Text2 reader sept2011

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Text2 reader sept2011

  1. 1. Issue 1 / SEPT 2011Featured in this issue Fiction Stuffed, by Eric Walters Nonfiction The Salmon Bears, by Ian McAllister & Nicholas Read Graphic Novel Food Fight, by Liam O’Donnell & Mike Deas
  2. 2. Order Text2Reader Now! A monthly reading program for grades 6 to 8. (It’s exactly the resource you’ve been waiting for all these years.) Subscribe by June 15, 2011 and receive a 10% discount on the annual subscription price, plus be entered to win a free Kobo eReader!Engaging reading selections from award-winning books. High-interest activities and assignments,designed by teachers to connect students to the world they live in. Reading comprehensionexercises, assessment rubrics, Readers Theater, graphic novel selections and more. So much more.No complicated unit guide. Zero prep required.Can’t get any better, right? What if we told you every activity in Text2Reader links directly tocommon English Language Arts learning outcomes?Its affordable—much more affordable than (yet another) set of classroom readers. And everyclass in your school can use Text2Reader, for the low price of $175 a year, delivered electronically($225 if mailed hard copy required). Call 1-800-210-5277 or fax this form to 1-877-408-1551 to subscribe for a full year at $175 ($157.50 before June 15, 2011) Order FormName Purchase Order #School GradesAddress City Prov/State Postal CodeCredit Card # (VISA/MC) Exp DateEmailPhone number Text2Reader – A Monthly Reading Program for Middle Schools www.text2reader.com text2reader@orcabook.com
  3. 3. TEXT2READERA monthly reading program for middle schools,presented by Orca Book PublishersCONTENTSWelcome to Text2Reader 41. Fiction Excerpt: Stuffed 6 (Focus: reading literary texts for meaning) Exercise A: Looking for Answers 9 (Foucs: comprehension; inferencing; summarizing) Exercise B: The Tools of Language 11 (Focus: vocabulary; connecting to experience) Exercise C: Write It Down 13 (Focus: expressing an opinion; summarizing; reflecting) Assessment Rubric 14 Exercise D: Extending the Learning 15 (Focus: understanding visual media; note taking)2. Nonfiction Excerpt: The Salmon Bears 16 (Focus: reading nonfiction texts for meaning) Exercise A: Looking for Answers 18 (Focus: comprehension; synthesis; prediction; inferencing; connecting to experience) Exercise B: Organizing the Information 19 (Focus: main idea vs details) Exercise C: Change Your Point of View 21 (Focus: point of view; desciptive words) Assessment Rubric 223. Graphic Novel Exercise A: Making Meaning 23 (Focus: connecting with prior knowledge; questioning; multimedia presentations; promotional writing—writing for a particular purpose) Excerpt: Food Fight 24 (Focus: reading graphic novels/visual texts for meaning) Exercise B: Making Connections 27 (Focus: connecting to text, self and world)
  4. 4. Exercise C: Extending the Learning 28 (Focus: presenting/evaluating arguments) 4. Readers Theater Assessment Rubric 29 Readers Theater Script: Stuffed 30 (Focus: reading with expression; developing fluency) 5. About the Authors Profile: Eric Walters 33 Profile: Ian McAllister 33 Profile: Nicholas Read 34 Profile: Liam O’Donnell 34 Profile: Mike Deas 34 Exercise A: Twenty Questions 35 (Focus: questioning) Exercise B: Make Your Case 36 (Focus: paragraph organization; persuasive writing) Assessment Rubric 38 Answer Keys 39 Prescribed Learning Outcomes 404 www.text2reader.com
  5. 5. WELCOME TO TEXT2READERYou’re a busy professional, and your prep time is a precious commodity. That’s why Orca BookPublishers brings you Text2Reader, a monthly stand-alone resource for grades 6–8 English Lan-guage Arts (ELA) teachers. Text2Reader offers high-quality reading selections from award-win-ning books and engaging activities to help your students make meaning from what they read withrelevant passages that connect to your students’ own lives. Text2Reader speaks to the real-life is-sues that concern teens today. And for you? We’ve packaged a boatload of easy-to-use, teacher-created comprehension exercises, reading and writing activities, assessments and opportunities forenrichment—all directly tied to ELA learning outcomes.It’s affordable—way more affordable than (yet another) set of textbooks. And every class in yourmiddle school can use Text2Reader, for one low price.TEXT2READER at a glance:In each issue of Text2Reader you’ll find: • award-winning fiction, nonfiction and graphic novel selections; • teacher-created reading comprehension exercises that support and reflect English Language Arts learning outcomes across North America; • literacy-based projects, both independent and guided, that focus on reading, writing, speak- ing and listening, and that support your students in learning to read instructions and com- plete tasks on their own; • numerous opportunities for you to integrate concepts from Math, Social Studies, Science and Health; • multimedia and web-based research and exploration; • Readers Theater from a bestselling novel; • profiles of popular authors; • a variety of ready-to-go assessment rubrics, including authentic assessments such as student self-evaluations; and • an engaging layout and conversational tone that appeals to your students. Best of all? Each month, when a new issue of Text2Reader arrives, you can download a checklist of English Language Arts learning outcomes for your juris- diction and grade from our website (www.text2reader.com). In that checklist, we break down which outcomes are covered in that month’s issue of Text2Reader. Who knew it could be so easy? Text2Reader September 2011 5
  6. 6. How to use this resource: Text2Reader arrives as a ready-to-use package. You don’t have to consult a hefty resource guide or plan an entire unit around reaching a particular set of outcomes. Text2Reader does it for you. Even better? Most sections of Text2Reader can stand alone, without teacher guidance. You can pick and choose parts of the program or photocopy the entire package and assign it to your students. You can use it in the classroom or send it home as independent study. And it’s the perfect solution for those days when you’re too time-pressed to plan—or when a sub covers your class. Text2Reader is a supplementary resource—one that supports you in your goals of teaching stu- dents to love reading, to understand a variety of texts, to think critically and personally about the texts they encounter, and to make meaning by listening, speaking and writing about what they’re reading. It complements your ongoing English Language Arts program. And it’s great to know you can lean on Text2Reader to cover most of your ELA outcomes! Ok, if it’s really that easy...sign me up! Text2Reader is published eight times a year by Orca Book Publishers. To subscribe, please visit www.text2reader.com, call 1-800-210-5277 or email text2reader@orcabook.com. Subscribe to Text2Reader at a cost of $175 per year for your entire school. Each issue may be printed and photocopied. Text2Reader is for you, the teacher, with the aim of en- An annual subscription also allows school access to the gaging your students deeply dedicated Text2Reader website at www.text2reader.com, in the works—and words— which includes additional resources, web links, archived they read. content, Readers Theater scripts and more. We want to hear from you. Visit www.text2reader.com for more details. What do you like about Text2Reader? What works Text2Reader is the copyright of Orca Book Publishers. particularly well in your classroom? What would you Text2Reader is available as a PDF file. If you require a hard like to see in future issues? copy mailed to you there will be an additional charge. Email: text2reader@orcabook.com6 www.text2reader.com
  7. 7. 1. FICTIONThe fiction passage in this issue is from Stuffed, by Eric Walters (Orca Book Publishers, 2006).Here’s a summary of the book: After watching a documentary stressing the health dangers of eating fast food, Ian and his friends decide to boycott one of the largest fast-food burger chains in the nation. To advertise the boycott, Ian begins an Internet campaign, which quickly spreads nationwide. The threat of a large boycott reaches the ears of the burger chain’s lawyers, and they do their best to force Ian and his friends to aban- don their plans. Refusing to succumb to their pressure, Ian seeks the help of a teacher to formulate an even more promising plan.Now that you know what Stuffed is all about, read the following chapter.Stuffed, Chapter 9In this chapter, Ian shows his parents (who are both lawyers) the email Frankie has sent him inresponse to his organizing a boycott. “Okay, explain it to me again,” my father said as he sat looking at the email message from the law firm. “It’s because of my computer science project,” I said, trying to hide behind schoolwork. “How can a school project get a law firm representing an international company to send5 you a letter threatening legal action?” “Well, you remember I mentioned that documentary I saw about how bad fast food was for you?” My father nodded. “This is disgusting!”10 I turned around. My mother was standing at the door, peering into the room. “This is unbelievable!” she said. Fiction • Text2Reader September 2011 7
