5/6 Manual

Transcription

5/6 Manual

QUICKSTART INSTRUCTIONS
Language Trek 5, 6- On Location with Language
Installation - Language Trek 5, 6: On Location with Language
You will need approximately 400 MB of hard drive space to load the entire program on your hard
drive.
Windows:
Insert the CD into your CD drive. Select Run from the Start menu. D:\Setup (or
other letter identifying your CD-ROM drive) appears. Select OK and follow
instructions.
Macintosh:
Insert the CD into your CD drive. For a full install, drag and drop the folder called
Language Trek 5, 6 from the CD onto your hard drive.
USING THE LANGUAGE TREK 5, 6: ON LOCATION WITH LANGUAGE PROGRAM
Follow these steps to use the Language Trek 5, 6: On Location with Language software program
after installation.
Windows Version
Go to Start, Programs and select Language Trek 5, 6, and then Language Trek Login.
Macintosh Version
On your hard drive, double click the application file Language Trek Login located in the folder where you
have installed Language Trek 5, 6.
Login
Language Trek: On Location with Language may be used by a student – with student tracking, by a guest
– without student tracking or by a teacher.
1. To Use the Program Without Tracking (as a Guest)
Windows: After installing the program on your computer, go to Start, Programs and select
Language Trek 5, 6 and then select Language Trek Login.
Macintosh: After installing the program on your computer, double click the program called
Language Trek Login.
a) Select Guest. The Language Trek title screen appears.
b) Select a level – level 1 is grade 5 and level 2 is grade 6
c) Select a location, e.g. Publishing Company, Production Studio, The Library,
Communication Museum, by pointing at the building representing the strand and
clicking.
d) Select a site e.g. The Writing Room within the location. A menu appears containing a
number of selections. Click on your choice.
e) Move through the program using the navigation buttons at the bottom of the screen.
f) To exit the program, click Menu and Quit.
2. To Use the Program as a STUDENT With Tracking
Windows: After installing the program on your computer, go to Start, Programs and select
Language Trek 5, 6 and then select Language Trek Login.
Macintosh: After installing the program on your computer, double click the program called
Language Trek Login.
• Select the class from the list of classes.
• Select the student name and enter your password.
• The title screen appears.
• Follow steps 1 d), e), f), g) above.
Note: The program comes with a Sample class. In the Sample class there is a student, John
Demo. To use the program, select Sample class and then select John Demo. You will automatically
enter the program (no password needed). To create your own classes and students, see the
Teacher section below.
3.
The Tracking System and Using the Program as a TEACHER
The teacher may use the software, create classes, register students and view student activity
and achievement.
The Student Tracking System tracks student activity and achievement. It indicates what the
student did (activity). It is used to add and change students, classes and passwords and to
print results. To use the Student Tracking System:
WINDOWS: After installing the program on your Windows computer, go to Start,
Programs, select Language Trek 5, 6
MACINTOSH: After installing the program on your Macintosh computer, double click the
program called Language Trek Login.
a) Click teacher, enter the password drowssap and you can choose to enter a Language
Trek: On Location with Language or access student records.
b) Select a Class, click Open and you will have access to student records.
c) The class called Sample, contains a student, John Demo. You may use this sample
student and class or you may add your own students and classes.
To Add, Delete or Change a Class and Class Passwords
Figure 3 illustrates how classes are created and changed and how class records are viewed by the
teacher. Select a class and then:
NEW: to create a new class
DELETE: to delete a class
RENAME: to rename a class
OPEN: to see the records for a class
CLOSE: to exit
PASSWORD: to create or change a password
To Add, Delete or Change Students and Student Passwords
Figure 4 illustrates how changes to student information are made and how student records are
viewed by the teacher. Select the class and click open, and select a student.
NEW: to create a new student
DELETE: to delete a student
RENAME: to change a student’s name
PASSWORD: to create or change a student’s password
IMPORT: import a class list from a text file
EXPORT: to export a student’s information
REPORTS: to view the records for a student
CLOSE: to close this menu
Changing the Teacher Password
On installation, the default password is drowssap. Whenever you log in as a teacher, you may
change the password so that it is unique to you. Follow these steps.
Click the button to log in as a teacher.
Click the “Change” button.
Enter the new password in the space provided.
Verify the new password. Click on OK, then retype the password.
Record the password somewhere in writing in case it is forgotten.
LANGUAGE TREK 5, 6
DEVELOPMENT TEAM
Project Leaders:
Michel Pitre
Sandie Bender
Dale Henderson
Curriculum Design:
Sandie Bender
Anne Smallian
Dale Henderson
Austin DeCoste
Karen Walkowiak
Dana Skukauskas
Software Design:
Michel Pitre
Rodney Steele
Mark Smith
Bradley Steele
Kevin Doyle
Jesse Pitre
Graphics:
Ross Gervais
Geoff Wheeler
Eduard Andresan
Dana Frauzel
Robie Hartling
Matthew Stover
Larry Stewart
Jianming Chen
Audio:
Dana Frauzel
Marlena Blasioli
Matthew van Gaal
Larry Stewart
Amy Caruso
Peter Wesolowski
Jennifer Perkin
Tony Paciocco
Video:
Dana Frauzel
Resource Manual:
Sandie Bender
Karen Walkowiak
Dale Henderson
Web Site:
Karen Walkowiak
Sandie Bender
Rhéal Dumont
Software Support:
Rhéal Dumont
Bradley Steele
Testing:
Sandie Bender
Michel Pitre
Rhéal Dumont
Vic D’Amico
Dale Henderson
Mark Smith
Desktop Publishing:
Christine Chapman
Advisory Committee:
Vic D’Amico
Dale Henderson
Jim Dale
Michel Pitre
Rhéal Dumont
©2000 NECTAR Foundation
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
The purchase of the educational version of this software entitles the purchaser to
reproduce the manual student activity pages for classroom use only. Any other use
requires written permission from NECTAR Foundation.
NECTAR Foundation
Language Trek – On Location with Language – Grade 5 & 6
1
ACKNOWLEDGEMENTS
DEVELOPMENT TEAM
The following kindly provided original material for use in the program. Permission to use
materials is gratefully acknowledged. Every effort has been made to secure permission from
copyright holders. If there are errors or omissions, we will be pleased to make the necessary
corrections in future versions of this program.
“Jean Frost” by Robert Priest, is reprinted from The Ruby Hat (Aya Press) by permission of the author.
Robert Priest is available for school readings. For information: [email protected]
“Making History” by Monica Kulling. From Discovery, Volume 6, Nelson Canada, 1993. Used by permission
of the author.
“River at Twilight” by George Swede. From Tick Bird: Poems for Children. Toronto: Three Trees Press,
1983. Used by permission of the author.
“Poetry Can” by Fran Newman, © Fran Newman. Fran Newman is a former librarian and classroom
teacher, author of “Children in Crisis” (Scholastic).
Milton Acorn’s “Sandstone” is used in this software by permission of The Estate of Milton J. R. Acorn.
“Exploring the Titanic” by Laura Edlund. From Supplementary Readings 6 Supplementary Readings ©
1999. Reprinted with permission of Nelson Thomson Learning, a division of Thomson Learning. Fax 800
730-2215.
“The Super Bowl” and “Gone Commercial” Copyright © 1996 by Gordon Korman and Bernice Korman.
Used by permission of Curtis Brown, Ltd. All rights reserved.
“A Seeing Poem” by Robert Froman. Used by permission of Katherine Froman.
“A Pet for Mrs. Arbuckle” by Gwenda Smith. Used by permission of Penguin Australia, Ringwood, Victoria,
Australia.
“Maybe a Fight” by Jean Little. From Hey World Here I Am! Used by permission of Kids Can Press Ltd.,
Toronto. Copyright © 1986 Jean Little.
“The Grade Five Lie” from “Little by Little” by Jean Little © 1987 by Jean Little. By permission of Penguin
Books Canada.
"I Love the Look of Words" by Maya Angelou, copyright © 1993 by Maya Angelou, From SOUL LOOKS BACK IN
WONDER by Tom Feelings. Used by permission of Dial Books for Young Readers, a division of Penguin Putnam
Inc.
“Hunting with Raven” copyright © 1996 by Diana Conway. First appeared in Cricket Magazine, January,
1996.
“Persephone”, copyright Norah Montgomery, from TO READ AND TELL, Norah Montgomerie (ed.), Bodley
Head Children’s Books of The Random House Group Ltd. publisher.
“The Vigil” The Vigil appears with the permission of Jan Andrews
“O Siem” by Susan Aglukark, EMI
“The Diving Board” by Shel Silverstein, © Shel Silverstein
“The Bird’s Peace” by Jean Craighead George, © Jean Craighead George
“Ballad of the Yarmouth Castle” text by Gordon Lightfoot, © Moose Music. Used by permission
“Returning to the Ancestral Home” by Pricilla Wu, © Pricilla Wu
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“Not Ever Again, by Karleen Bradford © Karleen Bradford
“Anti-Snore Machine” by Robin Klein, © Robin Klein
“The Gift” by Michael Barnes, © Michael Barnes
“Grandpa is Missing on the Mars Tranship” by Julia West
“The Shield and the Hammer” by Louis Untermeyer is used with the permission of M. Evans and Company
“Ice Swords” by James Houston,
“We and They” by Lucille Clifton, copyright © 1987 by Free To Be Foundation, Inc. Used by permission
Macromedia and QuickTime were used in developing
this program.
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TABLE OF CONTENTS
Quick Start Installation Instructions
Development Team ............................................................................................................1
Acknowledgements ............................................................................................................2
Table of Contents ................................................................................................................4
I. Introduction to Language Trek: On Location with Language – Grades 5 & 6
Overview.................................................................................................................8
The Locations .........................................................................................................8
Program Components ............................................................................................8
On Location with Language Software ....................................................................8
Resource Manual ...................................................................................................9
Language Trek Web Site........................................................................................9
Curriculum Content.................................................................................................9
Features..................................................................................................................9
Platforms...............................................................................................................10
Licenses................................................................................................................10
II. Using Language Trek: On Location With Language
Installation.............................................................................................................11
Using Language Trek as a Guest, Student, Teacher...........................................11
Copyright ..............................................................................................................15
System Requirements .........................................................................................15
Technical Support and Product Registration........................................................15
Network Installation ..............................................................................................16
III. Curriculum Connection
Introduction ...........................................................................................................17
Scope and Sequence ...........................................................................................18
IV. Implementation in the Classroom
Introduction ...........................................................................................................26
Teaching and Learning Strategies .......................................................................26
Sample Implementation Scenarios.......................................................................27
Assessment and Evaluation ................................................................................30
•
•
•
Approach
Student Tracking System
Techniques and Instruments
4
V. The Locations
A. PUBLISHING COMPANY
1. The Newspaper – Level 1
a)
Grade 5..........................................................................................31
Overview
Structure
Standards
Learning Outcomes
Components
Activity Templates
Additional Tasks
Culminating Performance Task
Assessment
b)
Level 2 – Grade 6 .........................................................................67
Overview
Structure
Standards
Learning Outcomes
Components
Activity Templates
Additional Tasks
Assessment
c)
d)
Technology Applications ............................................................94
Glossary........................................................................................94
2. The Writing Room
a)
Level 1 – Grade 5 .........................................................................97
Overview
Structure
Standards
Learning Outcomes
Components
Assessment
b)
Level 2 – Grade 6 .......................................................................121
Overview
Structure
Standards
Learning Outcomes
Components
Assessment
c)
d)
Technology Applications ..........................................................149
Glossary......................................................................................149
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B. THE LIBRARY
a)
Level 1 – Grade 5 .......................................................................152
Overview
Structure
Standards
Learning Outcomes
Components
Activity Templates
Additional Tasks
Assessment
•
Overview
•
Reading Quizzes
•
Instruments
b)
Level 2 – Grade 6 .......................................................................223
Overview
Structure
Standards
Learning Outcomes
Components
Activity Templates
Additional Tasks
Assessment
•
Overview
•
Reading Quizzes
•
Instruments
c)
d)
Glossary......................................................................................298
C. COMMUNICATION MUSEUM
a)
Level 1 – Grade 5 .......................................................................299
Overview
Structure
Standards
Learning Outcomes
Components
Assessment
Spelling List
b)
Level 2 – Grade 6 .......................................................................311
Overview
Structure
Standards
Learning Outcomes
Components
Assessment
Spelling List
6
D. PRODUCTION STUDIO
a)
Level 1 – Grade 5 .......................................................................322
Overview
Structure
Standards
Learning Outcomes
Components
Assessment
b)
Level 2 – Grade 6 .......................................................................334
Overview
Structure
Standards
Learning Outcomes
Components
Assessment
c)
d)
Glossary......................................................................................344
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I. Introduction to Language Trek: On Location with Language
Grades 5 and 6
OVERVIEW
LANGUAGE TREK: ON LOCATION WITH LANGUAGE - GRADES 5 AND 6 is an integrated,
curriculum-based, English language arts program for grades 5 and 6. It is an engaging
multimedia program with sound, animation, and graphics, which provides direct links to the
curriculum. The program is organized by four real-life locations, which focus on particular
language strands and integrate others. Tutorials, activities, performance tasks, and on-line
assessment provide multiple contexts and opportunities for students to demonstrate their
knowledge and skills. The program may be used on standalone computers or on a network, on
either Macintosh or Windows computers.
The program consists of four locations which focus on specific language topics and skills.
Included is a student tracking system, a comprehensive teacher resource, an on-line production
of a collection of student writing, a read-to-write portfolio, a media portfolio, and a newspaper.
THE LOCATIONS
Publishing Company: This location contains two sites - the Newspaper and the Writing Room.
Focus is placed on writing with integration of reading, media and oral communication. Students
use the writing process to write in various forms for a diversity of purposes and audiences.
The Library: This location focuses on the development of reading and research strategies and
skills through the exploration of fiction and non-fiction. Students maintain a read-to-write portfolio.
Production Studio: This location focuses on media literacy. Students develop their analytic
skills as they explore media techniques. Reading and writing are integrated.
Communication Museum: In this location focus is placed on spelling, grammar, sentence
structure, language usage, and vocabulary development through an examination of modes of
communication.
PROGRAM COMPONENTS
The program components include:
the software program
teacher resource manual
a web site: www.languagetrek.net
ON LOCATION WITH LANGUAGE SOFTWARE
The software program is based on four authentic locations where students explore various
aspects of communication: reading, writing, and media. Strategies outlined in the resource
extend the software to include oral communication skills. The four locations are:
Publishing Company
Production Studio
The Library
Communication Museum
The locations are divided into Level 1 and Level 2, corresponding to grades 5 and 6. This
facilitates individualizing the program for specific students, regardless of grade, and adapting
delivery to local and district curriculum. Tutorials focus on particular language skills and
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knowledge. Students complete interactive applications and performance tasks. Assessment of
student achievement is a combination of instruments on the software, where appropriate, and
techniques suggested in the manual.
RESOURCE MANUAL
A comprehensive teacher resource manual accompanies the program. It is available on the
software as well as in print format. The resource consists of:
software overview,
scope and sequence by strand, grade, location, and activity
additional resources for classroom teachers including teaching strategies and blackline
master templates, assessment instruments, performance tasks and accompanying
rubrics
strategies for extending the software through technology applications
glossaries
LANGUAGE TREK WEB SITE - www.languagetrek.net
The Language Trek – On Location Web site is a dynamic addition to the Language Trek program
and is accessible through the software. It consists of materials specifically created to assist
teachers in using the Internet as a tool to support the curriculum that has been introduced in the
software and to engage students in on-line research.
The website features:
Learning Outcomes
Activity Templates
Performance Tasks and Rubrics
Assessment Instruments
Internet Links
Internet Links – Meet the Author
CURRICULUM CONTENT
Language Trek: On Location with Language covers the standard English language arts
curriculum generally taught in grades 5 and 6 in North America. It includes the philosophy and
standards of NCTE (National Council of Teachers of English). Incorporated are the learning
outcomes from Western Canada and the expectations of the Ontario Ministry of Education
Language curriculum.
FEATURES
Among the program features are:
multimedia with audio instructions
interactive activities
student tracking system
comprehensive language content
flexibility to address varying reading levels
links to authentic careers related to the software locations
adherence to the stages of the writing process with a spell-checker available for revising
and editing
quizzes and interactive activities with immediate feedback
sound, graphics, animation and music
literature by a diversity of authors from various countries
publishing templates for a newspaper, a read-to-write portfolio
off-screen performance tasks for individual and small group work
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curriculum planning materials
integrated assessment instruments such as checklists, scoring rubrics and quizzes
DEVELOPMENT TEAM
The development team consisted of teachers, curriculum coordinators, language consultants,
computer consultants and professional software engineers, graphic artists and multimedia
programmers.
PLATFORMS
Language Trek: On Location with Language is available for Macintosh and Windows in
standalone and network versions.
LICENSES
License options include one computer, 5 pack, 10 pack, and Site License (unlimited computers),
District/Board Licenses are available.
Contact:
NECTAR Foundation
570 West Hunt Club Road
Nepean, ON K2G 3R4
613-224-3031
613-224-1946 (fax)
10
II. Using Language Trek 5, 6: On Location with Language
Installation - Language Trek 5, 6: On Location with Language
You will need approximately 400 MB of hard drive space to load the entire program on your hard
drive.
Windows:
Insert the CD into your CD drive. Select Run from the Start menu. Type D:\Setup
(or other letter identifying your CD-ROM drive). Select OK and follow instructions.
Macintosh:
Insert the CD into your CD drive. For a full install, drag and drop the folder called
Language Trek 5, 6: On Location with Language from the CD onto your hard
drive.
USING THE LANGUAGE TREK 5, 6: ON LOCATION WITH LANGUAGE PROGRAM
Follow these steps to use the Language Trek 5, 6: On Location with Language software program
after installation.
Windows Version
Go to Start, Programs and select Language Trek 5, 6, and then Language Trek Login.
Macintosh Version
On your hard drive, double click the application file Language Trek Login located in the folder
where you have installed Language Trek 5, 6.
Figure 1 The Language Trek: On Location with Language Title Screen
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Login
Language Trek 5, 6: On Location with Language may be used by a student – with student
tracking; by a guest – without student tracking; or by a teacher. (Figure 2)
a) Guest login – No tracking: Click the Guest button. Results for users logged in as guests
are not tracked.
b) Student login: Select a class and click the name of a student in that class, from the lists
on screen. (Figure 2) Initially there will be one predefined (and pre-selected) class called
Sample and one demo student called John Demo. Results for users logged in as
students are tracked.
c) Teacher login: Click the Teacher button. Enter the password drowssap. A user logged
in as a teacher has access to the Student Tracking System.
Figure 2 Select a Class and Student Name
After Login:
a) Select a level – level 1 is grade 5 and level 2 is grade 6.
b) Select a location, e.g. Publishing Company, Production Studio, The Library,
Communication Museum, by pointing at the building representing the location, and
clicking.
c) Select a site, e.g. Writing Room within the Publishing Company location.
appears containing a number of selections. Click on your choice.
A menu
d) Move through the program using the navigation buttons at the bottom of the screen.
e) To exit the program, click the Quit button.
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The Tracking System and Using the Program as a TEACHER
The teacher may use the tracking system to create classes and students; and to view student
activity and achievement.
The Student Tracking System tracks student activity and achievement. It indicates what the
student did (activity). It is used to add and change students, classes and passwords and to print
results. To access the Student Tracking System:
a) Login as a Teacher. Enter the password drowssap. The Class menu, Figure 3,
appears.
b) Select a Class, click Open and you will have access to student records.
(Figure 3)
c) The class called Sample, contains a student, John Demo. You may use this
sample student and class or you may add your own students and classes.
Figure 3 The Class Menu
To Add, Delete, or Change a Class and Class Passwords
Figure 3 illustrates how classes are created and changed and how class records are viewed by
the teacher. Select a class and then:
NEW: to create a new class
DELETE: to delete a class
RENAME: to rename a class
OPEN: to see the records for a class
CLOSE: to exit
PASSWORD: to change the password
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Figure 4 The Student Menu
To Add, Delete or Change Students and Student Passwords
Figure 4 illustrates how changes to student information are made and how student records are
viewed by the teacher. Select the class and click open, and select a student.
NEW: to create a new student
DELETE: to delete a student
RENAME: to change a student’s name
PASSWORD: to create or change a student’s password
IMPORT: to import a student’s information
TRANSFER: to transfer a student and records to another class
REPORTS: to view the records for a student
CLOSE: to close this menu
Changing the Teacher Password
On installation, the default password is drowssap. Whenever you log in as a teacher, you may
change the password so that it is unique to you. Follow these steps.
Click the button to log in as a teacher.
Click the “Change” button.
Enter the new password in the space provided.
Verify the new password. Click on OK, then retype the password.
Record the password somewhere in writing in case it is forgotten
14
COPYRIGHT
Federal copyright law and international treaty protect this software package. By law, you, the end
user, may do the following:
(a)
(c)
transfer the software to a single hard disk, provided you keep the original solely for
backup or archive purposes; or
make copies of the Teacher and Student activities of the manual. Copyright law
prohibits you from making any other copy of the software or documentation for any
other reason without our written permission.
The license that accompanies the software outlines how the program may be used, either on 1
computer, 5 computers, 10 computers, as a site license, or board/district license. Licenses may
be upgraded at any time. Contact NECTAR for details.
SYSTEM REQUIREMENTS
Windows:
Windows 95 or better; 16 MB of RAM, CD drive
350 MB of hard disk space (or run from the CD)
Recommended: Pentium; 32 MB of RAM; 24 bit color
Macintosh:
System 7 or better, color monitor, 16 MB of RAM
Recommended: Power PC; 32 MB of RAM
350 MB of hard disk space (or run from the CD)
TECHNICAL SUPPORT
The NECTAR Foundation is committed to its customers. Technical support is provided at no
charge to our registered customers. Complete and return the registration card which
accompanies the software. Answers to commonly asked questions can be found in the Technical
Support section of the NECTAR web site at : www.nectar.ca.
All registered purchasers of Nectar products receive technical support by:
Support Hours
8:00 AM - 4:00 PM, Eastern Standard Time
Technical Support Phone Number
within Canada and the United States
1-800-387-1964 or 1-613-224-3031
Technical Support FAX Numbers
1-613-224-1946
e-mail:
[email protected]
Web:
www.nectar.ca
15
NETWORK INSTALLATION
NETWORK INSTALLATION FOR WINDOWS
Install Language Trek 5, 6 (lt56) in the directory of your choice on the network server. e.g.
C:\apps\lt56
TEMP DIRECTORY
All users on the network must have a unique ‘temp’ directory. The location of the ‘temp’ directory
is usually c:\windows\temp if you have local drives installed on your computers.
\Windows\a4w_data directory
This directory will be created in the WINDOWS directory the first time Language Trek 5, 6 is
used. (i.e. local hard drives, shared network directories). Temporary files are created here.
NT Directory Access Rights
Directory
\lt56
\lt56\xtras
\lt56\xtras\data
\Windows\a4w_data
Read, Execute
Read, Execute
Change
Change
Novell Directory Access Rights
Directory
\lt56
\lt56\xtras
\lt56\xtras\data
\Windows\a4w_data
Access Rights
Read, Sharable
Read, Sharable
Read, Write, Delete, Create, Filescan
Read, Write, Delete, Create, Filescan
Access Rights
All .exe, .dll, .ucd, .txt, .a4r must be set to RX (read only shareable) .
Unfortunately all this network information cannot be automated due to the many different types of
networks the software will be installed on. These procedures are quite common to network enable
applications that store information on the network fileserver.
NETWORK INSTALLATION FOR MACINTOSH
Network installation requires that users have write access to the folder called Data, located in the
Language Trek 5,6 Xtras folder. For all other Language Trek 5, 6 components, read-only access
is sufficient. Please refer to your network software documentation.
16
III. Curriculum Connection
INTRODUCTION
This section provides the learning outcomes - the expectations related to knowledge and skills.
These have been grouped into four categories:
1. Integrated Throughout - outcomes which cross all strands and are integrated throughout
the software;
2. Writing - a strand which incorporates language structures, style, conventions, and usage;
3. Reading and Research - a strand which combines reading and research skills, strategies,
and reflection on text;
4. Oral and Visual Communication - a strand which includes oral and listening skills, as well
as media awareness and literacy.
The software program has been structured in two parts: Level 1 corresponding to grade 5, and
Level 2 corresponding to grade 6. This permits flexibility in tailoring the use of the program to
specific curriculum requirements, and to individualizing the program for students’ needs and
abilities. The outcomes are listed in two charts, one for grade 5 and one for grade 6, crossreferenced to the four locations in the software program. In the case of oral and visual
communication, outcomes designated “PT” (performance task) are included in the performance
task(s) in the manual rather than the software. This has been done to obtain a holistic approach
to a language program in which the software is integrated with other teaching and learning
strategies.
17
Language Trek: On Location with Language
Scope and Sequence - Grade 5 (Level 1)
Expectations
Publishing
Company
Communication
Museum
Production
Studio
Library
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Integrated Throughout (T)
T1
T2
T3
T4
use word processing when composing and
revising
use writing for various purposes and in a range
of contexts, including school work
use conventions of written materials to help
understand and use the materials
compare the challenges and situations
encountered in daily life with those
experienced by people in other times, places
and cultures as portrayed in literary texts
Expectations: Writing (W)
W1
W2
W3
W4
W5
W6
communicate ideas and information for a
variety of purposes and to specific audiences
produce media texts using writing and
materials from other media
revise and edit work, seeking feedback from
others and focusing on content, organization,
and appropriateness of vocabulary for
audience and purpose
use and spell correctly the appropriate
vocabulary
use correctly the conventions specified
√
√
√
√
√
√
√
√
√
√
√
W10
produce pieces of writing using a variety of
forms, narrative techniques, and materials
from other media
use simple, compound, and complex
sentences
organize information to convey a central idea,
using well-developed paragraphs that focus on
a main idea and give some relevant supporting
details
proofread and correct final drafts, focusing on
grammar, punctuation and spelling
use phrases appropriately to clarify meaning
W11
use noun-pronoun agreement correctly
√
W12
use correct punctuation in final drafts
√
W13
use quotation marks for passages of dialogue
√
W14
use phonics, the meaning and function of
words, and some generalizations about
spelling to spell with accuracy
use a variety of resources to confirm spelling
W7
W8
W9
W15
W16
W17
use the hyphen to divide words at the end of
lines and to spell compound words and
fractions
use levels of language appropriate to their
purpose
√
√
√
√
√
√
√
√
√
√
√
√
18
Expectations
Publishing
Company
Communication
Museum
Production
Studio
√
√
Library
Writing (W)
W18
select and use words to create special effects
√
W19
accurately use graphs and captions
√
W20
focus on a topic for written texts, integrating
ideas from experiences and a variety of other
sources
√
Reading and Research (R, RE)
R1
R2
R3
R4
R5
R6
R7
R8
R9
R10
R11
R12
R13
R14
read a variety of fiction and non-fiction
materials for different purposes
read independently, selecting appropriate
reading strategies
explain personal interpretation of a written
work, supporting it with evidence from the work
and from own knowledge and experience
decide on a specific purpose for reading and
select the material needed from a variety of
appropriate sources
understand the appropriate vocabulary and
language structures
describe a series of events in a written work
using evidence from the work
make judgements and draw conclusion about
the content in written materials, using evidence
from the materials
describe how various elements in a story
function
use research skills
begin to identify a writer’s or character’s point
of view
identify various forms of writing and describe
their characteristics
use knowledge of the characteristics of
different forms of writing to help in the
selection of appropriate materials for a specific
purpose
use a dictionary to expand vocabulary
R15
identify root words, prefixes, and suffixes, and
use them to determine the pronunciation and
meaning of unfamiliar words
use specialized terms in different subject areas
R16
identify synonyms and antonyms
R17
use punctuation to help understand what is
read
locate and interpret information, using various
conventions of formal texts
review a personal collection of favourite literary
texts and share responses to forms
R18
R19
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19
Expectations
Publishing
Company
Communication
Museum
Production
Studio
Library
R20
R21
R22
R23
R24
RE1
RE2
RE3
RE4
use a variety of comprehension strategies;
confirm understanding and self-correct
use textual cues to construct and confirm
meaning
Identify descriptive and figurative language in
literary texts
experiment with words and sentence patterns
to create word pictures
identify figures of speech and ways in which
they convey meaning
organize information and ideas into categories
using a variety of strategies
record information in own words; cite authors
and titles alphabetically and provide
publications, dates of sources
recognize gaps in the information gathered
and locate additional information needed for a
particular form, audience and purpose
assess information gained through the inquiry
or research process; form personal
conclusions and generate new questions for
further inquiry or research
√
√
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√
√
√
√
√
√
√
Oral and Visual Communication (OV)
PT: Performance Task located in the manual
OV1
communicate information, explain a variety of
ideas and procedures, and follow the teacher’s
instructions
OV2
communicate a main idea about a topic and
describe a sequence of events
OV3
ask and answer questions on a variety of
topics to acquire and clarify information
OV4
contribute and work constructively in groups
OV5
OV6
PT
PT
PT
PT
PT
identify various types of media works and
some of the techniques used in them
analyze media works
PT
PT
PT
√
√
OV7
OV8
OV9
OV10
OV11
OV12
OV13
use the appropriate conventions of oral
language, and of the various media
express and respond to ideas and opinions
concisely, clearly and appropriately
demonstrate the ability to concentrate by
identifying main points and staying on topic
use appropriate words and structures in
discussions or classroom presentations
use tone of voice, gestures, and other nonverbal cues to help clarify meaning when
describing events, telling stories, reading
aloud, making presentations and stating
opinions
contribute ideas to help solve problems, and
listen and respond constructively to the ideas
of others when working in a group
speak clearly when making presentations
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
20
Expectations
Publishing
Company
Communication
Museum
Production
Studio
Library
0V14
OV15
OV16
OV17
OV18
OV19
OV20
show respect for the presenter through active
listening and viewing behaviours
create a variety of media works
identify the main characteristics of some
familiar media
explain the importance of linking personal
perceptions and ideas to new concepts
identify descriptive and figurative language in
oral and media texts
understand and use a variety of forms of oral
and media texts
summarize personal knowledge of a topic in
categories to determine information needs
PT
PT
√
√
PT
√
√
√
PT
21
Language Trek: On Location with Language
Scope and Sequence - Grade 6 (Level 2)
Expectations
Publishing
Company
Communication
Museum
Production
Studio
Library
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Integrated Throughout (T)
T1
use word processing when composing and
revising
T2
use writing for various purposes and in a range
of contexts, including school work
T3
use conventions of written materials to help
understand and use the materials
T4
compare the challenges and situations
encountered in daily life with those
experienced by people in other times, places
and cultures as portrayed in literary texts
T5
integrate media materials into writing to
enhance the message
Writing (W)
W1
W2
W3
W4
W5
W6
W7
W8
W9
W10
W11
W12
W13
W14
W15
W16
communicate ideas and information for a
variety of purposes and to specific audiences
produce media texts using writing and
revise and edit work, seeking feedback from
others and focusing on content, organization,
and appropriateness of vocabulary for
audience and purpose
use and spell correctly the appropriate
vocabulary
forms, narrative techniques, and materials
from other media
use a variety of sentence types and sentence
structures appropriate for their purposes
using well-developed paragraphs
proofread and correct final drafts, focusing on
grammar, punctuation, spelling, and
conventions of style
use the positive, comparative and superlative
forms of adjectives correctly
use adjective and adverb phrases correctly
and effectively
use verb tenses consistently throughout a
piece of writing
use a colon before a list and after a greeting
use phonics, the meaning and function of
words, and some generalizations about
spelling to spell with accuracy
use a variety of resources to confirm spelling
frequently introduce vocabulary for other
subject areas into their writing
use homonyms correctly
√
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√
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√
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22
Expectations
Publishing
Company
Communication
Museum
Production
Studio
Library
Writing (W)
W17
W18
accurately use appropriate organizers
focus on a topic for written texts, integrating
ideas from experiences and a variety of other
sources
W20
use subordinate clauses correctly
√
√
√
W19
R1
R2
R3
R4
R5
R6
R7
R8
R9
R10
R11
R12
R13
reading strategies
explain personal interpretation of a written
work, supporting it with evidence from the work
and from own knowledge and experience
decide on a specific purpose for reading and
select the material needed from a variety of
appropriate sources
understand the appropriate vocabulary and
language structures
summarize and explain the main ideas in
information materials and cite details that
support the main ideas
make judgements and draw conclusion about
the content in written materials, using evidence
from the materials
identify the elements of a story and explain
how they relate to each other
plan a research project and carry out the
research
identify a writer’s perspective or character’s
motivation
identify different forms of writing and describe
use a thesaurus to expand vocabulary
R15
consult a dictionary to confirm pronunciation
and/or find the meaning of unfamiliar words
identify root words, prefixes, and suffixes, and
use them to determine the pronunciation and
meaning of unfamiliar words
understand specialized words and terms
R16
identify synonyms and antonyms
R17
read
use a variety of conventions of formal texts to
find and verify information
use comprehension strategies appropriate to
the type of text and purpose
meaning
R14
R18
R19
R20
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√
√
√
√
√
√
√
√
√
√
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23
Expectations
Publishing
Company
Communication
Museum
Production
Studio
Library
R21
R22
R23
R24
RE1
RE2
RE3
RE4
literary texts and discuss how it enhances
understanding of people, places and customs
alter words, forms and sentence patterns to
create new versions of texts for a variety of
purposes
explain ways in which figures of speech clarify
and enhance meaning
use their knowledge of word origins and
derivations to determine the meaning of
unfamiliar words
organize information and ideas using a variety
of strategies and techniques
make notes on a topic, combining information
from more than one source using reference
sources appropriately
evaluate the appropriateness of information for
a particular form, audience and purpose;
identify gaps in information collected and
gather additional information
relate gathered information to prior knowledge
to reach conclusions or develop points of view;
establish goals for developing further inquiry or
research skills
PT: Performance task located in the manual
OV1
make reports, describe and explain a course of
action and follow detailed instructions
OV2
communicate a main idea about a topic and
describe a sequence of events
OV3
ask and answer questions on a variety of
topics to acquire and clarify information
OV4
√
√
√
√
√
√
√
√
PT
PT
PT
PT
OV5
OV6
identify various types of media works and
some of the techniques used in them
analyze media works
√
√
OV7
OV8
OV9
OV10
OV11
OV12
use the conventions of oral language, and of
the various media
express and respond to ideas and opinions
concisely, clearly and appropriately
demonstrate the ability to concentrate by
identifying main points and staying on topic
speak
correctly,
observing
common
grammatical rules such as subject-verb
agreement, noun-pronoun agreement and
consistency of verb tense
use tone of voice and gestures to enhance the
message and help convince or persuade
listeners in conversations, discussions or
presentations
assess own contributions to group process, set
personal goals for enhancing work with others
and monitor group process using checklists
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
PT
24
Expectations
Publishing
Company
OV13
PT
OV14
demonstrate critical listening and viewing
behaviours and show respect for the presenter
PT
OV15
OV16
identify the main characteristics of some
familiar media
identify the various types of professionals
involved in producing a media work and
describe the jobs they do
analyze and assess a media work and express
a considered viewpoint about it
explain the importance of linking personal
perceptions and ideas to new concepts
oral and media texts
observe and discuss aspects of human nature
revealed in personal experiences and in oral
and media texts
use constructive strategies in small-group
discussions
OV17
OV18
OV19
OV20
OV21
OV22
Communication
Museum
Production
Studio
Library
PT
PT
PT
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√
√
√
PT
√
√
√
√
PT
25
IV. Implementation in the Classroom
INTRODUCTION
On Location with Language is based on several fundamental principles of language teaching
and learning:
that skills are acquired within a context;
that the context must be personally meaningful and relevant;
that reading is an interaction between the reader and the text and that the reader’s
personal experience shapes the meaning;
that reader response is balanced with skill development;
that writing is a process through which the writer refines and clarifies ideas;
that language usage skills have an integral value when applied;
that media literacy is a combination of knowledge of techniques and critical
analysis.
