Language Arts

2008 Updates:
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:
(A)
identify different forms of media (e.g., advertisements, newspapers, radio programs); and
(B)
identify techniques used in media (e.g., sound, movement).

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A)
understand how communication changes when moving from one genre of media to another;
(B)
explain how various design techniques used in media influence the message (e.g., shape, color, sound); and
(C)
compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A)
explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior;
(B)
explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and
(C)
compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A)
explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);
(B)
consider the difference in techniques used in media (e.g., commercials, documentaries, news);
(C)
identify the point of view of media presentations; and
(D)
analyze various digital media venues for levels of formality and informality.

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students
will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A)
interpret both explicit and implicit messages in various forms of media;
(B)
interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A)
evaluate the role of media in focusing attention on events and informing opinion on issues;
(B)
interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;
(C)
evaluate various techniques used to create a point of view in media and the impact on audience; and
(D)
assess the correct level of formality and tone for successful participation in various digital media.

Social Studies

(25)Social studies skills. The student applies critical- thinking skills to
organize and use information acquired from a variety of sources including
electronic technology. The student is expected to: (A) identify ways
archaeologists, anthropologists, historians, and geographers analyze limited
evidence; (B) locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies, interviews, and
artifacts to acquire information; (C) analyze information by sequencing,
categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions; (D) explain and apply
different methods that historians use to interpret the past, including the
use of primary and secondary sources, points of view, frames of reference,
and historical context; (E) use the process of historical inquiry to
research, interpret, and use multiple sources of evidence; (F) evaluate the
validity of a source based on language, corroboration with other sources,
and information about the author; (G) identify bias in written, oral, and
visual material; (H) support a point of view on a social studies issue or
event; and (I) use appropriate mathematical skills to interpret social
studies information such as maps and graphs.

Health

Grade 3

3.7 Influencing Factors
-(A) describe how the media can influence knowledge and health behaviors;

5.3 Health Information

(B) demonstrate ways to communicate health information such as posters, videos, and brochures

Middle School

Influencing Factors

6.8- identify and analyze various media and technologies that influence individual and community health such as computer software and the World Wide Web

Grade 7-8

Influencing Factors

A. Explain the role of media and technology in influencing individuals

and community health such as watching TV or reading a newspaper or a billboard
B. explain how programmers develop media to influence buying decisions.