Correlation --- The Ontario Language Curriculum to ... --- The Ontario Language Curriculum to Scholastic ... Correlation --- The Ontario Language Curriculum to Scholastic Literacy

Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)

Overall Expectations Scholastic Literacy Place for the Early Years

Grade 2

Oral Communication

By the end of Grade 2, students will:

1. listen in order to understand

and respond appropriately in a

variety of situations for a

variety of purposes

Reading Guide pages 19, 25, 28 - 31, 47, 50, 51, 54 –

55, 63, 91 – 92, 104, 107- 108, 111, 141

Writing Guide pages 123, 231 - 232

Guided Reading:

Who Laid These Eggs? page 2

At the Apple Farm page 2

Trains page 3

Where Do We Live, Really? page 3

The Country Mouse and the Town Mouse page 2

Emergency! Paramedics to the Rescue page 3

Messy Is Nice page 2

The North Wind and the Sun page 2

African Dance Class page 3

Aunt Maud’s Mittens page 2

A Most Unusual Pet page 2

Ants Belong Outside page 3

Hickory’s Problem pages 2, 3

Happy New Year! page 2

Inuit Still page 3

Dr. Bufflehead Explores Energy page 2

Extreme Animals! page 3

Mr. Bert’s Story Time pages 2, 5

A Playground for Lisa pages 2, 6, 7

Winter Wonderland page 3

Roadside Giants page 3

Bill Bruin Shovels His Roof pages 2, 5

Flying Acrobats page 2

Sidney, The Grade Three Mouse page 2

Dragonflies Are Amazing! Page 2

The Desk page 2

Why Snow Is White: A Story for Holi pages 3, 5

Shared Reading:

3-2-1 Blast Off! pages 2 - 6

Antonio’s Music pages 2, 4 - 7

“Come to the Pow-wow!” pages 2 – 4, 6 - 7

Goldie Locks and the Three Bears pages 2 - 6


Overall Expectations Scholastic Literacy Place for the Early Years Grade 2

Oral Communication

The Inuksuk Guide in the North pages 2, 4 - 7

Should Children Choose Their Bedtimes? pages 2 - 7

The Ten Best Things About Canada pages 2, 4, 5 - 7

The Thing I Saw Last Night pages 2, 5, 6

Magazine Shared Reading:

Let’s Celebrate Introduction page 3

Canada Celebrates page 8

Invitation page 11

Light It Up page 15

Journey From the Past pages 27 – 28

Just for Fun/Advertisement pages 31, 32

Festival Mix-Up page 34

Poetry Shared Reading:

Waking pages 4 – 5

Autumn Leaves pages 8 – 9

Fog pages 12, 13

Moon Walk pages 16 – 17

Spring Conversations page 20 - 22

An Early Worm Got Out of Bed pages 25 – 26

My Brother’s Bug pages 29 - 30

The Vacuum Cleaner’s Revenge page 33

The Muddy Puddle pages 37 - 39

Aquarium/Among the Water Lilies page 42 – 44

Stink Stank Stunk pages 46 - 47

I’m Very Good at Climbing pages 50 – 51

Just Because pages 54 – 55

Read Aloud:

Animal Defenses: How Animals Protect Themselves

page 2 - 4

Chameleons Are Cool pages 6 - 7, 10 - 11

Coyote Sings to the Moon pages 10 – 11, 14, 15

Me and Mr. Mah pages 14 - 15

Pete the Sheep-Sheep pages 18 - 19

Ruler of the Courtyard pages 22 - 23

Starting Life: Crocodile pages 26, 28, 29

A Touch of the Zebras pages 32 - 34

We Are Wolves pages 36 - 37

The Wolf Who Cried Boy pages 40 – 41



Grade 2

Oral Communication

2. use speaking skills and

strategies appropriately to

communicate with different

audiences for a variety of

purposes

Reading Guide: pages 30 – 31, 37, 46 – 47, 53 – 54,

63, 144 - 146

Guided Reading:

Adam in Net page 2



Making Rock Candy pages 2 – 3

Trains page 2



Emergency! Paramedics to the Rescue pages 2 – 3



Hickory’s Problem page 2

Why Is It Called Moose Meadow? page 2

Zest for Life page 3

Big Cousin Harold pages 2, 7

Dominic’s Aquarium page 3


Inuit Still pages 2 – 3

Mr. Fix – It page 2

What Does Your Dog Know? page 4

The End of the Dinosaurs: a Comic Strip page 2


A Playground for Lisa pages 2, 7


Bill Bruin Shovels His Roof page 2

Jurassic Kick page 2


The Game of Go page 1

Joe’s Big Surprise page 7

Journey of a Water Drop page 2


Slam Dunk Robot page 7

The Kids’ Guide to Summer Camps page 2



Grade 2

Oral Communication

Shared Reading:

