footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces;

q. designing and implementation of strategies that support safety and security of digital information, personal identity, property and physical and mental health when operating in the digital world;

r. identifying types of cyberbullying and developing strategies to combat cyberbullying and harassment; and

s. any additional media literacy standards outlined in state department publications or in the Codes, Rules and Regulations of the state of New York, as deemed necessary.

The commissioner, in conjunction with the regents, shall update the New York state professional teaching standards to incorporate media literacy and educate library media specialists and teachers on the relevant standards of media literacy so that library media specialists and teachers can effectively incorporate such standards into their curriculums.