  8. 8. “We have bigger problems than his room,” my father said. “Come in and sit down.” 15 “Sit down? There’s no place to sit! I’m afraid I could catch something—” “Then stand up, but have a look at this. The law firm of Smith and Evans has sent our son a letter.” “They’ve what?” she said as she sloshed her way across my room. “They’ve sent Ian an email. Look.” 20 My mother stood behind where my father and I sat and looked at the screen. She leaned in and started to read. “Scroll down,” she said. I scrolled the letter down. “This is your basic cease-and-desist letter. What exactly did 25 you do?” “Nothing really.” I explained about the documentary and how I came up with the idea of the boycott and spreading it through MSN and the Internet. “And this is actually working?” my father asked. “I don’t know about the boycott, but I’ve had close to eight hundred emails since I sent 30 it out last night.” “Unbelievable,” my mother said. “It must be believable enough that Frankie’s is concerned enough to send this letter.” “But are they serious, are they really going to sue me?” She shook her head. “I don’t think so.” She looked at my father. “What do you think, 35 dear?” “I agree. This is just a letter to threaten you. Just to be sure, show us what you sent.” I grabbed the mouse and clicked on my sent box. I scrolled down and found the letter, double-clicking to open it. My parents read the message. “There is nothing here that is libel,” my father said. 40 “Not that I can see,” my mother agreed. “We’re allowed freedom of assembly, so I don’t see how you can’t be allowed freedom to not assemble. You can decide not to go to a place if you want to, and you can suggest to other people that they don’t go there either.” “I agree,” my mother said. “You didn’t make any threats or promises or say they were fry- 45 ing cats or rats or serving people poison. Nothing that is a basis for a lawsuit.” “So they’re not going to sue me?” I asked hopefully. “Probably not,” my mother said. “Probably?” I questioned. “You never can tell,” my father said, “but personally, I’d love it if they tried.” 50 “So would I!” my mother exclaimed.8 www.text2reader.com
  9. 9. “You two want me to be sued?” “Definitely. Can you imagine the headlines? Giant multinational conglomerate sues fifteen-year-old boy…we’d kill them!” my father said. “After we got through countersuing them, we’d own a big chunk of Frankie’s,” my55 mother said. “But I’m sure it’s not going to come to that,” my father said. “Just to be sure, I’m going to make a phone call tomorrow to Smith and Evans. I’ll let them know we’d welcome a court battle. That should be enough to make them think twice.” “Thanks…thanks a lot,” I said.60 “That’s what parents do for their kids,” my father said. “And now you can do something for us,” my mother said. “What? Anything,” I said. My mother smiled and then motioned around my messy room. “Couldn’t I just get sued instead?” I asked. Fiction • Text2Reader September 2011 9
  10. 10. Text2Teacher: Depending on your teaching style, we’ve given you two options for the fiction comprehension questions: long-answer and multiple-choice. Up to you! Exercise 1A: Looking for Answers Answer the following questions using complete sentences. 1. What does Ian’s mother find disgusting? (line 9) 2. The author says Ian’s mother “sloshed” across his room (line 18). Why do you think the author chose to use that verb instead of “walked”? 3. When Ian’s father says they’d kill Frankie’s if they tried to sue (line 53), what does he really mean? 4. Describe the type of relationship Ian shares with his parents. Support your thinking with examples from the passage. 5. What is the problem that Ian faces? 6. How does Ian’s gratitude toward his parents end up tricking him?10 www.text2reader.com
  11. 11. Exercise 1A: Looking for Answers Choose the best response for each question about the passage.1. What does Ian’s mother find disgusting? (line 9) a. the documentary Ian watched about fast food b. the mess in her son’s room c. the email from Frankie’s that hints at a lawsuit d. the number of emails Ian received in response to his boycott message2. The author says Ian’s mother “sloshed” across his room (line 18). The author chooses to use thisverb instead of “walked” because: a. Ian’s mother is wearing water shoes b. the floor is flooded c. she is holding a glass of water d. Ian’s room is so messy she has to wade through it3. When Ian’s father says they’d kill Frankie’s if they tried to sue (line 53), he means they would: a. overwhelmingly defeat the corporation in a court battle b. make the people at Frankie’s laugh helplessly c. murder the people who work at Frankie’s head office d. try to prevent Frankie’s from countersuing Ian4. From this passage, we can see that the relationship between Ian and his parents is based on: a. fear and disgust b. honesty and mutual respect c. honesty and fear d. disgust and mutual respect5. The main problem in this excerpt is that: a. Ian’s room is messy b. Frankie’s is threatening to sue Ian c. Ian asked his contacts to boycott Frankie’s for a day d. Ian’s father is threatening to kill Frankie6. The phrase “trying to hide behind my schoolwork” (lines 3) is an example of: a. a simile b. onomatopoeia c. personification d. a figure of speech Fiction • Text2Reader September 2011 11
  12. 12. Exercise 1B: The Tools of Language Word Work 1. Working with a partner, choose one of the following terms from Stuffed: cease and desist boycott libel freedom of assembly multinational conglomerate 2. A Frayer model is a diagram that helps you to organize information about a new term that you’ve learned. Write your chosen term in the center of the Frayer model. In the appropriate spaces, record: • a definition of the term (use a dictionary or a website like VisuWords.com if you like) • facts about the term (from the article and from what you already know) • examples of where or how this term would be used • non-examples (you can use antonyms if you like) 3. Share your thinking with the class. Text Tip: Try this activity on a SMART Board!12 www.text2reader.com
  13. 13. Frayer Model Definition in your own words Facts/characteristics Term Examples Non-examplesFiction • Text2Reader September 2011 13
  14. 14. Exercise 1C: Write It Down On the following page you’ll see a scoring rubric for this activity. Read over the different levels of the rubric to make sure you’re clear on the expectations for your written assignment. Assignment background: Ian sends an email that eventually makes it into the inboxes of hundreds of people, suggesting they boycott (refuse to buy) Frankie’s food for an entire day. As you saw from the fiction passage, this infuriates the business leaders at Frankie’s—and now they’re threatening to sue. Choose one of the following activities to complete: a) Write an email to Ian’s character, expressing support for his proposed boycott. Since you’re only familiar with this passage and not the whole story, go ahead and use a bit of creative license by add- ing your own details. Provide specific reasons for your support: why do you agree with his actions? How do you think they will be beneficial? b) Write an email to Ian’s character, challenging his actions in calling for the boycott. Since you’re only familiar with this passage and not the whole story, go ahead and use a bit of creative license by adding your own details. Be sure to maintain an objective, respectful tone to your writing. Include your reasons for disagreeing, and provide some suggestions that you think might work better to help Ian make his point. c) Imagine that you’re Ian. Write a journal entry or blog post explaining what’s happened. Since you’re only familiar with this passage and not the whole story, go ahead and use a bit of creative license by adding in your own details. In your post, be sure to include a summary of: 1. what you did, and why 2. the reaction that the proposed boycott has caused 3. what you plan to do now 4. what you’ve learned from all this Text Tip: This is the time to unleash the details! In your email/blog post/ journal entry, explain your thinking and support it with plenty of details from the passage—and from your imagination. That way, readers have a clear picture of the problem—and your proposed solution(s).14 www.text2reader.com