3-2-1 Blast Off! page 5

Antonio’s Music page 2

“Come to the Pow-wow!” page 7

The Inuksuk Guide in the North page 5

Goldie Locks and the Three Bears pages 3, 7

Little Cubs Theatre Presents Goldie Locks and the

Three Bears pages 2, 4, 6

Should Children Choose Their Bedtimes? pages 2, 4, 6

The 10 Best Things About Canada (According to Me!)

pages 2, 4, 6

The Thing I Saw Last Night page 2


Waking page 5

Autumn Leaves page 8

Fog page 12

Moon Walk page 16

Spring Conversations page 20

An Early Worm Got Out of Bed page 26

My Brother’s Bug pages 29 – 30

The Vacuum Cleaner’s Revenge pages 33 - 34


Aquarium/Among the Water Lilies pages 42 – 44


I’m Very Good at Climbing page 50

Just Because pages 54 - 55

Read Aloud:


pages 2 - 4

Chameleons are Cool page 6

Coyote Sings to the Moon page 10

Me and Mr. Mah page 15

Ruler of the Courtyard page 23

Starting Life: Crocodile page 29

A Touch of the Zebras pages 32, 34

We Are Wolves page 37

The Wolf Who Cried Boy page 40



Grade 2

Oral Communication

3. reflect on and identify their

strengths as listeners and

speakers, areas for

improvement, and the strategies

they found most helpful in oral

communication situations.

Reading Guide pages 29 – 31, 53 – 57

Guided Reading:



Shared Reading:

Little Cubs Theatre Presents Goldie Locks and the

Three Bears page 6

Should Children Choose Their Bedtimes? page 6

Read Aloud:


A Touch of the Zebras page 32




Specific Expectations Scholastic Literacy Place for the Early Years

Grade 2

1. Listening to Understand

Purpose

1.1 identify purposes for

listening in a variety of

situations, formal and informal,

and set personal goals for

listening, initially with support

and direction (e.g., to acquire

information from a presentation

by a guest speaker; to exchange

ideas in a small-group

discussion; to enjoy and

understand poetry)

Reading Guide pages 19, 25, 29, 47, 63, 104, 107-

108, 111, 141

Writing Guide pages 123, 231 - 232

Guided Reading:



Trains page 3












Inuit Still page 3




A Playground for Lisa pages 2, 6, 7







The Desk page 2


Shared Reading:

3-2-1 Blast Off! pages 2, 4






Specific Expectations Scholastic Literacy Place for the Early Years

Grade 2

1. Listening to Understand




Invitation page 11



My Brother’s Bug page 29

Read Aloud:


page 2

Chameleons Are Cool page 6


Pete the Sheep-Sheep page 18






Active Listening Strategies

1.2 demonstrate an

understanding of appropriate

listening behaviour by using

active listening strategies in a

variety of situations

Reading Guide pages 29 – 31, 108

Shared Reading:







Invitation page 11





Specific Expectations Scholastic Literacy Place for the Early Years Grade 2

Read Aloud:

Animal Defenses: How Animals Protect Themselves page

2









Comprehension Strategies

1.3 identify several listening

comprehension strategies

and use them before, during,

and after listening in order

to understand and clarify the

meaning of oral texts (e.g.,

listen for key words and

phrases that signal important

ideas; retell an oral text to a

partner after a presentation;

ask appropriate questions in

order to make predictions

about an oral text)

Reading Guide pages 25 – 27, 35, 37, 63, 92, 141, 144

Shared Reading:

3-2-1 Blast Off! pages 2 – 3



Goldie Locks and the Three Bears pages 3 – 4


page 2


Make a Dragon Puppet page 19

Just for Fun/Advertisement page 32



Read Aloud:


2


Coyotes Sing to the Mood page 10

Pete the Sheep-Sheep pages 18 – 19








Demonstrating

Understanding

1.4 demonstrate an

understanding of the

information and ideas in

oral texts by retelling the

story or restating the

information, including the

main idea and several

interesting details (e.g.,

restate a partner's reflections

after a think-pair-share

activity; identify the

important ideas in a group

presentation; carry on a

sustained conversation on a

topic)

Reading Guide pages 37, 63, 92, 141, 144

Shared Reading:



Goldie Locks and the Three Bears page 3, 4





Read Aloud:


Making Inferences

/Interpreting Texts

1.5 use stated and implied


oral texts to make simple

inferences and reasonable

predictions, and support the

inferences with evidence

from the text

Teacher prompt: "You

predicted _______. What

clues from the oral text did

you use to figure that out?"