A variety of teaching and learning strategies is essential to any language program. The
software program is one vehicle that should be combined with other practices. For example,
students can have limited oral interaction with the computer. Therefore, since “talk” is
important for learning, class and small group discussion is a program component to address
outside the software. The number of reading selections available in the software cannot
address every student’s skill level and personal interest. Longer reading selections are more
effectively read off screen. Therefore, additional opportunities for students to interact with
texts must be provided. The computer cannot ‘think’, nor can it assess communication of
ideas. As a result, the total program should include opportunities for students to discuss their
writing with the teacher and with one another. Although some writing skills are competently
assessed within the program, writing as a totality is best assessed by the teacher. For this
reason, an extensive section on assessment has been incorporated into the resource
manual.
TEACHING/LEARNING STRATEGIES
On Location with Language software can be used in several ways:
to introduce a particular topic or concept
to address skill remediation by providing students with practice
to extend and enrich the language program.
Whole Class Instruction
a. As the teacher plans the language program, certain topics, skills, and concepts are
identified as being effectively delivered through use of the software. Students
proceed to complete tutorials and activities that the teacher identifies as part of an
integrated classroom language program.
b. The teacher uses the software in combination with a projection device as a tool to
teach skills or, for example, to model the writing process. Students proceed
individually to complete activities and performance tasks.
Small Group Learning
a. Students work in pairs to complete the tutorials. Activities may be completed in
partners or individually.
b. Students in a group work on the same section and then proceed to complete the offscreen performance task. This is particularly appropriate for sections of the
Publishing Company and the Production Studio.
26
Individual Learning
a. Students complete the tutorials, activities, and performance tasks on an
individual basis. There may be considerable diversity in where the students are
working within the software. Student-teacher conferences are held to guide and
monitor progress.
b. Certain students are directed to specific sections of the software for purposes of
remediation and/or practice. The Library and Communication Museum are
particularly appropriate locations.
c. Certain students are directed to specific sections of the software for enrichment.
Activities within the Publishing Company and the Production Studio may be
suitable for this purpose.
SAMPLE IMPLEMENTATION SCENARIOS
The scenarios describe possible ways to implement some of the sections in the software. Each
provides one of many possible implementation strategies. Availability of equipment, time and
personal teaching preferences will impact on which strategies a teacher uses.
THE LIBRARY
Approximate Time: 2-8 hours
Equipment Required: A computer lab setting or individual computers in the classroom
Process:
The Library has a variety of literary genre including: legends, folktales, fables, fiction, and nonfiction selections. This manual provides the teacher with an overview of the skills and knowledge
in each area. If this is the first location that your students are visiting you may wish to consider
the following points.
• To truly benefit from all that the software has to offer, students need both direct
instruction as well as the freedom to explore.
• When introducing a new computer program to 9- to 12-year-old students be sure to
include both teacher instruction and student practice. Only after both direct instruction
and a period of free exploration should students be expected to use software to
accomplish a particular task.
• A lab setting is the ideal way to introduce new software to users at all levels. When
students work with a partner in the lab, as opposed to working alone after whole group
instruction, they are more inclined to experiment, to discover and to learn.
• If your school doesn’t have a lab, students can gather around a single monitor as the
teacher demonstrates the software. If you have one computer in your classroom, you
can show several students how to use the new software. These students can then
instruct other students, either individually or in small groups.
After the initial introduction of “On Location With Language”, the teacher can select the specific
skills that need to be presented and then direct the students to the appropriate location within The
Library. The teacher may also wish to establish some learning outcomes related specifically to
the technology that students are using; for example, overall skills such as demonstrating
computer etiquette or specific skills such as capturing and manipulating graphics could be
incorporated.
Following the whole group lesson(s), the students may work in pairs or individually on print
materials provided by the teacher or complete a software learning experience. Many of the
readings are accompanied by sets of comprehension questions and the teacher may wish to
27
assign these questions to all students or to students who specifically require assistance with skills
such as sequencing events, drawing conclusions, making judgments etc. Ideally, the students
know in advance the material that they are expected to complete, the completion timeline and the
criteria that will be used to assess the final product. The teacher will want to use the software
tracking system to see the tasks that the students have completed over the given timeline. Upon
completion of a particular section of the software, the student may choose from a number of
possible tasks. These tasks are saved to The Read-To-Write Portfolio. The rubric enclosed in the
manual provides guidance for the teacher in the assessment of the student work found in The
Read-to-Write Portfolio.
The non-fiction section of The Library introduces the students to a variety of research skills. The
teacher may wish to introduce these skills one at a time and guide the research process. Another
approach would be to allow the students to work through the research skills presented in the
software and then present guidelines for the completion of the assignment. The software
provides many possible ideas. The teacher may allow the students to choose one of the ideas or
assign the same task to all students.
The Communication Museum
The Approximate Time Required: 3-4 hours
Process:
The Communication Museum location is designed not only to introduce spelling and grammar
skills but also to provide an opportunity for review. Therefore, a teacher may choose to use the
software after whole group instruction of specific skills or he/she may decide to respond to
individual needs as students complete each of the separate communication sections.
Whole Group Instruction:
If the teacher decides to guide the students in their use of the software, he/she will want to
introduce the particular spelling skill and words that will be practiced. Also, it will be important to
introduce the specific grammar skill(s) that are found in that section. Practice of these skills can
occur through use of the software or the software in combination with other materials such as text
or workbook materials.
Independent Study Approach
This approach allows the student to individually progress through The Communication Museum
site. The teacher can obtain regular feedback on the sections completed as well as specific
results.
Regardless of the approach used the students will benefit from the historical perspective
presented on various forms of communication. In addition, to ongoing feedback, the student also
has the opportunity to test the skills learned through a quiz based on the skills from the different
communication areas.
Publishing Company
Approximate Time Required: 12-14 hours
Equipment Required: 1 computer in the classroom, projection device, computer lab with 1
computer per student
Process:
1. The outcomes for the Writing Room tutorial, You’re a Poet and You Know It, are shared with
the students. From the onset, students are aware of the skills and knowledge they are to
demonstrate. (Time: 15 minutes)
28
2.
3.
Using the tutorial on a classroom computer with a projection device, the teacher guides the
whole class through the content and on-screen practice. This is supplemented with
additional examples and whole class discussion. (Time: 1 hour)
The class is taken to a computer lab to complete the six activities. The teacher conferences
with individual students on activities involving the writing process, To ensure teacher
availability to conference with each student, it is recommended that students proceed
through the activities in different orders. The activities are:
1. Writing a Haiku
2. Limerick Fun
3. Picture This!
4. Punctuation Challenge
5. A Couple of Rhymes
6. It’s All in the Order
Activities 1, 2 and 3 are ones involving the writing process.
A class of 30 students could be divided into 6 groups and given the following order for
completion of the activities:
a. Group A: 1, 2, 3, 4, 5, 6
b. Group B: 3, 4, 5, 6, 1, 2
c. Group C: 5, 6, 1, 2, 3, 4
d. Group D: 2, 3, 4, 5, 6, 1
e. Group E: 4, 5, 6, 1, 2, 3
f. Group F: 6, 1, 2, 3, 4, 5
Using this process means half the students are involved in activities 1, 2, and 3 at a given
time, thus making the teacher more available for conferencing.
The assessment instruments that the teacher selects from the manual should be shared with
the students prior to beginning the activities. The teacher could decide if any instruments
are to be used for peer and/or self assessment. The products for these should be printed as
the activities are completed and the peer/self assessment conducted. The products that the
teacher selects to assess himself/herself should be printed as completed and submitted for
assessment.
(Time: 3-4 hours)
4.
The performance task, “Celebrating Community in Poetry” is explained and the rubrics
shared with the students. Instruction and discussion on collaborative learning may be
required prior to beginning the task. It is optional for students to use computers to complete
this task, but access to word processing and clip art programs would be advantageous.
(Time: 5-6 hours)
5.
In the computer lab, students individually complete the software Quiz. (Time: 30 minutes)
6.
Celebrate the conclusion of the poetry unit by inviting community officials to a poetry reading
and display the students’ collections. (Time: 1 hour)
Production Studio
Approximate Time Required: 2-3 hours
Equipment Required: 3-5 computers in the classroom
Process:
During the time allocated for independent reading in class, students are assigned on a rotational
basis to complete the Production Studio section on a classroom computer. Since the majority of
students are involved in silent reading, the teacher is available to assist those using the software.
29
If one hour per week is devoted to independent reading, most students could complete the
Production Studio in two weeks. Thus, a class of 30 students using 5 computers could finish the
Production Studio in one term.
At the end of the term, the teacher reviews the content in a class discussion and note-taking
session. Following this, the performance task from the manual is completed.
ASSESSMENT AND EVALUATION
Approach - Assessment should include a variety of techniques and instruments. The overall
goal is to improve student learning. Within the software there are multiple opportunities for
educators to use assessment to this end. The computer-assessed activities and quizzes provide
one dimension to assessment in that the student receives immediate feedback and is fully aware
of areas requiring improvement. The assessment techniques in the manual offer opportunities for
teachers to conference with students. The criteria-based instruments assist to clarify
expectations for students.
Student Tracking System - Software tracking is an integral feature of On Location with
Language. The teacher can obtain a listing of the sections of the software completed by a
student. Quiz and activity results are scored on the tracking system. The teacher can access
records of individual students and entire classes.
Techniques and Instruments
a. Culminating Performance Tasks: These authentic challenges result in a production or
performance within a real-world context. They require students to address a specific
audience and purpose. The On Location with Language software manual includes several
performance tasks at each location. These incorporate opportunities for assessment of
oral language and group work. Rubrics accompany the performance tasks.
b. Scoring Rubrics: These tools identify and describe criteria; student work is assessed
according to the descriptors in levels of achievement. Should a ‘mark’ need to be
assigned, the particular level corresponds with a numeric value. The scoring rubrics can be
used to assess software activities more appropriately done outside the software (e.g.
writing activities).
c. Checklists: These have been included to assist students in self-assessment.
d. Portfolio Assessment: Portfolios are collections of both student products and teacher
observations that reflect the student’s growth and progress in literacy development. They
are an effective way of aligning instructional goals and assessment. Traditionally, the
works are collected over time. The On Location with Language software offers several
portfolios. All portfolios can be printed for assessment purposes.
30
V.
The Locations
A.
PUBLISHING COMPANY
1. THE NEWSPAPER
Level 1 – Grade 5 - The Kids Connect News
Overview
The setting of this Publishing Location is a newspaper office and the focus is upon
the strand of Writing. Students visit the Kids Connect News newsroom where they
complete activities that are typically associated with newspaper publishing.
Students publish their newspaper articles to an electronic Kids Connect
Newspaper template or print for classroom use. A newspaper template, additional
tasks, and a culminating performance task are provided in the manual.
Kids Connect News selections engage students in the process of publishing a
newspaper by producing newspaper articles such as advice columns, classified
ads, comic strips, editorials, hard news stories and weather reports.
31
Structure
The Kids Connect News site consists of six segments.
1
2
3
4
5
6
Advice Column: Amazing Advice
Classified Ads: Catchy Classifieds
Comic Strip: The Comic Corner
Editorial: Food for Thought
Hard News Story: What’s the Scoop?
Weather Report: Weather Watchers
Amazing
Advice
Catchy
Classifieds
Kids Connect News
Grade 5
The Comic
Corner
Food For
Thought
What’s the
Scoop?
Weather
Watchers
32
Standards: National Council of Teachers of English
The segments within the Kids Connect News newspaper align with the following English
Standards as specified by the National Council of Teachers of English.
1. Students read a wide range of print and non-print texts to build an understanding
of texts, of themselves, and of the cultures of the United States and the world; to
acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and
non-fiction, classic and contemporary works.
2. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a
variety of purposes.
3. Students apply knowledge of language structure, language conventions (e.g.
spelling and punctuation), media techniques, figurative language and genre to
create, critique and discuss print and non-print texts.
4. Students use a variety of technological and informational resources (e.g.
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
5. Students use spoken, written and visual language to accomplish their own
purposes (e.g. for learning, enjoyment, persuasion, and the exchange of
information).
33
Learning Outcomes
Each segment within the Kids’ Connect News is cross-referenced with reading,
research, writing and oral and visual expectations that are addressed and assessed by
activities and instruments located in the software and the manual.
Grade 5
Expectations
Amazing
Advice
Catchy
Classifieds
√
√
The
Comic
Corner
What’s the
Scoop?
Food for
Thought
Weather
Watchers
Writing (W)
W1
W2
W3
W4
W6
communicate ideas and
information for a variety of
purposes and to specific
audiences;
produce media texts using
writing and materials from
other media;
revise and edit their work,
seeking feedback from
others and the viewpoints
of others and focusing on
content, organization, and
appropriateness of a
vocabulary for audience;
use and spell correctly the
vocabulary appropriate for
this grade level;
produce pieces of writing
using a variety of forms,
narrative techniques, and
materials from other
media;
W7
write simple and
compound sentences;
W8
organize information to
convey a central idea,
using well-developed
paragraphs that focus on
a main idea and give
some relevant supporting
details;
W9
proofread and correct their
final drafts, focusing on
grammar, punctuation,
and spelling;
√
√
√
√
√
√
√
√
√
√
√
34
Expectations
Amazing
Advice
Catchy
Classifieds
The
Comic
Corner
What’s
the
Scoop?
Food for
Thought
Weather
Watchers
Writing (W)
W10
use phrases
appropriately to clarify
meaning;
W18
select and use
words to create specific
effects;
W19
accurately use graphs
and captions;
W20
focus on a topic for
written texts by
integrating ideas from
experiences and a
variety of other sources;
√
√
√
√
√
Reading and Research ( R ), (RE)
R7
R15
make judgements and
draw conclusions about
the content in written
materials, using
evidence from the
materials;
√
use specialized terms in
different subject areas,
as appropriate;
√
√
35
The Culminating Performance Task
The culminating performance task provides a summative vehicle for students to demonstrate their
knowledge and skills related to the following expectations considered in the software.
Strand
Expectations
WRITING
W1
communicate ideas and information for a variety of purposes and to specific audiences;
W2
produce media texts using writing and materials from other media;
W3
revise and edit their work, seeking feedback from others and the viewpoints of others and
focusing on content, organization, and appropriateness of a vocabulary for audience;
W4
use and spell correctly the vocabulary appropriate for this grade level;
W6
produce pieces of writing using a variety of forms, narrative techniques, and materials from
other media;
W7
write simple and compound sentences;
W8
organize information to convey a central idea, using well-developed paragraphs that focus
on a main idea and give some relevant supporting details;
W9
proofread and correct their final drafts, focusing on grammar, punctuation, and spelling;
W10
use phrases appropriately to clarify meaning;
W18
select and use
words to create specific effects;
W19
accurately use graphs and captions;
W20
focus a topic for written texts by integrating ideas from experiences and a variety of other
sources;
Teachers can use the culminating performance task to address and assess the following
expectations not considered in the software.
Strand
Expectations
ORAL AND VISUAL COMMUNICATION
OV1
communicate information, explain a variety of ideas and procedures, and follow the
teacher’s instructions.
OV3
ask and answer questions on a variety of topics to acquire and clarify information
OV4
OV7
use the appropriate conventions of oral language, and of the various media
OV12
contribute ideas to help solve problems, and listen and respond constructively to the ideas
of others when working in a group
0V15
36
Components
The Kids Connect News features a newsroom setting that consists of six segments.
They include:
Amazing Advice
Catchy Classifieds
The Comic Corner
Food For Thought
What’s The Scoop?
Weather Watchers
Each segment is structured in this sequence:
Background information introduces the concepts that will be addressed in the
segment.
A tutorial guides the student through a series of activities that are designed to
provide an understanding of concepts.
An activity is presented within the software for the student to apply his/her
skills and knowledge.
A performance task in the manual extends the software for purposes of real-life
application of the skills and knowledge acquired.
37
A. Amazing Advice
In this segment of the Kids Connect News newspaper, students enter the magical
world of the student guide, Advice Wizard. The Advice Wizard guides students
through the steps of writing an advice column. Students engage in a Did You Know?
section that explains the different parts of an advice column and are guided in
reading samples. Students provide solutions to hypothetical problems as they write
an advice column. After completing the segment, students can publish their own
advice column in a newspaper format using a template and/or print for classroom
use.
B. Catchy Classifieds
Students visit the Advertising Department of the Kids Connect News where they
classify ads by product and/or service for the purpose of advertising in the
newspaper. Students learn how services are grouped by category (playing a Bingo
game). Students create a classified ad by selecting from a category. They are
prompted for information based upon their selection. The activity involves the
creation of a classified ad with an option to publish to a Kids Connect News
newspaper template and/or print for classroom use.
C. The Comic Corner
Students are welcomed to the Comic Corner by a student guide, posing as a
cartoonist, and are guided through the process of producing comic strips. They
seriate sets of pictures in order to learn how to tell a story using comics and how to
use onomatopoeia to create sound effects. Students are prompted to create their
own comic strips based on comical characters that are introduced in the software.
Dialogue bubbles are provided to accompany the illustrations. Students have an
option to publish to a Kids Connect News newspaper template and/or print for
classroom use.
D. Food For Thought
Students are welcomed to the Kids Connect by a student guide posing as an editorial
columnist. They are instructed in writing an editorial by focusing upon the main parts
of an editorial (e.g. headline, lead, body, conclusion) with emphasis on stating
opinions. Students select a headline from a list that is provided and are guided
through the process of writing an editorial. The writing process is based upon the
analogy of making a hamburger. Students are introduced to the three main sections
of an editorial: lead (top bun), body (middle) and conclusion (bottom bun). They are
also instructed in taking jot notes. Students write an editorial and have the option to
publish in the Kids Connect News newspaper template and/or print for classroom
use.
38
E. What’s The Scoop?
Students learn the process that is involved in writing hard news stories. They identify
and write bylines, headlines, leads and the body. They are introduced to the 5W-H
Club (who, what, when, where, why, how) as questioning techniques that are
involved in the writing of hard news. Students also study the inverted pyramid style
of writing hard news stories through a building block simulation. Students examine
headlines, the Inverted Pyramid format of writing a hard news story and learn how to
apply the 5W-H Club when reading for information. They are provided with headlines
as a basis for the hard news story they write. They have an opportunity to publish
the story in the Kids Connect News and/or print for classroom use.
F. Weather Watchers
Students are greeted to the Kids Connect News by a student guide who assumes the
identity of an on-the-spot weather reporter. They learn to read and write a weather
column through studying basic weather symbols, playing a memory game and
charting a weather forecast. Students publish a weather report for the Kids Connect
News based on matching weather symbols to the appropriate weather-related
phrases. They also have the option to print the report for classroom use.
Activity Templates
The following activity templates can be used to reinforce skills off-screen:
1.
2.
3.
4.
5.
Amazing Advice
Catchy Classifieds
Food for Thought
What’s the Scoop?
Weather Watchers
39
Grade 5
Amazing Advice
Dear Advice Wizard,
Dear Bullied,
I have many friends in my
class, but there is one student
who always teases and embarrasses me. It doesn’t matter
what I say; he never misses an
opportunity to make fun of me.
What can I do to make him
stop?
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Bullied
Dear Advice Wizard,
I am in Grade Five. There are
two Grade Five classes in our
school. We have a great class!
We all get along and we have a
lot of fun together. The problem is that every time we go
out for recess, kids from the
other Grade Five class call us
names and make fun of us.
They say we aren’t cool. It is
getting really hard to ignore
them. Can you help?
Uncool
_____________
Dear Uncool,
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_____________
40
Dear Advice Wizard,
My friends and I have been
building a fort for over a year
now. All of a sudden, an older
tougher boy came and took
over it. It isn’t on our property, so we can’t do anything
to get him out of the fort.
What can we do?
Dear Fort Builder,
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Fort Builder
Dear Advice Wizard,
My sister and I argue a lot.
Now that we are older, we
know how to get to each other
and we can hurt each other’s
feelings. We argue about
things such as television programs, using the phone and using the computer. I do not
like to argue with my sister.
How can we arrive at solutions
peacefully?
To Argue or Not
_____________
Dear To Argue or Not,
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_____________
41
Grade 5
Amazing Advice
Directions: Write a problem to correspond with each piece of advice.
Dear Advice Wizard,
1. Talk to the group and explain that
you are not comfortable with the
role that they have assigned you .
Suggest another responsibilityl
___________________________
___________________________
___________________________
___________
Dear Advice Wizard,
2. Discuss the problem with your
teacher. Let her know that you are
being harassed in the change room
and that you are afraid.
___________________________
___________________________
___________________________
___________
Dear Advice Wizard,
3. If you are receiving crank phone
calls while you are home alone,
you need to confide in an adult.
Let your parents know that this is
ha ppening each time they go out.
___________________________
___________________________
___________________________
___________
Tip:
Be sure to write from the first person point of view. You can
begin your letter with the pronoun, “I”.
42
Grade 5
Catchy Classifieds
OPPO
BUSINESS OPPORTUNITIES
CHILD CARE
IT
Your Assignment:
Your Assignment:
You have a bakery for sale. How will
you let people know that you need to
sell immediately?
You are a parent looking for a nanny
and house-keeper for two children.
How will you let people know?
Your classified ad goes here.
43
EDUCATION
EMPLOYMENT
Your Assignment:
Your Assignment:
You are a teacher hoping to tutor after
school. How will you let parents know
that you are available?
You are the owner of a new restaurant.
How will you advertise for qualified
cooks?
44
PETS / ANIMALS
TRANSPORTATION
Your Assignment:
Your Assignment:
You cannot keep your pet any longer
and want to give it away. How will you
advertise for a good home?
You have a well-used car for sale.
How will you sell it?
45
Grade 5
Food for Thought
Lead Details
My Jot Notes
Who?
What?
Where?
When?
~ Tip: The lead is the first paragraph that introduces the article. ~
46
Food for Thought
Remember to . . .
state your opinion
clearly;
support your opinion
with details;
persuade your audience to agree with
you;
i-
edit for spelling and
punctuation;
include the lead,
body and conclusion.
Topic Ideas:
o Out of this World
o Give Respect, Get Respect
o Doing Homework Makes
the Grade
47
Grade 5
What’s the Scoop?
Headline Ideas:
Homework Tips
School Talent Show a
Success
Fashion Statements at
School
Teamwork Builds
Community
School Spirit is Alive
Best Friend Rules my
Life
Computers Take Over
the World
Who? . . . What? . . . Why? . . . When? . . . Where? . . .
How?
48
Grade 5
WEATHER WATCHERS
_______________
_______________
Descriptors:
Highs / Lows:
Sunny and clear
High: -6C(21F) Low: -18C(0F)
Rain
High: 32C(90F) Low: 24C(75F)
Thundershowers
Today’s Weather
High: 17C(63F) Low: 11C(53F)
Scattered showers
High: 30C(86F) Low: 18C(64F)
Snow
High: 20C(68F) Low: 14C(57F)
Fog
High: 23C(73F) Low: 13C(55F)
Partly Cloudy
High: 15C(59F) Low: 7C(45F)
Chance of Snow
High: 19C(66F) Low: 3C(37F)
High Winds
To create a Kids Connect Weather Forecast, choose a
graphic, descriptor and high/low temperature to provide an
accurate forecast.
49
Additional Tasks
These tasks supplement those presented on screen.
Advice Column: Kid Talk
Classified Ads: Shopping Spree
Comic Strip: Humorous Strips
Editorial Column: What’s Your Opinion?
Hard News: Surveying the News
Weather Report: Examining the Weather
50
Grade 5 Task
Location: Publishing Company
Site: Kids Connect News
Kid Talk
Advice Column
Your parents have a problem and they have come to you for
advice! Your little brother is a very picky eater and will only eat
peanut butter and jelly sandwiches for lunch. Your parents are
concerned that he is not getting proper nutrition.
What advice would you give to your parents to help solve the
problem.
51
Kids Connect News
Grade 5: Kid Talk
Name: ___________________________
Category
Date: _____________________
Criteria
Content
Is the advice given clear, appropriate
and detailed?
Form
Does the response include a
salutation, body and closing?
Accuracy
Was attention given to spelling and
punctuation?
Yes
Somewhat
Comment:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
52
No
Grade 5 Task
Shopping Spree
Classified Ads
You have an imaginary $125.00 to spend. Using the
newspaper, review classified ads to see how many items you
can purchase for $125.00.
You are only permitted to purchase one of each item. The
person who purchases the most items for $125.00 wins.
53
Grade 5 Task
Humorous Strips
Comic Strip
Look at the different comic strips in the newspaper. Which one
is the funniest to you?
Cut out the pictures and rewrite the dialogue!
54
Kids Connect News
Grade 5: Humorous Strips
Name: ___________________________
Category
Date: _____________________
Criteria
Content
Is the comic strip light-hearted and
humorous?
Form
Does the dialogue reflect a logical
progression?
Word Choice
Do the words used reflect originality
and creativity?
Yes
Somewhat
Comment:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
55
No
Grade 5 Task
What’s Your Opinion?
Editorial Column
Editorial columns consist of opinions that are shared.
Find an editorial in the newspaper. Think about the message of
the column. Do you agree with the opinions that are given? Write
a letter to the editor of the column telling why you agree or
disagree. Attach the editorial to your letter.
56
Kids Connect News
Grade 5: What’s Your Opinion?
Name: ___________________________
Category
Content
Date: _____________________
Criteria
Yes
Somewhat
Do the opinions referred to in this
letter reflect those in the editorial?
Are opinions supported with
evidence?
Form
Is the appropriate format used in the
letter?
Accuracy
Has attention been paid to spelling,
grammar and punctuation?
Comment:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
57
No
Grade 5 Task
Surveying the News
Hard News
Read the front page of any newspaper.
Select a hard news story.
Remember: every hard news story answers the questions who,
what, when, where, why, how.
Check your article by completing the chart below.
Headline:
who
what
when
where
why
how
Attach the hard news story to your chart.
58
Grade 5 Task
Examining the Weather
Weather Report
Find a weather map in the newspaper.
Study the weather report for your area.
Plan after-school activities for the next three days based on the
weather report. List your activities in chart form including what
(nature of the activity), when, where, other (materials, clothing
required.
Attach the weather report to your plan.
59
Kids Connect News
Grade 5: Examining the Weather
Name: ___________________________
Category
Date: _____________________
Criteria
Content
Do planned activities reflect the
weather?
Form
Has all the required information been
conveyed in chart format?
Accuracy
Has attention been given to spelling,
grammar and punctuation?
Yes
Somewhat
Comment:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
60
No
Teacher Notes
Grade 5 Performance Task
Forecasting the News
1. This task is completed individually and collaboratively. Initially students are in
groups to conduct their planning and decision-making. Groups of 3 students are
recommended. Students then proceed to work individually to complete the
assigned tasks. They gather again as a group for editing and revising prior to
publishing the paper.
2. Students may require instruction on effective teamwork skills. These may
include:
staying on task
contributing ideas
listening actively
encouraging others
fulfilling the assigned role.
A rubric has been included for teacher use in assessing the group work.
3. The process can be assessed individually for each student. This may include
group participation and as well the writing process.
4. The product can be assessed as a whole. If this is done, the difficulty arises that
individual efforts and abilities may not be accurately assessed. Since each
student must contribute at least two sections, it is recommended that the rubric
be used to assess each student individually.
5. It is recommended that the rubric be shared with the students before beginning
the task. The rubric may require alteration or adjustment depending on changes
may to the task and the needs of specific students.
6. This is an opportunity to integrate technology. Students can produce their
newspaper using the Kids Connect News template or another software program
such as MS Publisher.
7. Post the newspapers for display or make several copies of each and have a
class reading session.
61
Student Directions
Forecasting the News
You are part of the production team of Galaxy Express, a newspaper published
daily in the year 2241. Your team is responsible for publishing the Tuesday,
March 30 edition of the paper. However, there are some requirements:
1. Each student must complete two of the following sections and all
sections must be included in the newspaper:
a. An advice column
b. A classified ads section with a minimum of three ads
c. Two comic strips
d. A letter to the editor
e. A hard news story
f. A weather report.
2. The publication should appear in newspaper form. You can complete
it by hand or on computer.
When you meet with your group you should:
• discuss what the world will be like in 2241;
• decide on the content of the newspaper;
• assign tasks.
Remember to meet as an editorial group once all the sections have been drafted
so that you can assist one another with revision and proofreading. Publish your
newspaper.
Examine the rubric before you start. It provides detail on how your newspaper
will be graded.
62
Rubric for Group Process
Kids Connect Kids
Grade 5: Forecasting the News
Name: ____________________________
Criteria
Level 1
Date: _________________
Level 2
Level 3
Level 4
Contributes ideas
Few ideas
Some
worthwhile
ideas
Several
worthwhile
ideas
Several
insightful ideas
Listens actively by
asking and
answering
questions
Seldom asks
and answers
questions
Occasionally
asks and
answers
questions
Often and at
appropriate
times asks and
answers
questions
Asks and
answers
questions
demonstrating
initiative and
insight
Uses clear,
concise and
appropriate
language
Uses clear,
concise,
appropriate
language to a
limited degree
Uses clear,
concise,
appropriate
language to a
some degree
Uses clear,
concise,
appropriate
language
consistently
Uses clear,
concise,
appropriate
language
consistently
and effectively
Works
constructively by
staying on task,
encouraging
others, and
fulfilling role
Demonstrates
criteria to a
limited degree
Demonstrates
criteria to
some degree
Demonstrates
criteria to a
considerable
degree
Demonstrates
criteria to a
high degree
63
Rubric for Product
Kids Connect News
Grade 5: Forecasting the News
Name: _____________________________
Category
Knowledge/
Reasoning
Criteria
Level 1
Level 2
Level 3
Meets few of the
requirements
Meets some of the
requirements
Meets most of
the requirements
Meets all of the
requirements
Consists of a
few simple ideas
Consists of a
variety of simple
ideas
Consists of a
ideas of some
complexity
Consists of
complex ideas
Purpose
Purpose is
limited in clarity
Purpose is
somewhat clear
Purpose is clear
Purpose is clear
and confident
Details
Few details are
provided
Some details are
provided
Considerable
detail is provided
Thorough detail
is provided
Sentence
Structure
Little variety;
mostly simple
sentences
Some variety
Considerable
variety
Effective variety
Word choice –
use of phrases
to clarify
meaning
Limited use
Some use
Considerable use
Effective use
Organization –
placement of
sections in
newspaper
format
Sections placed
with limited
appropriateness
Sections placed
with some
appropriateness
Sections placed
appropriately
Sections placed
appropriately and
effectively
Structure of
paragraphs
Writing process
Limited structure
Some structure
Limited
evidence
Some evidence
Considerable
structure
Considerable
evidence
Accuracy in
spelling,
grammar and
punctuation
Many major and
minor errors
Some minor and
few major errors
Requirements
of newspaper
Content/
Ideas
Communication
Organization of
Ideas
Application
Date: _________________
Few major or
minor errors
Level 4
Highly and
effectively
structured
Thorough
evidence
Almost error-free
64
Assessment
The expectations designated in the scope and sequence charts are addressed and assessed
through a combination of software tracking and assessment by the teacher. Assessment and
evaluation instruments are included in the manual for teachers to use and/or adapt. These
instruments are tailored to the software activities and applications which have been completed by
students. Where performance tasks have been developed to provide extension to the software and
to facilitate a means for students to demonstrate their achievement of the expectations not readily
assessed through the software activities (e.g. oral communication expectations), assessment
instruments are included specific to the task. Instruments are also included for summative
purposes to assist in the assessment of a larger body of work, i.e. the assessment of the
newspaper and the assessment of the collection of student work published to “My Newspaper”.
Checklists and scoring rubrics, although developed for teacher use, can be adapted for self and
peer assessment.
Segment
Tutorial
Assessment
Activity
Assessment
Amazing Advice
Dear Advice
Wizard
(Writing an
Advice Column)
Software
feedback
Writing an advice
column
Scoring rubric
Catchy
Classifieds
Classifying ads
Software
feedback
Writing a
classified ad
Scoring rubric
Bingo!
(Indexing Titles)
The Comic
Corner
Just For Laughs
(Seriating
Frames)
Software
feedback
Creating a comic
strip
Scoring rubric
Food For
Thought
Headline Quiz
Software
feedback
Writing an
editorial
Scoring rubric
What’s The
Scoop?
Mixed Up
Headlines
(Making Sense
of Headlines)
Software
feedback
Writing a hard
news story
Scoring rubric
Weather
Watchers
Weather
Tracking
(Plot Graph)
Software
feedback
Completing a
weather report
Scoring rubric
Criteria checklist
Weather Match
(Matching
Graphics with
Descriptors)
65
Rubric for Assessment of “My Newspaper” – Grade 5
Name: _____________________________
Category
Knowledge/
Reasoning
Criteria
Date: _________________
Level 1
Level 2
Level 3
Level 4
Knowledge of
forms,
techniques and
structures
related to
newspaper
articles
Demonstrates
limited
knowledge
Demonstrates
some knowledge
Demonstrates
considerable
knowledge
Demonstrates
thorough
knowledge
Content/
Ideas
Uses a few
simple ideas
Uses some
complex ideas
Consistently uses
complex ideas
Insightfully uses
complex ideas
Purpose and
audience
Demonstrates
limited precision
Demonstrates
some precision
Demonstrates
considerable
precision
Demonstrates
extensive
precision
Vocabulary and
word choice
Uses simple
words
Uses clear
language with
some detail
Uses effective
language with
considerable
detail
Uses language
which is complex,
insightful, and
effective
Sentence
structure
Limited variety
Some variety
Organization of
Ideas
Structure:
accuracy and
effectiveness of
sentence and
paragraph
structure
Limited
evidence
Some evidence
Uses variety with
considerable
control
Considerable
evidence
Uses variety with
confident
command
High degree of
evidence
Application
Writing process
Limited
evidence
Some evidence
Considerable
evidence
Thorough
evidence
Accuracy in
spelling,
grammar and
punctuation
Many major and
minor errors
Some minor and
few major errors
Few major or
minor errors
Almost error-free
Communication
66
2.
THE NEWSPAPER
b) Level 2 – Grade 6 - The Kids Connect News
Overview
The setting of this Publishing Location is a newspaper that focuses upon the
strand of writing. Students visit Kids Connect News where they choose activities
that are typically associated with newspaper publishing. Students select to
publish their newspaper articles to an electronic Kids Connect Newspaper
template or print for classroom use. A newspaper template, additional tasks, and
a culminating performance task are provided in the manual.
Kids Connect News selections engage students in the process of publishing a
newspaper by producing newspaper articles such as photographic essays,
display ads, editorial cartoons, editorials, hard news stories and horoscope
columns.
67
Structure
The Kids Connect News site consists of six segments.
1.
2.
3.
4.
5.
6.
Photographic Essay: Snapshot
Display Advertising: Ad Grab Bag
Editorial Cartoon: Comical Quips
Editorial: What’s Your Take?
Hard News Story: On The Beat
Horoscope: Star Forecast
Snapshot
Ad Grab
Bag
Kids Connect News
Grade 6
Comical
Quips
What’s Your
Take?
On the
Beat
Star
Forecast
68
The segments within the Kids Connect News newspaper align with the following English
Standards as specified by the National Council of Teachers of English.
1.
Students read a wide range of print and non-print texts to build an understanding
non-fiction, classic and contemporary works.
2.
Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
information).
69
Learning Outcomes
Each segment within the Kids’ Connect News is cross-referenced with reading,
research, writing and oral and visual expectations that are addressed and assessed by
instruments located in the software and the manual.
Expectations
Snapshot
Ad
Grab
Bag
Comical
Quips
√
√
√
On the
Beat
What’s
Your
Take?