  15. 15. Assessment Rubric: Writing to Communicate Information Letters, Reports and Articles Meets Aspect Not Yet Within Expectations Fully Meets Exceeds Expectations (minimal level) Expectations Expectations The writing consists The writing is The writing is clear The writing is clear, of loosely connected somewhat general but and detailed; complete and concise;Snapshot ideas; often includes completes the basic accomplishes the effectively serious errors. task; may include basic purpose. accomplishes the errors. purpose.MEANING • purpose or focus is • purpose is clear, • focused around a • purposeful,• ideas and not clear but focus may clear purpose focused information • may copy or wander • complete; written • accurate; may• use of detail misinterpret • information in own words integrate information generally accurate, • specific and information from • few details; but may be poorly relevant examples multiple sources includes irrelevant integrated and details • specific examples information • some specific and details make examples, details ideas clearSTYLE • simple, repetitive • some descriptive • clear and varied • precise, clear, • clarity, variety, language or technical language; may use varied language; and impact of • short, simple language specialized or uses specialized or language sentences • variety of sentence technical terms technical terms lengths; repeats • variety of sentence appropriately simple patterns lengths and • flows smoothly; patterns variety of sentence structuresFORM • required text • includes most • required text • required text • text features features (e.g., titles, required text features (e.g., titles, features (e.g., titles, • opening, diagrams) omitted features (e.g., titles, diagrams) are clear diagrams) are ending or incorrect diagrams); may and correct complete and • organization • introduction does have errors • effective effective and sequence not identify the • introduction introduction; • engaging, • paragraphs purpose; no identifies purpose; conclusion is purposeful conclusion conclusion is weak predictable introduction; • disjointed; poorly • logical sequence; • logical sequence; strong conclusion organized and connections organization is • well organized; sequenced between sections clear provides clear or paragraphs may links between be weak sectionsCONVENTIONS • frequent errors in • some errors in • may include errors • generally correct;• complete simple words and spelling, in complex may include sentences structures punctuation and language, but these occasional errors• spelling • no control of grammar that do do not interfere in complex• punctuation sentence structure; not interfere with with meaning language, but these• grammar (e.g., often includes run- meaning • most sentences are do not affect agreement, on sentences • may include some correctly meaning verb tense) • may be difficult to run-on sentences constructed • sentences are• word choice read • legible • clearly and neatly correctly presented constructed • shows care, pride * Source: BC Quick-Scale Fiction • Text2Reader September 2011 15
  16. 16. Exercise 1D: Extending the Learning For the teacher Text2Teacher: Preview Super Size Me (2004), written and directed by Morgan Spurlock. Show students portions of the documentary. As stu- dents watch the film, have them use the graphic organizer below to record the most compelling facts. Then, as a class, discuss the documentary and the impli- cations it has for North American society. Documentary background: In 2005, Morgan Spurlock, a New York playwright, decided to try eating a McDonald’s diet for 30 days. Super Size Me is the result: an Academy Award–nominated documentary that examines the obesity problem in America. Use the following questions to guide you in taking notes during the film. Note Taking: Super Size Me Questions Facts from the film 1. What were the rules/conditions of Spurlock’s diet? 2. What part do schools play in teenage obesity? 3. Explain what a calorie is (as well as you can). 4. What did the ex- perts on the film say about food addiction? 5. How did the McDonald’s diet affect Spurlock’s health? 6. Has watching this film changed your thinking about fast food, or about your eating choices? Explain.16 www.text2reader.com
  17. 17. 2. NONFICTION The nonfiction passage in this issue is from a Silver Birch Award-win- ning book called The Salmon Bears—Giants of the Great Bear Rainforest, by Ian McAllister and Nicholas Read (Orca Book Publishers, 2010). It’s about the Great Bear Rainforest, located on British Columbia’s northwestern coast. The Salmon Bears explores the delicate balance that exists between the grizzly, black and spirit bears and their natural environment, the last greatwilderness along the central coast of British Columbia. Key to this relationship are the salmon thatare born in the rivers each spring, who then go out to sea as juveniles and return as adults to spawnand die, completing a cycle of life that ensures the survival of not only their own species but alsovirtually every other plant and animal in the rainforest. The Annual Salmon Run Without the salmon, which feed not only bears but also wolves, otters, eagles and more than two hundred other species of rainforest animals, the Great Bear Rainforest would be a very different place. But vital as the salmon are, their annual return is no sure thing. Sometimes disaster strikes and they don’t come back.5 In a good year, however, millions of chinook, chum, pink, coho and sockeye will fight their way up the many streams of the Great Bear Rainforest to spawn. But even in that good year, many won’t succeed because of all the animals that catch and eat them on the way—animals like whales, seals, humans and bears. Because when it comes to salmon fishing, no one has tricks like a wily old bear. Feeding a Crowd10 When the salmon return to the rivers, bears from all over the forest put their hermit ways aside and gather together to fish. It’s like a great big, months-long fishing derby, because to a bear there’s nothing better than the season’s first taste of salmon; to them it’s like chocolate to a child. As usual, the biggest, strongest bears—usually the biggest, strongest grizzlies—get the best fishing spots. Weaker bears and mothers and cubs have to make do with places where the15 pickings aren’t as rich. But in the fall, if everything goes the way nature intends, there should be so many salmon that no one goes hungry. Nonfiction • Text2Reader September 2011 17
  18. 18. The Rainforest Relies on the Salmon Bears, like people, have different tastes, especially when it comes to eating salmon. Some like the fatty eggs best. Others like the skin and brains. Some aren’t nearly as fussy and will eat the head, the tail and almost everything in between. What they don’t eat they throw away. 20 After a day of bear fishing, the rainforest’s riverbanks stink to high heaven. The odor is so strong you might think you’d walked into a fish-packing plant by mistake. But not for long, because in the end not one scale is wasted. There’s no such thing as garbage in the rainforest, especially when it comes to salmon. Don’t forget, it’s probably fair to say that the whole rain- forest lives in some way off the salmon’s shiny backs. Even the trees benefit, because when the 25 bears drag the salmon carcasses from the water, they leave what they don’t eat on the ground. Then, thanks to all the microscopic creatures that feed on those carcasses, they decompose into the soil and fill it with nutrients. Think of it as nature’s compost, because just like compost that feeds a vegetable garden, the good things that come from the salmon help the rainfor- est trees grow faster and taller. They also make for sweeter, tastier berry patches. So in a way, 30 when bears haul salmon out of the river and drop them on the ground, they’re like gardeners preparing beds for planting. As any gardener will tell you, it’s not unusual to use fish fertilizer to help plants grow. Now you know why. Fishing Techniques Bears also have their own special fishing styles. Some will plunge headfirst into the water and grab fish in their jaws. A few show-offs will throw themselves belly-first into a stream, but 35 as with a lot of showoffs, it’s a losing strategy. Mostly their loud splashes scare the fish away. Others sit patiently on the river’s edge, stick their paws in the water and scoop the fish out as if they were spooning corn flakes from a bowl. Some wait for the fish to leap out of the water so they can grab them in midair. Some pin the salmon against rocks with their long claws, while others jump on top of them 40 and crush them between their front elbows and stomach. A couple of cagey individuals might stand in the water and do nothing. That way they fool 45 the fish into mistaking their legs for protective tree trunks. Then when the salmon thinks it’s found a safe hiding place, the bear strikes and gobbles it 50 up. For the unlucky fish, it’s the last mistake it’ll ever make.18 www.text2reader.com