Reading Guide pages 28, 50

Shared Reading:

Antonio’s Music pages 2, 4, 5, 7

Goldie Locks and the Three Bears page 6


Little Cubs Theatre Presents Goldie Locks and the Three

Bears pages 2, 3, 5, 6


The Thing I saw Last Night page 4 – 5


Invitation page 11

Light It Up page 15


Just for Fun/Advertisement pages 31 – 32






Aquarium/Among the Water Lilies page 42




Read Aloud:

Coyote Sings to the Moon pages 10 – 11







The Wolf Who Cried Boy pages 40 - 41

Extending Understanding

1.6 extend understanding of

oral texts by connecting the

ideas in them to their own

knowledge and experience;

to other familiar texts,

including print and visual

texts; and to the world

around them (e.g., talk about

their own ideas and

experiences related to the

topic before listening;

connect ideas from oral

presentations to related

school and community

events and/or to other texts

with similar topics or

themes, including

multicultural texts or texts

in their own first language)

Reading Guide pages 28, 30, 50, 54 – 55

Shared Reading:

Antonio’s Music pages 2 - 4


Goldie Locks and the Three Bears pages 2, 4, 6



pages 2 – 4, 6





For page 12


Spring Conversations pages 20 - 22



The Vacuum Cleaner’s Revenge pages 33 – 34






Read Aloud:


pages 2 – 4












Analysing Texts

1.7 identify words or

phrases that indicate

whether an oral text is fact

or opinion, initially with

support and direction (e.g.,

phrases such as I think...I

feel... indicate an opinion

rather than strictly factual

information)

Writing Guide: page 91


Shared Reading:


“3-2-1 Blast Off! pages 5 - 6

“Come to the Pow-wow!” pages 2 – 3, 6


The Inuksuk Guide in the North page 4 - 7


Bears pages 2, 4 - 6

Should Children Choose Their Bedtimes? pages 3 - 6


pages 6 - 7

The Thing I Saw Last Night pages 5 – 6


Waking page 5


Fog page 13

Moon Walk page 16


My Brother’s Bug pages 29 - 30

The Muddy Puddle page 39



Just Because page 55

Read Aloud:

Chameleons are Cool pages 6 - 7



Starting Life: Crocodile pages 26, 28




Point of View

1.8 identify, initially with

support and direction, who

is speaking in an oral text,

and demonstrate an

understanding that the

speaker has his or her own

point of view (e.g., people,

events, and details are

viewed differently by

different people)

Teacher prompts: "Does

who is talking affect the

way the information is

presented or the way the

story is told?" "How do you

know what the speaker's

feelings about the topic are?

How does that affect you as

a listener?" "How might the

text change if [character X]

were speaking instead?"

Shared Reading:







Read Aloud:




Presentation Strategies

1.9 identify some of the

presentation strategies used

in oral texts and explain

how they influence the

audience (e.g., the use of

facial expressions helps the

listener understand what is

being said)

Teacher prompts: "How

does looking at the

expression on a speaker's

face help you to understand

what is being said?" "Does

the look on the speaker's

face in some way change the

meaning of the actual words

being spoken?"

Reading Guide: page 14

Writing Guide: pages 231 – 232



2. Speaking to Communicate


Purpose

2.1 identify a variety of

purposes for speaking (e.g.,

to entertain the class; to

establish positive personal

and learning relationships

with peers; to ask questions

or explore solutions to

problems in small-group and

paired activities; to give

directions to a partner in a

shared activity; to explain to

a small group the method

used to solve a problem; to

share ideas or information in

large and small groups)

Reading Guide: pages 30 – 31, 37, 46 – 47, 53 – 54, 63,

68, 108, 119 – 120, 144 - 146

Guided Reading:

Adam in Net page 2

Justin’s New Bike page 3



Making Rock Candy pages 2 – 3

Trains pages 2, 3


The Country Mouse and the Town Mouse pages 2, 3

Emergency! Paramedics to the Rescue pages 2 – 3



African Dance Class pages 2, 3








Inuit Still pages 2 – 3

Mr. Fix – It page 2


The End of the Dinosaurs: a Comic Strip page 2






Rag Doll Rescue page 6










Shared Reading:


Antonio’s Music pages 2, 6

“Come to the Pow-wow!” pages 6, 7




Bears pages 2, 4, 6

Should Children Choose Their Bedtimes? pages 2, 4, 6, 7


pages 2, 4, 6

The Thing I Saw Last Night pages 2, 7


Waking page 5


Fog pages 12, 13

Moon Walk page 16



My Brother’s Bug pages 29 – 30

The Vacuum Cleaner’s Revenge pages 33 - 34





Just Because pages 54 - 55

Read Aloud:


pages 2 - 4

Chameleons are Cool pages 6, 7

Coyote Sings to the Moon pages 10, 11

Me and Mr. Mah pages 14, 15

Ruler of the Courtyard pages 22, 23



We Are Wolves pages 36, 37




Interactive Strategies

2.2 demonstrate an under-

standing of appropriate

speaking behaviour in a

variety of situations, inclu-

ding paired sharing and

small- and large-group

discussions (e.g., make con-

nections to what other group

members have said; demon-

strate an understanding of

when to speak, when to

listen, and how much to say)

Reading Guide: pages 30, 37, 46 – 47, 53 – 54

Clarity and Coherence

2.3 communicate ideas,

opinions, and information

orally in a clear, coherent

manner using simple but

appropriate organizational

patterns (e.g., give an oral

account of a current event

using the five W's to organ-

ize the information; restate

the main facts from a simple

informational text in correct

sequence)

Reading Guide: pages 25, 53, 63, 68, 108

Guided Reading:


Making Rock Candy page 3

Trains page 3




The North Wind and the Sun: An Aesop’s Fable page 3



Big Cousin Harold page 7



Inuit Still page 3

A Playground for Lisa page 7



Shared Reading:



Goldie Locks and The Three Bears page 7


The Thing I saw Last Night page 7


Waking page 5



Read Aloud:



Appropriate Language

2.4 choose a variety of ap-

propriate words and phrases

to communicate their mean-

ing accurately and engage

the interest of their audience

(e.g., use descriptive adjec-

tives and adverbs to create

vivid images for their

audience)

Guided Reading:



Shared Reading:


Vocal Skills and Strategies

2.5 identify some vocal

effects, including tone, pace,

pitch, and volume, and use

them appropriately, and

with sensitivity towards

cultural differences, to help

communicate their meaning

(e.g., adjust volume to suit

the purpose for speaking

and the size and type of

audience)

Writing Guide pages 231, 232

Guided Reading:


Shared Reading:





Waking page 5

Fog page 13

Shared Reading:

Chameleons Are Cool pages 6, 7











Non-Verbal Cues

2.6 identify some non-

verbal cues, including facial

expression, gestures, and

eye contact, and use them in

oral communications,

appropriately and with

sensitivity towards cultural

differences, to help convey

their meaning

Writing Guide: pages 231 – 232

Guided Reading:


Visual Aids

2.7 use a few different

visual aids, (e.g.,

photographs, artifacts, a

story map) to support or

enhance oral presentations

(e.g., use a family

photograph as part of an oral

recount of an event; use a

story map to retell a story)

Reading Guide: pages 119 – 120, 144 - 146

Guided Reading:





3. Reflecting on Oral

Communication Skills and

Strategies

By the end of Grade 2,

students will:

Metacognition


support and direction, a few

strategies they found helpful

before, during, and after

listening and speaking

Teacher prompts: "What

questions can you ask

yourself while listening to

be sure that you understand

what you hear?" "What can

you do after listening to

check that you have

understood?" "How do you

get ready to speak?" "While

you are speaking, how do

you check whether you are

keeping the attention of

your audience?"

Guided Reading:



Shared Reading:


Bears page 6


Read Aloud:





Interconnected Skills


support and direction, how

their skills as viewers, rep-

resenters, readers, and

writers help them improve

their oral communication

skills


does listening make you a

better speaker?" "How does

viewing texts help you when

you are listening?"