Star
Forecast
Writing (W)
W1
W3
W4
W5
W7
W8
W10
W19
communicate ideas and
information for a variety
of purposes and to
specific audiences;
revise and edit their work
in collaboration with
others, seeking and
evaluating feedback, and
focusing on content,
organization, and
appropriateness of
vocabulary for audience;
use and spell correctly
the vocabulary
appropriate for this grade
level;
produce pieces of writing
using a variety of forms,
techniques and
resources appropriate to
the form and purpose,
and materials from other
media;
organize information to
convey a central idea,
using well-linked
paragraphs;
proofread and correct
their final drafts, focusing
on grammar,
punctuation, spelling, and
conventions of style;
use adjective and adverb
phrases correctly and
effectively;
focus a topic for written
texts integrating ideas
from experiences and a
variety of other sources;
√
√
√
√
√
√
√
√
√
√
√
70
Snapshot
Expectations
Ad
Grab
Bag
Comical
Quips
On the
Beat
What’s
Your
Take?
Star
Forecast
R1
R10
read a variety of fiction
and non-fiction materials
for different purposes;
identify a writer’s
perspective or character’s
motivation;
√
√
Strand
Expectations
WRITING
W1
communicate ideas and information for a variety of purposes and to specific audiences;
W3
revise and edit their work in collaboration with others, seeking and evaluating feedback,
and focusing on content, organization, and appropriateness of vocabulary for audience;
W4
use and spell correctly the vocabulary appropriate for this grade level;
W5
produce pieces of writing using a variety of forms, techniques and resources appropriate to
the form and purpose, and materials from other media;
W7
organize information to convey a central idea, using well-linked paragraphs;
W8
proofread and correct their final drafts, focusing on grammar, punctuation, spelling, and
conventions of style;
W10
use adjective and adverb phrases correctly and effectively;
W19
focus a topic for written texts integrating ideas from experiences and a variety of other
sources;
Teachers can use the culminating performance task to address and assess the following
expectations not considered in the software.
Strand
Expectations
OV4
contribute and work constructively in groups;
OV8
express and respond to ideas and opinions concisely, clearly and appropriately;
OV9
demonstrate the ability to concentrate by identifying main points and staying on topic;
0V12
assess own contributions to group process, set personal goals for enhancing work with
others and monitor group process using checklists;
OV22
use constructive strategies in small-group discussions;
71
Components
The Kids Connect News features a newsroom setting that consists of six segments.
They include:
Snapshot
Ad Grab Bag
Comical Quips
What’s Your Take?
On The Beat
Star Forecast
Each segment is structured in this sequence:
Background information introduces the concepts that will be addressed in the
segment.
A tutorial guides the student through a series of activities that are designed to
provide an understanding of concepts.
An activity is presented within the software for the student to apply his/her
skills and knowledge.
A culminating performance task in the manual extends the software for purposes of reallife application of the skills and knowledge acquired.
72
A. Snapshot
In this segment of the Kids Connect News, students create a photographic essay.
Students visit a photo journalist in a rainforest, where they classify photographs by
theme and study the structure of phrases and sentences while exploring the
organization of photographic essays, learning photography tips and writing captions.
They explore the types of shots (distant shot, wide angle and close-up). They learn
how to classify photos by theme and seriate them. As well, they examine captions
while comparing phrases to sentences. Students create a photo essay and publish
to the Kids Connect News and/or print for classroom use.
B. Ad Grab Bag
Students learn about the advertising of products and services and their appeal to
certain consumer audiences or target groups. Students are invited to visit the
Advertising Department of Kids Connect News where they visit the Ad Grab Bag.
They view an ad slideshow, rate sample ads according to a rubric that is provided,
choose ad topics from the Grab Bag, design an ad and have the option to publish
their ad in the Kids Connect News newspaper and/or print for classroom use.
C. Comical Quips
Students are welcomed to Kids Connect News by an editorial cartoonist and are
invited to express opinions through writing an editorial cartoon for the Kids Connect
newspaper. They explore the use and significance of symbols and learn how to
classify parts of editorial comics. Students are prompted to solve a mystery involving
cartoon symbols and learn to distinguish between events, symbols and opinions,
using a table format of presentation. They create editorial cartoons by writing
dialogue for comic balloons, based upon choosing events that are provided within
the software. Students have an option to publish their editorial cartoons to the Kids
Connect News template and/or print for classroom use.
D. What’s Your Take?
Students are greeted at a baseball stadium by a student guide posing as an editorial
columnist. The guide teaches students how to write an editorial for the Kids Connect
News, by focusing upon the main parts of an editorial. Students participate in a
game of baseball while being introduced to the three main sections of an editorial
article: the lead, body and concluding paragraph. They also learn how to take jot
notes. Students select a headline from a list and are guided to write an editorial
based on that selection. They have the option to publish in Kids Connect News
template and/or print for classroom use.
E. On The Beat
Students study the process that is involved in writing hard news stories. They learn
how to identify and write bylines, headlines, leads and the body. They are
introduced to the 5W-H Club (who, what, when, where, why, how) as questioning
73
techniques that are involved in the writing of hard news. Students also study the
inverted pyramid style through a brick building simulation. Students are provided
with headlines as a basis for writing a hard news story. They have an opportunity to
publish the story in the Kids Connect News and/or print for classroom use.
F. Star Forecast
In this segment of the Kids Connect News, students write a horoscope column
through a guided process. The focus is upon classification of information for a
specific purpose by combining descriptors to create their own horoscope for
entertainment purposes. Students are introduced to sample horoscopes and
examine the use of clauses, as they learn how to classify information using tables.
Students publish a horoscope column for Kids Connect News based upon selected
criteria which involves adjectives and characteristics of chosen astrological signs.
They also have the option to print the report for classroom use.
Activity Templates
1.
2.
3.
4.
5.
6.
Snapshot
Ad Grab Bag
Comical Quips
What’s Your Take?
On the Beat
Star Forecast
74
Grade 6
Snapshot
Title
Graphic
Graphic
Caption
Graphic
Caption
Caption
75
Grade 6
Ad Grab Bag
Title
Ad
~ TIPS ~
Advertisers use their products to
appeal to certain target groups or
audiences. Here are some
examples:
o Gourmet Cooks
o Children
o Adults
o Athletes
o Healthy Habits
o Pet Owners
Another technique that advertisers
use to grab the consumer’s
attention is persuasion. Display
ads try to persuade the consumer
to feel positively about a product!
76
Grade 6
Comical Quips Editorial Cartoon
Tips:
Your dialogue should
communicate an opinion
about the event.
Cartoon Image
Remember to be brief and
witty!
Topics:
- Computers
- Homework
- Report Cards
- School Bully
- School Uniforms
- Test Taking
- Vacations
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Grade 6
What’s Your Take?
Did you remember to …….
Editorial
• state your opinion clearly?
• support your opinion with
details?
• persuade your audience to agree
with you?
• edit for spelling and punctuation?
Need Topic Ideas?
• A Real Life Hero
• Green is Keen … Recycle for
Life
• Our Future in Space
78
Grade 6
ON THE BEAT
Hard News Story
Headline Ideas:
Study Tips
First Day Jitters
Fashion Statement at
School
Helping Hands
Fieldtrips Enrich Learning
Environmental Awareness
It’s a Computer World
Who? . . . What? . . . Why? . . . When? . . . Where? . . .
?
79
Grade 6
Star Forecast
Adjectives
Personal
Characteristics
Curious
Kind and considerate
Horoscope Column
Athletic
Show sportsmanship
Enthusiastic
Eager to participate
Friendly
Get along with others
Happy
Like to explore
Adventurous
Take risks
Kind
Good listener
Bubbly
Good sense of humour
Checklist:
•
Begin your introductory sentence with “You are” and choose an adjective from the list
of positive qualities.
•
Decide on how you will achieve your dream. Choose a personal characteristic and
include it in your explanation.
•
Conclude with a sentence beginning “Today would be a great day to…..”
80
Additional Tasks
These tasks supplement those presented on screen:
Photographic Essay: Tell the Story
Display: Bake Sale
Editorial Column: Find the Opinion
Hard News: Disaster Strikes
81
Grade 6 Task
Tell the Story
Photographic Essay
Cut one photo out of the newspaper.
Draw two more pictures to complete the story.
Arrange them in order.
Write captions to accompany each picture!
Remember that your photo essay should have a beginning, middle and end.
82
Kids Connect News
Grade 6: Tell the Story
Name: ______________________________
Category
Content
Criteria
Date: ____________________
Yes
Somewhat
No
Do the pictures convey a logical
sequence?
Are the captions appropriate for
each picture?
Form
Word Choice
Does the photo essay have a
beginning, middle and end?
Are the words for the captions
selected to create a special
effect?
Comment:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
83
Grade 6 Task
Bake Sale
Display Ad
Write a display ad offering goodies for your school bake sale.
Be sure to appeal to buyers of all ages within your school.
Include large, colorful graphics.
Draw your audience’s attention to these mouth-savoring treats!
Grab consumers’ attention by trying to persuade
them to purchase your product!
84
Kids Connect News
Grade 6: Bake Sale
Name: ______________________________
Category
Content
Criteria
Date: ____________________
Yes
Somewhat
No
Do the words and graphics
appeal to all ages?
Does the display act contain all
required information?
Form
Is the display ad visually
appealing?
Word Choice
Have words that appeal to the
senses been used?
Comment:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
85
Grade 6 Task
Find the Opinion
Editorial Column
Editorial columns contain information and opinion.
Look at the newspaper and choose an editorial.
Highlight or underline the groups of words or sentences that state
an opinion.
86
Grade 6 Task
Disaster Strikes
HARD NEWS
You are a hard news reporter assigned to cover an
earthquake tragedy. There is mass destruction with
heavy flooding and power failure. Write your hard news
story.
Be sure to include a headline and lead.
Paragraphs should answer the following questions . . .
Who? . . . What? . . . Where? . . . When? . . . Why? . . . How?
87
Teacher Notes
Sharing the News
groups to conduct their planning and decision-making. Groups of 4 students are
recommended. Students then proceed to work individually to complete the
publishing the paper.
include:
staying on task
contributing ideas
listening actively
encouraging others
student must contribute at least two sections, it is recommended that the rubric
newspaper using the Kids Connect News template or another software program
such as MS Publisher.
7. Post the newspapers for display or make several copies of each and have a
class reading session.
88
Student Directions
Sharing the News
You are part of the production team responsible for publishing the weekly edition
of your class newspaper. However, there are some requirements. Each student
must complete one of the following sections and all sections must be included in
the newspaper:
• a photographic essay (Hint: consider taking your photos with a
Polaroid Instant camera or a digital camera.)
• two display ads
• an editorial and an editorial cartoon
• two hard news stories.
The publication should appear in newspaper form. You can complete it by hand
or on computer.
• decide on the content and style of the newspaper;
• assign tasks.
so that you can assist one another with revision and proofreading. Publish your
newspaper.
Examine the rubric before you start. It provides detail on how your newspaper
will be graded.
89
Kids Connect News
Grade 6: Sharing the News
Name: ____________________________
Criteria
Level 1
Level 2
Date: _________________
Level 3
Level 4
Contributes ideas
Few ideas
Some
worthwhile
ideas
Several
worthwhile
ideas
Several
insightful ideas
Listens actively by
asking and
answering
questions
Seldom asks
and answers
questions
Occasionally
asks and
answers
questions
Often and at
appropriate
times asks and
answers
questions
Asks and
answers
questions
demonstrating
initiative and
insight
Uses clear,
concise and
appropriate
language
Uses clear,
concise,
appropriate
language to a
limited degree
Uses clear,
concise,
appropriate
language to a
some degree
Uses clear,
concise,
appropriate
language
consistently
Uses clear,
concise,
appropriate
language
consistently
and effectively
Works
constructively by
staying on task,
encouraging
others, and
fulfilling role
Demonstrates
criteria to a
limited degree
Demonstrates
criteria to
some degree
Demonstrates
criteria to a
considerable
degree
Demonstrates
criteria to a
high degree
90
Rubric for Product
Kids Connect News
Grade 6: Sharing the News
Name: _____________________________
Category
Knowledge/
Reasoning
Criteria
Level 1
Level 2
Level 3
Meets few of the
requirements
Meets some of the
requirements
Meets most of
the requirements
Meets all of the
requirements
Consists of a
few simple ideas
Consists of a
variety of simple
ideas
Consists of a
ideas of some
complexity
Consists of
complex ideas
Purpose
Purpose is
limited in clarity
Purpose is
somewhat clear
Purpose is clear
Purpose is clear
and confident
Details
Few details are
provided
Some details are
provided
Considerable
detail is provided
Thorough detail
is provided
Word choice –
use of adjective
and adverb
phrases
Limited use
Some use with
few errors
Considerable,
accurate use
Accurate and
effective use
Organization –
placement of
sections in
newspaper
format
Sections placed
with limited
appropriateness
Sections placed
with some
appropriateness
Sections placed
appropriately
Sections placed
appropriately and
effectively
Structure:
paragraph
structure and
linking of
paragraphs
Writing process
Limited structure
Some structure
Considerable
structure
Highly and
effectively
structured
Limited
evidence
Some evidence
Considerable
evidence
Thorough
evidence
Accuracy in
spelling,
grammar and
punctuation
Many major and
minor errors
Some minor and
few major errors
Few major or
minor errors
Almost error-free
Requirements
of newspaper
Content/
Ideas
Communication
Organization of
Ideas
Application
Date: _________________
Level 4
91
Assessment
students. Where performance tasks have been developed to provide extension to the software
and to facilitate a means for students to demonstrate their achievement of the expectations not
readily assessed through the software activities (e.g. oral communication expectations),
assessment instruments are included specific to the task. Instruments are also included for
summative purposes to assist in the assessment of a larger body of work, i.e. the assessment of
the newspaper and the assessment of the collection of student work published to “My
Newspaper”. Checklists and scoring rubrics, although developed for teacher use, can be adapted
for self and peer assessment.
Segment
Snapshot
The Ad Grab
Bag
Tutorial Activity
Photo Slider
(Classifying Photos by
Theme)
Caption Quiz
(Identifying Phrases and
Sentences)
On Target
(Matching Target Groups
with Products)
Assessment
Activity
Assessment
Software
feedback
Creating a
Photographic
Essay
Scoring rubric
Software
feedback
Creating a Display
Ad
Scoring rubric
Software
feedback
Creating an
Editorial Cartoon
Scoring rubric
Software
feedback
Writing an Editorial
Column
Scoring rubric
Ad Survey
(Persuasion)
Comical Quips
What’s Your
Take?
What’s The Score?
(Rating Ad Effectiveness)
Mystery Cartoon Symbols
(Identifying Cartoon
Symbols)
Getting Organized
(Classifying Events,
Symbols and Opinions)
Batter Up! Quiz
(Headlines and Main
Ideas)
On The Beat
Sensational Headlines
(Matching Headlines to
Photos)
Software
feedback
Writing a Hard
News Story
Scoring rubric
Star Forecast
Plan Your Day
(Adjectives, Actions,
Closing Sentences)
Software
feedback
Compiling a
Horoscope Column
Scoring rubric
92
Rubric for Assessment of “My Newspaper” – Grade 6
Name: _____________________________
Category
Knowledge/
Reasoning
Communication
Organization of
Ideas
Application
Criteria
Date: _________________
Level 1
Level 2
Level 3
Level 4
Knowledge of
forms,
techniques and
structures
related to
newspaper
articles
Demonstrates
limited
knowledge
Demonstrates
some knowledge
Demonstrates
considerable
knowledge
Demonstrates
thorough
knowledge
Content/
Ideas
Uses a few
simple ideas
Uses some
complex ideas
Consistently uses
complex ideas
Insightfully uses
complex ideas
Purpose and
Audience
Demonstrates
limited precision
Demonstrates
some precision
Demonstrates
considerable
precision
Demonstrates
extensive
precision
Vocabulary and
word choice
Uses simple
words
Uses clear
language with
some detail
Uses effective
language with
considerable
detail
Uses language
which is complex,
insightful, and
effective
Sentence
structure
Limited variety
Some variety
Structure:
accuracy and
effectiveness of
paragraph
structure and
linking of
paragraphs
Writing process
Limited
evidence
Some evidence
Uses variety with
considerable
control
Considerable
evidence
Uses variety with
confident
command
Highly degree of
evidence
Limited
evidence
Some evidence
Considerable
evidence
Thorough
evidence
Accuracy in
spelling,
grammar and
punctuation
Many major and
minor errors
Some minor and
few major errors
Few major or
minor errors
Almost error-free
93
C. TECHNOLOGY APPLICATIONS
A visit to the Kids Connect News lends itself to several technology activities.
Software Integration:
Desktop Publishing: articles, columns, ads, and comics are published to an
electronic newspaper template.
Extensions:
Multimedia presentations involve:
o creating a newspaper (e.g. school, class, small group collaboration
opportunities) or writing individual articles and columns and designing ads
and comics throughout the year;
o publishing work to the Internet, which could include video clips of
reporters.
Research using the Internet regarding current events.
Use email to telecollaborate with real reporters, columnists and other students.
D. Glossary
Advice column - a regular (daily) feature in newspapers that is written by the same writer. It
has two parts: a letter from someone asking for advice to solve a problem and the answer
from the advice columnist.
Advice columnist - a writer who regularly writes a personal column called an advice column,
appearing in a newspaper.
Body- appears in paragraph form and is the main part of an article. It contains reasons to
support the opinion and facts that are based on research of the topic or provides additional
information.
Byline- tells the reader who wrote the story.
Caption- is a short phrase or sentence. It describes in words, what the message that a
photograph is attempting to convey.
Cartoonist- creates comics for the newspaper.
Classified Ads- advertisements that are grouped according to the type of product or service
being offered. They are organized by specific headings so that it is easier to find products
being advertised. The cost of a classified ad depends on the space that is used. Since
advertisers who advertise in the Classified section are usually billed by the line or the word,
these ads are usually very brief. They are written in small print so that the newspaper makes
the best use of its space, and as many ads as possible can be fit on the page.
Column- a feature that appears in the newspaper on a regular basis and is written by the
same author.
94
Comic strip- a joke or a story that is told using pictures and dialogue. Each picture is called
a frame and each picture story has a beginning, middle and end. Comic strip stories are
based on themes. These themes can be based on personal observations or experiences,
real-life situations or they can be completely fictional. Due to limited space, comic strips are
short and to the point. Comics appear in black-and-white throughout the week, and in color
in many weekend editions of newspapers.
Conclusion- a summary that can offer advice or encourage the reader to take action.
Dialogue- a character's words.
Display ads- larger advertisements that consist of art work and other information that tells
the customer about a business, a product or a service.
Editorial- an article this is written to express an opinion. It attempts to persuade the reader
to agree with a particular point of view and uses facts to support an opinion. It consists of a
headline, lead, body, and conclusion.
Editorial cartoon- a cartoon that expresses opinions and appears on the editorial page of
the newspaper. Editorial cartoonists get their ideas from current events and express their
opinions through their cartoons.
Editorial columnist- writer of short articles that are written to express an opinion. The
columnist tries to persuade the reader to agree with a particular point of view and uses facts
to support the opinion. The opinions of an editorial columnist are reflected in editorial
analysis, and address topics such as: politics, economy, environment and social issues in
our lives. Most editorials are unsigned and appear on the editorial page of the newspaper.
Editorials that are signed are usually found in a section of the newspaper entitled: Letters to
the Editor, in which the public is invited to share their opinions.
Hard news stories- also known as breaking news stories. They are current event stories
that are based on facts and answer the questions: who, what, where, when, why and how.
Hard news stories appear on the front page of the newspaper because they are the most
newsworthy events.
Headline- provides the reader with an idea of what the story is about and is usually written in
bold type.
Inverted pyramid - refers to the formation of a hard news story. The main details of the
story are represented by the 5W-H (who, why, what, when, where, how) questions and
should appear in the first paragraph or two of the story. The reader should be able to
understand the story based on the first paragraph or so. Additional details should be
presented in order of importance in the body of the story.
Lead- the opening sentence or paragraph that clearly states an opinion and grabs the
reader’s attention. In a news story the lead summarizes the main points of the article and
answers the questions who, what, where, when, why and how.
Meteorologists- people who specialize in weather watching and forecasting. They send the
weather information to the newsroom and I make sure that it appears in the Weather section
of the newspaper.
Phrase- a group of related words that does not have a subject or a verb, and is not a
sentence.
95
Photographic essay- a series of pictures based on a particular theme, that tells a story.
The story has a beginning, middle and end.
Photographic journalist- journalists who visit locations around the world and tell stories
through their photographs.
Phrase - a group of related words that does not have a subject, or verb, or both.
Sentence- a complete thought. It has a subject and a verb and can end with a period,
question mark, or an exclamation mark.
Weather reporters- journalists who report local, national and international weather events.
96
2. THE WRITING ROOM
a) Part 1 - Grade 5
Overview
Segments focus on the writing of poetry, mystery, personal narrative, fairy
tales, and on real-life writing which includes instructions and business letters
of inquiry. Students save their writing to “My Collection” which can be printed
for integration within the classroom language program.
Structure
The
Writing
Room
You’re a
poet and
you know
it!
Tutorial
6 Activities
Quiz
Mysteries
Writing
About
Me
Writing
for
Real Life
Tutorial with
practices
Performance
Task
Tutorial with
practices
Major
Activity
Tutorial
2
Activities
Fairy
Tales
Tutorial with
practices
Major
Activity
97
The segments within the Writing Room align with the English Standards as specified by
the National Council of Teachers of English.
1. Students adjust their use of spoken, written and visual language (e.g. conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
process elements appropriately to communicate with different audiences for a variety
of purposes.
3. Students apply knowledge of language structure, language conventions (e.g. spelling
and punctuation), media techniques, figurative language and genre to create, critique
and discuss print and non-print texts.
4. Students use a variety of technological and informational resources (e.g. libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
5. Students participate as knowledgeable, reflective, creative and critical members of a
variety of literary communities.
6. Students use spoken, written and visual language to accomplish their own purposes
(e.g. for learning, enjoyment, persuasion, and the exchange of information).
98
Learning Outcomes
Each segment of the Writing Room is cross-referenced to the expectations for writing, reading, ad
oral and visual communication. Student achievement of the expectations is assessed both in the
software and through the use of instruments included in the manual.
Expectations
Poet’s
Corner
Mysteries
Writing
About
Me
Fairy
Tales
RealLife
Writing
Writing (W)
W1
W3
W5
W6
W7
W8
W9
W18
W20
communicate ideas for a variety of purposes
and to specific audiences
revise and edit work focusing on
appropriateness of vocabulary for audience
and purpose
use correctly the specified conventions
forms, techniques, resources
use simple, compound and complex
sentences
organize information to convey a central
idea, using well-developed paragraphs that
focus on a main idea and give some
relevant supporting details
proofread and correct final drafts focusing
on grammar, punctuation and spelling
select words and phrases to create special
effects
focus a topic for written texts, integrating
ideas from experiences and a variety of
other sources
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
R1
R8
R10
R11
R13
R17
R22
R23
R24
describe how various elements in a story
function
begin to identify a writer’s or character’s
point of view
identify various forms of writing and describe
use a dictionary/thesaurus to expand
vocabulary
read
identify descriptive and figurative language
in literary texts
experiment with words and sentence
patterns to create word pictures
identify figures of speech and ways in which
they convey meaning
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
99
Expectations
Poet’s
Corner
Mysteries
PT
PT
PT
PT
PT
PT
Writing
About
Me
Fairy
Tales
RealLife
Writing
PT Performance Task located in the manual
communicate information, explain a
OV1
variety of ideas and procedures, and
follow the teacher’s instructions
OV4
contribute and work constructively in
groups
OV8
express and respond to ideas and
opinions concisely, clearly and
appropriately
OV10
use appropriate words and structures in
discussions or classroom presentations
OV11
use tone of voice, gestures, and other
non-verbal cues to help clarify meaning
when describing events, telling stories,
reading aloud, making presentations and
stating opinions
OV12
contribute ideas to help solve problems,
and listen and respond constructively to
the ideas of others when working in a
group
OV13
OV14
PT
PT
PT
show respect for the presenter through
active listening and viewing behaviours
PT
PT
PT
Components
There are five segments in the Writing Room:
A.
B.
C.
D.
E.
You’re a poet and you know it!
Mysteries
Writing about Me
Writing for Real Life
Fairy Tales
Each segment provides a tutorial with activities, applications and/or performance tasks,
and assessment of student achievement of the expectations. In some cases the
assessment is tracked by the software; in other cases, assessment instruments are
provided in the manual.
100
A. You’re a poet and you know it!
Tutorial:
Students are led through a modeling process as the student guide drafts, revises and edits a
free verse and a traditional poem. The aural aspect of poetry is stressed. Development of
skills and knowledge focuses on rhyme, rhythm, simile and alliteration. Students practise
identifying and developing phrases which exemplify simile and alliteration.
Application:
Six activities are available. Where models are provided, students have the option of listening
to the poetry.
a. Writing a Haiku: Students examine models of haiku, learn the structure of the poetic
form and are guided through the writing process in the creation of a haiku. The
students publish to “My Collection”.
b. Limerick Fun: Students examine models of the limerick, learn the structure of the
poetic form and are guided through the writing process in the creation of a limerick.
Rhythm and rhyme are a focus of this activity. The students publish to “My
Collection”.
c. Picture This: Students examine words that create pictures. They use photos as a
prompt for proceeding through the writing process to create a poem. The students
publish to “My Collection”.
d. Punctuation Challenge: Students hear how punctuation affects the reading of poetry
and practise adding punctuation to a poem. They compare their version to the
original.
e. A Couple of Rhymes: Students attempt to beat the clock by dragging the words that
rhyme to fill in the blanks. Feedback is provided on-screen.
f. It’s All in the Order: Students arrange the lines from a poem to put them in an order
the reader can understand. Punctuation and rhyme constitute the clues.
Quiz
Poetry Pop-up Quiz: Students uncover rectangles on a game screen to view a picture.
Multiple-choice questions appear randomly. Question content focuses on haiku, limerick,
free verse, traditional poetry, the use of punctuation, and rhyme. Student results are
displayed upon completion of the quiz.
B.
Mysteries
The students are introduced to the genre of mystery fiction. The characteristics are
examined and students proceed to complete activities. As an application, a performance
task to be completed off-screen is included in the manual.
Tutorial
Students learn some characteristics of the mystery and read a model of a mystery. The
writing process is followed to develop a character portrait which incorporates words to
create special effects. Focus is placed on paragraph organization and the use of a
thesaurus. The portrait is published to “My Collection.”
Application
Students apply their knowledge and skills to complete a performance task off-screen. In the
role of detectives they are presented with a problem. Students solve the mystery and
compose a narrative that exemplifies the characteristics of mystery fiction. An oral
presentation concludes the task.
101
C. Writing about Me
The students are introduced to the personal narrative. The characteristics are examined
and students proceed to complete activities. The culmination is a performance task which
leads to the creation of a personal narrative.
Tutorial and Majority Activity
Students read a model of a personal narrative and examine its characteristics.
They are guided through the writing process to create their own personal narrative. Focus
is placed point of view and selection of words which appeal to the senses. Students
publish the completed personal narrative to “My Collection.”
D. Writing for Real Life
Students proceed through a tutorial which focuses on writing business letters requesting
information and on writing instructions to completion of on-screen activities.
Tutorial
The student guide is preparing to attend summer camp. Within this context a business
letter requesting information is written. Focus is placed on correct form and style. After
receiving a reply, the student guide writes instructions on how to pack for camp as an assist
to other campers.
Activities
Students apply their knowledge and skills in the completion of two tasks:
a. Can You Help? - the task of writing a business letter requesting information for a school
project;
b. How to Pack Groceries - a simulation activity leading students to write a set of
instructions.
Students publish their writing to “My Collection”.
E. Fairy Tales
The students are introduced to the genre of fairy tales. The characteristics are examined
and students proceed to complete activities. The culmination is the creation of a fairy tale.
Tutorial and Major Activity
Students learn the characteristics of fairy tales and read a model. Focus is placed on
sentence structure, including simple and compound sentence types. Character, setting,
and plot are considered. Organization of a longer narrative is the focus of the writing
process in which students apply their knowledge to create a fairy tale, which is published to
“My Collection.”
102
Performance Tasks
You’re a poet and you know It!: Celebrating the Community in Poetry
The task is described in the manual. A blackline master for student use is included. The
rubrics for the group process and the product are provided.
Mysteries: The Detective’s Log
rubrics for oral presentation and the product are provided.
103
Teacher Notes
Site: The Writing Room
Segment: You’re a poet and you know it!
Celebrating the Community in Poetry
groups to conduct their planning and decision-making. Groups of 4 or 5 students
are recommended. Students then proceed to work individually to complete the
assigned tasks. They gather again as a group for editing purposes and to
assemble the final product.
include:
staying on task
contributing ideas
listening actively
encouraging others
student must contribute at least two selections, it is recommended that the rubric
6. This is an opportunity to integrate technology. Students can produce their poetry
and illustrations using accessible word processing and draw programs.
7. Consider sharing completed products with community officials.
104
Student Directions
Segment: You’re a poet and you know it!
Celebrating the Community in Poetry
Your community is celebrating its 100th anniversary. To remember the occasion
the mayor has asked your group to produce a collection of poetry, complete with
illustrations. However, there are some requirements:
1. The cover of the collection must include the name of your city or town.
2. Different types of poetry must be included. Each author should include
a minimum of two poems.
3. The poetry should celebrate the people, the places, and the events in
the community.
4. The illustrations can be produced by hand or on the computer.
plan the poetry you will include in the collection,
decide on what needs to be done,
and assign the various tasks.
Remember to meet as an editorial group once all the poetry has been drafted so
that you can assist one another with revision and proofreading.
Examine the rubric before you start. It provides detail on how your collection will
be graded.
105
Rubric for Product
The Writing Room: You’re a poet and you know it!
Grade 5: Celebrating the Community through Poetry
Name: ____________________________
Category
Knowledge/
Reasoning
Criteria
Requirements
Organization of
Ideas
Level 1
Level 2
Level 3
Level 4
Meets few of
the
requirements
Meets some of the
requirements
Meets most of the
requirements
Meets all of the
requirements
Consists of a
few simple
ideas
Consists of a
variety of simple
ideas
Consists of a ideas
of some complexity
Consists of
complex ideas
Variety of
topics (people,
places, events)
Includes
limited variety
Includes some
variety
Includes
considerable
variety
Includes extensive
variety
Form for the
specific types
of poems
Demonstrates
limited
precision
Demonstrates
some precision
Demonstrates
limited precision
Demonstrates
limited precision
Purpose
Purpose is
limited in
clarity
Purpose is
somewhat clear
Purpose is clear
Purpose is clear
and confident
Word Choice:
rhythm and
rhyme; poetic
devices,
descriptive
words
Language is
simple
Language is clear
and somewhat
complex
Language is
Complex and
carefully chosen
Language is
complex, insightful
and effective
Evidence of
different types
of poems:
traditional, free
verse, haiku,
limerick
Limited
evidence
Some evidence
Considerable
evidence
High degree of
evidence
Organization
Limited
organization
Some
organization
Considerable
organization
Thorough
organization
Content/
Ideas
Communication
Date: _________________
106
Grade 5: Celebrating the Community in Poetry
Name: ____________________________
Criteria
Level 1
Level 2
Date: _________________
Level 3
Level 4
Contributes ideas
Few ideas
Some
worthwhile
ideas
Several
worthwhile
ideas
Several
insightful ideas
Listens actively by
asking and
answering
questions
Seldom asks
and answers
questions
Occasionally
asks and
answers
questions
Often and at
appropriate
times asks and
answers
questions
Asks and
answers
questions
demonstrating
initiative and
insight
Uses clear,
concise and
appropriate
language
Uses clear,
concise,
appropriate
language to a
limited degree
Uses clear,
concise,
appropriate
language to a
some degree
Uses clear,
concise,
appropriate
language
consistently
Uses clear,
concise,
appropriate
language
consistently
and effectively
Works
constructively by
staying on task,
encouraging
others, and
fulfilling role
Demonstrates
criteria to a
limited degree
Demonstrates
criteria to
some degree
Demonstrates
criteria to a
considerable
degree
Demonstrates
criteria to a
high degree
107
Teacher Notes
Segment: Mysteries
The Detective’s Story
1.
This task is completed in partners. Students work in pairs to examine the details
of the mystery and arrive at a solution. Together they plan the story and create a
draft. Finally they revise, edit, and proofread. Together they plan, rehearse, and
make their oral presentation.
2.
Students may require instruction on effective oral presentation skills. These may
include:
a.
b.
c.
d.
e.
meeting the requirements of the presentation
using appropriate words and structures
using tone of voice and gestures to help clarify meaning
speaking clearly
showing respect for a presenter through active listening
3.
The oral presentation can be assessed individually for each student. A rubric is
included.
4.
Effective teamwork skills can be assessed during the process. The instrument
used in the performance task “Celebrating Community in Poetry” can be adapted
for this purpose.
5.
The product can be assessed as a whole using the scoring rubric included.
6.
It is recommended that the rubrics be shared with the students before beginning
the task. The rubrics may require alteration or adjustment depending on changes
made to the task.
7.
This is an opportunity to integrate technology. Students can produce their mystery
using accessible word processing programs.
8.
Students make their oral presentations following completion of the mystery story.
108
Student Directions
Segment: Mysteries
The Detective’s Story
You and your partner are presented with this problem. Last night you completed
a homework assignment and placed it in your backpack to take to school. Now it
is missing.
Discuss the problem and arrive at a solution. Add whatever details you wish.
Review the characteristics of mystery fiction and follow the writing process to
write a narrative account together.
Make an oral presentation to your class. First read your story. Then
explain why you think your story is an example of mystery fiction. Both
partners must be involved in the reading and the explanation. You should
plan and rehearse before making your presentation.
Examine the rubrics before you start. It provides detail on how your story
and presentation will be graded.
109
Rubric for Oral Presentation
The Writing Room: Mysteries
Grade 5: The Detective’s Story
Name: ___________________________
Criteria
Date: _________________
Level 1
Level 2
Level 3
Level 4
Meets the
requirements of the
presentation
Several
components
missing
Few
components
missing
Components
present
Components
dealt with
thoroughly
Uses appropriate
words and structures
Seldom uses
appropriate
words and
structures
Occasionally
uses
appropriate
words and
structures
Often uses
appropriate
words and
structures
Uses
appropriate
words and
structures with
precision and
insight
Uses tone of voice
and gestures to help
clarify meaning
Demonstrates
limited clarity
and precision
Demonstrates
some clarity and
precision
Demonstrates
considerable
clarity and
precision
Demonstrates a
high degree of
clarity and
precision
Speaks clearly
Seldom speaks
clearly
Occasionally
speaks clearly
Frequently
speaks clearly
Always speaks
clearly
Shows respect for a
presenter through
active listening
Demonstrates
limited respect
Demonstrates
some respect
Demonstrates
consistent
respect
Demonstrates
consistent
respect and
encourages
presenter
110
Rubric for Product
Grade 5: The Detective’s Story
Name: _____________________________
Category
Knowledge/
Reasoning
Criteria
Level 1
Level 2
Level 3
Meets few of the
requirements
Meets some of the
requirements
Meets most of
the requirements
Meets all of the
requirements
Consists of a
few simple ideas
Consists of a
variety of simple
ideas
Consists of a
ideas of some
complexity
Consists of
complex ideas
Purpose
Purpose is
limited in clarity
Purpose is
somewhat clear
Purpose is clear
Purpose is clear
and confident
Details
Few details are
provided
Some details are
provided
Considerable
detail is provided
Thorough detail
is provided
Point of view
Inconsistent
point of view
Somewhat
consistent point of
view
Consistent point
of view
Consistent and
effective point of
view
Word choice
Language is
simple
Language is clear
and somewhat
complex
Language is
Complex and
carefully chosen
Organization –
sequence of
events
Limited
evidence of
sequence
Events somewhat
in sequence
Events
consistently in
sequence
Language is
complex,
insightful and
effective
Events
sequenced in an
effective manner
Logic
Limited logic
Somewhat logical
Consistently
logical
Logical and
effective
Structure
(beginning,
middle, end)
Writing process
Limited structure
Some structure
Considerable
structure
Highly structured
Limited
evidence
Some evidence
Considerable
evidence
Thorough
evidence
Accuracy in
spelling,
grammar and
punctuation
Many major and
minor errors
Some minor and
few major errors
Few major or
minor errors
Almost error-free
Requirements
of detective
fiction
Content/
Ideas
Communication
Organization of
Ideas
Application
Date: _________________
Level 4
111
Assessment
through a combination of software tracking and assessment by the teacher. Assessment
instruments are included in the manual for teachers to use and/or adapt. These instruments are
tailored to the software activities and applications, which have been completed by students. Where
performance tasks have been developed to provide extension to the software and to facilitate a
means for students to demonstrate their achievement of the expectations not readily assessed
through the software activities (e.g. oral communication expectations), assessment instruments are
included specific to the task. Instruments are also included for summative purposes to assist in the
assessment of a larger body of work, i.e. the assessment of the newspaper and the assessment of
the collection of student work published to “My Collection”. Checklists and scoring rubrics, although
developed for teacher use, can be adapted for self and peer assessment.