  19. 19. Exercise 2A: Looking for Answers Answer the following questions using complete sentences.1. In which season does the annual salmon run occur?2. Name six animals that eat salmon as part of their diet.3. Explain in your own words how the bears’ fishing habits help the whole rainforest ecosystem.4. Knowing what you do about how important salmon are to the rainforest ecosystem, predict howa weak salmon run would affect the whole forest.5. What can you infer about the fact that bears generally prefer to eat the fattiest parts of the fish?(i.e. How does this benefit them?)6. The strongest bears get first pickings—the best fishing spots. Where else have you seen this hap-pening in the natural world? Nonfiction • Text2Reader September 2011 19
  20. 20. Exercise 2B: Organizing the Information When you’re learning something new, it’s important to remember key information about the topic. This is why learning how to take good notes is a smart idea. Being a good note-taker means you can figure out the main idea. From that, you pull out the details that give more information about the main idea. This helps you remember important information from the passage. How do I figure out the main idea? Excellent question. Lucky for you, nonfiction texts usually come with things called titles and sub- titles. You know how newspaper articles have headlines? Exactly. These are a great place to start when you’re trying to figure out the main idea. Sometimes you’ll even get text features (things like images and captions) to deepen your understanding. How do I tell the difference between details and the main idea? Ask yourself what’s the most important thing about what you’re reading. In an article about the iPad, for example, is the most important information that the iPad has a ten-hour battery? Or is it that the iPad is a small, powerful computer that can do many different things? If you could tell a friend what the passage is about in a single sentence, you’ve probably found the main idea. A couple more things. Before you dive in and start reading, take a look at the title. Ask yourself: What do I already know about this topic? Do you have any prior knowledge about it? Then, take it a step further and ask: What do I need to understand about this topic? This will help you figure out what to pay special attention to as you read. While you’re reading, be sure to mark any important ideas with a star (or a smiley face, or a stick guy…whatever suits you). Find something confusing? Add a question mark so you can come back to it later. Ready to practice? Turn the page.20 www.text2reader.com
  21. 21. Your assignment:Use the graphic organizer Finding the Main Idea to help you take notes on the rainforest bears.1. Record the main ideas in the left-hand column. In the right-hand column, jot down details that add extra information to themain idea. (Hint: we’ve already broken the passage up into foursections, each containing a main idea.) Text Tip: When you’re thinking2. Think of a title that would work for this nonfiction passage. A of a title, ask yourself:good title is like a newspaper headline: it’s short, and it gives thereader some information about the passage. Ask yourself: What “What is this passageis this passage really about? Can you summarize it in a single really about?”sentence? There’s your title. Finding the Main Idea Title: Main Idea Supporting DetailsRemember, the main idea is the point the author is making about the topic.The details support the main idea. Nonfiction • Text2Reader September 2011 21
  22. 22. Exercise 2C: Change Your Point of View In this activity, you get to make some stuff up. Pretty great, huh? Pick a bear. Any bear. Maybe a splasher. Maybe a leap-and-catcher. Maybe a playful cub who doesn’t know what she’s doing. Maybe a stealth fisher—the one who stands and waits for the fish to hide behind his legs before pouncing. Whatever bear you decide on, your job in this activity is to be that bear. Do the following on a separate sheet of paper. Get inside your bear’s head, and describe a fishing expedition from that bear’s point of view. Right from the start—from wading (or leaping) in—until the sweet moment of success: landing a fish. Your description will be almost like what a bear might write in its journal—if it could hold a pen. Paint a picture with words. Want some tips? Go ahead and use some of the words from the passage if you want to, especially lively verbs that create a clear image in the reader’s mind: words like scoop, strike, grab and gobble. Throw in a few of your own strong verbs. Make a picture in your mind. Close your eyes and actually see what your bear sees. Hear the splashes and grunts of the other bears fishing. Feel the water rushing around your paws. Write all these sensations down, just like the bear perceives them. Focus on what you’re describing. You want the reader to really feel like he or she is there, inside your bear’s head, watching everything as it happens. Pay attention to details. Don’t write the water feels cold. Make it real. Write that the cold water bites through my fur, drawing a tight ring of ice around each leg. Check the rubric on the next page to know what kinds of things you need to keep in mind as you create this descriptive piece. When you’ve finished your draft, go back and revise. After every sentence, ask yourself: Am I paint- ing a clear picture with words? Switch papers with a partner and provide constructive feedback, focusing on word choice.22 www.text2reader.com
  23. 23. Student Self-Assessment Rubric: Writing Stories Focus on Word Choice Aspect Not Yet Within Meets Fully Meets Exceeds Expectations Expectations Expectations Expectations (mimimal level)Snapshot My words are used At times my words My words are Every word helps incorrectly so the are clear, but I clear and creative. make my writing reader has to guess have used some I usually use my clear and interest- what I’m trying to words incorrectly. words the right ing for the reader. say. way.USING • My verbs are not • A few of my • My verbs are • My verbs areSTRONG powerful. I keep verbs are power- strong and really powerful. TheyVERBS using the same ful, but some explain what I’m energize my ones. could use more saying. writing. force.USING VIVID • I did not worry • I helped the • I used some • I frequently usedDESCRIPTION about helping the reader see, hear, words that help words that helpIN MY reader see, hear, touch, taste the reader see, the reader see,WRITING touch, taste or and smell but hear, touch, taste hear, touch, taste smell. I just used sometimes I had or smell. These or smell so he/she the first words I trouble doing it, words add to the can understand thought of. and may have mood of my the mood of my done it too much. writing. writing.WRITING • I repeated words • Sometimes my • My writing is • I got rid ofWITH and used some writing is under- mostly clear and unnecessaryCLARITY words I did not standable, but I to the point. words. need. It’s hard to often use unnec- tell what I’m try- essary words. ing to say. This Rubric Corresponds to the Ontario Curriculum Achievement Chart for Language Arts Grades 1–8 Nonfiction • Text2Reader September 2011 23
  24. 24. 3. graphic novel The comic in this section is from Food Fight, by Liam O’Donnell and Mike Deas (Orca Book Publishers, 2010). Food Fight is about three kids who discover one company’s devious plan to take over the nation’s food supply—and what happens when they decide to fight back. Exercise 3A: Making Meaning Making connections before, during and after reading Before You Read Think about what you already know about the nutrition labels on food packaging. As a group, dis- cuss the following questions: • Where can you usually find these labels? • Does someone in your family read them for information? Do you? • What’s the purpose in having nutrition labels on food packages? • Discuss what you already know about the “food pyramid”, or the guidelines that tell us how we should balance our diet. • How’s your own diet? Balanced? Not so much? During Reading 1. As you read the comic, make a note of any questions that you have. (You can write them in the white space on the side.) Discuss these as a group when you’re finished reading. 2. As you read, use the lines below to jot down the kinds of information you can find on a food label. We’ve already provided one for you. cholesterol 3. You’ve probably heard of all these terms, but you might not be sure what they all mean. As you read the comic, highlight or circle the terms that are new to you.24 www.text2reader.com
  25. 25. Food Fight, Chapter 2In this section of Food Fight, Devin gets a crash course from his buddy Simon on how to read foodlabels—and how to make good nutritional choices. Graphic Novel • Text2Reader September 2011 25
  26. 26. 26 www.text2reader.com