Reading Guide: pages 29 – 31, 53 – 57



Reading

By the end of Grade 2,

students will:

1. read and demonstrate an

understanding of a variety

of literary, graphic, and

informational texts, using a

range of strategies to

construct meaning

Reading Guide pages 7 – 12, 18, 25 – 31, 34, 35, 37 – 44,

50 – 52, 54 – 55, 63, 81 – 83, 92, 120, 125, 135 - 145

All Guided Reading Books

All Shared Reading Books

All articles in the Let’s Celebrate Magazine

All poems in the Poetry Collection

All Read Aloud Books

2. recognize a variety of text

forms, text features, and

stylistic elements and

demonstrate understanding

of how they help

communicate meaning

Reading Guide: pages 17, 28, 48, 50, 109 – 111, 115 –

118, 123 – 124, 139, 147

Writing Guide: pages 44, 59, 75, 88, 102, 115, 130

Working with Words Guide: pages 11, 131

Guided Reading:

Adam in Net pages 2, 3

All Kinds of Beetles page 2



Making Rock Candy pages 2, 3

Trains page 2

Emergency! Paramedics to the Rescue pages 2, 3





Ali Runs With the Pack page 2


Keep Us Clean pages 2, 3




Mr. Fix-It page 2

What Does Your Dog Know? pages 2, 5, 6


The End of the Dinosaurs: A Comic Strip page 2


Flying Acrobats pages 2 – 5



The Game of Go pages 2, 3




Journey of a Water Drop pages 2, 3


Dragonflies Are Amazing! Pages 2, 4


Why Snow Is White: A Story for Holi page 2


Shared Reading:





The Inuksuk Guide in the North pages 2 – 4


Bears page 2, 3, 6

Should Children Choose Their Bedtimes? pages 3, 4


pages 2, 3



Let’s Celebrate Introduction pages 2, 3, 4


Invitation pages 11, 12

Make a Dragon Puppet pages 19, 20

How Does a Trick Candle Work? page 23

Journey From the Past page 27


Festival Mix-Up pages 34, 36


Waking page 5


Fog page 13

Moon Walk page 15

Moon Walk page 17

Spring Conversations pages 20, 22


The Vacuum Cleaner’s Revenge pages 33, 35

The Muddy Puddle pages 37, 38


Stink, Stank, Stunk page 47



Read Aloud:


pages 2, 3

Chameleons Are Cool pages 6, 7



Pete the Sheep-Sheep pages 18, 19





3. use knowledge of words

and cueing systems to read

fluently

Reading Guide: pages 14, 30, 45, 46, 52, 55, 139, 144 -

146

Working with Words: pages 8, 19, 20, 26 – 41, 61, 132,

138 – 144, 149

Guided Reading:

Adam in Net page 2




Trains page 2



The North Wind and the Sun: An Aesop’s Fable pages 2,

3


Going Fishing page 2





Why Is It Called Moose Meadow?




Inuit Still page 3

Mr. Fix-It pages 2, 3


Dr. Bufflehead Explores Energy page 2 The End of the

Dinosaurs: A Comic Strip page 3







Flying Acrobats pages 3, 5


Rag Doll Rescue pages 2, 3, 6


Rag Doll Rescue pages 2, 3



Joe’s Big Surprise pages 5, 7



Slam Dunk Robot pages 3, 6, 7

The Desk pages 3, 4

The Kids’ Guide to Summer Camps pages 2, 3

Shared Reading:



Come to the Pow-wow! pages 2, 4, 6, 7

Goldie Locks and the Three Bears pages 3, 5 – 7

The Inuksuk Guide in the North pages 2 – 4, 7


Bears pages 3, 5


The 10 Best Things About Canada (According to Me)

pages 2, 6, 7







How Does a Trick Candle Work? pages 23, 24



Waking page 5

Autumn Leaves pages 9, 10

Fog page 13

Moon Walk pages 16, 17


An Early Worm Got Out of Bed pages 26, 27






Aquarium/Among the Water Lilies pages 42, 43

Stink Stank Stunk page 47


Just Because pages 54, 55

4. reflect on and identify

their strengths as readers,

areas for improvement, and

the strategies they found

most helpful before, during,

and after reading

Reading Guide: pages 15, 19, 27 – 29

Guided Reading:

Who Laid These Eggs? pages 2, 3








Winter Wonderland pages 2, 3

Jurassic Kick pages 3, 4




Shared Reading:





Bears pages 3, 6



Read Aloud:








1. Reading for Meaning


Variety of Texts

1.1 read some different liter-

ary texts (e.g., poetry, folk

tales, fairy tales from

diverse cultures, stories,

books from home in their

first language), graphic texts

(e.g., simple maps, charts,

diagrams, graphs), and

infor-mational texts (e.g.,

"How to" books, non-fiction

books about topics of

personal interest, electronic

texts, primary dictionaries)