Segment
You’re a poet
and you know
it!
Mysteries
Writing About
Me
Writing for Real
Life
Fairy Tales
Software
Activity
Assessment
Practice on
Simile Skills
Software
tracking
Practice on
Alliteration
Software
tracking
Writing a Haiku
Checklist
Limerick Fun
Checklist
Picture This
Checklist
Punctuation
Challenge
Software
tracking
It’s All in the
Order
Software
tracking
A Couple of
Rhymes
Finding Clues
Software
tracking
Software
tracking
Rules Chart
Software
tracking
Character
Portrait
Checklist
Personal
Narrative
Scoring rubric
Can You Help?
Scoring rubric
How to Pack
Groceries
Fairy Tale
Scoring rubric
Scoring rubric
Manual
Performance Assessment
Task
Celebrating the
Community
through Poetry
Rubric for
Product
Rubric for
Group work
The Detective’s
Story
Software
Quiz
Software
tracking
Focus on skills
and knowledge
related to:
Haiku
Limerick
Use of
punctuation
Simile
Alliteration
Rubric for
Product
Rubric for Oral
Presentation
Personal
Narrative
Can You Help?
Scoring rubric
How to Pack
Groceries
Fairy Tale
Scoring rubric
Scoring rubric
Scoring rubric
The rubric for the summative assessment on the collection of writing can be found in the manual.
112
Checklist
Grade 5: Limerick Fun
Name: ____________________
Category
Content
Form
Word choice
Criteria
Date: _________________
Yes
Somewhat
No
Is the poem light-hearted
or humorous?
Is there a twist to the
ending?
Are there 5 lines?
Do lines 1, 2, and 5
rhyme?
Do lines 3 and 4 rhyme?
Do lines 1, 2, and 5 have
the same rhythm?
Do lines 3 and 4 have the
same rhythm?
Are the words lighthearted?
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
113
Checklist
Grade 5: Picture This
Name: _____________________________
Category
Criteria
Content
Could a person identify the
picture on which the poem is
based?
Form
Does the form follow either a
traditional poem or free
verse?
Word choice
Does the poem paint a
picture?
Have words which appeal to
the senses been used?
Date: _________________
Yes
Somewhat
No
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
114
Checklist
Grade 5: Character Portrait
Name: ________________________
Category
Criteria
Content
Can the reader identify the
person being described?
Is there detail about the
personality and appearance of
the person?
Is information included to
support the details?
Form
Is there an introduction, body,
and conclusion?
Word choice
Are words chosen to create
special effects?
Date: _________________
Yes
Somewhat
No
Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
115
Scoring Rubric
The Writing Room: Writing About Me
Grade 5: Personal Narrative
Name: _____________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
/16
/4
/4
/4
4 Points
3 Points
2 Points
1 Point
Conventions
(Spelling,
Grammar &
Punctuation)
/4
Complex
ideas,
supported by
extensive
detail
Purpose is
clear, precise
and detailed.
Central idea is
complex and
organized
logically.
Few/no errors
Ideas are
somewhat
complex
supported by
considerable
detail
Purpose is
clear and
precise.
Central idea is
organized
logically.
A few minor
errors
Ideas are
simple and
supported by
limited detail
Purpose
demonstrates
some clarity.
Several minor
Central idea is
errors and/or
simple and
communicated omissions
in a mechanical
way.
Ideas are
simple with
little or no
detail
Purpose is
unclear.
Central idea is
not developed.
Several major
errors and/or
omissions
116
Scoring Rubric
The Writing Room: Fairy Tales
Grade 5: A Fairy Tale
Name: ____________________________
Date: _________________
Score
Reasoning
Communication
Organization
/16
/4
/4
/4
Consists of
complex ideas.
Ideas are
complex.
Thorough
knowledge of
the form.
Purpose is
clear, precise
and detailed.
Somewhat
complex ideas.
Ideas are
precise.
Considerable
knowledge of
the form.
Purpose is
clear.
4 Points
3 Points
Ideas are
limited in
complexity.
Ideas are
simple.
Some
knowledge of
the form.
Purpose
demonstrates
some clarity.
Simple ideas
Ideas are
limited.
2 Points
1 Point
Little or no
knowledge of
the form.
Conventions
(Spelling,
Grammar &
Punctuation)
/4
Plot is complex
and organized
logically.
Few/no errors
Plot is
organized
logically.
A few minor
errors
Plot is simple
Several minor
and
errors and/or
communicated omissions
in a mechanical
way.
Plot is not
developed.
Several major
errors and/or
omissions
Purpose is
unclear.
117
Scoring Rubric
The Writing Room: Writing for Real Life
Grade 5: How to Pack Groceries
Name: ____________________________
Date: _________________
Score
Reasoning
Communication
Organization
/16
/4
/4
/4
4 Points
3 Points
2 Points
Complex
The purpose is
directions,
clear, precise
supported by
and detailed.
extensive detail.
Effective
graphics
support writing.
Directions
organized
logically and
effectively
Conventions
(Spelling,
Grammar &
Punctuation)
/4
Few/no errors
Comprehensive
directions
supported by
considerable
detail.
Purpose is clear Directions
and precise.
organized
logically
Accurate
graphics
support writing.
A few minor
errors
Straight forward
directions with
some detail.
Purpose
demonstrates
some clarity.
Directions
display some
organization.
Several minor
errors and/or
omissions
Directions are
inaccurate or
incomplete.
Several major
errors and/or
omissions
Limited
graphics
1 Point
Directions lack
detail.
Inaccurate or
no graphics.
Format of letter
has major
errors.
118
Scoring Rubric
Grade 5: Can You Help?
Name: ____________________________
Date: _________________
Score
Reasoning
Communication
Organization
/16
/4
/4
/4
4 Points
Letter consists of
complex ideas,
supported by
facts and/or
opinion.
The purpose is
clear, precise and
detailed.
Letter consists of
somewhat
complex ideas
with supporting
detail.
Purpose is clear
and precise.
Letter consists of
simple ideas
supported by
some detail.
Purpose
demonstrates
some clarity.
3 Points
2 Points
Conventions
(Spelling,
Grammar &
Punctuation)
/4
Central idea is
complex and
organized logically.
Few/no errors
Central idea is
organized logically.
A few minor errors
Central idea is
simple and
communicated in a
mechanical way.
Several minor
errors and/or
omissions
Central idea is not
developed.
Several major
errors and/or
omissions
Format of letter is
accurate, precise
and effective.
Format of letter is
accurate.
Format of letter
has minor errors.
1 Point
Letter consists of
a few simple
ideas with little or
no detail.
Purpose is unclear
119
Rubric for Assessment of “My Collection” – Grade 5
Category
Knowledge/
Reasoning
Communication
Organization
Conventions
Criteria
Level 1
Level 2
Level 3
Level 4
Knowledge of:
Forms,
Techniques,
Structures
Demonstrates
limited
knowledge
Demonstrates
some
knowledge
Demonstrates
considerable
knowledge
Demonstrates
thorough
knowledge
Complexity of
ideas
Uses a few
simple ideas
Uses some
related,
somewhat
complex ideas
Uses complex
ideas with
some
consistency
Consistently
and insightfully
uses complex
ideas
Specific
purposes and
audiences
Demonstrates
limited
precision
Demonstrates
some precision
Demonstrates
considerable
precision
Demonstrates
extensive
precision
Vocabulary and
work choice
Language is
simple
Language is
clear and
somewhat
complex
Language is
complex and
carefully
chosen
Language is
complex,
insightful and
effective
Variety of
sentence
structures
Uses a limited
variety
Uses some
variety
Uses a variety
with
considerable
control
Uses a variety
with confident
command
Appropriate
and accurate
structure of
paragraphs,
poems, ads
and longer
narratives
Limited
evidence
Some evidence
Considerable
evidence
High degree of
evidence
Organization
Limited
organization
Some
organization
Considerable
organization
Thorough and
controlled
organization
Accuracy in
spelling,
grammar and
punctuation
Contains
several major
errors and/or
omissions
Contains
several minor
errors
Contains few
minor and no
major errors
Almost errorfree
Use of
appropriate
formats
Major format
errors
Minor format
errors
Generally
accuracy in
format
Complete
accuracy in
format
120
3.
THE WRITING ROOM
b) Level 2 - Grade 6
Overview
Segments focus on the writing of poetry, narrative fiction, science fiction, and
on real-life writing which includes instructions and business letters of
invitation. Students save their writing to “My Collection” which can be printed
for integration within the classroom language program.
Structure
The Writing
Room
Poetry
Can!
Story
Telling
Tutorial
6 Activities
Quiz
Tutorial
3 Activities
Quiz
Writing for
Real Life
Tutorial
2 Activities
Science
Fiction
Tutorial with
Activities
Performance
Task
121
The segments within the Writing Room align with the English Standards as specified by
the National Council of Teachers of English.
different purposes.
of purposes.
4. Students use a variety of technological and informational resources (e.g. libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
122
Learning Outcomes
Each segment of the Writing Room is cross-referenced to the expectations for writing, reading,
and oral and visual communication. Student achievement of the expectations is assessed both in
the software and through the use of instruments included in the manual.
Expectations
Poetry
Can
Story
Telling
Science
Fiction
Writing
for Real
Life
√
√
√
√
√
√
Writing (W)
W1
W11
communicate ideas and information for a variety of
purposes and to specific audiences
revise and edit work, seeking feedback from others and
focusing on content, organization, and appropriateness of
vocabulary for audience
use and spell correctly the appropriate vocabulary
produce pieces of writing using a variety of forms,
narrative techniques, and materials from other media
use a variety of sentence types and sentence structures
appropriate for their purposes
organize information to convey a central idea, using welldeveloped paragraphs
proofread and correct final drafts, focusing on grammar,
punctuation, spelling, and conventions of style
use verb tenses consistently throughout a piece of writing
W12
use a colon before a list and after a greeting
W17
W20
use subordinate clauses correctly
W3
W4
W5
W6
W7
W8
√
√
√
√
√
√
√
√
√
√
√
√
Reading (R, RE )
R1
R8
R10
R11
R17
R21
R22
read a variety of fiction and non-fiction materials for
different purposes
identify the elements of a story and explain how they
relate to each other
identify a writer’s perspective or character’s motivation
identify different forms of writing and describe their
characteristics
use punctuation to help understand what is read
identify descriptive and figurative language in literary texts
and discuss how it enhances understanding of people,
places and customs
alter words, forms and sentence patterns to create new
versions of texts for a variety of purposes
√
√
√
√
√
√
√
√
√
√
√
123
Expectations
Poetry
Can
Story
Telling
Science
Fiction
Writing
for
Real Life
PT Performance Task located in the manual
OV3
ask and answer questions on a variety of topics to
acquire and clarify information
OV4
PT
PT
OV8
express and respond to ideas and opinions concisely,
clearly and appropriately
speak correctly, observing common grammatical rules
such as subject-verb agreement, noun-pronoun
agreement and consistency of verb tense
use tone of voice and gestures to enhance the
message and help convince or persuade listeners in
conversations, discussions or presentations
assess own contributions to group process, set
personal goals for enhancing work with others and
monitor group process using checklists
PT
PT
demonstrate critical listening and viewing behaviours
and show respect for the presenter
identify descriptive and figurative language in oral and
media texts
use constructive strategies in small-group discussions
PT
0V10
OV11
OV12
OV13
OV14
0V20
0V22
PT
PT
PT
PT
PT
PT
PT
Components
There are four segments in the Writing Room:
A.
B.
C.
D.
Poetry Can
Story Telling
Writing for Real Life
Science Fiction
Each segment provides a tutorial with a series of activities, application activities or performance
tasks, and assessment of student achievement of the expectations. In some cases the
assessment is tracked by the software; in other cases a detailed assessment instrument is
provided in the manual for teacher use.
124
A. Poetry Can!
Tutorial
Students are led through a modeling process as the student guide drafts, revises and edits a
free verse and a traditional poem. They listen to the models as a means to exemplify the
aural aspect of poetry. Development of skills and knowledge focuses on word choice,
onomatopoeia, punctuation and repetition. Students practise identifying and developing
phrases which exemplify onomatopoeia and selecting appropriate words.
Application
Six activities are available. Where models are provided, students have the option of listening
to the poetry.
a. Story Poetry: Students examine narrative poetry, learn the elements of the poetic
type and are guided through the writing process in the creation of a narrative poem.
The students publish to “My Collection”.
b. Song Lyrics: Students examine song lyrics, learn the particular elements, and are
guided through the writing process in the creation of song lyrics. They select the
most appropriate music for the lyrics. Rhythm and the use of a chorus are a focus of
this activity. The students publish to “My Collection”.
c. Write a Cinquain: Students examine a model of a cinquain, learn the features and
structure of this type of poetry, and are led through the writing process in the creation
of a cinquain. The students publish to “My Collection”.
d. Visual Poetry: Students view a visual poem. They manipulate colour, font, and print
size to observe the effects. They are provided with directions to create a visual poem
either using other software or by drawing it freehand.
e. Listen Up: Students act as critics to analyze how effectively poetry is read aloud.
Feedback is provided on screen.
f. Word Fare: Students select the most appropriate words to fill in the blanks. Focus is
placed on words which create pictures.
Quiz
Poetry Pop-up Quiz: Multiple-choice questions appear randomly. Students uncover
rectangles on a game screen to view a picture. Question content focuses on cinquain,
limerick, narrative poetry, chorus, stanza, visual poetry, onomatopoeia, the use of
punctuation, and the stages of the writing process. Student results are displayed upon
completion of the quiz.
B. Story Telling
Tutorial
An animated sequence leads into an examination on first and third person point of view.
Focus is placed on sentence variety through the use of simple, compound and complex
sentences. Instruction is included on sentence fragments and run-on errors with student
practice incorporated. The tutorial concludes with proofreading for spelling, punctuation and
grammar.
Activities
Three activities on composing narratives are included. Focus is placed on point of view and
proofreading. Students publish their writing to “My Collection”.
a. The Whole Story - writing a narrative based on a photo prompt
125
b. Another Point of View - retelling the animated sequence in the tutorial from another
point of view
c. From Third to First - rewriting a story originally written in third person using first person
point of view
Quiz
Multiple-choice questions appear randomly. As students answer questions correctly, a dog
moves along a path and arrives at the dog house where food is waiting. Question content
focuses on point of view, sentence structure and sentence errors. Student results are
displayed upon completion of the quiz.
C. Writing for Real Life
Students proceed through a tutorial which focuses on writing business letters of invitation and
on writing instructions.
Tutorial
The student guide is assisting to plan a Career Day. Within this context a business letter
inviting a speaker is written. Focus is placed on correct form and style, and the use of correct
verb tense sequence. After receiving a reply, the student guide reviews the format and style
for writing instructions.
Activities
Students apply their knowledge and skills in the completion of two activities:
a. Classroom Visitor - the task of writing a business letter inviting a speaker from an
environmental agency to make a presentation to the class;
b. How to Wash a Car- instructions for fellow students who are holding a car wash as a
fund-raiser to purchase gifts for speakers on Career Day.
D. Science Fiction
The students are introduced to the genre of science fiction. The characteristics are examined
and students proceed to complete activities. A performance task to be completed off-screen
is included in the manual.
Tutorial and Activities
Through an introduction of a science fiction story, students examine the features of the genre.
The activities are integrated with the tutorial. Students describe a space craft and a person,
create an alien menu, and write a postcard.
Performance Task
Collaboratively students decide on the parameters and details for a science fiction story and
individually compose entries in the spacecraft captain’s log.
126
Performance Tasks
Poetry Can!: The Poet’s Cafè
The task is described in the manual. A blackline master for student use is provided.
The rubrics for oral presentation and the product are included.
Science Fiction: The Captain’s Log
rubrics for the group process and the product are provided.
127
Teacher Notes
Segment: Poetry Can!
Poetry Café
groups to conduct their planning and decision-making. Groups of 3 or 4 students are
recommended. Students then proceed to work individually to complete the assigned
tasks. They gather again as a group for editing purposes and to plan and rehearse
the presentation.
2. Students may require instruction on effective teamwork skills. They may include:
a. staying on task
b. contributing ideas
c. listening actively
d. encouraging others
e. fulfilling the assigned role
The rubric for the grade 6 task, The Captain’s Log, could be adapted for assessing
the group work.
3. The process can be assessed individually for each student. This may include group
participation as well as the writing process. A rubric is included to assess oral
presentation skills.
individual efforts and abilities may not be accurately assessed. Since each student
must contribute at least two selections, it is recommended that the rubric be used to
assess each student individually.
5. It is recommended that the rubrics be shared with the students before beginning the
task. The rubrics may require alteration or adjustment depending on changes made
to the task and the needs of specific students.
6. This is an opportunity to integrate technology. Students can produce their poetry on
posters with illustrations using accessible word processing and draw programs.
7. Consider having students give their oral presentations to an audience other than the
class.
128
Segment: Poetry Can!
Poetry Café
Your group has been requested to conduct a Poetry Café. At the café original
poetry is displayed and read. Your presentation should include a variety of types
of poems. Each person in your group must:
compose and perform at least two poems
create a illustrated poster of at least one of the poems.
Your poetry presentation will focus on each individual reading his/her poems.
You may wish to add music or sound effects.
plan the poetry you will include in the presentation,
plan the display of posters
decide on what needs to be done,
Remember to meet as an editorial group once all the poetry has been drafted so
that you can assist one another with revision and proofreading.
Once all poetry and the posters have been completed you should meet as a
group to rehearse before your presentation.
Examine the rubrics before you start. It provides detail on how your poetry and
oral presentation will be graded.
129
Rubric for Product
The Writing Room: Poetry Can!
Grade 6: Poetry Café
Name: __________________________
Category
Level 1
Level 2
Level 3
Level 4
Meets few of the
requirements.
Meets some of the
requirements.
Meets most of
the requirements.
Meets all of the
requirements.
Consists of a few
simple ideas.
Consists of a
variety of simple
ideas.
Consists of a
ideas of some
complexity.
Consists of
complex ideas.
Form for the
specific types of
poems.
Demonstrates
limited precision.
Demonstrates
some precision.
Demonstrates
limited precision
Demonstrates
limited
precision
Purpose
Purpose is
limited in clarity.
Purpose is
somewhat clear.
Purpose is clear.
Purpose is
clear and
confident.
Word Choice:
rhythm and rhyme;
poetic devices,
descriptive words
Language is
simple.
Language is clear
and somewhat
complex .
Language is
Complex and
carefully chosen.
Language is
complex,
insightful and
effective.
Organization of
Ideas
Evidence of
different types of
poems: traditional,
free verse,
narrative poetry,
song lyrics,
cinquain, visual
poetry.
Limited evidence
and accuracy.
Some evidence
and accuracy.
Considerable
evidence and
accuracy.
High degree of
evidence and
accuracy.
Application
Writing process
Limited evidence
Some evidence
Considerable
evidence
Thorough
evidence
Accuracy in
spelling, grammar
and punctuation.
Many major and
minor errors
Some minor and
few major errors
Few major or
minor errors
Almost errorfree
Knowledge/
Reasoning
Criteria
Date: _________________
Requirements
Content/
Ideas
Communication
130
Grade 6: Poetry Café
Name: ___________________________
Criteria
Date: _________________
Level 1
Level 2
Several
components
missing
Few
components
missing
Components
present
Components
dealt with
thoroughly
Several
digressions
Some
digressions
Mainly on topic
Directly
focussed on
topic
Uses appropriate words
and structures
Seldom uses
appropriate
words and
structures
Occasionally
uses
appropriate
words and
structures
Often uses
appropriate
words and
structures
Uses
appropriate
words and
structures with
precision and
insight
Uses tone of voice and
gestures to help clarify
meaning
Demonstrates
limited clarity
and precision
Demonstrates
some clarity
and precision
Demonstrates
considerable
clarity and
precision
Demonstrates a
high degree of
clarity and
precision
Speaks clearly
Seldom speaks
clearly
Occasionally
speaks clearly
Frequently
speaks clearly
Always speaks
clearly
Shows respect for a
presenter through
active listening
Demonstrates
limited respect
Demonstrates
some respect
Demonstrates
consistent
respect
Demonstrates
consistent
respect and
encourages
presenter
Meets the requirements
of the presentation
Level 3
Level 4
Content
.
131
Teacher Notes
Segment: Science Fiction
The Captain’s Log
assigned tasks. They gather again as a group for editing purposes and to plan
publication of the final product.
2. Students may require instruction on effective teamwork skills. They may include:
a. staying on task
b. contributing ideas
c. listening actively
d. encouraging others
e. fulfilling the assigned role
f. asking and answering questions
The rubric for assessing the group work has been included.
group participation as well as the writing process.
the individual efforts and abilities may not be accurately assessed. Since each
student must contribute an entry in the log, it is recommended that the rubric be
used to assess each student individually.
5. It is recommended that the rubrics be shared with the students before beginning
the task. The rubrics may require alteration or adjustment depending on
changes made to the task.
6. This is an opportunity to integrate technology. Students can produce their log
with illustrations using accessible word processing and draw programs.
7. Consider options for students to publish their writing to a broader audience.
132
Segment: Science Fiction
The Captain’s Log
You are a member of a group of space travelers. Unfortunately your captain has
gone missing and your group must maintain the captain’s log. Each person is
responsible for one entry.
To plan the log your group must discuss the following and make some decisions:
review the characteristics of science fiction
structure the log by deciding on characters, technology, sequence
of events, and setting
Individually draft you log entry and then meet as a group to revise and edit.
Decide on how your log will look. You may wish to add illustrations drawn by
hand or by using a software program.
Review the rubrics so that you will know how you will be graded on your group
work and your writing.
133
Rubric for Product
The Writing Room: Science Fiction
Grade 5: The Captain’s Log
Name: _____________________________
Category
Knowledge/
Reasoning
Communication
Organization of
Ideas
Application
Criteria
Level 1
Date: _________________
Level 2
Level 3
Meets most of
the
requirements.
Level 4
Requirements
of science
fiction.
Meets few of the
requirements.
Meets some of the
requirements
Content/
Ideas
Consists of a few
simple ideas.
Consists of a
variety of simple
ideas.
Purpose
Purpose is limited
in clarity.
Purpose is
somewhat clear.
Purpose is
clear.
Purpose is clear
and confident.
Details
Few details are
provided.
Some details are
provided.
Considerable
detail is
provided.
Thorough detail
is provided.
Point of view
Inconsistent point
of view.
Somewhat
consistent point of
view.
Consistent
point of view.
Consistent and
effective point of
view.
Word choice
Language is
simple.
Language is clear
and somewhat
complex .
Language is
Complex and
carefully
chosen.
Language is
complex,
insightful and
effective.
Organization –
sequence of
events
Limited evidence of
sequence
Events somewhat
in sequence
Events
consistently in
sequence.
Events
sequenced in an
effective manner.
Logic
Limited logic
Somewhat logical
Consistently
logical
Logical and
effective
Structure
(beginning,
middle, end)
Limited structure
Some structure
Considerable
structure
Highly structured
Writing
process
Limited evidence
Some evidence
Considerable
evidence
Thorough
evidence
Accuracy in
spelling,
grammar and
punctuation.
Many major and
minor errors
Some minor and
few major errors
Few major or
minor errors
Almost error-free
Consists of a
ideas of some
complexity.
Meets all of the
requirements.
Consists of
complex ideas.
134
Grade 6: The Captain’s Log
Name: ____________________
Criteria
Level 1
Date: _________________
Level 2
Level 3
Level 4
Contributes ideas
Few worthwhile
Some
worthwhile ideas
Several
worthwhile ideas
Several insightful
ideas
Listens actively by asking
and answering questions
Seldom asks
and answers
questions
Occasionally
asks and
answers
questions
Often and at
appropriate
times asks and
answers
questions
Asks and
answers
questions
demonstrating
initiative and
insight
Uses clear, concise and
appropriate language
Uses clear,
concise,
appropriate
language to a
limited degree
Uses clear,
concise,
appropriate
language to a
some degree
Uses clear,
concise,
appropriate
language
consistently
Uses clear,
concise,
appropriate
language
consistently and
effectively
Works constructively by
staying on task,
encouraging others, and
fulfilling role
Demonstrates
criteria to a
limited degree
Demonstrates
criteria to some
degree
Demonstrates
criteria to a
considerable
degree
Demonstrates
criteria to a high
degree
135
Assessment
The expectations designated in the scope and sequence charts are addressed and assessed through
a combination of software tracking and assessment by the teacher. Assessment and evaluation
instruments are included in the manual for teachers to use and/or adapt. These instruments are
tailored to the software activities and applications which have been completed by students. Where
performance tasks have been developed to provide extension to the software and to facilitate a
means for students to demonstrate their achievement of the expectations not readily assessed
through the software activities (e.g. oral communication expectations), assessment instruments are
included specific to the task. Instruments are also included for summative purposes to assist in the
assessment of a larger body of work, i.e. the assessment of the newspaper and the assessment of
the collection of student work published to “My Collection”. Checklists and scoring rubrics, although
developed for teacher use, can be adapted for self and peer assessment.
Software
Segment
Poetry Can!
Activity
Assessment
Story Poetry
Checklist
Song Lyrics
Checklist
Manual
Performance
Task
Poet’s Café
Assessment
Rubric for
Product
Rubric for Oral
Presentation
Story Telling
Write a
Cinquain
Checklist
Visual Poetry
Checklist
Listen Up
Software
tracking
The Whole
Story
Scoring rubric
Another Point
of View
From third to
First
Software
Quiz
Quiz Content
Focus on skills and
knowledge related
to:
Cinquain
Onomatopoeia
Stanza
Writing Process
Narrative poetry
Quiz Content
Focus on skills and
knowledge related
to:
First and third
person point of
view
Simple, compound
and complex
sentences
Phrases and
clauses (dependent
and independent)
Run-on and
sentence fragment
errors
136
Software
Segment
Writing for
Real Life
Science
Fiction
Tutorial
Assessment
Classroom
Visitor
Scoring rubric
How to Wash a
Car
Scoring rubric
Description of
the Spacecraft
Checklist
Description of a
Person
Checklist
Manual
Performance
Task
The Captain’s
Log
Assessment
Software
Quiz
Rubric for
Product
Rubric for
Group work
Checklist
Wish You Were
Here
Checklist
Let’s Do Lunch
137
Checklist
Grade 6: Story Poetry
Name: ____________________________
Category
Criteria
Content
Does the poem tell a story?
Form
Is the poem divided into
stanzas?
Date: _________________
Yes
Somewhat
No
Is there rhyme and rhythm?
Word choice
Are there poetic devices such
as alliteration, simile, or
onomatopoeia?
Comments:
_______________________________________________________
_______________________________________________________
_______________________________________________________
138
Checklist
Grade 6: Song Lyrics
Name: ____________________________
Category
Criteria
Content
Does the poem have a message?
Form
Is there repetition?
Is there a chorus?
Can the poem be put to music?
Word choice
Are there poetic devices such as
alliteration, simile, or
onomatopoeia?
Date: _________________
Yes
Somewhat
No
Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
139
Checklist
Grade 6: Write a Cinquain
Name: ____________________________
Category
Criteria
Content
Does the poem have a definite
topic ?
Are there supporting details?
Form
Does line 1 state the topic in
one word?
Does line 2 contain a
description in 2 words?
Does line 3 contain an action
about the topic in 3 words?
Does line 4 state a feeling
about the topic in 4 words?
Does line 5 have a one word
synonym for the topic?
Word choice
Do the words appeal to the
sense of sight and hearing?
Are the words lively and
precise?
Date: _________________
Yes
Somewhat
No
Comments:
_______________________________________________________
_______________________________________________________
_______________________________________________________
140
Scoring Rubric
The Writing Room: Story Telling
Grade 6: From Third to First, Another Point of View, The Whole Story
Name: ____________________________
Date: _________________
Score
Reasoning
Communication
Organization
/16
/4
/4
/4
4 Points
Complex ideas
with extensive
detail
The purpose is
clear, precise
and detailed.
2 Points
1 Point
/4
Few/no errors
Point of view is
clear, consistent
and precise.
Thorough
knowledge of
narrative form
3 Points
Plot is effectively
and logically
structured.
Conventions
(Spelling,
Grammar &
Punctuation)
Somewhat
complex ideas
with
considerable
detail
Purpose is clear
and precise.
Somewhat
complex ideas
with minimal
detail
Purpose
demonstrates
some clarity.
Simple ideas
with minimal or
no detail
Purpose is
unclear.
Plot is logically
structured.
A few minor
errors
Point of view is
clear and
consistent.
Plot is structured
with some logic.
Several minor
errors and/or
omissions
Point of view is
somewhat clear
but may be
inconsistent.
Plot is not
developed.
Several major
errors and/or
omissions
Point of view is
unclear and
inconsistent.
141
Scoring Rubric
The Writing Room: Real-Life Writing
Grade 6: How to Wash a Car
Name: ____________________________
Date: _________________
Score
Reasoning
Communication
Organization
/16
/4
/4
/4
4 Points
Complex
directions,
supported by
extensive detail
The purpose is
clear, precise and
detailed.
Conventions
(spelling,
grammar &
punctuation)
/4
Directions
organized
logically and
effectively
Few/no errors
Directions
organized
logically
A few minor
errors
Directions
display some
organization
Several minor
errors and/or
omissions
Directions are
inaccurate or
incomplete.
Several major
errors and/or
omissions
Effective graphics
support writing.
3 Points
2 Points
Comprehensive
directions
supported by
considerable
detail.
Purpose is clear
and precise.
Straight -forward
directions with
some detail
Purpose
demonstrates
some clarity.
Accurate
graphics support
writing
Limited graphics
1 Point
Directions lack
detail.
Inaccurate or no
graphics
Format of letter
has major errors.
142
Scoring Rubric
Grade 6:
Classroom Visitor
Name: ____________________________
Date: _________________
Score
Reasoning
Communication
Organization
/16
/4
/4
/4
4 points
3 Points
2 Points
Letter consists
of complex
ideas,
supported by
facts and/or
opinion.
The purpose is
clear, precise
and detailed.
Letter consists
of somewhat
complex ideas
with supporting
detail.
Purpose is clear
and precise.
Letter consists
of simple ideas
supported by
some detail.
Purpose
demonstrates
some clarity.
Letter consists
of a few simple
ideas with little
or no detail.
/4
Central idea is
complex and
organized
logically.
Few/no errors
Central idea is
organized
logically.
A few minor
errors
Central idea is
simple and
communicated in
a mechanical
way.
Several minor
errors and/or
omissions
Central idea is
not developed.
Several major
errors and/or
omissions
Format of letter
is accurate and
precise.
Format of letter
is accurate.
Format of letter
has minor errors.
1 Point
Conventions
(spelling,
grammar &
punctuation)
Purpose is
unclear.
143
Checklist
Grade 6: Description of a Spacecraft
Name: ____________________________
Category
Content
Form
Word choice
Criteria
Date: _________________
Yes
Somewhat
No
Does the paragraph describe a
spacecraft?
Is there evidence of
technology?
Is there sufficient detail for the
reader to picture the
spacecraft?
Does the paragraph include an
introduction, body and
conclusion?
Are there descriptive words
which appeal to the senses?
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
144
Checklist
Grade 6: Description of a Person
Name: ____________________________
Category
Criteria
Date: _________________
Yes
Somewhat
No
Does the paragraph describe
a person?
Content
Is there sufficient detail for
the reader to picture the
person?
Are there details about
personality?
Form
Word choice
Does the paragraph include
an introduction, body and
conclusion?
Are there descriptive words
which appeal to the senses?
Comments:
_______________________________________________________
_______________________________________________________
_______________________________________________________
145
Checklist
Grade 6: Wish You Were Here
Name: ____________________________
Category
Criteria
Content
Does the message reflect the
characteristics of science
fiction?
Form
Is the postcard form used?
Word choice
Is there detail about the event
and how the character felt?
Date: _________________
Yes
Somewhat
No
Comments:
_______________________________________________________
_______________________________________________________
_______________________________________________________
146
Checklist
Grade 6: Let’s Do Lunch
Name: ____________________________
Category
Criteria
Content
Does the content reflect the
characteristics of science
fiction?
Form
Is the menu form used?
Word choice
Is there descriptive detail
about the foods on the
menu?
Date: _________________
Yes
Somewhat
No
Comments:
_______________________________________________________
_______________________________________________________
_______________________________________________________
147
Rubric for Assessment of “My Collection” – Grade 6
Category
Knowledge/
Reasoning
Communication
Organization
Conventions
Criteria
Level 1
Level 2
Level 3
Level 4
Knowledge
of:
Forms,
Techniques,
Structures
Demonstrates
limited
knowledge
Demonstrates
some knowledge
Demonstrates
considerable
knowledge
Demonstrates
thorough
knowledge
Complexity
of ideas
Uses a few
simple ideas
Uses some
related, somewhat
complex ideas
Uses complex
ideas of with some
consistency
Consistently
and insightfully
uses complex
ideas
Specific
purposes and
audiences
Demonstrates
limited precision
Demonstrates
some precision
Demonstrates
considerable
precision
Demonstrates
extensive
precision
Vocabulary
and word
choice
Language is
simple
Language is clear
and somewhat
complex
Language is
Complex and
carefully chosen
Language is
complex,
insightful and
effective
Variety of
sentence
structures
Appropriate
and accurate
structure of
paragraphs,
poems, ads
and longer
narratives
Uses a limited
variety
Uses some variety
Limited evidence
Some evidence
Uses a variety with
considerable
control
Considerable
evidence
Uses a variety
with confident
command
High degree of
evidence
Organization
Limited
organization
Some
organization
Considerable
organization
Accuracy in
spelling,
grammar and
punctuation
Contains several
major errors
and/or omissions
Contains several
minor errors
Contains few minor
and no major errors
Thorough and
controlled
organization
Almost errorfree
Use of
appropriate
formats
Major format
errors
Minor format
errors
Generally accuracy
in format
Complete
accuracy in
format
148
C. Technology Applications
Student activities and tasks provide many opportunities for students to use word processing
software. As part of the writing process on the computer students have access to a spellchecker. Students manipulate print and colour in the Poetry Can!.