  27. 27. After ReadingTime to hit the web for a bit of research. Let’s take it online! Choose one of the following activitiesto complete:1. Show What You Know: Teaching others to read food labelsYou can do this project alone or with a group. Create a poster, PowerPoint presentation or pod-cast that teaches other students how to read food labels. Go to www.text2reader.com and click onResources>External Links>Food Labels. You’ll find tons of information here about what eachpart of a food label means. (Be sure to follow the arrows at the bottom of the web page; there arethree pages in this article!) Use your fantastic note-taking skills to pull out the main information toput into your presentation.2. Balancing Act: Teaching others about proper nutritionDo this project alone or with a group. Create a presentation (posterboard, SMART Boardor PowerPoint—it’s up to you) about how to eat a balanced diet. On the T2R website, click onResources>Classroom Activities>Food Guide Pyramid. This is an interactive page that teachesyou more about the parts of a balanced diet. Use this to plan a lesson for your classmates about howthey should balance their food groups. In your presentation, be sure to include the importance ofexercise. Text Tip: Want another fantastic resource for nutrition information? Click on My Pyramid on the Food Guide Pyramid activity page at www.text2reader.com.3. Advertising Executive: Selling healthy food to the massesWork with a small group. Imagine that you’re a team of nutritionists and advertising agents. Youhave been hired by a major fast-food restaurant chain to introduce four healthy new items to theirmenu. It’s also your job to design the advertising campaign for these items. Create a television com-mercial and a bus shelter ad to promote these healthy new treats. Think about what you’ll say toconvince people that they should try the items you have created.Here’s a checklist you can use to help strengthen your advertising campaign. Guiding Questions for Your Ad Campaign YES NO Is the purpose of my ad clear? Do the chosen images represent the product well? Is the ad persuasive, so people will buy the product? Does this ad fit with the audience I’m trying to reach? Is my ad presented in a catchy way? Does my work look professional? Graphic Novel • Text2Reader September 2011 27
  28. 28. Exercise 3B: Making Connections Being human and all, chances are pretty good that you eat food on a reg- ular basis. You’ve probably seen the nutrition labels on food packaging— and you’ve probably heard of the food guidelines, too. So let’s make some connections between your own life and what you’ve just read in Food Fight. Text Tip: Making connections helps you to understand the topic— and how that topic relates to you, in your own little corner of the world. 1. In the spaces below, make two text-to-self connections. How does this comic remind you of a situation or experience you have encountered? Answer with complete sentences. Text-to-self connection #1 Text-to-self connection #2 2. In the space below, make a text-to-text connection. What other story does this comic remind you of? (Hey, Stuffed doesn’t count!) Answer with complete sentences. Text-to-text connection 3. In the space below, make a text-to-world connection. Does this comic remind you of something that’s happening in the wider world, or something you’ve seen in the news? Answer with complete sentences. Text-to-world connection28 www.text2reader.com
  29. 29. Exercise 3C: Extending the Learning For the teacher Text2Teacher: The following is a guided learning exercise. We’ve provided links at the T2R website to help you plan and conduct a debate with your class. Read on for the details.A new federal law is coming into effect in the US—and while Canada lacks such a law at present, itmay not be far behind. The new US law states that restaurant chains with 20 or more outlets mustdisclose calorie counts on their food items and supply information on how many calories a healthyperson should eat in a day.Share this fact with your students. Maybe they like the idea—or maybe not. No matter which sideof the issue they’re on, it’s the perfect topic for a debate. You can make your classroom debate assimple or as sophisticated as you like.The assertion that’s up for debate? Governments should require restaurant chains to list nutritionalinformation.On the Text2Reader website, click on Resources>Classroom Activities>Debate: NutritionalInformation. Here, you’ll find guidelines for preparing your students to debate this topic, as wellas backgrounder articles, reputable sites for student research and a basic scoring rubric. You mightalso choose to develop a debate-scoring rubric together, as a class. Invite students to take part inscoring each other’s performances.Have students use reliable print and online sources to gather information for their side. We’vegathered up loads of links on the T2R website to get you started. Dedicate a class to prepping themin debating protocol, and two more for them to prepare their arguments. After that? Let the gamesbegin. Graphic Novel • Text2Reader September 2011 29
  30. 30. 4. readers theater Text2Teacher: On the following pages you’ll find the Readers Theater script for this issue. Want more? Go to www.text2reader.com for addi- tional Readers Theater scripts. On an overhead or SMART Board, share the following rubric with students. Divide students into groups. Provide each student with a script. As the title notes, this is a reading exercise. Students are not expected to memorize their lines! Allow plenty of time to rehearse, and invite students to be creative with the use of intonation and gesture to liven up their part. Props? Costumes? Up to you. Assessment Rubric: Readers Theater Level 1 Level 2 Level 3 (Approaching) (Meeting) (Exceeding) VOLUME Speaks too softly (or Usually speaks loudly Consistently speaks too loudly) for enough for audience to loudly enough for audience to hear hear audience to hear CLARITY Many words pro- Most words are pro- Words are pronounced nounced incorrectly, nounced correctly and correctly and are easily too fast or slow; are easily understood understood mumbling READS WITH Reads with little or no Usually reads with Consistently reads with EXPRESSION expression appropriate expression appropriate expression READS IN TURN Rarely takes turns on a Takes turns accurately Takes turns accurately consistent basis on a somewhat consis- on a consistent basis tent basis COOPERATES Difficulty in working Sometimes works well Consistently works well WITH GROUP with others with others with others30 www.text2reader.com
  31. 31. Stuffed, Chapter 2The following scene is adapted from Chapter 2 (pages 13–19) of Stuffed, by Eric Walters (Orca BookPublishers, 2006).Cast of CharactersJulia: health freak; upset after watching a documentary in class about Frankie’s fast food; wants herboyfriend, Oswald, to stop eating fried foodIan: skeptical that the documentary about the dangers of fast food will actually influence publicbehavior; enjoys watching Oswald and Julia argueOswald: Ian’s best friend; Julia’s boyfriend; unrepentant lover of Frankie’s...and all other types offast food!Scene SummaryIan’s friend Julia is completely grossed out by the documentary they’ve just watched, yet her boy-friend Oswald is still making unhealthy choices at the school cafeteria. Julia: I still can’t get over you saying you’d still eat at Frankie’s. Ian: Everything in moderation. Socrates. Julia: Socrates would have been smart enough not to eat at Frankie’s. Ian: I don’t know. Didn’t he die when he drank poison? Julia: Frankie’s is poison. I don’t know why you can’t see that. Ian: Here comes Oswald. Nice looking lunch on that tray, Oz. Julia: [to Oswald] You bought French fries? Ian: And a burger, and I do believe that is an order of onion rings...I think onions are a vegetable...aren’t they? Julia: How...how could you? Oswald: [confused] I didn’t do anything. I was just getting my lunch and— [pauses] Oh. But I didn’t get this from Frankie’s! Julia: It doesn’t matter where you got it from. It’s still all poison! Readers Theater • Text2Reader September 2011 31
  32. 32. Ian: Don’t forget about the onion rings. Onions are a— Julia: Shut up, Ian! [to Oswald] You’re not going to eat any of this, are you? Oswald: I...I...I guess not...but I am hungry. Ian: Wanna trade? Oswald: I spent five bucks on this meal! Julia: Then you should have spent your money on a fruit tray or a salad or a yogurt and some juice. You know they have all those things in the cafeteria, right? Oswald: Sure, right. I know. Ian: So...you want to trade or just toss it? Oswald: [shakes his head slowly] We can trade. But you already took a bite out of your sandwich. Ian: Sorry. I didn’t know we’d be trading. You want some fries? Oswald: [sulking] No thanks. Ian: Don’t say I didn’t offer. Julia: I was telling Ian that I was never going to eat at Frankie’s again. And I told him I wasn’t the only one. You’re not going to eat there anymore, right, Oswald? Oswald: No, of course not. Ian: [teasing] But you will still eat at all of the other fast-food places, right? Oswald: Maybe...sometimes. But only the healthy stuff. Mostly.32 www.text2reader.com