Reading Guide pages 34, 38 – 44, 62, 81






Purpose

1.2 identify several different

purposes for reading and

choose reading materials

appropriate for those pur-

poses (e.g., picture books

for en-tertainment or

reflection, familiar favourite

books to build fluency,

simple factual and visual

texts for research, a picture

atlas for information)

Reading Guide: pages 135 – 145






Comprehension Strategies

1.3 identify several reading

comprehension strategies

and use them before, during,

and after reading to under-

stand texts (e.g., activate

prior knowledge to ask

questions or make predict-

ions about the topic or story;

use visualization to help

clarify the sights and sounds

referred to in the text; ask

questions to monitor under-

standing during reading;

identify important ideas to

remember)

Reading Guide: pages 7 – 12, 25- 29, 50 – 52, 82 – 83








Demonstrating

Understanding

1.4 demonstrate

understanding of a text by

retelling the story or

restating information from

the text, with the inclusion

of a few interesting details

(e.g., retell a story or restate

facts in proper sequence or

correct time order, with a

few supporting details;

restate the important ideas

from a short informational

text about the life cycle of a

butterfly in the correct

sequence)

Reading Guide pages 25 – 27, 35, 37, 63, 92, 141, 144

Guided Reading:





Aunt Maud’s Mittens pages 3 – 5


Dominic’s Aquarium pages 2, 3


Mr. Bert’s Story Time page 4





Shared Reading:

3-2-1 Blast Off! pages 2 – 3





page 2






Read Aloud:


2


Coyotes Sing to the Mood page 10

Pete the Sheep-Sheep pages 18 – 19








Making

Inferences/Interpreting

Texts

1.5 use stated and implied


texts to make simple infer-

ences and reasonable pre-

dictions about them

Teacher prompts: "How did

Carmen's actions help us to

know how she was feeling

in the story?" "The text

describes what articles of

clothing the character is

wearing. How does that in-

formation help us predict

what the weather conditions

might be?"


Guided Reading:


Justin’s New Bike pages 2, 3



Messy Is Nice pages 3 – 5


Going Fishing pages 2, 3


A Most Unusual Pet pages 2, 3

Ants Belong Outside pages 2, 3

Why Is It Called Moose Meadow? pages 2, 3

Big Cousin Harold pages 2, 3, 6

Mr. Fix-It pages 4 – 6

Mr. Bert’s Story Time pages 2, 3, 5

Bill Bruin Shovels His Roof pages 5 – 7

Jurassic Kick pages 3 – 6


Sidney, The Grade Three Mouse pages 2 – 8

Dragonflies Are Amazing! page 3

Slam Dunk Robot pages 2, 3, 5, 6

Why Snow Is White: A Story for Holi pages 2, 3, 5, 6

The Desk pages 3, 5, 6

Shared Reading:

Antonio’s Music pages 2, 4, 5, 7






The Thing I saw Last Night page 4 – 5


Invitation page 11

Light It Up page 15


Just for Fun/Advertisement pages 31 – 32










Read Aloud:









Extending Understanding

1.6 extend understanding of

texts by connecting the

ideas in them to their own

knowledge and experience,

to other familiar texts, and

to the world around them

Teacher prompts: "How is

this story like the one we

read last week?" "How is

our school like the one we

are reading about?"

Reading Guide pages 28, 30, 50, 54 – 55

Guided Reading:

All Kinds of Beetles pages 2, 3



At the Apple Farm pages 2, 3


Trains page 2

The Country Mouse and the Town Mouse pages 2, 3


Messy Is Nice pages 2, 4



Aunt Maud’s Mittens pages 2, 5







Big Cousin Harold pages 2, 4, 6


Happy New Year! pages 2, 3

Inuit Still page s 2, 3

Mr. Fix-It page 2

What Does Your Dog Know? pages 2, 4, 7







A Playground for Lisa page s 2, 4, 7






Roadside Giants page s 2, 3





Dragonflies Are Amazing! pages 2, 4

Slam Dunk Robot pages 2, 7


The Desk pages 2, 5, 6

The Kid s’ Guide to Summer Camps pages 2, 3

Shared Reading:






pages 2 – 4, 6





For page 12





The Vacuum Cleaner’s Revenge pages 33 – 34








Read Aloud:


pages 2 – 4










Analysing Texts

1.7 identify the main idea

and some additional ele-

ments of texts (e.g., nar-

rative: characters, setting,

problem, solution, events

/episodes, resolution;

procedure: goal, materials,

method) Teacher prompts:

"What main idea do these

two stories share?" "What

elements did the author

include to make the recipe

interesting and still easy to

follow?"