Specific instances where other programs, such as MS Publisher and Paint, and the use of clipart
are located:
1. You’re a poet and you know it! Grade 5 Performance Task: production of an illustrated
collection of poetry
2. Writing for Real Life, Grade 5, How to Pack Groceries: production of a set of instructions,
which include graphics
3. Poetry Can, Grade 6 Performance Task: production of an illustrated poetry poster
4. Poetry Can, Grade 6 Activity, Visual Poetry: production of a visual poem
5. Real-Life Writing, Grade 6, How to Wash a Car: production of a set of instructions, which
includes graphics
6. Science Fiction, Grade 6, Wish You Were Here and Let’s Do Lunch: production of a
postcard and menu
D. Glossary
Alliteration - repetition of initial consonant sounds in words in a sequence
Body - the main part of a business letter or other piece of writing where the information, details,
and/or message are provided
Chorus - words in a poem which are repeated at regular intervals
Cinquain a five-line poem with a set structure: line 1 - one-word title; line 2 - two-word
description of the title; line 3 - three words describing the action of the title; line 4 - four words
describing a feeling about the title; line 5 - a one-word synonym for the title
Clause – a group of related words which contains a subject and a predicate
Dependent clause – a clause that presents an incomplete thought and cannot stand alone as a
sentence
Independent clause - a clause that presents a complete thought and can stand as a sentence
Complimentary closing – the word ‘’sincerely’ which appears in a business letter between the
body and the signature
Conflict - a problem to be overcome; types include character against character, character
against nature, character against society, character against himself/herself
Coordinate conjunction – a connecting word such as ánd’, ‘but’ or ór’ which is used to join two
words, phrases or clauses which are equal or are the same type
Fairy tale – a narrative which deals with a problem, often begins ”Once upon a time”, often ends
“”happily ever after”, has realistic dialogue, and usually teaches a lesson.
149
Fragment sentence error – not a complete thought; lacking a subject and/or predicate; a
dependent clause
Free verse - a poem with no regular rhythm or rhyme scheme
Haiku - a three-line poem about nature with a specific structure; line 1 has 5 syllables, line 2 has
7 syllables, and line 3 has 5 syllables
Heading- the letter writer’s address and the date on which the letter was written
Inside address – the name of the business to which the letter is sent and its address
Limerick - a five-line humorous poem with a defined rhythm and rhyme (lines 1, 2 and 5 are
longer and rhyme; lines 3 and 4 are shorter and rhyme)
Lyrics - the words to a song
Mystery fiction - a narrative which presents a problem to solved by a detective with clues
provided and which ends with the solution
Onomatopoeia - the use of a word whose sound suggests its meaning
Personal narrative - a story about yourself, written using the first person “I” in which you share
your thoughts, feelings, and experiences
Phrase – a group of related words which lacks a subject, or predicate, or both
Point of view – the vantage point from which a story is told; i.e. first person or third person
Predicate – the part of the sentence which tells what the subject is doing or says something
about the subject
Run-on sentence error – an error resulting when two sentences are joined without a coordinate
conjunction
Salutation – the name of the person to whom the letter is written
Science fiction - a narrative set in the future which includes made-up technology and frequently
includes elements from another planet
Sentence types:
Simple – a sentence which expresses one idea; contains one subject and one predicate
either or both of which may be compound; has one independent clause
Compound – a sentence which expresses more than one main idea; main ideas are joined
by coordinate conjunctions; has two or more independent clauses
Complex – a sentence which expresses one main idea (independent clause) and one or
more lesser important ideas (dependent clause)
Simile - a comparison of two items using ‘like’ or ‘as’
Stanza - a division of a poem
Subject – the element of the sentence, usually a noun or pronoun, about which something is said
or which performs an action
150
Tense – the ‘time’ of a verb; i.e. present, past, or future
Thesaurus - a collection of words and their synonyms
Traditional poetry - poetry with a defined rhythm and rhyme
151
B.
THE LIBRARY
a) Level 1 – Grade 5
Overview
The Library focuses on the strand of reading. Students are greeted by a student
guide posing as a librarian and are invited to visit a school library where they
choose activities that are based on fiction and non-fiction selections.
Fiction selections consist of folktales, legends and narratives while the non-fiction
selections provide samples of biographies and research articles. In addition,
students are able to publish written reports based on reading selections, to a
Read-To-Write portfolio that can be utilized for classroom purposes.
152
Structure
The Library is comprised of four segments.
Folktale Features is a segment that guides students through the process of
analyzing the characteristics of folktales.
Legendary Journeys encourages students to explore the world of legends.
Far-Out Fiction is a segment that focuses on the fiction genre and introduces
concept mapping to students.
Reality Check assists students in acquiring techniques for reading
information and conducting research. In conjunction with the classroom
report that has been assigned, students are provided with templates to assist
them in both graphically organizing jot notes and research information, and
organizing the final report.
The Library
Grade 5
Folktale
Features
Legendary
Journeys
Far-Out
Fiction
Reality Check
153
Each segment within the Library Location addresses the Standards for the English
Language Arts, which is a project of the National Council of Teachers of English and
International Reading Association.
nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g. philosophical, ethical,
aesthetic) of human experience.
3. Students conduct research on issues and interests by generating ideas and
questions; and by posing problems. They gather evaluate, and synthesize data
from a variety of sources (e.g. print and non-print texts, artefacts, people) to
communicate their discoveries in ways that suit their purpose and audience.
information).
154
Learning Outcomes
EXPECTATIONS
Legendary
Journeys
Folktales
Far-Out
Fiction
Reality
Check
using well-developed paragraphs that focus
on a main idea and give some relevant
supporting details;
W17 use levels of language appropriate to their
purpose;
√
√
√
√
R1
√
√
√
√
√
√
√
√
√
Writing (W)
W8
R2
R3
R4
R6
R7
R9
R10
R15
R18
R19
R21
RE1
RE2
RE3
RE4
materials for different purposes;
reading strategies;
explain their interpretation of a written work,
supporting it with evidence from the work and
from their own knowledge and experience;
decide on a specific purpose for reading, and
select the material that they need from a
variety of appropriate sources;
describe a series of events in a written work
using evidence from the work;
make judgements and draw conclusions
about the content in written materials, using
evidence from the materials;
use research skills;
begin to identify a writer’s or character’s point
of view;
use specialized terms in different subject
areas, as appropriate;
locate and interpret information, using various
conventions of formal texts;
review personal collection of favourite literary
texts and share responses to preferred forms;
use textual cues (key ideas, sequence, table
of contents, glossary) to construct and confirm
meaning;
organize information and ideas into categories
using a variety of strategies;
record information in own words; cite authors
and titles alphabetically
and provide publications, dates of sources;
recognize gaps in the information gathered
and locate additional information needed for a
particular form, audience and purpose;
assess information gained through the inquiry
or research process; form personal
conclusions and generate new questions for
further inquiry or research;
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
155
Strand
Expectations
READING AND RESEARCH
R1
read a variety of fiction and non-fiction materials for different purposes;
R3
explain their interpretation of a written work, supporting it with evidence from the work and
R4
decide on a specific purpose for reading, and select the material that they need from a
variety of appropriate sources;
R6
describe a series of events in a written work using evidence from the work;
R7
make judgements and draw conclusions about the content in written materials, using
evidence from the materials;
R9
use research skills;
R18
locate and interpret information, using various conventions of formal texts;
R19
review personal collection of favourite literary texts and share responses to preferred
forms;
RE2
record information in own words; cite authors and titles alphabetically
and provide publications, dates of sources;
communicate information, explain a variety of ideas and procedures, and follow the teacher’s
OV1
OV2
OV3
OV9
OV12
OV20
instructions
communicate a main idea about a topic and describe a sequence of events
ask and answer questions on a variety of topics to acquire and clarify information
demonstrate the ability to concentrate by identifying main points and staying on topic
contribute ideas to help solve problems, and listen and respond constructively to the ideas of others
when working in a group
summarize personal knowledge of a topic in categories to determine information needs
156
Components
The Library consists of four main segments. They are:
Legendary Journeys
Folktale Features
Far-Out Fiction
Reality Check
Each segment is structured in the following sequence:
an introduction to the concepts that will be addressed in the segment;
a tutorial and a series of activities that are designed to provide an
understanding of concepts and skills;
and activities for students to apply their skills and knowledge to additional
readings.
All segments include tools that students can use for assistance as they read. These
tools are represented as symbols in the software and include:
A book: students can click on this symbol to read or reread a story;
A thumb: students can use this symbol to follow along with the audio; the
thumb is placed over the words as the student reads;
A coloured rectangle: students can use the rectangle to read the story in
chunks. Each paragraph appears with a rectangle around it to assist
students in focusing on smaller chunks of information.
157
A. Legendary Journeys
Students journey to the land of legends while learning about historical perspectives
of people, events and lands of the past. They are introduced to the characteristics
and organization of legends as they are read a legend selection. Students are
guided through the process of organizing the information in the form of concept
mapping and summarizing main story events. They also explore the sharing of
personal points of view by comparing character’s personalities. Students are
provided with a choice of legends to read which are based upon animal, people or
nature legends. They create a written Story Report in the form of a story wheel
which focuses on reporting the main characters, setting and plot. Students can
publish the Read-To-Write portfolio as well as print for classroom use.
B. Folktale Features
Students are invited to explore the world of folktales while learning about people and
lands of the past. As they read a sample folktale, students learn about the
organization of a folktale (i.e. introduction, conflict/crisis, solution, conclusion, moral.
Students are guided through the process of reading for information as they learn
about the features of folktales. They are encouraged to study authors’ points of view
and the use of character dialogue by completing activities and short quizzes. The
main activity is the creation of a Story Report. Students select a folktale to read (e.g.
Japanese, African, Scottish, Native American), follow the report template, and
publish the report to the Read-To-Write portfolio or print for classroom use.
C. Far-Out Fiction
Students travel to the imaginary world of fiction where they are introduced to different
genres relating to fiction such as historical, mystery and science fiction. While
reading a sample fiction story, they explore the features of a fiction story (e.g.
characters, setting and plot). Students study character traits and summarize story
events by completing short quizzes. They learn how to use a dictionary to locate
meanings of unfamiliar words. Features include:
A study of the elements of a fiction story, including setting, main characters,
plot and conclusion;
Character Connections quiz: recall of main characters;
Story Events Plotting activity: demonstrates the plotting of main events
following the fiction format which includes introduction, main events, problem,
solution and conclusion;
Card game: students seriate the main events of a story;
Word Wise: a short tutorial that instructs students how to use a dictionary;
Then students select a fiction story to read. Stories are classified by reading
difficulty: easy reading and challenging. Students write a story report based upon
one of three formats:
158
Fiction Story Postcard guides students through the process of organizing
information in postcard format while writing a postcard to a character in the
story;
Fiction Story Recipe Card focuses upon reporting on the main details of a
fiction story, based on the format of a recipe card;
Fiction Story Report generates a flowchart which students use to report the
main details of the fiction story;
Students have the option to publish their work to an electronic Read-To-Write
portfolio as well as print for classroom use.
D. Reality Check
Students learn how to conduct research using non-fiction resources in this segment.
They are guided through the research process: narrowing a topic, using various
research resources (e.g. Dewey Decimal System, Card, Catalogue, Electronic
Encyclopedia, Internet and Tables of Contents), pre-reading questions (5W-H Club),
using keywords, topic maps, recording and sequencing information, summarizing
and referencing resources using a bibliography. Students are introduced to using
graphic organizers to plan for research and concept maps to organize jot notes.
Short quizzes are included to assess student understanding of using the tools that
are available for research in a library. In conjunction with the classroom report that
has been assigned, students are provided with templates to assist them in compiling
information for specific types of research.
Research report templates include:
Famous People Biographical Research Report
Amazing Animals Research Report
Invention Dimension Inventions Research Report
Around The World Places Research Report
Sports Report
Activity Templates
The following activity templates can be used to reinforce skills off screen.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Story Wheel Report
Folktale Features
Postcard Story Review
Fiction Recipe Card
Just the Facts
Amazing Animals Report
Famous Person Report
Sports Report
Invention Dimension Report
Around the World Report
159
Grade 5
Story Wheel Report
The Setting
Main Character
Title of Legend
The Plot
Directions:
Complete each section of this story report with details from the story, in point
form.
160
Grade 5
Folktale Features
Title of Folktale: ___________________
Nam e: ___________________
1. Introduction: How does the story begin?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Crisis/Conflict: W hat is the conflict or problem?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Solution: How do the characters deal with the problem?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Conclusion: How does the story end?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
161
Postal Code/Zip Code: ______________
Address:
_________________________________
_________________________________
_________________________________
Name:
_________________________________
Grade 5 - Postcard Story Review
162
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
From the Kitchen of ______________________________________________:
________________________________________________________________________________________
Bake with Solution: ________________________________________________________________________
________________________________________________________________________________________
Combine with Problem: ______________________________________________________________________
______________________________
______________________________
Directions: (Plot . . . list the main events)
_______________ _______________
Ingredients: (Characters) _______________ _______________ _______________
What’s Cooking? (Title) ____________________________________________
Grade 5 - Fiction Recipe Card Report
163
Grade 5
Just the Facts
Title: _____________________
Author: ____________________
Setting:
Characters
_________________________
_________________________
_________________________
_________________________
_________________________
Main Events:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Solution:
Conclusion:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
164
Grade 5
Name: _____________
Date: _______________
Physical Appearance
Habitat
___________________________
___________________________
___________________________
___________________________
___________________________
__________________________
___________________________
___________________________
___________________________
___________________________
___________________________
_____________________ _____
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Adaptations
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Life Cycle (diagrams of each stage with labels)
Additional Information (example: endangerment)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
165
Grade 5
, Grade 5
Famous Person Report
Describe this person’s childhood and family life.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Interests and Hobbies
Accomplishments
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
166
Grade 5
Sports Report
Name: _____________________
What is the sport that is covered by this
book?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Name at least one athlete who has been
especially successful at this sport and
Date: __________________
Identify five facts that you have learned.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
____________________________
describe his or her accomplishments.
____________________________ Do you think that being involved in sports is
____________________________ a beneficial activity? Why or why not?
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________
____________________________
_______________________________
167
Grade 5
Location: The Library
Name: ______________________________
Date: ________________
What is the name of the invention?
What is the purpose of the invention?
When and where was the invention
created and by whom?
How is the invention significant today?
168
Grade 5
Name: ______________________________
Name of Place and Location:
Date: ________________
Sights to See:
Things to Do:
Entertainment:
Weather:
169
Additional Tasks
The tasks included in the manual encourage students to apply their skills and knowledge
in extended, authentic contexts.
Additional tasks include:
1.
2.
3.
4.
5.
6.
7.
8.
Legends: Storytelling
Legends: Write Your Own Legend
Folktale: Take a Trip
Folktales: Write Your Own Folktale
Far-Out Fiction: Interview an Author
Far-Out Fiction: The Crime
Research Report: Biomes of the World
Research Report: Design a Poster
170
Grade 5 - Task
Storytelling
Legendary Journeys
You are a professional storyteller and are retelling your favourite
legend! Write a paragraph that explains the legend to children. Be
sure to paint a picture that takes your audience on a magical
journey including details about characters, setting and plot.
171
Grade 5 Task
Write Your Own Legend
Legendary Journeys
You are a pirate sailing the Atlantic Ocean in the year 1765. You
and your crew are looking for buried treasures and sunken ships.
Instead you encounter a sea serpent!
Write a legend about a pirate who befriended a sea serpent.
Create a story map to help you plan your story. It should include
details about main characters, setting and plot.
172
Grade 5 Task
Take a Trip
Folktale Features
You are a tour guide! Create a travel brochure based on a faraway place you
have visited in a folktale.
Read a folktale. Decide on the location that you would like to research.
Study travel brochures before you begin. Research the location of your choice.
You can use a CD, the Internet, or library resources. Make jot notes based on
the information you want to present.
Collect maps and photos of the location.
Location . . . Sites To See . . . Things To Do . . .
Entertainment . . . Weather . . . Special Attractions
173
Grade 5
Write Your Own Folktale
Folktale Features
Begin by reading a few folktales. Make a chart comparing details such as:
how the tales begin, where the tales take place, characters, and the problem
in each tale.
Write your own tale! Your story should have a beginning, middle and end.
You can use your jot notes as a guide. Be sure to include the moral or lesson
that needed to be learned.
Don’t forget to choose a title for your story!
174
Grade 5
Interview an Author
Far-Out Fiction
Write a letter to your favourite author! What questions would you ask?
Here are a few things you might want to mention:
Your favourite book
Number of books the author has published
Inspiration for writing
Family life
Hobbies
Web sites
175
Grade 5
The Crime
Far-Out Fiction
You are an author who loves to write mystery stories! Your mystery involves
solving the case of the missing coin. A classmate brought a rare and valuable
coin to school and it is missing from his knapsack. What a disaster!
Plan your mystery using a story web.
Be sure to be creative and original and use suspense.
~ Setting ~
~ Characters ~
~ Plot ~
176
Grade 5
Biomes of the World
Research Report
You have just been assigned to a group research project. The topic is “Biomes
of the World”.
Create a project and present it to the class! You can use electronic CD’s,
library resources and the internet to research.
Tips:
How many biomes are there?
Assign a person to each biome.
Gather your information.
Organize your information.
How will you present your information?
177
Grade 5
Design A Poster
Research Report
You are a world-famous scientist who has been assigned to a project regarding
environmental awareness. Your job is to inform the public about ways that we
can care for Earth.
Design a poster that promotes environmental awareness. Include information
about renewable and non-renewable resources and ways we can reduce, reuse
and recycle.
Be sure that:
the title is bold and attracts attention;
graphics are large and colorful;
you have researched your topic thoroughly before beginning the
poster;
you sketch a concept map to organize the information you wish to
include;
178
Teacher Notes
Site: The Library
It’s Fun to Read!
groups to conduct their planning and decision-making. Groups of 3-4 students
producing the display. Art supplies should be available for students to use in
constructing the displays.
include:
staying on task
contributing ideas
listening actively
encouraging others
A rubric has been included for teacher use in assessing the group work. Rubrics
should be discussed with the students before they begin their work.
group participation.
student must contribute at least three sections, it is recommended that the rubric
made to the task and the needs of specific students.
displays using programs such as MS Word and MS Publisher.
7. Post the displays in the school hallways.
179
Student Directions
Site: The Library
It’s Fun to Read!
Your principal has requested that displays be made for the school hallways which
promote reading. You are a member of a team that is designing and producing
one display. The space you have to fill is a square, approximately 1 yard by 1
yard (or 1 metre by 1 metre). However, there are some requirements:
a. Each student must contribute at least one item for each section.
You can include more if you wish.
b. The sections are:
I. summary of a fiction book and accompanying illustration;
II. research on an author;
III. list of three books available in the school which students
would find interesting, and the reasons why each is
recommended.
c. The display must be visually appealing. You can complete parts
by hand and parts on computer, or all by hand.
•
•
•
discuss what the display will look like;
decide on the content of the sections;
assign tasks.
so that you can assist one another with revision and proofreading. Produce your
display.
Examine the rubrics before you start. They provide detail on how your work will
be assessed.
180
Rubric for Product
Grade 5: The Library
It’s Fun to Read!
Name: _____________________________
Category
Reading Skills
Research Skills
Communication
Criteria
Level 1
Level 2
Level 3
Level 4
Comprehension
of materials
read
Demonstrates
limited
understanding
Demonstrates
some
understanding
Demonstrates
considerable
understanding
Demonstrates
thorough
understanding
Evaluation of
materials read
Makes and
supports
judgments with
limited
competence
Makes and
supports
judgments with
some competence
Makes and
supports
judgments with
considerable
competence
Makes and
supports
judgments with
competence and
insight
Selection of
materials –both
fiction and nonfiction
Demonstrates
limited
competence
Demonstrates
some
competence
Demonstrates
considerable
competence
Demonstrates
competence and
thoroughness
Accessing
Information
Demonstrates
limited
competence
Demonstrates
some
competence
Demonstrates
considerable
competence
Demonstrates
competence and
thoroughness
Acknowledgement of titles
and sources
Ideas/
Information
Demonstrates
limited accuracy
Demonstrates
some accuracy
Summarizes
materials read
with limited
accuracy
Summarizes
materials read with
some accuracy
Demonstrates
considerable
accuracy
Accurately
summarizes
materials read
Demonstrates
complete
accuracy
Accurately and
thoroughly
summarizes
materials read
Judgments
demonstrate
limited validity.
Judgments
demonstrate some
validity.
Makes valid
judgments
Makes valid and
insightful
judgments
Sections
demonstrate
limited
organization.
Many major and
minor errors
Sections
demonstrate some
organization.
Sections are
clearly organized.
Some minor and
few major errors
Few major or
minor errors
Sections are
clearly and
effectively
organized.
Almost error-free
Visual appeal of
the display
Limited appeal
Some appeal
Considerable
appeal
Exceptional
appeal
Clarity of display
Demonstrates
limited
neatness and
precision
Demonstrates
some neatness
and precision
Demonstrates
considerable
neatness and
precision
Demonstrates
thorough
neatness and
precision
Organization
Application
Date: _________________
Accuracy in
spelling,
grammar and
punctuation
181
It’s Fun to Read!
Name: ____________________________
Criteria
Level 1
Date: _________________
Level 2
Level 3
Level 4
Contributes ideas
Few ideas
Some
worthwhile
ideas
Several
worthwhile
ideas
Several
insightful ideas
Listens actively by
asking and
answering
questions
Seldom asks
and answers
questions
Occasionally
asks and
answers
questions
Often and at
appropriate
times asks and
answers
questions
Asks and
answers
questions
demonstrating
initiative and
insight
Uses clear,
concise and
appropriate
language
Uses clear,
concise,
appropriate
language to a
limited degree
Uses clear,
concise,
appropriate
language to a
some degree
Uses clear,
concise,
appropriate
language
consistently
Uses clear,
concise,
appropriate
language
consistently
and effectively
Works
constructively by
staying on task,
encouraging
others, and
fulfilling role
Demonstrates
criteria to a
limited degree
Demonstrates
criteria to
some degree
Demonstrates
criteria to a
considerable
degree
Demonstrates
criteria to a
high degree
182
Assessment
students. Where performance tasks have been developed to provide extension to the software
and to facilitate a means for students to demonstrate their achievement of the expectations not
readily assessed through the software activities (e.g. oral communication expectations),
assessment instruments are included specific to the task. Instruments are also included for
summative purposes to assist in the assessment of a larger body of work, i.e. the assessment of
the newspaper and the assessment of the collection of student work published to “My Portfolio”.
peer assessment.
Segment
Folktale Features
Tutorial
A Word to the Wise (The
Moral) Quiz
Assessment
Software Tracking
Activity
Folktale
Features Story
Report
Assessment
Quiz
Software Tracking
Legendary Journey
Story Wheel Report
Quiz
Software Tracking
Fiction Story
Postcard
Rating Scales
Fiction Story Recipe
Card
Quiz
What’s Your View
Character Map
Mystery Voice
(Dialogue)
Legendary
Journeys
Nice or Nasty?
(Character Traits)
Legendary Characters
(Character Map)
Plotting Main Events
(Seriating)
Far-Out Fiction
Character Connections
(Comprehension)
Summarizing Events
(Seriating)
Fiction Story Report
Reality Check
Card Catalogue
Search
Amazing Animals
Research Report
Table of Contents Quiz
Famous People
Research Report
Encyclopaedia Search
Quiz
Sports Research
Report
Zooming in on Keywords
Taking Jot Notes
Invention
Dimension
Research Report
Article Comprehension
Quiz
Around the World
Research Report
Research Report
Report Checklist
Seriating a Summary
183
Reading Quizzes
Included in the software is a number of quizzes based on specific reading
selections. A button appears on the last screen of a selection for which there is a
quiz.
Quizzes exist for the following selections:
Why the Bear Has a Short Tail
The Crow Brings Daylight
Legend of Fire
The Origin of Death
Tiny Finger
The Tongue-Cut Sparrow
The Bright Pearl
A Pet for Mrs. Arbuckle – Quiz #1
A Pet for Mrs. Arbuckle – Quiz #2
Maybe a Fight – Quiz #1
Maybe a Fight – Quiz #2
The Auction
Grade Five Lie – Quiz #1
Grade Five Lie – Quiz #2
Returning to the Ancestral Home – Quiz #1
Returning to the Ancestral Home – Quiz #2
The software tracks student achievement.
Quizzes and answers are included in the manual.
184
QUIZ
Select the best answer.
1.
The rabbit didn’t believe that the bear could
a. create a breeze with his tail
b. swat flies with his tail
c. attract friends using his tail
d. groom his fur with his tail.
2. The bear impressed the rabbit when he used his tail to
a. dry his paws
b. groom his fur
c. make a bed
d. wave at his friends
3. The rabbit grew restless waiting for the bear to
a. wake up
b. swat flies
c. catch a fish
d. groom himself
4. The bear ran into problems when
a. the ice froze around his tail
b. his tail was caught in a trap
c. the rabbit bit his tail
d. he discovered he couldn’t swim.
5. The bear bragged about
a. how clever he was
b. how beautiful his tail was
c. how well he could catch fish
d. how well he could hunt
6. A synonym for ‘stubby’ is
a. furry and fluffy
b. short and thick
c. long and slender
d. long and feathery
185
ANSWERS
1. The rabbit didn’t believe that the bear could
a. create a breeze with his tail
b. swat flies with his tail
c. attract friends using his tail
d. groom his fur with his tail.
2. The bear impressed the rabbit when he used his tail to
a. dry his paws
b. groom his fur
c. make a bed
d. wave at his friends
3. The rabbit grew restless waiting for the bear to
a. wake up
b. swat flies
c. catch a fish
d. groom himself
4. The bear ran into problems when
a. the ice froze around his tail
b. his tail was caught in a trap
c. the rabbit bit his tail
d. he discovered he couldn’t swim.
5. The bear bragged about
a. how clever he was
b. how beautiful his tail was
c. how well he could catch fish
d. how well he could hunt
6. A synonym for ‘stubby’ is
a. furry and fluffy
b. short and thick
c. long and slender
d. long and feathery
186
QUIZ
Place the events in the correct sequence.
____ The speck of dust turned back into Crow again.
____ The speck flew into the ear of the chief’s grandson.
____ Crow explained the people would have daylight for only half the year.
____ The people took care never to hurt Crow.
____ Crow’s wings were growing tired after a long flight.
____ Crow told the people about daylight.
____ Light went into every home and the darkness left the sky.
____ The child said that he wanted to play with a ball of daylight.
____ The people thanked Crow.
____ The people asked Crow to bring them daylight.
____ Crow grasped the string on the ball of daylight.
____ Crow turned himself into a speck of dust.
____ The child said that he wanted to play outside.
187
ANSWERS
__8__
The speck of dust turned back into Crow again.
__5__
The speck flew into the ear of the chief’s grandson.
_12__
Crow explained the people would have daylight for only half the
year.
_13__
The people took care never to hurt Crow.
__3__
Crow’s wings were growing tired after a long flight.
__1__
Crow told the people about daylight.
_10__
Light went into every home and the darkness left the sky.
__6__
The child said that he wanted to play with a ball of daylight.
_11__
The people thanked Crow.
__2__
The people asked Crow to bring them daylight.
__9__
Crow grasped the string on the ball of daylight.
__4__
Crow turned himself into a speck of dust.
__7__
The child said that he wanted to play outside.
188
Legend of Fire
QUIZ
____
Animal People
a. feathers scorched by fire
____
Thunders
b. acquired a coal of fire
____
Lightning
c. eyes turned red
____
Big Snake
d. originally possessed fire
____
Raven
e. put fire into a sycamore tree
____
Screech Owl
f. fell into the fire
____
Little Snake
g. body was scorched black
____
Water Spider
h. wanted to possess fire
189
Legend of Fire
ANSWERS
__h__
Animal People
a. feathers scorched by fire
__d__
Thunders
b. acquired a coal of fire
__e__
Lightning
c. eyes turned red
__f__
Big Snake
d. originally possessed fire
__a__
Raven
e. put fire into a sycamore tree
__c__
Screech Owl
f. fell into the fire
__g__
Little Snake
g. body was scorched black
__b__
Water Spider
h. wanted to possess fire
190
The Origin of Death
QUIZ
Place each statement in the correct column.
Decision by Old Man
Decision by Old Woman
Statements:
-
If the stone floats, people will die for four days and then come back to life and live
forever.
The men will be hunters.
People will have five fingers on each hand.
People will be stronger and smarter than animals.
People will have eyes on one side of their face and their mouth on the other.
Anytime people want to shoot an animal they will call it and it will come to them.
If the stone sinks, people will not come back to life after they die.
191
The Origin of Death
ANSWERS
Place each statement in the correct column.
Decision by Old Man
If the stone floats, people will die for four
days and then come back to life and live
forever.
Decision by Old Woman
People will have five fingers on each hand.
People will be stronger and smarter than
animals.
The men will be hunters.
Anytime people want to shoot an
animal they will call it and it will
come to them.
If the stone sinks, people will not come
back to life after they die.
192
Tiny Finger
QUIZ
Match the two columns.
____
Kenta
a. injured by a needle
____
Mori
b. tiny as a finger
warrior
c. picked up the magic mallet which
granted Tiny Finger’s wish
____
Issunboshi
d. appointed Tiny Finger a guard
____
Kyoto
e. Tiny Finger’s route to the city
____
Yodo
f. went to the shrine to give thanks for the
expected baby
____
Lord of the Palace
g. Tiny Finger’s ambition
____
princess
h. home of the emperor
____
bandit
i. Provided Tiny Finger with a weapon
____
193
Tiny Finger
ANSWERS
Match the two columns.
__f__
Kenta
a. injured by a needle
__i__
Mori
b. tiny as a finger
__g__
warrior
c. picked up the magic mallet which
granted Tiny Finger’s wish
__b__
Issunboshi
d. appointed Tiny Finger a guard
__h__
Kyoto
e. Tiny Finger’s route to the city
__e__
Yodo
f. went to the shrine to give thanks for the
expected baby
__d__
Lord of the Palace
g. Tiny Finger’s ambition
__c__
princess
h. home of the emperor
__a__
bandit
i. Provided Tiny Finger with a weapon
194
QUIZ
1. The sparrow thanked the old woman for helping him by
a. scaring the cross old woman.
b. helping get rid of bugs.
c. bringing his friends to meet her.
d. singing to her.
2. The cross old woman injured the sparrow’s
a. wings.
b. tongue.
c. feet.
d. beak.
3. Who told the old man and old woman where to find the sparrow?
a. the bat
b. the cat
c. another sparrow
d. some children
4. How did the sparrow please the old man and woman when they found
him?
a. He invited them to a party.
b. He danced for them.
c. He sang for them.
d. He showed them the way home.
5. Why did the old man and woman choose the small basket?
a. It was much lighter and the trip home was long.
b. They thought it might be the most valuable.
c. They did not want to take all the sparrow’s treasure.
d. They liked its appearance.
6. Why was the cross old woman jealous?
a. The sparrow invited the other couple for dinner.
b. The couple easily found their way to the sparrow’s home.
c. The sparrow loved the couple.
d. The couple received gold and silk.
195
7. What did the cross old woman’s choice of baskets show about her
character?
a. She was greedy.
b. She was dishonest.
c. She was cruel.
d. She was mean-tempered.
8. How do you think the cross old woman felt after she opened her basket?
a. Worried and afraid
b. Happy
c. Disappointed
d. Thankful
196
ANSWERS
1. The sparrow thanked the old woman for helping him by
a. scaring the cross old woman.
b. helping get rid of bugs.
c. bringing his friends to meet her.
d. singing to her.
2. The cross old woman injured the sparrow’s
a. wings.
b. tongue.
c. feet.
d. beak.
3. Who told the old man and old woman where to find the sparrow?
a. the bat
b. the cat
c. another sparrow
d. some children
4. How did the sparrow please the old man and woman when they found
him?
a. He invited them to a party.
b. He danced for them.
c. He sang for them.
d. He showed them the way home.
5. Why did the old man and woman choose the small basket?
a. It was much lighter and the trip home was long.
b. They thought it might be the most valuable.
c. They did not want to take all the sparrow’s treasure.
d. They liked its appearance.
6. Why was the cross old woman jealous?
a. The sparrow invited the other couple for dinner.
b. The couple easily found their way to the sparrow’s home.
c. The sparrow loved the couple.
d. The couple received gold and silk.
197
7. What did the cross old woman’s choice of baskets show about her
character?
a. She was greedy.
b. She was dishonest.
c. She was cruel.
d. She was mean-tempered.
8. How do you think the cross old woman felt after she opened her basket?
a. Worried and afraid
b. Happy
c. Disappointed
d. Thankful
198
The Bright Pearl
QUIZ
Place the events in sequence.
____
Jade Dragon and Golden Phoenix arrive at the Queen Mother’s palace to
retrieve the pearl.
____
Jade Dragon and Golden Phoenix turn themselves into mountains.
____
The Queen Mother opens the nine doors.
____
Wherever the pearl shines things grow better.
____
The palace guards eject Jade Dragon and Golden Phoenix.
____
The Queen Mother holds a grand feast.
____
During the search, Golden Phoenix sees the pearl’s bright light.
____
Jade Dragon and Golden Phoenix find a shining pebble.
____
Jade Dragon and Golden Phoenix tell the Queen Mother they fashioned
the pearl.
____
The ball gradually turns into a dazzling pearl.
____
Jade Dragon and Golden Phoenix try to save the falling pearl.
____
Queen Mother first sees the brilliant rays shed by the pearl.
____
Queen Mother hides the pearl in the innermost room of her palace.
____
The pearl turns into a clear, green lake.
____
Jade Dragon and Golden Phoenix begin their search for the missing
pearl.
____
The Queen Mother struggles with Jade Dragon and Golden Phoenix to
obtain the golden tray holding the pearl.
____
One of the Queen Mother’s guards steals the pearl.
____
The pearl falls, rolls down the stairs, and drops in the air.
199
The Bright Pearl
ANSWERS
Place the events in sequence.
_11__
18__
Jade Dragon and Golden Phoenix arrive at the Queen Mother’s palace to
retrieve the pearl.
Jade Dragon and Golden Phoenix turn themselves into mountains.
__9__
The Queen Mother opens the nine doors.
__3__
Wherever the pearl shines things grow better.
13__
The palace guards eject Jade Dragon and Golden Phoenix.
__8__
The Queen Mother holds a grand feast.
_10__
During the search, Golden Phoenix sees the pearl’s bright light.
__1__
Jade Dragon and Golden Phoenix find a shining pebble.
_12__
Jade Dragon and Golden Phoenix tell the Queen Mother they fashioned
the pearl.
__2__
The ball gradually turns into a dazzling pearl.
16__
Jade Dragon and Golden Phoenix try to save the falling pearl.
__4__
Queen Mother first sees the brilliant rays shed by the pearl.
__6__
Queen Mother hides the pearl in the innermost room of her palace.
_17__
The pearl turns into a clear, green lake.
__7__
Jade Dragon and Golden Phoenix begin their search for the missing
pearl.
_14__
The Queen Mother struggles with Jade Dragon and Golden Phoenix to
obtain the golden tray holding the pearl.
__5__
One of the Queen Mother’s guards steals the pearl.
_15__
The pearl falls, rolls down the stairs, and drops in the air.
200
A Pet for Mrs. Arbuckle
QUIZ #1
1. Mrs. Arbuckle wanted a new pet so she advertised
a. on television.
b. on radio.
c. in the newspaper.
2. Mrs. Arbuckle received
a. one application.
b. three applications.
c. five applications.
3. Applicants included:
a. a gingernut cat, a giraffe, an armadillo, a butterfly, and a grizzly
bear.
b. a giraffe, a butterfly, a grizzly bear, a giraffe and an armadillo.
c. a giraffe, a grizzly bear, an armadillo, a butterfly, a dog and a
butterfly.
4. The armadillo thought that it would make a wonderful pet because
a. its armour would protect it from other animals.
b. it could curl into a ball and roll along.
c. it would be usual.
5. The giraffe thought that it would be a wonderful pet because
a. it could trim all the trees in the neighbourhood.
b. it had such lovely spots.
c. it could tell Mrs. Arbuckle what was happening next door.
6. The whale thought that it would make a wonderful pet because
a. it would be the only pet whale in the neighbourhood.
b. it was such a good swimmer.
c. it was very quiet.
7. The gingernut cat didn’t think that the butterfly would make a good pet
because
a. it would fly around all the time.
b. it was too quiet.
c. it couldn’t be stroked and didn’t have regular meals.
8. The gingercat became Mrs. Arbuckle’s pet because
a. it was homeless.
b. it liked the saucers of milk.
c. it wanted to stay with Mr. Arbuckle.