  33. 33. Ian: I’m surprised you’re not becoming a vegetarian, like Julia.Oswald: I’m not eating as much meat.Ian: Really? I’m only one step away from being a vegetarian myself.Julia: You are?Ian: [nods] I only eat animals that are vegetarians.Julia: Sometimes you are such a jerk!Ian: Sometimes? That’s a serious step up from what you usually say. Besides, if you think about it I’m eating French-fried potatoes, onion rings...and I doubt there really is any meat in this hamburger, either.Julia: Seriously, are you saying that movie had no effect on you?Ian: I think it was pretty powerful, and I really can understand why some- body would choose to not ever eat there again, or not as often. Really, I don’t think I’m going to be going there for a long time myself.Oswald: I wonder how Frankie’s feels about the film.Julia: Not happy would be my guess. Really, really not happy.Ian: I don’t think they could care less.Julia: How can you say that?Ian: It’s just some little documentary film that hardly anybody is going to see. Did either of you hear of it before today?Julia: [Julia and Oswald shake their heads] No.Ian: It wasn’t in the movie theaters, and I doubt you can even rent it at a Blockbuster. Frankie’s is a multinational billion-dollar company with thousands of franchises. Do you really think it matters to them if a few people decide not to eat there so often? Readers Theater • Text2Reader September 2011 33
  34. 34. 5. about the authors Eric Walters (Stuffed) Eric Walters began writing in 1993 as a way to entice his Grade 5 stu- dents into becoming more interested in reading and writing. Each day he would read to his students the story he was writing. At the end of the year—and the end of the novel—one of the students suggested that he try to have this story published. This book, Stand Your Ground, became Eric’s first published novel. Since then, Eric has published over 60 novels. His novels have all become bestsellers, have won over 30 awards, and have been translated into sev- eral languages. Eric writes in a variety of genres, including historical fic- tion, sports and mystery. He visits over 70,000 students per year! Eric was born in Toronto in 1957. He lives in Mississauga with his wife and three children. When not writing, or playing and watching sports, he enjoys listening to jazz, playing his saxophone, and eating in fine restaurants featuring drive-through service. Go to www.text2reader.com and click on Resources>About the Authors to learn more about Eric and his books. Ian McAllister (The Salmon Bears) Ian McAllister, a founding director of both the Rainforest Conservation Society and Pacific Wild, is an award-winning photographer and film- maker. He has spent more than 20 years working to preserve the West Coast’s temperate rainforest. Ian lives with his family on an island in the heart of the Great Bear Rainforest. On the Text2Reader website, click on Resources>About the Authors to learn more about Ian’s work. You can also visit www.pacificwild.org.34 www.text2reader.com
  35. 35. Nicholas Read (The Salmon Bears) Nicholas Read, a lifelong lover of animals, works as a journalism instruc- tor at Langara College in Vancouver, British Columbia. He has written on animal issues for the Vancouver Sun and on other issues for The Globe and Mail, Toronto Star and other publications. He has lived in both Canada and the United Kingdom, where he worked for the national animal-rights organization, Animal Aid.Liam O’Donnell (Food Fight) Liam O’Donnell was born in Northern Ireland and came to Canada when he was five. As part of his passage to true adulthood, Liam deliv- ered hot food in restaurants, cold tea on movie sets, slimy fish in Dublin, bottled water in Vancouver and bad jokes in theme parks as a profes- sional juggler. He has worked on film sets in Canada, Ireland and the United Kingdom. Liam left the movie industry in 1999 when his first book, System Shock, was published by A & C Black in London, UK. He’s been writing ever since. Liam has also developed educational radio plays for the BBC, writ- ten articles for adults and children for magazines, adapted TV scripts for books, and created original comics for A&C Black Publishers, OwlMagazine, Scholastic Canada, Stone Arch Books and Capstone Press. In addition to writ-ing for young readers, Liam is an elementary school teacher, currently teaching grade one inToronto. Liam and his wife live in London, Ontario. Click on Resources>About the Authors atwww.text2reader.com to learn more.Mike Deas (Food Fight) Mike Deas is an illustrator living and working in Victoria, British Columbia. Currently he illustrates Orca’s graphic novel series, Graphic Guide Adventures, by author Liam O’Donnell. His love for comics comes from an early age, reading and drawing while growing up on Saltspring Island, BC. Capilano College’s Commercial Animation Program in Vancouver helped Mike fine-tune his drawing skills and imagination. Work as a concept artist, texture artist and art director in the video game industry took Mike to England and California. Go to www.text2reader.com and click on Resources>About the Authors to visit Mike’s website and learn more about his artwork. About the Authors • Text2Reader September 2011 35
  36. 36. Exercise 5A: Twenty Questions Okay, maybe not twenty. But how about three? Ooh, this one’s super easy, you’re thinking. Not so fast. We’re not talking “How old were you when you decided to become an author?” here. We’re talking powerful questions. You know, the ones that actually dig below the surface to get at the information that no one else thinks to ask. What’s a powerful question? Well, for starters, it’s a question that can’t be answered by a simple yes or no, or in just a few words. Compare the following questions that address the same topic: 1. What was your favorite book when you were growing up? (Pretty boring, huh? There’s not a lot of truly meaningful information you can get from asking a question like this.) Have a look at this one instead: 2. How did your childhood reading preferences shape your decision to become an au- thor/illustrator? See? This question forces your interview subject to reflect on his own life. He’s going to have to think about his answer—and that means you’re going to get some interesting information. Sometimes it’s just the way you ask a question that makes a difference between a boring answer and a one that reveals interesting, undiscovered things about someone’s life. Compare What was your favorite subject in school? with Can you tell me about the teacher who influenced you the most? Okay, now that you’ve got a clearer idea of how to shape those powerful questions, choose one of the authors or illustrators profiled above. Take a few minutes to check out his website. On the lines provided, write three questions you would like to ask that person about his chosen career. 1. 2. 3.36 www.text2reader.com
  37. 37. Exercise 5B: Make Your Case How great would it be to have one of these talented guys come visit your school? Hmm. Maybe you’ll get a chance to ask those three questions, after all!Select one of the authors or illustrators you’ve just read about. On a separate sheet of paper, writea persuasive paragraph explaining why you think that individual should pay your school a visit.Use the graphic organizer and rubric on the following pages to help you plan and organize yourthoughts.The How-To: Writing a Persuasive ParagraphYou’re headed into the teenaged years. Know what that means? Yep. You’re already pretty good atpersuading others—especially your parents—to get what you want. Let’s put those arguing skills towork writing a persuasive paragraph.Persuasive writing is all around you: Those little pop-ups on the web asking you to take a surveyor download a ringtone. The flyer that sells you a two-for-one pizza deal. Your best friend’s emailbegging you to go to the concert with her this weekend. All persuasive writing.When you write persuasively, your goal is to convince others to agree with you. You’ve got to loadyour audience up with facts and arguments—not opinions—so they’ll “buy” your point of view.Here’s an example of a persuasive paragraph. Notice how the first sentence clearly states the argu-ment—and the last sentence repeats it for reinforcement. Fast Food? Be Careful What You Eat! Although many of us find fast food convenient when we are in a rush, it is a bad idea to eat it too much or too often. Recently, McDonald’s in Canada has had the two-dollar deal: a Big Mac and small fries. This is a very big temptation, and even my friend (who doesn’t normally eat at McDonald’s) bought this meal last week. But what did he eat when he ate a Big Mac and fries? First, in the hamburger he got 570 calories, with almost half of them (280 calories) coming from fat. Ten grams of this fat is saturated, the most dangerous kind, the kind which is harmful to our heart. The Canadian Food Guide recommends to “choose lower-fat foods more often.” Unfortunately, there are another 210 calories in the fries, with 10 more grams of fat (1.5 grams of it saturated). I’m sure he bought a drink as well, which adds another 150 calories—for a small size. Imagine if he ate this dinner more than once a week! The meal is cheap, but it contains a lot of fat. So, although it is very convenient (and cheap) to buy fast food, it is quite alarming to see just how much fat we are eating— I think I’ll go and eat an apple, instead! Adapted from a worksheet on persuasive writing from the Pearson Adult Learning Centre About the Authors • Text2Reader September 2011 37
