News Literacy: Primary/Elementary

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:

• Mr. Rogers: What Do We Do When Our Feelings Are Hurt?
• Internet Message About Toys: What's the Purpose?
• What's in My Lunchbox?
• Who is Family?
• Liquids in Spiderman vs. Hydroman

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

• Key Ideas and Details ​

  • KR1: Develop and answer questions about a text. (RI&RL)​

• Integration of Knowledge and Ideas​

  • KR8: Identify specific information to support ideas in a text. (RI&RL) 

  • KR9: Make connections between self, text, and the world. (RI&RL)​

    • Sample Resource: Internet Messages About Toys: What’s the Purpose?

• Comprehension and Collaboration​

  • KSL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. 

    • Sample Resource: Internet Messages About Toys: What’s the Purpose?

    • Sample Resource: Common Sense Media My Feelings When Using Technology

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)

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:

• Mr. Rogers: What Do We Do When Our Feelings Are Hurt?
• Internet Message About Toys: What's the Purpose?
• What's in My Lunchbox?
• Who is Family?
• Liquids in Spiderman vs. Hydroman

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​

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)

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:

• What Does the Dollar Bill Tell You About the United States?
• Why Vote?
• First Contact: Who's Telling the Story?
• Removing Plastic from the Ocean: From Trash to Art

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) ​

    • Sample Resource: Digital Detectives The Greatest Pig of All Time

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

    • Sample Resource: Digital Detectives The Greatest Pig of All Time

• 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. ​

    • Sample Resource: Digital Detectives Chew On This

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

    • Sample Resource: Digital Detectives Chew On This

  • 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.

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)

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:

• Incan Religion- What Sources Should I Use?
• Fighting Back Against Religious Intolerance
• How Women Got the Vote: Different Authors, Different Stories
• Squanto and the First Thanksgiving: Whose Story?
• Why Go To School?
• Happy Valentine's Day: What's the message? What's the purpose?

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).

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)

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:

• Mr. Rogers: What Do We Do When Our Feelings Are Hurt?
• Internet Message About Toys: What's the Purpose?
• What's in My Lunchbox?
• Who is Family?
• Liquids in Spiderman vs. Hydroman

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)​

    • Sample Resource: Common Sense Media Traveling Safely Online

• Comprehension and Collaboration​

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

    • Sample Resource: Common Sense Media Traveling Safely Online

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)

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:

• Dolphins in the Media
• Wash Your Hands- What's the Right Way?
• Advertiser's Power of Persuasion- Animals
•  

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​

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)

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:

• How Does the World Look? Questioning Maps
• Halloween Costumes: When Does Fun Turn Into Hurt?
• Ancient Egypt- Ancient Media?
• Cyberbullying: How It Hurts & How to Help
• YouTube Recommendations: What Do I Do?

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) ​

    • Sample Resource: Digital Detectives The Greatest Pig of All Time

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

    • Sample Resource: Digital Detectives The Greatest Pig of All Time

• 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) ​

    • Sample Resource: Digital Detectives The 450lb Dog!

  • 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) ​

    • Sample Resource: Digital Detectives The Greatest Pig of All Time

• 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.​

    • Sample Resource: Digital Detectives The Greatest Pig of All Time

• 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 

• How Does the World Look? Questioning Maps
• Halloween Costumes: When Does Fun Turn Into Hurt?

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

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)