201
Select the meaning for each of the underlined words:
9. “… he went on nibbling the leaves at the top of a thorn tree.”
a. pulling
b. biting off small pieces
c. rubbing
10. “Mrs. Arbuckle put on her swimming costume and her bathing cap, her flippers
and her snorkel …”
a. air tank
b. long tube held in the mouth
c. mask
202
ANSWERS - QUIZ #1
1.
Mrs. Arbuckle wanted a new pet so she advertised
d. on television.
e. on radio.
f. in the newspaper.
2. Mrs. Arbuckle received
a. one application.
b. three applications.
c. five applications.
3. Applicants included:
a. a gingernut cat, a giraffe, an armadillo, a butterfly, and a grizzly
bear.
b. a giraffe, a butterfly, a grizzly bear, a whale and an armadillo.
c. a giraffe, a grizzly bear, an armadillo, a butterfly, a dog and a
butterfly.
4. The armadillo thought that it would make a wonderful pet because
a. its armour would protect it from other animals.
b. it could curl into a ball and roll along.
c. it would be usual.
5. The giraffe thought that it would be a wonderful pet because
a. it could trim all the trees in the neighbourhood.
b. it had such lovely spots.
c. it could tell Mrs. Arbuckle what was happening next door.
6. The whale thought that it would make a wonderful pet because
a. it would be the only pet whale in the neighbourhood.
b. it was such a good swimmer.
c. it was very quiet.
7. The gingernut cat didn’t think that the butterfly would make a good pet
because
a. it would fly around all the time.
b. it was too quiet.
c. it couldn’t be stroked and didn’t have regular meals.
8. The gingercat became Mrs. Arbuckle’s pet because
a. it was homeless.
b. it liked the saucers of milk.
c. it wanted to stay with Mr. Arbuckle.
203
9.
10.
“… he went on nibbling the leaves at the top of a thorn tree.”
a. pulling
b. biting off small pieces
c. rubbing
“Mrs. Arbuckle put on her swimming costume and her bathing cap, her
flippers and her snorkel …”
a. air tank
b. long tube held in the mouth
c. mask
204
QUIZ #2
Number the following events in the order that they occurred in the story.
___
Mrs. Arbuckle interviewed the whale.
___
The butterfly stated that it would be the loveliest pet around.
___
Mrs. Arbuckle received five applications.
___
Mrs. Arbuckle told the gingercat that she needed a pet.
___
The gingernut cat agreed to be Mrs. Arbuckle’s pet.
___
Mr. Arbuckle asked if they had found a pet.
___
She advertised for a pet in the newspaper.
___
Mrs. Arbuckle liked the beady eyes of the grizzly bear.
___
Mrs. Arbuckle realized that she would have to destroy her house to put in a pool
for the whale.
205
ANSWERS - QUIZ #2
4.
Mrs. Arbuckle interviewed the whale.
7.
The butterfly stated that it would be the loveliest pet around.
3.
Mrs. Arbuckle received five applications.
1.
Mrs. Arbuckle told the gingercat that she needed a pet.
9.
The gingernut cat agreed to be Mrs. Arbuckle’s pet.
8.
Mr. Arbuckle asked if they had found a pet.
2.
She advertised for a pet in the newspaper.
6.
Mrs. Arbuckle liked the beady eyes of the grizzly bear.
5.
Mrs. Arbuckle realized that she would have to destroy her house to put in a pool
for the whale.
206
Maybe a Fight
QUIZ #1
1. At the beginning of the story, Kate and Emily were about to
a. go shopping.
b. have a fight.
c. make supper.
2. Mother suggested that they
a. go to different areas of the house.
b. talk to her about the problem.
c. start calling each other names.
3. We know that this is not a serious fight because
a. they are making tea.
b. they are trying not to laugh.
c. Kate’s mother is present.
4. The author shows the foul mood by using words such as
a. glowered, giggling, terrible.
b. mad, struggling, silly.
c. conflicting, terrible, glowered.
5. The mother is wise because
a. she encouraged them to tell about their feelings.
b. she knew that tea would be good for the girls.
c. she made Kate go first.
6. From this story one of the key lessons we learn is
a. that words are very powerful.
b. that friends should share a cup of tea.
c. that you know when a fight is about to happen.
7. I was in a foul mood and she was feeling much the same.
a. terrible
b. joyous
c. friendly
8. Then holding her own aloft, she said. “To us, champion lightweight battlers of
Riverside.”
a. upside down
b. high up
c. tightly
207
Maybe a Fight
ANSWERS - QUIZ #1
1. At the beginning of the story, Kate and Emily were about to
a. go shopping.
b. have a fight.
c. make supper.
2. Mother suggested that they
a. go to different areas of the house.
b. talk to her about the problem.
c. start calling each other names.
3. We know that this is not a serious fight because
a. they are making tea.
b. they are trying not to laugh.
c. Kate’s mother is present.
4. The author shows the foul mood by using words such as
a. glowered, giggling, terrible.
b. mad, struggling, silly.
c. conflicting, terrible, glowered.
5. The mother is wise because
a. she encouraged them to tell about their feelings.
b. she knew that tea would be good for the girls.
c. she made Kate go first.
6. From this story one of the key lessons we learn is
a. that words are very powerful.
b. that friends should share a cup of tea.
c. that you know when a fight is about to happen.
7. I was in a foul mood and she was feeling much the same
a. Terrible
b. joyous
c. friendly
8. Then holding her own aloft, she said. “To us, champion lightweight battlers of
Riverside.”
a. upside down
b. high up
c. tightly
208
Maybe a Fight
QUIZ #2
Is each of the following statements TRUE or FALSE?
1. When Kate and Emily had fights before, they would hardly speak to each other
for at least two days.
True
False
2. The girls knew that they had gone too far when they called each other names.
True
False
3. Mother wanted them to get it out of their system before supper time.
True
False
4. Mother told Emily to go first.
True
False
5. The girls knew that it wasn’t going to be serious fight when they both started to
grin and chuckle.
True
False
6. Mother burned her tongue with the hot tea.
True
False
209
Maybe a Fight
ANSWERS – QUIZ #2
1. When Kate and Emily had fights before, they would hardly speak to each other
for at least two days.
True
False
2. The girls knew that they had gone too far when they called each other names.
True
False
3. Mother wanted them to get it out of their system before supper time.
True
False
4. Mother told Emily to go first.
True
False
5. The girls knew that it wasn’t going to be serious fight when they both started to
grin and chuckle.
True
False
6. Mother burned her tongue with the hot tea.
True
False
210
The Auction
QUIZ
1. An auction is
a. a country picnic.
b. a sale.
c. a reunion.
2. We know that gramps was upset because he
a. was yelling.
b. was crying.
c. was pacing.
3. Gramps was selling the farm because
a. he wasn’t able to run it.
b. he couldn’t afford it.
c. he didn’t like it.
4. We know that Todd and his grandfather were good friends because
a. they shared stories.
b. the grandfather taught Todd how to drive the tractor.
c. they swam together.
5. Todd and his grandfather made scarecrows because they knew
a. that they would scare away the crows.
b. that the grandmother would have made something crazy for the auction.
c. that the people who attended the auction would like them.
6. Grandfather is moving
a. to another farm.
b. to a retirement home.
c. into town.
Select the meaning of each of the underlined words:
7. The combine loomed over them.
a. towered
b. hung
c. crawled
8. “There was always a scarecrow in Gran’s garden,” he blurted suddenly.
a. whispered
b. uttered
c. sang
211
The Auction
ANSWERS
1. An auction is
d. country picnic.
e. a sale.
f. a reunion.
2. We know that gramps was upset because he
a. was yelling.
b. was crying.
c. was pacing.
3. Gramps was selling the farm because
a. he wasn’t able to run it.
b. he couldn’t afford it.
c. he didn’t like it.
4. We know that Todd and his grandfather were good friends because
a. they shared stories.
b. grandfather taught Todd how to drive the tractor.
c. they swam together.
5. Todd and his grandfather made scarecrows because they knew
a. that they would scare away the crows.
b. that the grandmother would have made something crazy for the
auction.
c. that the people who attended the auction would like them.
6. Grandfather is moving
a. to another farm.
b. to a retirement home.
c. into town.
7. The combine loomed over them.
a. towered
b. hung
c. crawled
8. “There was always a scarecrow in Gran’s garden,” he blurted suddenly.
a. whispered
b. uttered
c. sang
212
The Grade Five Lie
QUIZ #1
1. Why did Jean have to change her clothing?
a. Her sister threw milk on her outfit.
b. She spilled her bowl of cereal.
c. Her mother wouldn’t let her wear those clothes to school.
2. How do we know that this story took place a long time ago?
a. They wore uniforms to school.
b. They sang “God Save the King”.
c. The classroom was heated with a wood stove.
3.
Jean was teased at school because
a. she wore unusual clothing.
b. she was cross-eyed.
c. she cried all the time.
4. How did Jean avoid putting her name on the blackboard?
a. She brought a note from home.
b. She made up a story.
c. She went to see the principal.
5. When Jean finished telling her story to the teacher and classmates, she realized
that there was one problem.
a. No one believed her.
b. Her clothes were wet.
c. She had no cut or bandage on her knee.
6. What word best describes Jean’s personality?
a. happy
b. kind
c. imaginative
7. Select the meaning of the underlined word.
“I could hear the jeering voices already.”
a. mocking
b. laughing
c. singing
“When I reached the street, it was ominously quiet.”
a. merely
b. suddenly
c. foretelling disaster
213
The Grade Five Lie
ANSWERS QUIZ #1
1.Why did Jean have to change her clothing?
c. Her sister threw milk on her outfit.
d. She spilled her bowl of cereal.
e. Her mother wouldn’t let her wear those clothes to school.
2. How do we know that this story took place a long time ago?
a. They wore uniforms to school.
b. They sang “God Save the King”.
c. The classroom was heated with a wood stove.
3.
Jean was teased at school because
a. she wore unusual clothing.
b. she was cross-eyed.
c. she cried all the time.
4. How did Jean avoid putting her name on the blackboard?
a. She brought a note from home.
b. She made up a story.
c. She went to see the principal.
5. When Jean finished telling her story to the teacher and classmates, she realized
that there was one problem.
a. No one believed her.
b. Her clothes were wet.
c. She had no cut or bandage on her knee.
6. What word best describes Jean’s personality?
a. happy
b. kind
c. imaginative
“I could hear the jeering voices already.”
a. mocking
b. laughing
c. singing
“When I reached the street, it was ominously quiet.”
a. merely
b. suddenly
c. foretelling disaster
214
The Grade Five Lie
QUIZ #2
Place the following events in the correct time sequence.
___
Jean realized that she had no cut or bandage on her knee.
___
The grade seven boy had his first snowball ready.
___
Hugh fell down the back steps.
___
Jean’s mother told her to wear the knitted suit.
___
Jean told her story to Miss Marr and the class.
___
Jean had learned the power of words.
___
She decided to invent the most convincing lie of her life.
___
Pat threw the contents of her mug at Jean.
___
Jean dashed up the stairs of her school and opened the classroom door.
___
Jean asked her mother for the long words that described what was wrong with
her eyes.
215
The Grade Five Lie
ANSWERS - QUIZ #2
Place the following events in the correct time sequence.
7.
Jean realized that she had no cut or bandage on her knee.
9.
The grade seven boy’s snowball flew by her and another hit the tree.
1.
Hugh fell down the back steps.
3.
Jean’s mother told her to wear the knitted suit.
6.
Jean told her story to Miss Marr and the class.
10.
Jean had learned the power of words.
4.
She decided to invent the most convincing lie of her life.
2.
Pat threw the contents of her mug at Jean.
5.
Jean dashed up the stairs of her school and opened the classroom door.
8.
Jean asked her mother for the long words that described what was wrong with
her eyes.
216
Returning to the Ancestral Home
QUIZ #1
1.
Why did Mao Sheng and his father have to return to the ancestral home?
a. for a reunion
b. for planting season
c. to stay with his grandfather
2.
Where did Mao Sheng want to be?
a. learning his lessons
b. playing soccer
c. playing with his friends
3.
On the way to their ancestral home Mao Sheng saw three types of crops.
They were:
a. rice, tobacco, and plantain.
b. bananas, rice, and sugarcane.
c. sugarcane, rice, and tobacco.
4.
How did they get to grandfather’s farmhouse?
a. water buffalo
b. bicycle ricksha
c. taxi
5.
How did grandfather injure himself?
a. He hurt his back.
b. He broke his arm.
c. He broke his leg.
6.
What lesson did Mao Sheng learn on this trip?
a. That soccer was more important than the visit.
b. That school is more important than going on a visit.
c. That he loved his family more than his soccer team.
.
Select the meaning of each of the underlined words.
7.
“Mao Sheng cringed when his father’s arm went around him.”
a. cried
b. winced
c. shivered
9.
“He ran frantically up the muddy driveway while praying for a car to come
into view.
a. wild with fear
b. suffering from the cold
c. joyfully
217
ANSWERS – QUIZ #1
1.
Why did Mao Sheng and his father have to return to the ancestral home?
a. for a reunion
b. for planting season
c. to stay with his grandfather
2.
Where did Mao Sheng want to be?
a. learning his lessons
b. playing soccer
c. playing with his friends
3.
On the way to their ancestral home Mao Sheng saw three types of crops.
They were:
a. rice, tobacco, and plantain.
b. bananas, rice, and sugarcane.
c. sugarcane, rice, and tobacco.
4.
How did they get to grandfather’s farmhouse?
a. water buffalo
b. bicycle ricksha
c. taxi
5.
How did grandfather injure himself?
a. He hurt his back.
b. He broke his arm.
c. He broke his leg.
6.
What lesson did Mao Sheng learn on this trip?
a. That soccer was more important than the visit.
b. That school is more important than going on a visit.
c. That he loved his family more than his soccer team.
Select the meaning of each of the underlined words.
7.
“Mao Sheng cringed when his father’s arm went around him.”
a. cried
b. winced
c. shivered
8
“He ran frantically up the muddy driveway while praying for a car to come
into view.
a. wild with fear
b. suffering from the cold
c. joyfully
218
QUIZ #2
___
Mao Sheng prayed for a car to come into view.
___
He realized that he was in the right place this weekend.
___
Mao Sheng’s father proudly told grandfather that he was number two in his class.
___
They slept in the loft.
___
Grandfather broke his leg.
___
Mao Sheng’s father bargained with the taxi driver.
___
Mao Sheng’s father told him of the changes to the village including the main
street being widened for traffic.
___
He wanted to be at home warming up with his soccer team.
___
Grandfather told them about how he had been ill.
219
ANSWERS QUIZ #2
8.
Mao Sheng prayed for a car to come into view.
9.
He realized that he was in the right place this weekend.
5.
Mao Sheng’s father proudly told grandfather that he was number two in his class.
6.
They slept in the loft.
7.
Grandfather broke his leg.
3.
Mao Sheng’s father bargained with the taxi driver.
2.
Mao Sheng’s father told him of the changes to the village including the main
street being widened for traffic.
1.
He wanted to be at home warming up with his soccer team.
4.
Grandfather told them about how he had been ill.
220
Checklist
The Library
Grade 5: Postcard Fiction Story Review
Name: ____________________________
Category
Criteria
Reading
Comprehension
Skills
•
•
understanding of the plot
understanding of the
character selected
Content
•
•
sufficient, accurate details
included from the story
organization of information
•
use of the postcard form
Form
Date: ______________
Considerable
Some
Limited
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
221
Scoring Rubric
Reports
Name: _____________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
/16
/4
/4
/4
4 Points
Process is thoroughly
followed.
Detail is thorough
and accurate.
Report is
complex and
organized
logically.
Conventions
(Spelling,
Grammar &
Punctuation)
/4
Few/no errors
Format is
completely
accurate.
3 Points
Process is followed to a
considerable degree.
Detail is
considerable and
accurate.
Report is
organized
logically.
A few minor
errors
Format is
mostly
accurate.
2 Points
Process is followed to
some degree.
Detail is sufficient
but may contain
inaccuracies.
Report is
simple and
communicated
in a
mechanical
way.
Several minor
errors and/or
omissions
Format
contains some
inaccuracies.
1 Point
limited degree.
Detail is limited
and/or inaccurate.
Report lacks
sufficient
development.
Several major
errors and/or
omissions
Many
inaccuracies in
format
222
b)
Level 2 – Grade 6
Overview
The Library focuses on the strand of reading. Students are greeted by a student
guide posing as a librarian and are invited to visit a school library where they
choose activities that are based on fiction and non-fiction selections.
Fiction selections consist of fables and narratives while the non-fiction selections
provide biographies and research articles. In addition, students are able to publish
written reports based on reading selections, to a Read-To-Write portfolio that can
be utilized for classroom purposes.
223
Structure
The Library is comprised of three segments.
Fable Favourites is a study of the characteristics of fables such as the
setting, problem and moral, focusing on character traits, planning
storyboards and using quotation marks to indicate the speaker.
Far-Out Fiction is a segment that focuses upon the fiction genre and
introduces concept mapping to students
Reality Check assists students in acquiring techniques for reading
information and conducting research. In conjunction with the classroom
report that has been assigned, students are provided with templates to
assist them in both graphically organizing jot notes and researching
information, and organizing the final report.
The Library
Grade 6
Fable
Favourites
Reality Check
Far-Out
Fiction
224
Each segment within the Library Location addresses the Standards for the English
Language Arts, which is a project of the National Council of Teachers of English and
International Reading Association.
nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g. philosophical, ethical,
aesthetic) of human experience.
3. Students conduct research on issues and interests by generating ideas and
questions; and by posing problems. They gather evaluate, and synthesize data
from a variety of sources (e.g. print and non-print texts, artifacts, people) to
communicate their discoveries in ways that suit their purpose and audience.
information).
225
Learning Outcomes
Expectations
Fable
Favourites
Far-Out
Fiction
Reality
Check
√
√
√
Writing (W)
W7
organize information to convey a central
idea, using well-linked paragraphs;
W15
frequently introduce vocabulary from
other subject areas into their writing;
√
W18
accurately use appropriate organizers;
√
R1
R2
R3
R4
R6
R7
R8
R9
R10
R17
R20
R21
RE1
RE2
materials for different purposes;
reading strategies;
explain their interpretation of a written
work, supporting it with evidence from the
work and from their own knowledge and
experience;
decide on a specific purpose for reading,
and select the material that they need
from a variety of appropriate sources;
summarize and explain the main ideas in
information materials and cite details that
support the main ideas;
make judgements and draw conclusions
about ideas in written materials on the
basis of evidence;
identify the elements of a story and
explain how they relate to each other;
plan a research project and carry out the
research;
identify a writer’s perspective or
character’s motivation;
use punctuation to help them understand
what they read;
meaning;
identify descriptive and figurative
language in literary texts and discuss how
it enhances understanding of people,
places and actions;
organize information and ideas using a
variety of strategies and techniques;
make notes on a topic, combining
information from more than one source;
reference sources appropriately;
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
226
Expectations
Fable
Favourites
Far-Out
Fiction
Reality
Check
RE3
RE4
evaluate the appropriateness of
information for a particular form, audience
and purpose; identify gaps in information
collected and gather additional
information;
relate gathered information to prior
knowledge to reach conclusions or
develop points of view; establish goals for
developing further inquiry or research
skills
√
√
Strand
Expectations
READING AND RESEARCH
R1
read a variety of fiction and non-fiction materials for different purposes;
R2
read independently, selecting appropriate reading strategies;
R3
explain their interpretation of a written work, supporting it with evidence from the work and
R6
summarize and explain the main ideas in information materials and cite details that support
the main ideas;
R7
make judgements and draw conclusions about ideas in written materials on the basis of
evidence;
R8
identify the elements of a story and explain how they relate to each other;
R9
plan a research project and carry out the research;
RE2
make notes on a topic, combining information from more than one source; reference
sources appropriately;
RE3
evaluate the appropriateness of information for a particular form, audience and purpose;
identify gaps in information collected and gather additional information;
communicate a main idea about a topic and describe a sequence of events
OV2
express and respond to ideas and opinions concisely, clearly and appropriately
OV8
demonstrate the ability to concentrate by identifying main points and staying on topic
OV9
speak correctly, observing common grammatical rules such as subject-verb agreement, nounOV10
OV11
OV13
OV14
OV19
pronoun agreement and consistency of verb tense
use tone of voice and gestures to enhance the message and help convince or persuade listeners in
conversations, discussions or presentations
demonstrate critical listening and viewing behaviours and show respect for the presenter
explain the importance of linking personal perceptions and ideas to new concepts
227
Components
The Library consists of three main segments. They are:
Fable Favourites
Far-Out Fiction
Reality Check
Each segment is structured in the followings sequence:
an introduction to the concepts that will be addressed in the segment
activities that are designed to provide an understanding of concepts that are
necessary to grasp with the purpose of mastering the expectations
an application for students to apply their skills and knowledge within the
software and can be used for classroom purposes
All segments include tools that students can use for assistance as they read. These
tools are represented as symbols in the software and include:
a book: students can click on this symbol to read or reread a story;
a thumb: students can use this symbol to follow along with the audio; the
thumb is placed over the words as the student reads;
a coloured rectangle: students can use the rectangle to read the story in
chunks. Each paragraph appears with a rectangle around it to assist
students in focusing on smaller chunks of information.
A. Fable Favourites
Students explore the fascinating world of fables. They are introduced to the
characteristics of fables as they select from a variety of fables to read. Students
study the characteristics of fables such as the setting, problem and moral, while
focusing on character traits, planning storyboards and using quotation marks to
indicate the speaker. Features include:
A study of the elements of a fable, including characters, setting, problem,
ending and conclusion/moral;
Character Connections Quiz: classifying characters given descriptors;
Fable Facts Crossword: completing a crossword using evidence from the
story
Students summarize The Ant and The Grasshopper by completing a
storyboard;
Talking Tips: instructs students in the use of quotation marks in
conversations.
228
Students are provided with a choice of fables to read. Theme selections include
wolf, fox, people, hare and lion fables. Students can select from a variety of
activities. They can publish to a Read-To-Write portfolio or print for classroom use.
Activities include:
Fable Flip Book prompts students to insert evidence from the story, including
title, setting, and character descriptions; to identify the problem, solution, and
moral; and to advise the main character regarding actions taken. Pages can
be compiled as a flip book.
Fable Friendly Letter guides students through the process of identifying the
main components of a letter (i.e. heading, salutation, body, closing) and
writing a friendly letter to advise the main character.
Fable Fortune Poem invites students to create a poem based on prompts.
B. Far-Out Fiction
Students are introduced to different genres such as historical fiction, mystery and
science fiction. They explore the features of a fiction story (e.g. characters, setting
and plot). Students use appropriate organizers to report on the main features and
supporting details of a fiction story. Features include:
a study of the elements of a fiction story, including setting, main characters,
plot and conclusion;
Character Connections quiz: classifying primary and secondary characters
Story Ladder: plotting main events following the fiction format which includes
introduction, main events, problem, solution and conclusion
In the Stars: a comprehension activity focusing upon seriating main events;
Word Wise: a short tutorial that instructs students how to use a dictionary
and/or thesaurus;
Students select a fiction story to read. Stories are classified by reading difficulty:
easy reading and challenging.
Activities include:
Fiction Story Pyramid guides students through the process of organizing and
reporting information in the shape of a pyramid; clues are provided as
prompts.
Fiction Story Time Capsule invites students to choose a character from the
story they have read and pack a time capsule, supporting choices with
evidence from the story.
Fiction Best Seller Story Review guides students in writing an article for a
best-seller story.
Students have the option to publish their work to a Read-To-Write portfolio, as well
as to print for classroom use.
229
C. Reality Check
Students conduct research using non-fiction resources in this segment. They are
guided through the research process: narrowing a topic, using various research
resources (e.g. Dewy Decimal System, Card Catalogue, Electronic Encyclopedia,
Internet and Tables of Contents), pre-reading questions (5W-H Club), using
keywords, topic maps, recording and sequencing information, summarizing and
referencing resources using a bibliography. Students are introduced to using graphic
organizers to plan for research and concept maps to organize jot notes. Short
quizzes are included to assess student understanding of using the tools that are
available for research in a library. Features include:
Card Catalogue Search: students search for books in their library according
to call number;
Table of Contents Quiz: given a sample table of contents, students locate
information;
Encyclopedia Search: given a number of topics, students decide in which
volume they would find the information;
Fact-finding: scanning for keywords;
Graphic Organizers: learning how to organize information using concept
maps;
Jot Notes Quiz: a guide to organizing information using jot notes and topic
maps and recognizing appropriate jot notes;
Comprehension Quiz: reading an article, Giant Water Bugs, and
demonstrating comprehension by completing an project outline;
Seriating A Summary: organizing paragraphs of a summary in the correct
order;
Bibliographic References: a guide to referencing WWW resources, books,
encyclopedia articles, and magazine articles.
Students are provided with templates to assist them in compiling information for
specific types of research.
Research report templates include:
Famous People
Amazing Animals
Extra! Extra! Read All About It!: applicable to research of special events
Awesome Discoveries: applicable for research involving inventions
Around The World: applicable for research regarding locations or places
Just The Facts: applicable for general research themes
230
Activity Templates
1.
Fable Flip Book
2.
Fable Friendly Letter
3.
Fable Fortune Poem
4.
Fiction Story Pyramid
5.
Fiction Story Time Capsule
6.
Fiction Best Seller Story Review
7.
Research Report Templates
231
Grade 6 - Fable Flip Book
F
A
B
L
E
Cover Page:
Title of fable and illustration goes
here.
F
L
I
P
Describe the setting here.
Page 2
B
O
O
K
Describe the characters. How are
they different?
Page 3
Identify the problem.
Page 4
Directions: Create a Fable Flip Book based on information from the story. Complete
each of the pages, cut them out and staple together when you are finished.
232
Grade 6 - Fable Flip Book (page 2)
F
A
B
L
E
How was the problem solved?
Page 5
F
L
I
P
What is the moral of the story and
how can it be meaningful to people
today? Page 6
B
O
O
K
Explain why the main character did
what he/she did.
Page 7
What advice would you give the
character in the story?
Page 8
Directions: Create a Fable Flip Book based on information from the story. Complete
each of the pages, cut them out and staple together when you are finished.
233
Grade 6 - Fable Friendly Letter
Directions: If you could give characters in a Fable advice about how they could have
Solved their problems, which character would you write to and what would your advice
Be?
The Heading:
Your address
goes here.
_________________________
_________________________
_________________________
_________________________
The Salutation
Dear _____________,
The Body
Sincerely,
_____________________
The Closing:
Sign your Name.
234
Grade 6 - Fable Fortunes Poem
Directions:
Create a Fable Fortunes Poem based on information from the
story.
________________________________
_____________________________________
_________________________________________
____________________________________________
F
A
B
L
E
_______________________________________________
__________________________________________________
_______________________________________________________
P
O
E
T
R
Y
Line1: The name of a character
Line 2: Who lives ….
Line 3: Three adjectives to describe the character
Line 4: Who met …….
Line 5: Who decided to …….
Line 6: Because ………..
235
Grade 6
Fiction Pyramid Story
1. __________
2. ______ ________
3._________ ________ ________
4.________ ________ ________ ________
5. ________ ________ ________ _______ _______
6._______ ________ ________ ________ ________ _______
7. _______ _______ _______ _______ _______ _______ _______
8.
______ ______ ______ ______ _______ ______ _______ ________
Create a Story Report by completing the pyramid above.
Clues:
1. Choose one character
2. Two words telling when the story takes place
3. Three words describing the setting
4. Four words describing the story problem
5. Five words describing one event in the story
6. Six words describing the solution
7. Seven words describing the conclusion
8. Eight words describing a character
236
Language Trek: On Location with Language – Grades 5 & 6
5. ____________________
4. ____________________
3. ____________________
2. ____________________
1. ____________________
Object
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Reason For Packing
If you could pack a time capsule for the character of your choice, what would
you put in it and why?
Grade 6 - Fiction Story Time Capsule
237
Author:
____________________________________________________________________________________
Your Opinion:
____________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Summary: (Briefly describe the characters, main idea and plot.)
Title:
The story you have read has just become a best seller! Explain the main features of the story in
an article for the Kids Connect News.
Grade 6 – Fiction Best Seller Story Review
238
Grade 6
Name: ______________________________
Physical Appearance
Date: ________________
Habitat
Adaptations
Life Cycle
(diagrams of each stage with labels)
Additional Information
(example: endangerment)
239
Grade 6
Famous People Report
Name: ______________________________
Date: ________________
Describe this person’s childhood and family life.
Interests and Hobbies
Accomplishments
240
Grade 6
Name: ______________________________
Name of place and location
Date: ________________
Sights to See
Things to Do
Entertainment
Weather
241
Grade 6
Sports Report
Name: ______________________________
Date: ________________
What is the sport that is covered by this
book?
Identify five facts that you have learned.
Name at least one athlete who had been
especially successful at this sport and
describe his or her accomplishments.
Do you think that being involved in sports
is a beneficial activity?
Why or why not?
242
Grade 6
Name: ______________________________
Date: ________________
What is the name of the invention?
When and where was the invention
created? By whom?
How is the invention significant today?
243
Grade 6
Just the Facts Report
Name: ______________________________
Topic or Subject
Date: ________________
How, why, when, and/or where did it take
place?
Significance
244
Additional Tasks
These tasks in the manual encourage students to apply their skills and knowledge in
extended, authentic contexts.
The tasks include:
1.
Fable Favourites: Retell a Fable
2.
Fable Favourites: Crossword Puzzle
3.
Far-Out Fiction: Fiction Advertising
4.
Research Report: What Does It Take to Be an Astronaut?
5.
Research Report: Up, Up and Away!
245
Grade 6
Retell A Fable
Fable Favourites
Read your favourite fable.
Take two pieces of paper. Fold each into four sections. Retell your
fable using illustrations with brief captions using as many sections as
necessary. This is your story map.
Create stick puppets to retell the fable that you have illustrated.
Construct necessary props. Present a puppet show to your class.
Fables are stories that teach lessons or morals.
246
Grade 6
Crossword Puzzle
Fable Favourites
Choose a fable to read.
Create a crossword puzzle based on details in the fable.
Sample:
The Ant and The Grasshopper
Across:
3. another word for lesson
4. the grasshopper was dying
of ______
6. the ants had plenty of food
for this season
Down:
1. another word for work
2. learned a lesson from the ant
5. was collected by the ant
Give your crossword puzzle to a friend to solve.
Don’t forget to provide answers!
247
Grade 6
Fiction Advertising
Far-Out Fiction
You are a famous author and you think you have written a story that could be
a best-seller! How will you market your book?
Create a poster to advertise your story. Be sure to include the story title, the
main characters, and images (with captions when necessary) of the setting
and plot.
248
Grade 6
What Does It Take To Be An Astronaut?
Research Report
You are a NASA scientist who has been assigned the job of advertising for
astronaut positions for the space program.
Your job is to create a poster that will attract perspective astronauts to the space
program. You will need to research requirements for becoming an astronaut and
the various crew positions that are available. Choose one crew position and
advertise for it on the poster.
Be sure to include:
Basic Qualifications (Education and Physical Requirements)
What the job entails
Candidate Training Information
Prominent title and related graphics
249
Rubric for a Performance Task
Grade 6
Up, Up And Away!
Research Report
You and your partner are design engineers. You have been asked to design and
construct an airplane model that students can use in the classroom to
demonstrate the principles of flight.
Research different kinds of flyers so that you are
familiar with the parts of an airplane and how and why
airplanes fly. Construct your own model, providing
diagrams with labels of the different parts of an
airplane. You may also include graphs or tables of
test flights as proof that your flyer is the best!
250
Teacher Notes
Site: The Library
Keeping the Peace
groups to conduct their planning and decision-making. Groups of 3-4 students
producing the display. Art supplies should be available for students to use in
constructing the displays.
2. The teacher should collect the fiction books on the theme of peace prior to
introducing the task.
3. Students may require instruction on effective teamwork skills.
A rubric has been included for teacher use in assessing the group work. An oral
presentation rubric has also been included. This task offers an opportunity to
teach/review oral presentation and public speaking skills. Rubrics should be
discussed with students prior to beginning work.
group participation.
student must contribute at least three sections, it is recommended that the rubric
made to the task and the needs of specific students.
displays using programs such as MS Word and MS Publisher.
7. Post the displays in the shopping centre, if appropriate.
251
Student Directions
Site: The Library
Keeping the Peace
To celebrate Peace Day your local veterans’ organization has requested that displays be made
for the community shopping centre. The purpose of the display is to inform the public about
people who have made a significant contribution to peace efforts in the world, to encourage
young people to read fiction books that have a theme of peace, and to encourage peace in the
school environment. You are a member of a team that is designing and producing one display.
The space you have to fill is a square, approximately 1 yard by 1 yard (or 1 metre by 1 metre).
You will also explain your display to the class with each student presenting the section he/she
has done. The presentation should be approximately 10 minutes long. Included in it should be a
summary of the plot and a description of the characters from the fiction book you read.
However, there are some requirements:
a. Each student must contribute at least one item for each section. You can include
more if you wish.
b. The sections are:
i. summary of a fiction book and accompanying illustration;
ii. research on a person who has made a significant contribution to
peacekeeping, and the reasons why you selected this person;
iii. list of one other peacekeepers with a bibliography of materials (at least five
entries) where people could obtain further information
iv. an explanation of two ways to keep peace within the school community.
c. The display must be visually appealing. You can complete parts by hand and parts
on computer, or all by hand.
• discuss what the display will look like;
• decide on the content of the sections;
• assign tasks.
Your teacher will assist you by directing to you fiction books available in the school.
Remember to meet as an editorial group once all the sections have been drafted so that you can
assist one another with revision and proofreading. Produce your display. Organize and rehearse
your presentation – it should be no more than 10 minutes long.
Examine the rubrics before you start. They provide detail on how your work will be assessed.
252
Rubric for Product
Keeping the Peace
Name: _____________________________
Category
Reading Skills
Criteria
Comprehension of
materials read
Date: _________________
Level 1
Demonstrates
limited
understanding
Level 2
Demonstrates some
understanding
Level 3
Level 4
Demonstrates
considerable
understanding
Demonstrates
thorough
understanding
Makes and
supports judgments
with considerable
competence
Makes and
supports judgments
with competence
and insight
Demonstrates
considerable
competence
Demonstrates
competence and
thoroughness
Demonstrates
considerable
competence
Demonstrates
competence and
thoroughness
Demonstrates
considerable
accuracy
Accurately
summarizes
materials read
Demonstrates
complete accuracy
Understanding of
plot and character
Evaluation of
materials read
Makes and
supports
judgments with
limited
competence
Research Skills
Selection of
appropriate
materials –both
fiction and nonfiction
Demonstrates
limited
competence
Planning and
conducting
research
Demonstrates
limited
competence
Makes and supports
judgments with some
competence
Demonstrates some
competence
Demonstrates some
competence
Demonstrates some
accuracy
Communication
Bibliography
Demonstrates
limited accuracy
Ideas/
Information
Summarizes
materials read
with limited
accuracy
Summarizes
materials read with
some accuracy
Judgments
demonstrate
limited validity.
Judgments
demonstrate some
validity.
Makes valid
judgments
Makes valid and
insightful judgments
Sections
demonstrate
limited
organization.
Many major and
minor errors
Sections demonstrate
some organization.
Sections are clearly
organized.
Sections are clearly
and effectively
organized.