  38. 38. On a separate sheet of paper, write a persuasive paragraph to your teacher or principal, explaining why you think your chosen author or illustrator should come to your school for a visit. Use the graphic organizer below to help you organize your thinking. Convince Me! Topic sentence (this is where you state your argument): Facts that support your argument, plus one that anticipates and refutes the “other side’s” argument: 1. 2. 3. 4. 5. Closing sentence (this is where you restate your argument…in different words):38 www.text2reader.com
  39. 39. Assessment Rubric: Writing a Persuasive Paragraph Criteria Level 1 Level 2 Level 3 Level 4 (Difficulty) (Approaching) (Meeting) (Surpassing) TOPIC SENTENCE The topic sentence states The topic sentence states The topic sentence states The topic sentence states the main idea unclearly the main idea clearly the main idea clearly the main idea clearly and focuses the para- and focuses the para- graph graph forcefully SUPPORTING FACTS Factual information sup- Factual information sup- Factual information sup- Factual information sup- porting the main idea is porting the main idea is porting the main idea is porting the main idea is irrelevant, inaccurate or relevant but somewhat relevant, accurate and relevant, accurate, suffi- insufficient inaccurate or insufficient sufficient cient and compelling ORGANIZATION The paragraph is a The paragraph is organized The paragraph is organized The paragraph is organized series of random points clearly and logically logically and coherently logically and coherently, and is unified OPPOSING POSITION An opposing position is An opposing position is An opposing position is An opposing position is ignored acknowledged acknowledged and refuted acknowledged and refuted effectively CLOSING SENTENCE The closing sentence The closing sentence refers The closing sentence The closing sentence ignores the main idea to the main idea restates the main idea restates the main idea effectively TONE, DICTION AND Tone, diction and style in- Tone, diction and style Tone, diction and style ap- Tone, diction and style ap- STYLE appropriate to the audience appropriate to the audience propriate to the audience propriate to the audience are used are used inconsistently are used consistently are used effectively LANGUAGE CONVENTIONS Several major and minor A few major and minor Some minor errors are evi- A few minor errors are evi- (SPELLING, GRAMMAR, errors are evident and errors are evident and dent, but do not interfere dent, but do not interfere often interfere with the occasionally interfere with with the reader’s under- with the reader’s under- PUNCTUATION) reader’s understanding the reader’s understanding standing standingAbout the Authors • Text2Reader September 201139
  40. 40. Answer Keys Exercise 1A 1. B 2. D 3. A 4. B 5. B 6. D40 www.text2reader.com
  41. 41. Want to know more about the topics covered in this issue of Text2Reader?We’ve compiled a brief list of books and other resources you can check out. And you can alwaysvisit the T2R website to browse our links to these topics and more!FictionAnderson, Laurie Halse. Wintergirls. Speak, 2010.Anderson, M.T. Burger Wuss. Candlewick, 2008.O’Donnell, Liam and Mike Deas. Food Fight. A Graphic Guide Adventure. Orca Book Publishers,2010.Walters, Eric. Stuffed. Orca Book Publishers, 2006.NonfictionKingsolver, Barbara. Animal, Vegetable, Miracle: A Year of Food Life. HarperCollins, 2007.Patel, Raj. Stuffed and Starved: The Hidden Battle for the World Food System. Portobello Books,2007.Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. Penguin, 2006.Schlosser, Eric. Chew on This: Everything You Didn’t Want to Know About Fast Food. Sandpiper,2007.Schlosser, Eric. Fast Food Nation. Harper Perennial, 2005 (2nd edition).Walters, Eric. Tell Me Why: How Young People Can Change the World. Doubleday, 2009.FilmAchbar, Mark and Jennifer Abbott. The Corporation. 2003.Kenner, Robert. Food, Inc. 2008.Spurlock, Morgan. Super Size Me. 2004 (documentary). Text2Reader September 2011 41
  42. 42. Curriculum Outcomes6Met by Text2Reader British Columbia Grade Curriculum Outcomes September 2011 Issue Met by Text2Reader (September 2011 Issue) Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B Oral Language A1 Use speaking and listening to interact with others for the purposes of – contributing to group success – discussing and comparing ideas and opinions (e.g., debating) – improving and deepening comprehension – discussing concerns and resolving problems – completing a variety of tasks A2 Use speaking to explore, express and present a range of ideas, information and feelings for different purposes and audiences, by – using prior knowledge and/or other sources of evidence – staying on topic in focussed discussions – presenting in a clear, focussed, organized and effective manner – explaining and effectively supporting a viewpoint A3 Listen purposefully to understand and analyze ideas and information, by – summarizing and synthesizing – generating questions – visualizing and sharing – making inferences and drawing conclusions – interpreting the speaker’s verbal and nonverbal messages, purposes and perspectives – analyzing – ignoring distractions A4 Select and use strategies when interacting with others, including – accessing prior knowledge – making and sharing connections – asking questions for clarification and understanding – taking turns as speaker and listener – paraphrasing to clarify meaning A5 Select and use strategies when expressing and presenting ideas, information and feelings, including – setting a purpose – accessing prior knowledge – generating ideas – making and sharing connections – asking questions to clarify and confirm meaning – organizing information – practising delivery – self-monitoring and self-correcting in response to feedback42 www.text2reader.com
  43. 43. Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5BA6 Select and use strategies when listening to makeand clarify meaning, including – accessing prior knowledge – making predictions about content before listening – focussing on the speaker – listening for specifics – generating questions – recalling, summarizing and synthesizing – drawing inferences and conclusions – distinguishing between fact and opinion – visualizing – monitoring comprehensionA7 Demonstrate enhanced vocabulary knowledgeand usageA8 Use speaking and listening to respond, explainand provide supporting evidence for theirconnections to textsA9 Use speaking and listening to improve andextend thinking, by – questioning and speculating – acquiring new ideas – analyzing and evaluating ideas – developing explanations – considering alternative viewpoints – summarizing and synthesizing – problem solvingA10 Reflect on and assess their speaking andlistening, by – referring to class-generated criteria – considering and incorporating peer and adult feedback – setting goals and creating a plan for improvement – taking steps toward achieving goalsA11 Recognize and apply the features of orallanguage to convey and derive meaning, including – context (e.g., audience, purpose, situation) – text structure – a variety of sentence lengths, structures, and types – smooth transitions and connecting words – syntax (i.e., grammar and usage) – diction – nonverbal communication – receptive listening postureA12 Recognize the structures and patterns oflanguage in oral texts, including – literary devices – sound devices – structural sequencing cues – idiomatic expressions Text2Reader September 2011 43
  44. 44. Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B Reading and Viewing B1 Read fluently and demonstrate comprehension and interpretation of a range of grade-appropriate literary texts, featuring variety in theme and writing techniques, including – stories from Aboriginal and other cultures – literature from Canada and other countries – short stories and novels exposing students to unfamiliar contexts – short plays that are straightforward in form and content – poetry in a variety of forms B2 Read fluently and demonstrate comprehension of grade-appropriate information texts with some specialized language, including – nonfiction books – textbooks and other instructional materials – visual or graphic materials – reports and articles from magazines and journals – reference materials – appropriate web sites – instructions and procedures – advertising and promotional materials B3 Read and reread just-right texts for at least 30 minutes daily for enjoyment and to increase fluency and comprehension B4 Demonstrate comprehension of visual texts with specialized features (e.g., visual components of media such as magazines, newspapers, web sites, comic books, broadcast media, videos, advertising and promotional materials) B5 Select and use strategies before reading and viewing to develop understanding of text, including – setting a purpose and considering personal reading goals – accessing prior knowledge to make connections – making predictions – asking questions – previewing texts B6 Select and use strategies during reading and viewing to construct, monitor and confirm meaning, including – predicting – making connections – visualizing – asking and answering questions – making inferences and drawing conclusions – using “text features” – self-monitoring and self-correcting – figuring out unknown words – reading selectively – determining the importance of ideas/events – summarizing and synthesizing44 www.text2reader.com