Reading Guide: pages 28, 31, 50, 120 - 121

Guided Reading:

All Kinds of Beetles pages 2, 3


Trains pages 2, 3




Zest for Life pages 2, 3

Inuit Still pages 2, 3

Mr. Fix-It page 5

Dr. Bufflehead Explores Energy pages 2, 3

The End of the Dinosaurs: A Comic Strip pages 2, 3

Extreme Animals! pages 2, 3






Roadside Giants pages 2, 3

The Game of Go pages2, 3

Journey of a Water Drop pages 2 – 4

Dragonflies Are Amazing! pages 2 – 5

Slam Dunk Robot page6

Why Snow Is White: A Story for Holi pages 2 – 5

The Desk page 3




Shared Reading:




The Inuksuk Guide in the North pages 2 – 4, 6


Bears page 3 – 5



pages 2 - 6




Festival Mix-Up pages 35, 36


Waking page 4

Fog pages 12, 13



Read Aloud:


3







The Wolf Who Cried Boy pages 40



Responding to and

Evaluating Texts

1.8 express personal

thoughts and feelings about

what has been read (e.g., by

using visual art or music to

communicate their reaction)

Teacher prompts: "Why do

you think what happened to

the character was fair/not

fair?" "How might you ex-

press your feelings about

what happened to this

character?"

Reading Guide: pages 18, 28, 50, 125

Guided Reading:


Justin’s New Bike pages 2, 3



Messy Is Nice pages 3 – 6




A Most Unusual Pet pages 2, 3


Why Is It Called Moose Meadow? pages 2, 3


Mr. Fix –It pages 4 – 6



Jurassic Kick pages 3 -6

Rag Doll Rescue pages2, 5

Sidney, The Grade Three Mouse pages 2 – 6, 8



Why Snow Is White: A Story for Holi pages 2, 3, 5, 6

The Desk pages 3, 5

Shared Reading:

Antonio’s Music pages 2 – 5







Invitation page 11

Journey From the Past pages 27, 28





Autumn Leaves pages 8, 9

Fog page 13

Moon Walk page 17




I’m Very Good At Climbing pages 50, 51

Read Aloud:


Me and Mr. Mah pages 14, 15

Pete the Sheep-Sheep pages 18, 19

Ruler of the Courtyard pages 22, 23




The Wolf Who Cried Boy pages 40, 41

Point of View


support and direction, the

speaker and the point of

view presented in a text and

suggest one or two possible

alternative perspectives

(e.g., develop a narrative or

role play to present a story

from the point of view of

one or two minor

characters) Teacher

prompts: "What do you

think the author wants the

reader to think?" "How

might a different character

tell this story?"

Guided Reading:








Sidney, The Grade Three Mouse pages 4, 6

The Desk page 2

Shared Reading:







Read Aloud:






2. Understanding Form and Style


Text Forms

2.1 identify and describe the

characteristics of a few

simple text forms, with a

focus on literary texts such

as a fairy tale (e.g., plot,

characters, setting), graphic

texts such as a primary

dictionary (e.g., words listed

in alphabetical order, simple

definitions accompanied by

picture clues or diagrams),

and informational texts such

as a "How to" book (e.g.,

materials listed in order of

use, numbered steps, labels,

diagrams)

Reading Guide: pages 109 – 111, 115 - 118


Guided Reading:




Keep Us Clean page 2











Shared Reading:





Bears page 2




Just for Fun/ Advertisement page 31



Moon Walk page 17



The Muddy Puddle pages 37, 38




Read Aloud:


3






Text Patterns

2.2 recognize simple

organizational patterns in

texts of different types, and

explain, initially with


the patterns help readers

understand the texts (e.g.,

numbered steps help the

reader follow a procedure or

set of instructions correctly)

Reading Guide: pages 17, 28, 50, 123 – 124

Guided Reading:






What Does Your Dog Know? pages 5, 6


Shared Reading:

3-2-1 Blast Off! Pages 2 – 6



Read Aloud



Text Features

2.3 identify some text

features and explain how

they help readers understand

texts (e.g., table of contents,

index, chart, illustrations,

pictures, diagrams, icons)

Teacher prompt: "How does

the diagram help you

understand the

explanation?"