Some minor and few
major errors
Few major or minor
errors
Almost error-free
Visual appeal of
the display
Limited appeal
Some appeal
Considerable
appeal
Exceptional appeal
Clarity of display
Demonstrates
limited neatness
and precision
Demonstrates some
neatness and
precision
Demonstrates
considerable
neatness and
precision
Organization
Application
Accuracy in
spelling, grammar
and punctuation
Accurately and
thoroughly
summarizes
materials read
Demonstrates
thorough neatness
and precision
253
Keeping the Peace
Name: ___________________________
Criteria
Date: _________________
Level 1
Level 2
Level 3
Level 4
Meets the
requirements of the
presentation
Several
components
missing
Few
components
missing
Components
present
Components
dealt with
thoroughly
Uses appropriate
words and
structures
Seldom uses
appropriate
words and
structures
Occasionally
uses
appropriate
words and
structures
Often uses
appropriate
words and
structures
Uses
appropriate
words and
structures with
precision and
insight
Uses tone of voice
and gestures to
help clarify
meaning
Demonstrates
limited clarity
and precision
Demonstrates
some clarity and
precision
Demonstrates
considerable
clarity and
precision
Demonstrates a
high degree of
clarity and
precision
Speaks clearly
Seldom speaks
clearly
Occasionally
speaks clearly
Frequently
speaks clearly
Always speaks
clearly
Shows respect for
a presenter
through active
listening
Demonstrates
limited respect
Demonstrates
some respect
Demonstrates
consistent
respect
Demonstrates
consistent
respect and
encourages
presenter
254
Assessment
students. Where performance tasks have been developed to provide extension to the software and
to facilitate a means for students to demonstrate their achievement of the expectations not readily
assessed through the software activities (e.g. oral communication expectations), assessment
instruments are included specific to the task. Instruments are also included for summative
purposes to assist in the assessment of a larger body of work, i.e. the assessment of the
newspaper and the assessment of the collection of student work published to “My Portfolio”.
peer assessment.
Segment
Fable Favourites
Tutorial
Character
Comparisons
Classification Activity
Assessment
Software Tracking
Fable Features:
o
Flip Book
o
Friendly Letter
o
Fortunes Poem
Software Tracking
Fiction Story Pyramid
Fable Facts
Crossword Puzzle
(Comprehension)
Far-Out Fiction
Storyboard Summary
Character
Connections
(Classifying Primary
and Secondary
Characters)
Reality Check
Assessment
Fiction Story Time
Capsule
Best Seller Story
Report
Story Ladder (Plotting
Fiction Format)
In The Stars
(Seriating Main
Events)
Card Catalogue
Search
Activities
Software Tracking
Amazing Animals
Research Report
Table of Contents
Quiz
Famous People
Research Report
Encyclopedia Search
Quiz
Extra! Extra! Read All
About It
Special Events
Research Report
Fact-finding
(Zooming In On
Keywords)
Taking Jot Notes
Awesome
Discoveries
Inventions Research
Report
Article
Comprehension Quiz
Around The World
Research Report
Seriating A Summary
Just The Facts
General Research
Report]
Research Report
Rubric
255
Reading Quizzes
Included in the software is a number of quizzes based on specific reading selections. A
button appears on the last screen of a selection for which there is a quiz.
Quizzes exist for the following selections:
Androcles and the Lion
The Hare with Many Friends
The Shepherd’s Boy
The Wolf and the Crane
The Wolf and the Lamb
The Hare and the Tortoise
The Shield and the Hammer
The Vigil
Not Ever Again
Persephone
Anti-Snore Machine – Quiz #1
Hunting with Raven – Quiz #1
The software tracks student achievement.
Quizzes and answer sheets can be found in the manual on pages.
256
QUIZ
Place the following events in the correct time sequence:
____
Androcles removed a thorn from the lion and bound the wound.
____
The lion rushed toward Androcles because he intended to attack.
____
The emperor and his court came to the arena.
____
Androcles brought food to the lion.
____
The slave, Androcles, escaped from his master.
____
The lion recognized Androcles and licked his hands.
___
The emperor pardoned Androcles and let the lion loose.
____
The lion was kept without food for several days.
____
Androcles met the injured lion.
____
Androcles and the lion were captured.
257
ANSWERS
__3__
Androcles removed a thorn from the lion and bound the wound.
__8__
The lion rushed toward Androcles because he intended to attack.
__7__
The emperor and his court came to the arena.
__4__
Androcles brought food to the lion.
__1__
The slave, Androcles, escaped from his master.
__9__
The lion recognized Androcles and licked his hands.
_10__
The emperor pardoned Androcles and let the lion loose.
__6__
The lion was kept without food for several days.
__2__
Androcles met the injured lion.
__5__
Androcles and the lion were captured.
258
QUIZ
Match the two columns:
Column A
Column B
____ hare
1. had a date
____ horse
2. claimed to have many friends
____ bull
3. suffered from problems with his
back
____ goat
4. had to work for his master
____ ram
5. busy hunting
____ calf
6. feared for his life
____ hounds
7. claimed to be too young
259
ANSWERS
Column A
Column B
__2__ hare
1.
__4__ horse
2. claimed to have many friends
__1__ bull
3. suffered from problems with his
back
a date
__3__ goat
4. had to work for his master
__6__ ram
5. busy hunting
__7__ calf
6. feared for his life
__5__ hounds
7. claimed to be too young
260
QUIZ
1. The moral of this story is: “A liar will not be believed, even when he
speaks the truth.”
True
False
2. The boy lived on the top of a hill.
True
False
3. The shepherd found his job boring.
True
False
4. The villagers came to help the boy three times.
True
False
5. The villagers did not help the last time because they were afraid of the
wolf.
True
False
6. The wolf eventually did eat some of the boy’s sheep.
True
False
261
ANSWERS
1. The moral of this story is: “A liar will not be believed, even when he
speaks the truth.”
True
False
2. The boy lived on the top of a hill.
True
False
3. The shepherd found his job boring.
True
False
4. The villagers came to help the boy three times.
True
False
5. The villagers did not help the last time because they were afraid of the
wolf.
True
False
6. The wolf eventually did eat some of the boy’s sheep.
True
False
262
QUIZ
1. The crane received food as his reward.
True
False
2. The wolf found help the first time he asked.
True
False
3. The wolf choked on a small bone.
True
False
4. The wolf ate the crane as well.
True
False
5. The crane helped the wolf by putting his beak in the wolf’s throat and
pulling out the thing that was causing the wolf to choke.
True
False
263
ANSWER SHEET
1. The crane received food as his reward.
True
False
2. The wolf found help the first time he asked.
True
False
3. The wolf choked on a small bone.
True
False
4. The wolf ate the crane as well.
True
False
5. The crane helped the wolf by putting his beak in the wolf’s throat and
pulling out the thing that was causing the wolf to choke.
True
False
264
QUIZ
1. The lamb called the wolf bad names.
True
False
2. The wolf ate the lamb.
True
False
3. The wolf accused the lamb of drinking his water.
True
False
4. The wolf used excuses to get closer to the lamb.
True
False
5. The wolf met the lamb when they were drinking at a lake.
True
False
265
ANSWERS
1. The lamb called the wolf bad names.
True
False
2. The wolf ate the lamb.
True
False
3. The wolf accused the lamb of drinking his water.
True
False
4. The wolf used excuses to get closer to the lamb.
True
False
5. The wolf met the lamb when they were drinking at a lake.
True
False
266
QUIZ
1. The final result of the race is that:
A.
B.
C.
D.
there was a tie.
the tortoise won.
the race was stopped before the finish line.
the hare won.
2. The words, “The tortoise said quietly,” show that:
A. he was confident of winning.
B. he didn’t want to race.
C. he was humble.
D. he couldn’t speak very loudly.
3. What is the meaning of the sentence, “I could dance round you all the
way”?
A. The hare liked to dance.
B. The hare didn’t think the tortoise wanted to race.
C. The hare wanted to dance with the tortoise.
D. The hare was confident of winning.
4. Which word is a synonym for “plodded”?
A. sprinted
B. trudged
C. galloped
D. limped
5. The moral of the story is:
A. Hard work results in success.
B. Racing should be avoided.
C. Keep your mind on the task.
D. Boasting is a problem.
267
ANSWERS
1.The final result of the race is that:
A.
B.
C.
D.
there was a tie.
the tortoise won.
the race was stopped before the finish line.
the hare won.
2. The words, “The tortoise said quietly,” show that:
A. he was confident of winning.
B. he didn’t want to race.
C. he was humble.
D. he couldn’t speak very loudly.
3. What is the meaning of the sentence, “I could dance round you all the way”?
A. The hare liked to dance.
B. The hare didn’t think the tortoise wanted to race.
C. The hare wanted to dance with the tortoise.
D. The hare was confident of winning.
4. Which word is a synonym for “plodded”?
A. sprinted
B. trudged
C. galloped
D. limped
5. The moral of the story is:
A. Hard work results in success.
B. Racing should be avoided.
C. Keep your mind on the task.
D. Boasting is a problem.
268
QUIZ
Column A
____ Merlin
Column B
1. brought the wounded knight to the
king
____ Sir Miles
2. injured the true knight
____ Griflet
3. struck the shield and was mortally hurt
____ Britain
4. offered to punish the bad knight
____ King Arthur
5. the setting of the story
____ young squire
6. wonder-worker and tutor
____ black knight
7. owner of Excalibur
269
ANSWER SHEET
Column A
__6__ Merlin
Column B
1. brought the wounded knight to the
king
__3__ Sir Miles
2. injured the true knight
__4__ Griflet
3. struck the shield and was mortally hurt
__5__ Britain
4. offered to punish the bad knight
__7__ King Arthur
5. the setting of the story
__1__ young squire
8. wonder-worker and tutor
__2__ black knight
9. owner of Excalibur
270
The Vigil
QUIZ
Column A
Column B
____ capelin
1. taught the children science
____ Twillingate
2. decided to keep the vigil
____ Kevin
3. place where a whale had beached last
year
____ Mr. Foley
4. thought others might come to help
____ Caitlin
5. was alive but in trouble
____ huge black shape
6. setting of the story
____ Newfoundland
7. target of the whale
271
The Vigil
ANSWERS
Column A
Column B
__7__ capelin
1. taught the children science
__3__ Twillingate
2. decided to keep the vigil
__4__ Kevin
3. place where a whale had beached last
year
__1__ Mr. Foley
4. thought others might come to help
__2__ Caitlin
5. was alive but in trouble
__5__ huge black shape
6. setting of the story
__6__ Newfoundland
7. target of the whale
272
Not Ever Again
QUIZ
____
Chip was drowning in front of Sonia’s eyes.
____
The ice gave way beneath Sonia.
____
Sonia held out a branch for Chip to grab.
____
Sonia heard a noise and saw a light indicating that a snowmobile
was approaching.
____
Sonia and Chip headed into the woods.
____
Sonia started to shake uncontrollably from the cold.
____
Sonia grabbed a branch and stepped out onto the ice.
____
Sonia said she would never again risk her life for Chip.
____
Chip’s weight dragged Sonia under the water.
____
Sonia grew angry when she thought she was going to drown.
____
Chip charged after the ducks.
____
Sonia lay flat on her stomach on the ice in an effort to reach Chip.
____
Chip fell through the ice.
____
The effort of fending off the dog kept dragging Sonia under the
water.
____
The two rescuers saved Sonia and Chip.
273
Not Ever Again
ANSWERS
__4__
Chip was drowning in front of Sonia’s eyes.
__8__
The ice gave way beneath Sonia.
__6__
Sonia held out a branch for Chip to grab.
_12__
Sonia heard a noise and saw a light indicating that a snowmobile
was approaching.
__1__
Sonia and Chip headed into the woods.
_14__
Sonia started to shake uncontrollably from the cold.
__5__
Sonia grabbed a branch and stepped out onto the ice.
_15__
Sonia said she would never again risk her life for Chip.
__9__
Chip’s weight dragged Sonia under the water.
_11__
Sonia grew angry when she thought she was going to drown.
__2__
Chip charged after the ducks.
__7__
Sonia lay flat on her stomach on the ice in an effort to reach Chip.
__3__
Chip fell through the ice.
_10__
The effort of fending off the dog kept dragging Sonia under the
water.
_13__
The two rescuers saved Sonia and Chip.
274
Persephone
QUIZ
____
Hades appeared and took Persephone to the Underworld.
____
Hermes was sent to get Persephone.
____
Demeter and Hades agreed to a plan.
____
Demeter was so upset the plants died and a famine resulted.
____
Demeter was worried because she could not find her
daughter.
____
Persephone pulled up a plant by its roots and the earth
opened up.
____
Demeter heard that Persephone had eaten three
pomegranate seeds.
____
Persephone was to spend Spring, Summer and Autumn with
her mother on Earth.
____
A herdsman told Demeter what had happened to
Persephone.
275
Persephone
ANSWERS
__2__
Hades appeared and took Persephone to the Underworld.
__6__
Hermes was sent to get Persephone.
__8__
Demeter and Hades agreed to a plan.
__4__
Demeter was so upset the plants died and a famine resulted.
__3__
Demeter was worried because she could not find her
daughter.
__1__
Persephone pulled up a plant by its roots and the earth
opened up.
__7__
Demeter heard that Persephone had eaten three
pomegranate seeds.
__9__
Persephone was to spend Spring, Summer and Autumn with
her mother on Earth.
__5__
A herdsman told Demeter what had happened to
Persephone.
276
Anti-Snore Machine
QUIZ #1
1.
What is the setting of the story?
a. Miss Lewis’ house
b. school camp
c. a hotel
d. Paula’s house
2. Which word best describes Martine’s personality?
a. patient
b. kind
c. comical
d. generous
3. The cause of the girls’ chattering after ‘lights out’ was
a. the chocolate sweets they had eaten.
b. the pillow fight they had.
c. the argument over the top bunk.
d. they had forgotten the time.
4. Most people could not sleep because
a. Bronwyn was homesick.
b. Paula started an argument.
c. Martine snored.
d. Tracey wanted to tell stories.
5. How did Miss Lewis react to the girls staying awake?
a. She got angry.
b. She laughed.
c. She ignored their chatter.
d. She was frustrated.
6. Who got a good night’s sleep?
a. Paula
b. Tracey
c. Bronwyn
d. Martine
7. What is the meaning of the word, ‘billowed’?
a. rose
b. floated
c. burst
d. bounced
277
8. The part of Paula’s machine that would solve the problem was
a. an inflated paper bag.
b. a heavy object.
c. a wet rag.
d. a boxing glove.
9. Why did Paula “burst into tears of disappointment”?
a. The machine broke.
b. The machine didn’t solve the problem.
c. Miss Lewis took the machine away.
d. She couldn’t find the parts to build the machine.
10. Bronwyn solved the problem by suggesting
a. they all go home.
b. they stay awake for the week.
c. they don’t eat any chocolate.
d. they move the person onto her side.
278
Anti-Snore Machine
ANSWERS QUIZ #1
1. What is the setting of the story?
a. Miss Lewis’ house
b. school camp
c. a hotel
d. Paula’s house
2. Which word best describes Martine’s personality?
a. patient
b. kind
c. comical
d. generous
3. The cause of the girls’ chattering after ‘lights out’ was
a. the chocolate sweets they had eaten.
b. the pillow fight they had.
c. the argument over the top bunk.
d. they had forgotten the time.
4. Most people could not sleep because
a. Bronwyn was homesick.
b. Paula started an argument.
c. Martine snored.
d. Tracey wanted to tell stories.
5. How did Miss Lewis react to the girls staying awake?
a. She got angry.
b. She laughed.
c. She ignored their chatter.
d. She was frustrated.
6. Who got a good night’s sleep?
a. Paula
b. Tracey
c. Bronwyn
d. Martine
7. What is the meaning of the word, ‘billowed’?
a. rose
b. floated
c. burst
d. bounced
279
8. The part of Paula’s machine that would solve the problem was
a. an inflated paper bag.
b. a heavy object.
c. a wet rag.
d. a boxing glove.
9. Why did Paula “burst into tears of disappointment”?
a. The machine broke.
b. The machine didn’t solve the problem.
c. Miss Lewis took the machine away.
d. She couldn’t find the parts to build the machine.
10. Bronwyn solved the problem by suggesting
a. they all go home.
b. they stay awake for the week.
c. they don’t eat any chocolate.
d. they move the person onto her side.
280
Anti-Snore Machine
QUIZ #2
Select the best answer:
1. Everyone wanted to be in Martine’s room because
a. she was happy and a good athlete.
b. she was very rich and her father owned a toy company.
c. she told good jokes and made you laugh.
d. she was good-natured, generous and her father owned a chocolate
factory.
e. she was artistic, athletic, and friendly.
2. Martine was allowed to have the top bunk because
a. Paula and Tracey felt ashamed of being greedy.
b. Paula and Tracey felt ill from eating all the candy.
c. Paula and Tracey were scared of heights.
d. Paula and Tracey didn’t want to be split up.
e. Paula and Tracey didn’t like her.
3. The girls tried to block out Martine’s snoring by
a. yelling and throwing candies at her.
b. yelling, putting cotton wool in their ears, and putting on the hoods of
their sleeping bags.
c. yelling, complaining to Miss Lewis, and using ear plugs.
d. bouncing on her bed, yelling at her and covering their ears.
e. singing, yelling and jumping on her bed.
4. Miss Lewis’ response to Martine’s snoring was
a. that the girls would just have to get used to it.
b. they should move to another cabin.
c. they should go home.
d. they should wear ear plugs.
e. that the girls should ask her to stop.
5. The anti-snore machine was made from
a. a ruler, a running shoe, dish of milk and an alarm clock.
b. a metre stick, a bag, a bowl of water and a string.
c. a paper bag, cardboard, ruler, saucer of water, and a boot.
d. a ruler, a book, water, string and a running shoe.
e. a jar of water, a book, a string, a running shoe and a ruler.
6. Bronwyn’s solution to the problem was
a. to invent an anti-sore machine.
b. to speak to Miss Lewis.
c. to turn Martine on her side.
d. to move Martine to another bunk.
e. to use a nose plug.
281
7. “… Miss Lewis stopped calling out indulgently …”
a. happily
b. sadly
c. leniently
d. eagerly
8. “You might as well have tried to get to sleep in a cathedral belfry …”
a. altar
b. pew
c. steeple
d. choir loft
282
Anti-Snore Machine
ANSWERS QUIZ #2
Select the best answer:
1. Everyone wanted to be in Martine’s room because
a. she was happy and a good athlete.
b. she was very rich and her father owned a toy company.
c. she told good jokes and made you laugh.
d. she was good-natured, generous and her father owned a
chocolate factory.
e. she was artistic, athletic, and friendly.
2. Martine was allowed to have the top bunk because
a. Paula and Tracey felt ashamed of being greedy.
b. Paula and Tracey felt ill from eating all the candy.
c. Paula and Tracey were scared of heights.
d. Paula and Tracey didn’t want to be split up.
e. Paula and Tracey didn’t like her.
3. The girls tried to block out Martine’s snoring by
a. yelling and throwing candies at her.
b. yelling, putting cotton wool in their ears, and putting on the
hoods of their sleeping bags.
c. yelling, complaining to Miss Lewis, and using ear plugs.
d. bouncing on her bed, yelling at her and covering their ears.
e. singing, yelling and jumping on her bed.
4. Miss Lewis’ response to the snoring problem was
a. that the girls would just have to get used to it.
b. that the girls should move to another cabin.
c. that the girls should go home.
d. that the girls should wear ear plugs.
e. that the girls should ask her to stop.
5. The anti-snore machine was made from
a. a ruler, a running shoe, dish of milk and an alarm clock.
b. a metre stick, a bag, a bowl of water and a string.
c. a paper bag, cardboard, ruler, saucer of water, and a boot.
d. a ruler, a book, water, string and a running shoe.
e. a jar of water, a book, a string, a running shoe and a ruler.
6. Bronwyn’s solution to the problem was
a. to invent an anti-sore machine.
b. to speak to Miss Lewis.
c. to turn Martine on her side.
d. to move Martine to another bunk.
e. to use a nose plug.
283
7. “… Miss Lewis stopped calling out indulgently …”
a. happily
b. sadly
c. leniently
d. eagerly
8.“You might as well have tried to get to sleep in a cathedral belfry …”
a. altar
b. pew
c. steeple
d. choir loft
284
Anti-Snore Machine
QUIZ #3
___
Everyone had great fun the first night of camp.
___
Miss Lewis became annoyed with all the noise.
___
Bronwyn turned Martine on her side.
___
Martine bounced out of bed in the morning well rested.
___
Paula and Tracey were planning to go home.
___
Bronwyn was told not to join in grown-up conversation.
___
Martine shared all the sweets that her dad had given her at the midnight feast.
___
Paula planned to build an anti-snore machine.
___
Initially, everyone politely asked Martine to stop snoring.
___
Martine promises to try not to snore.
___
Bronwyn looked like she didn’t think that the machine would work.
___
Miss Lewis suggested that they put cotton wool in their ears.
285
Anti-Snore Machine
ANSWERS QUIZ #3
1.
Everyone had great fun the first night of camp.
4.
Miss Lewis became annoyed with all the noise.
12.
Bronwyn turned Martine on her side.
6.
Martine bounced out of bed in the morning well rested.
10.
Paula and Tracey were planning to go home.
11.
Bronwyn was told not to join in grown-up conversation.
2.
Martine shared all the sweets that her dad had given her at the midnight feast.
8.
Paula planned to build an anti-snore machine.
3.
Initially, everyone politely asked Martine to stop snoring.
7.
Martine promises to try not to snore.
9.
Bronwyn looked like she didn’t think that the machine would work.
5.
Miss Lewis suggested that they put cotton wool in their ears.
286
Hunting with Raven
QUIZ #1
1. The conflict in the story was
A. between Craig and nature
B. between Craig and the raven.
C. between Craig and his father.
D. between Craig and his grandfather.
2. Which is the most exciting part of the story?
A. when the husky is lost
B. when the husky is caught in the trap
C. when the grandfather catches the boy leaving
D. when the mother warns the boy about going too far
3. How did the black husky escape?
A. Grandfather could not see him jump the fence.
B. Duane forgot to close the gate.
C. Father did not have time to repair the fence.
D. Craig did not fill a gap in the fence immediately.
4. Duane cannot help Craig because
A. he has to help his father.
B. he has to repair the fence.
C. he has to prepare the fish for smoking.
D. he has to gut the fish.
5. Why did Craig want to sneak past Grandpa?
A. He was afraid that Grandpa would want to join him.
B. He was embarrassed because he caused the dog to escape.
C. He knew he was out later than he should be.
D. He knew he would have to stay and talk.
6. How did Craig find Stripey?
A. Craig followed the tracks.
B. Grandpa told him where to look.
C. The raven showed him.
D. He came across the dog accidentally.
7. Where is the story set?
A. Canada
B. United States
C. South America
D. Australia
287
8. Why is the raven important to the Athabascans?
A. The raven kills bugs.
B. The raven is sacred.
C. The raven is a good hunter.
D. The raven helps them find fish.
9. Raven’s name means
A. hunter
B. animal
C. sacred spirit
D. one who fishes
10. Stripey did not come to Craig when he was called because
A. he could not hear Craig.
B. he did not know where Craig was.
C. his paw was trapped.
D. a bear had attacked him.
288
Hunting with Raven
ANSWERS QUIZ #1
1. The conflict in the story was
A. between Craig and nature
B. between Craig and the raven.
C. between Craig and his father.
D. between Craig and his grandfather.
2.
Which is the most exciting part of the story?
A. when the husky is lost
B. when the husky is caught in the trap
C. when the grandfather catches the boy leaving
D. when the mother warns the boy about going too far
3.
How did the black husky escape?
A. Grandfather could not see him jump the fence.
B. Duane forgot to close the gate.
C. Father did not have time to repair the fence.
D. Craig did not fill a gap in the fence immediately.
4.
Duane cannot help Craig because
A. he has to help his father.
B. he has to repair the fence.
C. he has to prepare the fish for smoking.
D. he has to gut the fish.
5.
Why did Craig want to sneak past Grandpa?
A. He was afraid that Grandpa would want to join him.
B. He was embarrassed because he caused the dog to escape.
C. He knew he was out later than he should be.
D. He knew he would have to stay and talk.
6.
How did Craig find Stripey?
A. Craig followed the tracks.
B. Grandpa told him where to look.
C. The raven showed him.
D. He came across the dog accidentally.
7.
Where is the story set?
A. Canada
B. United States
C. South America
D. Australia
289
8.
Why is the raven important to the Athabascans?
A. The raven kills bugs.
B. The raven is sacred.
C. The raven is a good hunter.
D. The raven helps them find fish.
9.
Raven’s name means
A. hunter
B. animal
C. sacred spirit
D. one who fishes
10. Stripey did not come to Craig when he was called because
A. he could not hear Craig.
B. he did not know where Craig was.
C. his paw was trapped.
D. a bear had attacked him.
290
Hunting With Raven
QUIZ #2
1. One of the puppies was missing because
a. a fox carried it away.
b. it pushed the beach stones away.
c. it escaped in spite of the piece of plywood.
d. Papa left the gate open.
e. Grandpa took it.
2. Papa had asked Craig to
a. look after his mother.
b. look after his grandfather.
c. look after the dogs.
d. look out for raven.
e. help his brother.
3. Duane didn’t think that the puppy would survive on its own because
a. raven would find it.
b. bears would kill it.
c. it would starve.
d. it would drown.
e. a wolf would kill it.
4. Grandfather suggests that Craig
a. watch out for bears.
b. find the porcupine.
c. follow the river.
d. watch for raven.
e. wait for his brother.
5. The raven is known as
a. a bad luck symbol.
b. a trickster.
c. a thief.
d. a good luck symbol.
e. an enemy.
6. Craig tied this red flannel shirt to a tree branch because
a. he wanted to scare the raven.
b. he wanted to frighten the bears.
c. he didn’t want the hunters to shoot him.
d. it would mark his path home.
e. it would signal the airplane.
291
7. When Craig heard the crunch in the leaves he thought it was
a. a porcupine.
b. a bear.
c. the raven.
d. the puppy.
e. his brother.
8. “Craig runs to the beached wooden skiff.”
a. buoy
b. raft
c. small boat
d. medium-sized marker
9. “Mama’s worried frown pulls her blue bandana down a little over her forehead.”
a. handkerchief
b. hat
c. goggles
d. cap
292
Hunting With Raven
ANSWER QUIZ #2
10. One of the puppies was missing because
a. a fox carried it away.
b. it pushed the beach stones away.
c. it escaped in spite of the piece of plywood.
d. Papa left the gate open.
e. Grandpa took it.
11. Papa had asked Craig to
a. look after his mother.
b. look after his grandfather.
c. look after the dogs.
d. look out for raven.
e. help his brother.
12. Duane didn’t think that the puppy would survive on its own because
a. raven would find it.
b. bears would kill it.
c. it would starve.
d. it would drown.
e. a wolf would kill it.
13. Grandfather suggests that Craig
a. watch out for bears.
b. find the porcupine.
c. follow the river.
d. watch for raven.
e. wait for his brother.
14. The raven is known as
a. a bad luck symbol.
b. a trickster.
c. a thief.
d. a good luck symbol.
e. an enemy.
15. Craig tied this red flannel shirt to a tree branch because
a. he wanted to scare the raven.
b. he wanted to frighten the bears.
c. he didn’t want the hunters to shoot him.
d. it would mark his path home.
e. it would signal the airplane.
293
16. When Craig heard the crunch in the leaves he thought it was
a. a porcupine.
b. a bear.
c. the raven.
d. the puppy.
e. his brother.
17. “Craig runs to the beached wooden skiff.”
a. buoy
b. raft
c. small boat
d. medium-sized marker
18. “Mama’s worried frown pulls her blue bandana down a little over her forehead.”
a. handkerchief
b. hat
c. goggles
d. cap
294
Hunting With Raven
QUIZ #3
___
Craig ties his red flannel shirt to a tree branch.
___
Stripey licked the tears from Craig’s face.
___
Craig finds Stripey trapped in a wire noose.
___
Craig discovers that one puppy is missing.
___
Grandpa tells Craig to watch raven.
___
Craig hopes that his father will let him train the pup to pull the dogsled.
___
Duane didn’t think that Stripey would survive alone in the woods.
___
Duane reminds Craig to make noise to warn off the bears.
___
A porcupine waddles out from under a bush.
___
Craig’s mother tells him to go only as far as the stream.
___
Craig bangs on a metal pail and calls the puppy.
295
Hunting With Raven
ANSWERS QUIZ #3
7.
Craig ties his red flannel shirt to a tree branch.
10.
Stripey licked the tears from Craig’s face.
9.
Craig finds Stripey trapped in a wire noose.
1.
Craig discovers that one puppy is missing.
6.
Grandpa tells Craig to watch raven.
11.
Craig hopes that his father will let him train the pup to pull the dogsled.
3.
Duane didn’t think that Stripey would survive alone in the woods.
5.
Duane reminds Craig to make noise to warn off the bears.
8.
A porcupine waddles out from under a bush.
4.
Craig’s mother tells him to go only as far as the stream.
2.
Craig bangs on a metal pail and calls the puppy.
296
Scoring Rubric
Research Reports
Name: _____________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
/16
/4
/4
/4
4 Points
Process is
thoroughly
followed.
Detail is thorough
and accurate.
Report is
complex and
organized
logically.
Conventions
(Spelling,
Grammar &
Punctuation)
/4
Few/no errors
Format is
completely
accurate.
considerable degree.
3 Points
Detail is
considerable and
accurate.
Report is
organized
logically.
A few minor
errors
Format is
mostly
accurate.
Process is followed to
some degree.
2 Points
Detail is sufficient
but may contain
inaccuracies.
Report is
simple and
communicated
in a
mechanical
way.
Several minor
errors and/or
omissions
Format
contains some
inaccuracies.
1 Point
limited degree.
Detail is limited
and/or inaccurate.
Report lacks
sufficient
development.
Several major
errors and/or
omissions
Many
inaccuracies in
format
297
c)
Technology Applications
The Library location lends itself to several technology applications:
Desktop Publishing of reports
Multimedia Presentations using:
o software such as Hyperstudio, MS Publisher, PowerPoint or Corel
Presentation.
Research using the Internet and electronic search engines
Use Email to communicate with Authors
d) Glossary
Fables: Fables are stories that teach lessons. Fables can be wise or foolish
stories and the characters are usually animals with human characteristics. The
characters in fables find themselves in problematic situations that they attempt to
solve. Fables end with a moral, or a lesson to be learned.
Many fables were told by Aesop, a man who lived in Greece and was thought to
have been a freed slave. He told fables as a way to explain the actions of people
of his time, but used animals to make his points so as not to be offensive to people.
Fiction: Fiction stories are imaginary or not real. Examples include: adventures,
mysteries, folktales and legends.
Folktales: Folktales are stories that were told long ago by regular folk and were
passed down from one generation to the next, before there were books. Folktales
were a way to help people of long ago learn and understand the customs of their
day. They are usually associated with a certain country or people. The tales were
told over and over again and changed because each storyteller tried to add their
own interpretation to the story.”
Folktales are stories that have features that recur regularly.
The tales often use:
mythological or magical characters
human characters or extraordinary animals with human traits often endure
magical adventures
events that teach lessons
Legends: Legends are stories that are told to explain how events in the world
came to be and were written as if the stories were true. They are stories of the
past about people, places or events, and were believed to be historical. A legend
is always associated with a particular place and time in history.
Non-fiction: Non-fiction stories or selections are based upon real events.
Examples would be: biographies, autobiographies and research projects.
298
C. Communication Museum
a) Part 1 – Grade 5
Overview
The Communication Museum focuses on providing students with an opportunity to
practise essential grammar and spelling skills while learning about a number of
different forms of communication. At the grade five level, students learn about the
history of the telephone, computer, Internet, arts, language, and newspaper.
Initially, students are greeted by a student guide at each exhibit where they are
introduced to the featured form of communication and are invited to discover
interesting facts about the history of a specific form of communication. Spelling
words used in this section are words that have been identified as appropriate to the
grade 5 level.
Secondly, students work through a tutorial that focuses upon on a specific grammar
skill or skills, within the context of how the communication medium is currently used.
Spelling words used are words that have been identified as appropriate to the grade
5 level.
Thirdly, skills that were presented in the tutorial are applied in a look at tomorrow’s
use of each form of communication. Students are invited to edit sentences or
passages and feedback is provided immediately.
Students each have a Personal Spelling List that is created based on success with
the given spelling words in the software. In addition, other words can be added to the
list from their in-class work. They also have an opportunity to engage in games using
their own spelling lists.
299
Structure
The Communication Museum consists of six exhibits and one quiz segment.
Each exhibit focuses on a particular mode of communication. The exhibits include:
The Arts Exhibit: Showcasing the Arts
The Computer Exhibit: The Computer Connection
The Internet Exhibit: Connecting the World
The Language Exhibit: Connect With Language
The Newspaper Exhibit: A Journey into Time
The Telephone Exhibit: A Far-Off Voice
The quiz segment consists of activities that review skills and vocabulary that are
introduced in each of the exhibits.
Grade 5
Exhibits
Arts
Computer
Internet
Language
Newspaper
Telephone
Quiz
300
The Communication Museum aligns with the following English Standards as
specified by the National Council of Teachers of English.
of texts, of themselves and of the cultures of the United States and the world; to
the workplace and for personal fulfillment.
2. Students apply a wide range of strategies to comprehend, interpret, evaluate and
appreciate texts. They draw on their prior experience, their interaction with other
readers and writers, their knowledge of word meaning and of other texts, their
word identification strategies and their understanding of textual features (e.g.
sound-letter correspondence, sentence structure, context, graphics).
301
Learning Outcomes
Expectations
Writing (W)
W4
W7
W10
W11
W12
W13
W14
W15
W16
use and spell
correctly the
vocabulary
appropriate for this
grade level;
use simple,
compound, and
complex
sentences;
use phrases
appropriately to
clarify meaning;
use noun-pronoun
agreement
correctly;
use correct
punctuation in final
drafts;
use quotation
marks for
passages of
dialogue;
use phonics, the
meaning and
function of words,
and some
generalizations
about spelling to
spell with accuracy;
use a variety of
resources to
confirm spelling;
The
Newspaper
Exhibit
The
Arts
Exhibit
√
Segments
The
The
Language Telephone
Exhibit
Exhibit
√
√
The
Internet
Exhibit
The
Computer
Exhibit
√
√
√
√
√
√
√
√
√
√
√
√
use the hyphen to
divide words at the
end of lines and to
spell compound
words and fractions
Reading ( R )
R5
understand the
appropriate
vocabulary and
language
structures;
R13 use a dictionary
and a thesaurus to
expand their
vocabulary;
√
√
√
√
√
√
302
R14
R15
R16
identify root words,
prefixes, and
suffixes, and use
them to determine
the pronunciation
and meaning of
unfamiliar words;
use specialized
terms in different
subject;
identify synonyms
and antonyms.
√
√
√
303
Components
The Communication Museum: Components, Grade 5
The Communication Museum consists of the following exhibits. They are:
The Arts Exhibit: Showcasing the World
The Computer Exhibit: The Computer Connection
The Internet Exhibit: Connecting the World
The Language Exhibit: Connect With Language
The Newspaper Exhibit: A Journey in Time
The Telephone Exhibit: A Far-Off Voice
Quiz
Each exhibit is organized into three main sections:
History: The first section introduces the student to the history of the
communication medium. Spelling skills are presented and students are asked to
identify misspelled words.
Uses: A tutorial instructs students in the use of specific grammar skills. This
section includes student tutorials as well as questions.
Looking Toward Tomorrow: This section reflects on what tomorrow may bring in
the area of communication. Students apply their skills to the editing of sentences
and/or paragraphs.
304
The Exhibits:
A. The Arts Exhibit: Showcasing the World
History:
Students focus on the Arts as a form of communication. They are introduced to
historical background information on the arts. Egyptian architecture is a focus.
Students are guided through the process of examining grade-level appropriate
spelling words and the selection of misspelled words. They also learn how to create
the singular and plural forms of nouns.
Uses:
In this section, students review the use quotation marks in sentences and in titles.
Then they apply their knowledge by identifying the placement of quotation marks in
given sentences.
Looking Toward Tomorrow:
Students explore what tomorrow may bring in the area of the Arts. At the same time,
they apply their knowledge by determining if quotation marks are required and where
they might be inserted in the given sentences.