  45. 45. Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5BB7 Select and use strategies after reading andviewing to confirm and extend meaning, including – self-monitoring and self-correcting – generating and responding to questions – making inferences and drawing conclusions – reflecting and responding – visualizing – using “text features” to locate information – using graphic organizers to record information – summarizing and synthesizingB8 Respond to selections they read or view, by – expressing opinions and making judgments supported by explanations and evidence – explaining connections (text-to-self, text-to-text and text-to-world) – identifying personally meaningful selections, passages and imagesB9 Read and view to improve and extend thinking,by – analyzing texts and developing explanations – comparing various viewpoints – summarizing and synthesizing to create new ideasB10 Reflect on and assess their reading and viewing,by – referring to class-generated criteria – setting goals and creating a plan for improvement – taking steps toward achieving goalsB11 Explain how structures and features of textwork to develop meaning, including – form, function and genre of text (e.g., brochure about smoking to inform students; genre is persuasive) – “text features” (e.g., copyright, table of contents, headings, index, glossary, diagrams, sidebars, hyperlinks, pull-quotes) – literary elements (e.g., characterization, mood, viewpoint, foreshadowing, conflict, protagonist, antagonist, theme) – nonfiction elements (e.g., topic sentence, development of ideas with supporting details, central idea) – literary devices (e.g., imagery, onomatopoeia, simile, metaphor) – idiomatic expressions Text2Reader September 2011 45
  46. 46. Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B Writing and Representing C1 Write a variety of clear, focussed personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas and opinions, featuring – clearly developed ideas by using effective supporting details, explanations, comparisons and insights – sentence fluency through sentence variety and lengths with increasing rhythm and flow – effective word choice through the use of an increasing number of new, varied and powerful words – an honest voice – an organization that is meaningful, logical and effective, and showcases a central idea or theme C2 Write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to inform or persuade, featuring – clearly developed ideas by using focussed and useful supporting details, analysis and explanations – sentence fluency through clear, well-constructed sentences that demonstrate a variety of lengths and patterns, with an increasingly fluid style – effective word choice through the use of new vocabulary, words selected for their specificity, and powerful adverbs and verbs – a voice demonstrating an appreciation and interest in the topic – an organization with an inviting lead that clearly indicates the purpose and flows smoothly with logically sequenced paragraphs or sections to a satisfying conclusion that summarizes the details C3 Write a variety of imaginative writing for a range of purposes and audiences, including short stories, passages and poems modelled from literature, featuring – well-developed ideas through the use of interesting sensory detail – sentence fluency through a variety of sentence lengths and patterns, with increasing fluidity – effective word choice by using engaging figurative and sensory language – an authentic voice – an organization that includes an enticing opening, followed by a sequence of effective detail which elaborates events, ideas and images, that lead to an imaginative or interesting conclusion46 www.text2reader.com
  47. 47. Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5BC4 Create meaningful visual representations for avariety of purposes and audiences thatcommunicate personal response, information andideas relevant to the topic, featuring – development of ideas using clear, focussed and useful details, and by making connections to personal feelings, experiences, opinions and information – an expressive voice – an organization in which key ideas are evidentC5 Select and use strategies before writing andrepresenting, including – setting a purpose – identifying an audience, genre and form – analyzing examples of successful writing and representing in different forms and genres to identify key criteria – developing class-generated criteria – generating, selecting, developing and organizing ideas from personal interest, prompts, texts and/or researchC6 Select and use strategies during writing andrepresenting to express and refine thoughts,including – referring to class-generated criteria – analyzing models of literature – accessing multiple sources of information – consulting reference materials – considering and applying feedback from conferences to revise ideas, organization, voice, word choice and sentence fluency – ongoing revising and editingC7 Select and use strategies after writing andrepresenting to improve their work, including – checking their work against established criteria – reading aloud and listening for fluency – revising to enhance writing traits (e.g., ideas, sentence fluency, word choice, voice, organization) – editing for conventions (e.g., grammar and usage, capitalization, punctuation, spelling)C8 Use writing and representing to expresspersonal responses and relevant opinions aboutexperiences and textsC9 Use writing and representing to extendthinking, by – developing explanations – analyzing the relationships in ideas and information – exploring new ideas (e.g., examining alternative viewpoints, transposing writing from one form to another) Text2Reader September 2011 47
  48. 48. Prescribed Learning Outcome Section and Exercise 1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B C10 Reflect on and assess their writing and representing, by – referring to class-generated criteria – setting goals and creating a plan for improvement – taking steps toward achieving goals C11 Use the features and conventions of language to express meaning in their writing and representing, including – complete simple, compound and complex sentences – subordinate (i.e., dependent) clauses – comparative and superlative forms of adjectives – past, present and future tenses – effective paragraphing – effective use of punctuation and quotation marks – conventional Canadian spelling for familiar and frequently used words – spelling unfamiliar words by applying strategies (e.g., phonic knowledge, use of common spelling patterns, dictionaries, thesaurus) – legible writing appropriate to context and purpose Source: BC Ministry of Education48 www.text2reader.com
  49. 49. Order Text2Reader Now! A monthly reading program for grades 6 to 8. (It’s exactly the resource you’ve been waiting for all these years.) Subscribe by June 15, 2011 and receive a 10% discount on the annual subscription price, plus be entered to win a free Kobo eReader!Engaging reading selections from award-winning books. High-interest activities and assignments,designed by teachers to connect students to the world they live in. Reading comprehensionexercises, assessment rubrics, Readers Theater, graphic novel selections and more. So much more.No complicated unit guide. Zero prep required.Can’t get any better, right? What if we told you every activity in Text2Reader links directly tocommon English Language Arts learning outcomes?Its affordable—much more affordable than (yet another) set of classroom readers. And everyclass in your school can use Text2Reader, for the low price of $175 a year, delivered electronically($225 if mailed hard copy required). Call 1-800-210-5277 or fax this form to 1-877-408-1551 to subscribe for a full year at $175 ($157.50 before June 15, 2011) Order FormName Purchase Order #School GradesAddress City Prov/State Postal CodeCredit Card # (VISA/MC) Exp DateEmailPhone number Text2Reader – A Monthly Reading Program for Middle Schools www.text2reader.com text2reader@orcabook.com

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