Content information includes the following:
• The tools that graphic artists use will grow with developments in the area of
technology.
• We no longer have to travel to the famous galleries of the world for virtual tours
of famous works of arts are currently a reality.
• Three-dimensional art is part of our experience and new software will continue to
make in-roads into this area.
• Traditional art forms, such as Palosee’s Man and Bear, will continue to grow in
value.
• While the tools used in the creation of works of art have expanded, there will
always be room for both the traditional and technological forms.
B. The Computer Exhibit: The Computer Connection
History:
Students are introduced to a brief history of the computer. They review rules
associated with dividing words into syllables and are asked to find the misspelled
words in the sentences in the computer exhibit.
Uses:
The many applications of computer technology are presented using a variety of
sentences: simple, compound, and complex. Students also play a game titled, “Name
That Sentence.”
305
Students look at the role of the computer in tomorrow’s world as they are prompted
to create simple, compound, and complex sentences. Key points found in the
sentences in this section include the following.
•
•
•
•
In our homes we will be able to monitor the function of appliances and utilities.
Also, we will be able to monitor our household chores including such aspects as
time on task and scheduling of chores.
Computers will continue to assist in the control of traffic patterns in cities.
Voice activation will increase in regulating equipment both at the office and in the
home.
The use of computer technology in health care will continue to grow.
C. The Internet Exhibit: Connecting the World
History:
Students focus on the Internet as a form of communication. The use of prefixes is
reviewed and students are asked to locate misspelled words as they read about the
history of the Internet.
Uses:
In this section, students review the use of the period, question mark, exclamation
mark and the comma. Then, as they are presented with the many uses of the
Internet, they are asked to insert the missing punctuation marks.
This section provides ideas from the author on how the Internet may be used in the
immediate future. Students are asked to insert the required punctuation marks. The
sentences reflect on what the Internet may be like in the immediate future. Content
information includes the following points:
•
•
•
•
The number of Internet users grows daily. By the year 2001, there will be 350
million users.
The accessibility of video conferencing by the average citizen will add a new
dimension to our lives.
Growth will continue in the areas of banking services, on-line purchasing,
interactive games, and electronic mail or communication.
We will wonder how we ever survived without the latest in technology.
D. The Language Exhibit: Connect With Language
History:
Students learn about the origin of language as they explore language as a form of
communication. The meaning and importance of root words is discussed and
students are asked to locate misspelled words in given sentences.
306
Uses:
Students read a paragraph on the importance and use of language in our everyday
life. Following a review of synonyms and antonyms students are asked to locate
synonyms for key words in a given paragraph.
In this section, students locate antonyms for specific words in a paragraph which
focuses on the use of language in years to come. Some of the points mentioned
include the following:
•
•
•
•
•
The use of language is essential in our lives. We may use different tools to assist
in communication but we will continue to relate with words.
The nature of the words will continue to grow and change. New words will make
their way into our vocabulary. Words such as Internet, web site, were not part of
a person’s day-to-day vocabulary 50 years ago.
As technology grows so will the accompanying vocabulary.
The ability to read and write directions and manuals that tell us how to operate
our new technology will be very important.
Even though some of our words may change language will continue to be the
foundation of communication.
E. The Newspaper Exhibit: A Journey in Time
History:
Students focus on the newspaper as a form of communication. The history of the
newspaper is traced from the invention of paper to the present. The use of suffixes is
reviewed and students are asked to identify misspelled words.
Uses:
As students are presented with information about how newspapers are used today,
they are introduced to phrases and prepositions. They are then asked to identify
phrases found in the sentences.
Students explore the newspaper of tomorrow as they demonstrate an understanding
of the use of phrases. Material presented contains the key information that follows.
•
•
•
•
•
The newspaper, as we know it, will probably change.
The newspaper industry is quickly embracing the Internet and on-line news
services are available to all for a fraction of the cost.
On-line services have the advantage of quickly providing news updates.
They also may be accompanied with current video clips.
The Internet is environmentally friendly.
307
F. The Telephone Exhibit: A Far-Off Voice
History:
Students focus on the telephone as a form of communication. They explore the
discovery of this invention from its inception to the present while watching for
misspelled words.
Uses:
There are many uses of the telephone. A number of these are presented to the
students. In this section students also review pronouns and their antecedents. They
are asked to identify the antecedents for given pronouns.
Students explore the use of the telephone in the future as they demonstrate an
understanding of pronouns and antecedents. Key information provided includes the
following points:
•
•
•
•
•
The first video phone was invented in 1969.
Wireless technology will continue to grow.
Personal phones will continue to grow in popularity and may one day replace the
traditional household phone.
There will be a continued move to making telephone technology smaller and yet
capable of performing more tasks.
Video phones will soon be readily available to all.
G. The Quiz Exhibit
Backgrounder:
The quiz segment consists of activities that assess the students’ understanding of
skills that were introduced in the Communication Museum Exhibits. Skills and
knowledge addressed include: spelling, nouns and pronouns, phrases, types of
sentences, synonyms and antonyms, and punctuation.
Assessment
The expectations or skills designated in the scope and sequence charts are addressed
and assessed by the software. The software provides the following:
tracking of segments completed
feedback during practice
quizzes on mastery of skills.
308
Assessment
Segment
The Arts Exhibit:
Showcasing the Arts
The Focus of the Tutorial/Activity Skills
Forming plurals - Identifying misspelled words
Assessment
Instrument
Software Tracking
Using quotation marks
Applying quotation marks in a paragraph
The Computer Exhibit:
The Computer
Connection
Learning about syllables – Identifying
misspelled words
Software Tracking
Working with simple, compound, and complex
sentences
The Internet Exhibit:
Connecting the World
Creating simple, compound, and complex
sentences
Learning about prefixes – Identifying
misspelled words
Software Tracking
Working with punctuation marks
(Period, question, exclamation, and comma)
The Language
Exhibit: Connect With
Language
Applying punctuation marks
Reviewing root words and word meanings –
Identifying misspelled words
Software Tracking
Reviewing synonyms and antonyms
The Newspaper
Exhibit: A Journey in
Time
Reviewing suffixes – Identifying misspelled
words
Software Tracking
Selecting phrases
The Telephone
Exhibit: A Far-Off
Voice
Identifying phrases
Telephone History- Identifying misspelled
words
Software Tracking
Identifying pronouns and their antecedents
Applying understanding of pronouns and their
antecedents
309
Spelling List
The following spelling words are words that students are expected to be familiar with
when engaging in Communications Museum activities.
The Telephone Exhibit:
A Far-Off Voice
famous
assistance
dynamic
instruments
heard
people
mysterious
believed
decided
millions
The Newspapers Exhibit:
A Journey in Time
carefully
safety
claims
appeared
located
natural
vicinity
guide
funniest
amazing
The Computer Exhibit:
The Computer
Connection
pioneer
ceiling
advance
organized
second
began
excitedly
were
their
weighed
The Internet Exhibit:
Connecting the World
hemisphere
automatic
existed
information
company
retrieving
result
developed
transactions
increase
The Arts Exhibit:
Showcasing the Arts
buildings
wonders
pictures
photographs
enjoyment
dollars
known
remembered
collections
appreciate
The Language Exhibit:
Connect With Language
communicated
because
written
recognized
influenced
education
beginnings
before
ancestors
language
310
b) Part 2 – Grade 6
Overview
The Communication Museum focuses on providing students with an opportunity to
practise essential grammar and spelling skills while learning about a number of
different forms of communication. At the grade six level students learn about the
history of the radio, television, photography, magazines, and books.
Initially, students are greeted by a student guide at each exhibit where they are
introduced to the featured form of communication and are invited to discover
interesting facts about the history of the specific communication medium. Spelling
words used are words that have been identified as appropriate to the grade 6 level.
Secondly, students work through a tutorial that focuses on a specific grammar skill or
skills within the context of how the communication medium is currently used.
Thirdly, skills that were presented in the tutorial are applied in a look at tomorrow’s
use of each form of communication. Students are invited to edit sentences or
passages and feedback is provided immediately.
Students each have a Personal Spelling List that is created based on success with
the given spelling words in the software. In addition, other words can be added to the
list from their in-class work. They also have an opportunity to engage in games using
their own spelling lists.
311
Structure
The Communication Museum consists of five exhibits and one quiz segment.
Each exhibit focuses on a particular form of communication. The exhibits include:
The Books Exhibit: Looking into Books
The Magazine Exhibit: Behind the Magazine Cover
The Photography Exhibit: The Power of Photography
The Radio Exhibit: Radio in Review
The Television Exhibit: Television Trek
The quiz segment consists of activities that review skills and vocabulary that were
introduced in each of the exhibits.
Grade 6
Exhibits
Books
Magazine
Photography
Radio
Television
Quiz
312
The Communication Museum aligns with the following English Standards as
specified by the National Council of Teachers of English.
1. Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to
acquire new information; to respond to the needs and demands of society and the
workplace and for personal fulfillment.
2. Students apply a wide range of strategies to comprehend, interpret, evaluate and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies and their understanding of textual features (e.g. sound-letter
correspondence, sentence structure, context, graphics).
and punctuation), media techniques, figurative language and genre to create,
critique, and discuss print and non-print texts.
313
Learning Outcomes
Expectations
Writing (W)
W4
use and spell correctly
the vocabulary
appropriate for this
grade level;
W6
use a variety of
sentence types and
sentence structures
appropriate for their
purposes;
W9
use the positive,
comparative, and
superlative forms of
adjectives correctly;
W10 use adjective and
adverb phrases
correctly and
effectively;
W11 use verb tenses
consistently throughout
a piece of writing;
W12 Use a colon before a
list, between numbers
in time, and after a
greeting;
W13 use phonics, the
meaning and function of
words, and some
generalizations about
spelling to spell with
accuracy;
W14 use subordinate
clauses correctly;
W15 frequently introduce
vocabulary from other
subject areas into their
writing;
W16 use homonyms
correctly;
Reading (R) Research (RE)
R15
R24
understand specialized
words, or terms, as
necessary;
use their knowledge of
word origins and
derivations to determine
the meaning of
unfamiliar words;
The
Television
Exhibit
The
Radio
Exhibit
√
√
Segments
The
Magazine
Exhibit
√
The
Books
Exhibit
The
Photography
Exhibit
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
314
Components
The Communication Museum consists of the following exhibits. They are:
The Books Exhibit: Looking into Books
The Magazine Exhibit: Behind the Magazine Cover
The Photography Exhibit: The Power of Photography
The Radio Exhibit: Radio in Review
The Television Exhibit: Television Trek
Quiz
Each exhibit is organized into three sections.
History: The first section introduces the student to the history of the
communication medium. Spelling skills are presented and students are asked to
identify misspelled words.
Uses: A tutorial instructs students in the use of specific grammar skills. This
section includes student tutorials as well as questions.
Looking Toward Tomorrow: This section reflects on what tomorrow may bring in
the area of communication. Students apply their skills to the editing of sentences
and/or paragraphs.
315
The Exhibits
A. The Books Exhibit: Looking into Books
History:
Students focus on books as a form of communication. They are introduced to the
historical background of books as inventions, such as how and where they originated
and materials that were used to write them. Information on the use of suffixes is
presented and students are asked to locate misspelled words in the given sentences.
Parts of the Book:
Students are introduced to the various parts of a book. The meaning of homonyms
and their appropriate use is examined. Students have the opportunity to apply
knowledge and skills.
Students read a reflection on the use of books both now and in the future.
Homonyms are reviewed and applied in the given paragraph.
Content information includes the following:
•
•
•
•
•
2/3 of the books that people read are paperbacks.
During the 1990’s book publishing became computerized.
New and improved colour printing techniques allow publishers to produce
beautifully illustrated books.
Talking story books for children have entered the market and have brought
stories to life.
People who are visually impaired can now listen to stories.
B. The Magazine Exhibit: Behind the Magazine Cover
History:
Magazines are presented as a form of communication. Students are introduced to
the history of the earliest forms of magazines as well as various types.
Students review the sound of “shen” and discover the many ways of writing it.
Uses:
As they learn about magazine publishing, students are introduced to adverb and
adjective phrases. They are then asked to identify the phrase by selecting it from
three choices.
Students read a paragraph which reflects on the current and future use of
magazines. While applying skills students are presented with specific information.
This information includes the following points.
•
•
Interest in general magazines has decreased.
Many people are receiving their news via television, radio or newspaper.
316
•
•
•
•
•
•
•
Now magazines cater to the interests of special groups.
The magazine industry sees the publishing of a number of new magazines
each year.
There are also hundreds of magazines that cease publication each year.
There is a move to the electronic newsstand.
Magazines can be available electronically at a fraction of the cost.
Commercial sites offer information about thousands of magazines as well as
links to on-line versions.
These links provide access to a wealth of magazines.
C. The Photography Exhibit: The Power of Photography
History:
Students focus on photography as a form of communication. They are introduced to
the history of photography as they explore the role and development of picture-taking
in communication. Prefixes are introduced and the meaning of common prefixes is
provided. Students read given sentences and identify misspelled words.
Uses:
This section lists the many uses of photography. Students are also introduced to
subordinate clauses and are asked to select one from three possible choices.
As the students work with clauses, they are introduced to information relating to
current practices and future application of photography. The following points are
included:
•
•
•
•
•
•
•
In the early 1990’s Eastman Kodak created a new line of cameras and film for
the amateur photographer called Advanced Photo System.
Pictures could be developed the traditional way or they could be scanned into the
computer.
Digital photography – Many photographers have embraced digital photography.
In digital photography the scanner records the visual images and converts them
into coding that a computer can read.
The photo can be changed in size, moved or cropped using specific computer
programs.
Digital photography is used extensively in advertising and graphic design.
Digital cameras are available for the professional and amateur alike.
D. The Radio Exhibit: Radio in Review
History: The students are introduced to a brief history of radio. Within this context
they review root words and are asked to identify misspelled words in sentences.
Uses: The various uses of radio over time are explored and students have an
opportunity to work with different forms of adjectives – positive, comparative, and
superlative.
317
Looking Toward Tomorrow: The current and potential uses of radio are listed in a
given paragraph and students are asked to apply appropriate forms of specific
adjectives. The paragraph highlights the following points.
•
•
•
•
•
•
Radio is still enjoyed.
Digital broadcasting produces higher quality sound.
Radio communication is still important; for example, it enables the astronauts to
maintain contact with their control headquarters.
Information obtained by sensors during space travel is converted to electrical
signals and transmitted as radio waves.
Radio also serves as a navigational aid enabling the calculation of speed and
direction.
Radio will continue to improve in quality and will be a vital part of new forms of
communication and travel.
E. The Television Exhibit: Television Trek
History:
The television is presented as another form of communication. Students are provided
with historical background on the evolution of television. In this section, they work
with specific spelling words that are appropriate to the grade 6 level. The “shen”
sound and the variety of spellings that can convey this sound are reviewed.
Uses:
As students learn about the many applications of television they review the uses of
the colon. These include the following: to introduce a list of items, after a formal
salutation, and between the hour and minutes of time.
In this section, students reflect on the use of television in the immediate future. They
are reminded of the importance of using verb tenses consistently throughout a piece
of writing and are then asked to select the correct verbs to be used in a given
paragraph. The following points list some of the information included in the
paragraph.
•
•
•
•
•
•
Cable companies will continue to expand the services that they bring into the
home.
Set-top boxes will enhance viewing and provide on-screen guides, pay-per-view
movies, and digital-only channels.
We will be able to view our favourite program and at the same time communicate
with a friend on the Internet via our television set.
Also, in the days ahead, we may have the option to obtain background
information on the program and the actors as we are viewing.
Many products have been made famous by programs. One could have the
opportunity to purchase products as they are viewing their program.
Whether shopping on-screen or voting on how a story will end, we know that
there will be many wonderful changes ahead.
318
F. The Quiz
Backgrounder:
The quiz segment consists of activities that assess students’ understanding of skills
that were introduced in the Communication Museum Exhibits. Skills and knowledge
addressed include: spelling; verb tenses; subordinate clauses; positive,
comparative, and superlative adjectives; adjective and adverb phrases; and
homonyms.
319
Assessment
The expectations or skills designated in the scope and sequence charts are addressed
and assessed by the software. The software provides the following:
tracking of segments completed
feedback during practice
quizzes on mastery of skills.
Assessment
Segment
The Books Exhibit:
Looking into Books
The Focus of the Tutorial/Activity Skills
Reviewing suffixes
Assessment
Instrument
Software Tracking
Selecting misspelled words
Selecting homonyms
The Magazine Exhibit:
Behind the Magazine
Cover
Working with the “shen” sound
Software Tracking
Selecting adjective and adverb phrases
The Photography
Exhibit: The Power of
Photography
Working with prefixes
Software Tracking
Introducing/reviewing subordinate clauses
The Radio Exhibit:
Radio in Review
Reviewing root words
Software Tracking
Presenting positive, comparative, and
superlative adjectives
The Television
Exhibit:
Television Trek
Software Tracking
Reviewing the use of the colon
Applying verb tenses
320
Spelling List
The following spelling words are words that students are expected to be familiar with
when engaging in Communication Museum activities.
The Books Exhibit:
Looking into Books
ancient
beautiful
capitals
century
employed
important
people
process
wooden
writing
The Magazine Exhibit:
Behind the Magazine
Cover
collections
concentration
contributions
information
introduction
production
professions
publication
selection
versions
The Radio Exhibit:
Radio in Review
Canadian
imagine
invention
known
listen
manufacturer
president
progress
thousands
types
The Photography
Exhibit:
The Power of
Photography
camera
capable
combination
company
curiosity
discouraged
discovered
forgettable
inexpensive
unknown
The Television Exhibit:
Television Trek
application
audiences
children
demonstration
direction
first
foundation
opportunity
receive
television
321
D. PRODUCTION STUDIO
The Production Studio location focuses on the strand of oral and visual
communication. Integrated are skills in reading and writing. Advertisements are
used as the means for students to develop techniques and analyze form. A directed
tutorial leads into ad design and production.
a.
Level 1 – Grade 5
Overview
Production Studio focuses on defining mass media, the purposes of media, and the
connections among purpose, audience, form and message. Students apply their
knowledge and skills to design ads for a billboard, store poster and flyer. Choices of
products allow students to design a variety of ads within this location. Students save
their products to “My Portfolio” which can be printed for integration within the
classroom language program.
Structure
Production Studio – Grade 5
Tutorial
Mass media: types and purposes
Media techniques: colour, music,
font, target audience
The message
Features of types of ads
Store Poster
Billboard
Flyer
All saved in My Portfolio
322
The Production Studio aligns with the standards specified by the National Council of
Teachers of English.
different purposes.
of purposes.
323
Learning Outcomes
In the Production Studio expectations have been specified for writing, reading, and oral
and visual communication. Student achievement of the expectations is assessed both in
Expectations
Writing (W)
W1
communicate ideas for a variety of purposes and to specific audiences
√
W2
produce media texts using writing and materials from other media
√
W3
√
W5
revise and edit work focusing on appropriateness of vocabulary for audience
and purpose
use correctly the specified conventions
W6
produce pieces of writing using a variety of forms, techniques, resources
√
W18
select words and phrases to create special effects
√
√
R23
experiment with words and sentence patterns to create word pictures
√
OV3
OV4
OV5
OV6
OV8
ask and answer questions on a variety of topics to acquire and clarify
information
identify various types of media works and some of the techniques used in
them
analyze media works
PT
PT
√
√
OV15
express and respond to ideas and opinions concisely, clearly and
appropriately
use appropriate words and structures in discussions or classroom
presentations
contribute ideas to help solve problems, and listen and respond constructively
to the ideas of others when working in a group
OV16
identify the main characteristics of some familiar media
√
OV18
identify descriptive and figurative language in oral and media text
√
OV19
understand and use a variety of forms of oral and media texts
OV10
OV12
PT
PT
PT
PT
PT
324
Components
This location uses an integrated approach which begins with an interactive tutorial
including on-screen activities. Feedback is provided to students. Students apply their
knowledge and skills to design ads for a billboard, store poster and flyer. A performance
task with an accompanying rubric is provided for off-screen completion.
Tutorial and Activities:
The tutorial focuses on:
defining and identifying examples of mass media;
understanding and exploring purposes of media;
making the connection among purpose, audience, form and message;
analysing the characteristics of ads.
Application:
Students design and produce three forms of ads: billboard, store poster, flyer. The
features are explained and students can choose from a variety of products. Thus
repetition of the application using different forms and products is a possibility. Features
available for on-screen design include a variety of graphics, print styles and colours.
Performance Task
Students work in groups to produce ads for a school event. All groups work on ads for
the same event. To make the task authentic, a real event can be advertised and all
student products posted. The task culminates with a survey of other students to
determine the impact of the ads. Assessment instruments for process and product are
included.
325
Teacher Notes
Site: Production Studio
Advertising a School Event
1.
This task is completed individually and collaboratively. Initially students are in
assigned tasks. They gather again as a group for editing purposes.
2.
Students may require instruction on effective teamwork skills. They may include:
staying on task
contributing ideas
listening actively
encouraging others
A rubric has been included for teacher use in assessing the group work. The
group process can be assessed individually for each student.
3.
It is recommended that the rubric be used to assess each student individually. The
rubric is generic so that it encompasses the various forms of ads designed.
4.
It is recommended that the rubric be shared with the students before beginning the
task. The rubric may require alteration or adjustment depending on changes may
to the task.
5.
This is an opportunity to integrate technology. Students can produce their ads with
the “On Location with Language” software or by using accessible word processing
and draw programs.
6.
To make the task authentic a real school event could be selected. If this is done,
then a follow-up survey could be administered to students in the school to
determine which ads were most effective and the reasons for their appeal. In this
case, all students should be designing ads for the same event.
326
Student Directions
Advertising a School Event
Your school is holding a special event. To advertise the event the principal has
asked your group to produce various forms of ads. However, there are some
requirements:
1.
2.
3.
4.
The ads should appeal to other students in the school.
The purpose is to have students attend the event.
Different types of ads must be produced.
The ads can be produced by hand or on the computer.
plan the message for the ads you will produce;
decide on forms;
Remember to meet as an editorial group once all the ads have been drafted so
that you can assist one another with revision and editing.
Examine the rubrics before you start. They provide detail on how your group
work and final products will be graded.
327
Rubric for Product
The Production Studio
Grade 5: Advertising a School Event
Name: _________________________
Category
Criteria
Date: _________________
Level 1
Level 2
Level 3
Level 4
Knowledge/
Reasoning
Forms and
techniques
Demonstrates
limited
knowledge of
forms and
techniques
Demonstrates
some
knowledge of
forms and
techniques
Demonstrates
considerable
knowledge of
forms and
techniques
Demonstrates
extensive
knowledge of
forms and
techniques
Communication
Form of the ad
Demonstrates
limited precision
Demonstrates
some precision
Demonstrates
considerable
limited precision
Demonstrates
limited precision
Purpose
Purpose is
limited in clarity.
Purpose is
somewhat clear.
Purpose is
clear.
Purpose is clear
and confident.
Communication
Word Choice
Language and
graphics are
simple
Language and
graphics are
clear and
somewhat
complex
Language and
graphics are
complex and
carefully
chosen.
Language and
graphics are
complex,
insightful and
effective.
Conventions
Spelling,
grammar and
punctuation
Errors interfere
with
communication
Errors detract
from
communication
Few minor
errors
Almost errorfree
328
Grade 5: Advertising a School Event
Name: __________________________
Criteria
Level 1
Date: _________________
Level 2
Level 3
Level 4
Contributes ideas
Few ideas
Some ideas
Several ideas
Many ideas
Listens actively by
asking and answering
questions
Seldom asks
and answers
questions
Occasionally
asks and
answers
questions
Often and at
appropriate
times asks and
answers
questions
Asks and
answers
questions
demonstrating
initiative and
insight
Uses clear, concise and
appropriate language
Uses clear,
concise,
appropriate
language to a
limited degree
Uses clear,
concise,
appropriate
language to a
some degree
Uses clear,
concise,
appropriate
language
consistently
Uses clear,
concise,
appropriate
language
consistently
and effectively
Works constructively by
staying on task,
encouraging others,
and fulfilling role
Demonstrates
criteria to a
limited degree
Demonstrates
criteria to some
degree
Demonstrates
criteria to a
considerable
degree
Demonstrates
criteria to a high
degree
329
Assessment
The expectations designated in the scope and sequence charts are addressed and
assessed through a combination of software tracking and assessment by the teacher.
Assessment instruments are included in the manual for teachers to use and/or adapt.
These instruments are tailored to the software activities and applications that have been
completed by students. Although primarily intended for teacher use, the instruments can
be adapted to peer and self assessment. Where performance tasks have been
developed to provide extension to the software and to facilitate a means for students to
demonstrate their achievement of the expectations, assessment instruments are
included specific to the task. Some instruments are included for summative purposes to
assist in the assessment of a larger body of student work, i.e. the assessment of the
newspaper as one product and of the collection of student work published in “My
Portfolio.”
Software
Activity
Billboard ad
Assessment
Scoring rubric
Manual
Performance
Task
A School Event
Assessment
Rubric for Product
Rubric for
Groupwork
Store poster ad
Scoring rubric
Flyer
Scoring rubric
330
Scoring Rubric
Grade 5: Billboard Ad
Name: ___________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
Conventions
/16
/4
/4
/4
/4
Employs
features of
billboard ads
effectively and
creatively
Purpose and
target audience
are clear,
precise.
Graphics and
print combine for
an effective
message.
Few/no errors
Employs
features of
billboard ads
with some
degree of
effectiveness
Purpose and
target audience
are clear.
Graphics and
print combine for
a clear message.
A few minor
errors
2 Points
Employs some
features of
billboard ads
Purpose and
target audience
are recognizable.
Graphics and
print combine
with limited
effectiveness.
Several minor
errors and/or
omissions
1 Point
Employs few
features of
billboard ads
Purpose and
target audience
are unclear.
Graphics and
print appear
unrelated or are
incomplete.
Several major
errors and/or
omissions
4 Points
3 Points
331
Scoring Rubric
Grade 5: Store Poster Ad
Name: __________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
Conventions
/16
/4
/4
/4
/4
Purpose and
target audience
are clear,
precise.
Graphics and
print combine for
an effective
message.
Few/no errors
4 Points
Employs
features of
poster ads
effectively and
creatively
Purpose and
target audience
are clear.
Graphics and
print combine for
a clear message.
A few minor
errors
3 Points
Employs
features of
poster ads with
some degree of
effectiveness
2 Points
Employs some
features of
poster ads
Purpose and
target audience
are recognizable.
Graphics and
print combine
with limited
effectiveness.
Several minor
errors and/or
omissions
1 Point
Employs few
features of
poster ads
Purpose and
target audience
are unclear.
Graphics and
print combine
appear unrelated
or are
incomplete.
Several major
errors and/or
omissions
332
Scoring Rubric
Grade 5: Flyer Ad
Name: ___________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
Conventions
/16
/4
/4
/4
/4
Employs features
of flyer ads
effectively and
creatively.
Purpose and
target audience
are clear,
precise.
Graphics and
print combine for
an effective
message.
Few/no errors
Employs features
of flyer ads with
some degree of
effectiveness.
Purpose and
target audience
are clear.
Graphics and
print combine for
a clear message.
A few minor
errors
2 Points
Employs some
features of flyer
ads.
Purpose and
target audience
are recognizable.
Graphics and
print combine
with limited
effectiveness.
Several minor
errors and/or
omissions
1 Point
Employs few
features of
flyer ads.
Purpose and
target audience
are unclear.
Graphics and
print combine
appear unrelated
or are
incomplete.
Several major
errors and/or
omissions
4 Points
3 Points
333
b. Level 2 - Grade 6
Overview
Production Studio focuses on ad appeal, target group, media forms, slogans, and
the roles of writer and artist. Analysis of sample ads is emphasized. Students
apply their knowledge and skills to produce a variety of ads for two distinct
campaigns: one for a commercial product and one for a public service. Choices of
products and services allow students to design a variety of ads within this location.
Students save their products to “My Portfolio” which can be printed for integration
within the classroom language program.
Structure
Production Studio – Grade 6
Tutorial
Forms of media
Target audience
Roles of writer and graphic artist
Techniques and effectiveness
Product Campaign
1. Store Poster Ad
2. Traveling Ad
Public Service Campaign
1. Flyer
2. Button
All Saved in
My Portfolio
334
The Production Studio aligns with the standards specified by the National Council of
Teachers of English.
different purposes.
of purposes.
335
Learning Outcomes
In the Production Studio expectations have been specified for writing, reading, and oral
and visual communication. Student achievement of the expectations is assessed both in
Expectations
Writing (W)
W1
W2
W5
W17
communicate ideas and information for a variety of purposes and to specific
audiences
produce media texts using writing and materials from other media
√
produce pieces of writing using a variety of forms, narrative techniques, and
√
√
√
OV1
OV5
make reports, describe and explain a course of action and follow detailed
instructions
identify various types of media works and some of the techniques used in them
OV6
analyze media works
OV7
use the conventions of oral language, and of the various media
PT
OV8
express and respond to ideas and opinions concisely, clearly and appropriately
PT
OV9
demonstrate the ability to concentrate by identifying main points and staying on
topic
speak correctly, observing common grammatical rules such as subject-verb
agreement, noun-pronoun agreement and consistency of verb tense
use tone of voice and gestures to enhance the message and help convince or
persuade listeners in conversations, discussions or presentations
PT
PT
OV15
demonstrate critical listening and viewing behaviours and show respect for the
presenter
OV16
identify the main characteristics of some familiar media
OV17
OV18
identify the various types of professionals involved in producing a media work
and describe the jobs they do
analyze and assess a media work and express a considered viewpoint about it
OV20
identify descriptive and figurative language in oral and media texts
OV10
OV11
OV13
OV14
PT
√
√
PT
PT
PT
√
√
PT
PT
√
336
Components
This location uses an integrated approach which begins with an interactive tutorial
including on-screen activities. Feedback is provided to students. Students apply their
knowledge and skills to design two ad campaigns: one for a commercial product and
one for a public service. The forms of ads are: poster ad, travelling ad, flyer, button. A
performance task with an accompanying rubric is provided for off-screen completion.
Tutorial and Activities:
The tutorial focuses on:
exploring how ads appeal to various target groups;
identifying forms and techniques;
understanding the roles of graphic artist and writer in ad design;
producing slogan and describing products.
Application
Students design and produce ads for a commercial product and a public service.
Student choice of products and services, as well as form, facilitates repetition of the
application. Features available for on-screen design include a variety of graphics, print
styles, shapes and colours. Products, along with reflections, are saved to “My
Portfolio.”
Performance Task
Students are presented with the task of reviewing current ads and reporting to a
management team as it prepares to launch a new product or service. Students present
their findings orally with accompanying visuals. An assessment instrument for the
presentation is included.
337
Teacher Notes
Launching a New Product
1. This task is completed individually. It is recommended that the rubric be used for
assessment of the oral presentation. Both media knowledge and oral
presentation skills can be assessed with the rubric.
2.
It is recommended that the rubric be shared with the students before beginning
made to the task.
3. This is an opportunity to integrate technology. Students can produce their visual
display by using accessible word processing and draw programs. The Internet
can be used for research purposes. “Ön Location with Language” can be used to
design the sample ad.
338
Student Directions
You work for a company that has designed a new product. As a member of the
Advertising Department, you have been asked to conduct research and make a
presentation to the marketing team as they prepare to launch the new product.
The marketing team wants to:
know what types of advertising forms and techniques are being used to
advertise similar products currently on the market;
know what forms and techniques you would recommend for the new
product;
see a sample ad for the new product.
In your presentation you must use visuals.
Examine the rubric before you start. It provides detail on how your presentation
will be graded.
Hint: First decide on the product.
339
Grade 6: Launching a New Product
Name: _________________________
Criteria
Date: _________________
Level 1
Level 2
Level 3
Level 4
Meets the
requirements of the
presentation.
Several
components
missing.
Few
components
missing.
Components
present
Components
dealt with
thoroughly.
Uses appropriate
words and structures
Seldom uses
appropriate
words and
structures.
Occasionally
uses
appropriate
words and
structures.
Often uses
appropriate
words and
structures.
Uses
appropriate
words and
structures with
precision and
insight.
Uses tone of voice
and gestures to help
clarify meaning.
Demonstrates
limited clarity
and precision.
Demonstrates
some clarity and
precision.
Demonstrates
considerable
clarity and
precision.
Demonstrates a
high degree of
clarity and
precision.
Speaks clearly
Seldom speaks
clearly
Occasionally
speaks clearly
Frequently
speaks clearly
Always speaks
clearly
Shows respect for a
presenter through
active listening.
Demonstrates
limited respect
Demonstrates
some respect
Demonstrates
consistent
respect
Demonstrates
consistent
respect and
encourages
presenter.
340
Assessment and Evaluation
The expectations designated in the scope and sequence charts are addressed and
assessed through a combination of software tracking and assessment by the teacher.
Assessment instruments are included in the manual for teachers to use and/or adapt.
These instruments are tailored to the software activities and applications, which have
been completed by students. Although primarily intended for teacher use, the
instruments can be adapted to peer and self-assessment. Where performance tasks
have been developed to provide extension to the software and to facilitate a means for
students to demonstrate their achievement of the expectations, assessment instruments
are included specific to the task. Some instruments are included for summative
purposes to assist in the assessment of a larger body of student work, i.e. the
assessment of the newspaper as one product and of the collection of student work
published in “My Portfolio.”
Activity
Assessment
Product campaign ads
Scoring rubric
Public service campaign
ads
Scoring rubric
Performance Task
Assessment
Rubric
341
Scoring Rubric
Grade 6: Product Campaign
Name: _________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
Conventions
/16
/4
/4
/4
/4
Purpose and
target audience
are clear,
precise.
Graphics and
print combine
for an effective
message.
Few/no errors
4 Points
Employs features
of product
campaign
effectively and
creatively
Purpose and
target audience
are clear.
Graphics and
print combine
for a clear
message.
A few minor
errors
3 Points
Employs features
of product
campaign with
some degree of
effectiveness
2 Points
Employs some
features of product
campaign
Purpose and
target audience
are recognizable.
Graphics and
print combine
with limited
effectiveness.
Several minor
errors and/or
omissions
1 Point
Employs few
features of
product campaign
Purpose and
target audience
are unclear.
Graphics and
print combine
appear
unrelated or are
incomplete.
Several major
errors and/or
omissions
342
Scoring Rubric
Grade 6: Public Service Campaign
Name: ___________________________
Date: _________________
Score
Reasoning/
Knowledge
Communication
Organization
Conventions
/16
/4
/4
/4
/4
Purpose and
target audience
are clear,
precise.
Graphics and
print combine for
an effective
message.
Few/no errors
4 Points
Employs features
of public service
campaign
effectively and
creatively
Employs features
of public service
campaign with
some degree of
effectiveness
Purpose and
target audience
are clear.
Graphics and
print combine for
a clear message.
A few minor
errors
Employs some
features of public
service campaign
Purpose and
target audience
are recognizable.
Graphics and
print combine
with limited
effectiveness.
Several minor
errors and/or
omissions
Employs few
features of
public service
campaign
Purpose and
target audience
are unclear.
Graphics and
print combine
appear unrelated
or are
incomplete.
Several major
errors and/or
omissions
3 Points
2 Points
1 Point
343
c)
Technology Applications
Student activities and tasks provide many opportunities for students to use
software applications. Products are designed using the “On Location with
Language” program. This can also be used for completion of the performance
tasks. Other graphics programs could be used to compliment and extend the
completion of the performance tasks. These include MS Publisher, Paint, and
clipart programs.
If appropriate, presentation software could be used to structure and present the
grade 6 performance task. Possibilities include Power Point and Inspiration.
d)
Glossary
mass media - methods of communication used to reach large numbers of people
at the same time
slogan - a catchy phrase or saying intended to attract attention and identify the
product or service
target group - the audience which the advertisement is intended to persuade
344

5/6 Manual

Transcription

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