Reading Guide: Page 48

Guided Reading:

Adam in Net page 3




Trains page 2






Happy New Year! Page 2

Mr. Fix-It page 2












Dragonflies Are Amazing! Pages 2, 4




Shared Reading:

3-2-1 Blast Off! Page 2




Bears pages 2, 3, 6



pages 2, 3


Let’s Celebrate Introduction pages 3, 4






Read Aloud:


pages 2, 3






Elements of Style

2.4 identify some simple

elements of style, including

voice, word choice, and

different types of sentences,

and explain how they help

readers understand texts

(e.g., descriptive adjectives

help the reader visualize a

setting; alliteration helps

make ideas or characters

stand out: red red robin)

Reading Guide: pages 139, 147

Working With Words: pages 11, 131

Guided Reading:

Adam In Net page 2





Shared Reading:








Waking page 5


Fog page 13

Moon Walk page 15





Read Aloud:




3. Reading With Fluency


Reading Familiar Words

3.1 automatically read and

understand many high-

frequency words, some

words with common

spelling patterns, and words

of personal interest or

significance, in a variety of

reading contexts (e.g., the

same word in different

graphic representations such

as: on charts or posters; in

shared-, guided-, and

independent-reading texts;

in shared- and interactive-

writing texts; in personal

writing and the writing of

their peers)

Reading Guide: pages 52, 139, 146

Working with Words: pages 8, 19, 20, 26 – 41, 61, 132,

138 – 144, 149

Shared Reading:

The Inuksuk: Guide in the North page 7


Bears page 5


page 7





Poetry Shared Reading

Fog page 13






Reading Unfamiliar Words

3.2 predict the meaning of

and quickly solve unfamiliar

words using different types

of cues, including:

semantic (meaning) cues

(e.g., familiar words,

phrases, sentences, and

visuals that activate existing

knowledge of oral and

written language);

• syntactic (language

structure) cues (e.g., word

order, language patterns,

punctuation);

• graphophonic

(phonological and graphic)

cues (e.g., letter clusters

within words; onset and

rime; common spelling

patterns; words within

words; visual features of

words such as shape or size)

Teacher prompt (for cross-

checking of cues): "The

word does have the same

beginning sound (bright and

brought) but does it make

sense in this sentence?"

Working With Words Guide: pages 11 – 15, 21, 42 – 72,

96

Guided Reading:



Trains page 2









Why Is It Called Moose Meadow?




Inuit Still page 3


















The Desk pages 3, 4




Shared Reading:


Antonio’s Music pages 5 – 7

“Come to the Pow-wow! page 7

Goldie Locks and the Three Bears pages 5 - 7



Bears page 3




Invitation page 11




Moon Walk page 17




Reading Fluently

3.3 read appropriate texts at

a sufficient rate and with

sufficient expression to

convey the sense of the text

to the reader and to an

audience (e.g., make oral

reading sound like spoken

language, with the

appropriate pauses, stops,

and starts indicated by the

punctuation)

Teacher prompt: "Can you

make your reading sound

just as if you are talking?"

Reading Guide: pages 14, 30, 45, 46, 55, 139, 144, 145

Guided Reading:

Adam in Net page 2









Shared Reading:


Come to the Pow-wow! pages 2, 4, 6, 7




pages 2, 6





Invitation page 12




Waking page 5


Fog page 13

Moon Walk page 16










4. Reflecting on Reading Skills and Strategies


Metacognition


support and direction, a few

strategies that they found

helpful before, during, and

after reading

Teacher prompts: "What

questions do you ask

yourself to check and see

whether you understand

what you are reading? What

do you do if you don't

understand?" "When you

come to a word or phrase

you don't know, what

strategies do you use to

solve it? How do you check

to see if you were right?"

Reading Guide: pages 15, 19, 27 – 29

Guided Reading:







Shared Reading:


Bears page 6



Read Aloud:









4.2 explain, initially with


their skills in listening,

speaking, writing, viewing,

and representing help them

make sense of what they

read (e.g., reading a text

independently is easier after

discussing the topic with a

partner and/or talking about

it in a group)

Teacher prompt: "How do

discussions before reading

help you get ready to read

about new topics?"


Guided Reading:










Shared Reading:





Bears page 3



Writing


1. generate, gather, and

organize ideas and

information to write for an

intended purpose and

audience

Writing Guide: pages 15 - 17, 24, 33, 40, 45, 47, 51, 61,

62, 70, 73, 75, 85, 91, 95, 99, 103, 104, 112, 116, 118,

121, 126, 132, 141, 157 – 170

Guided Reading:






Where Do We Live, Really page 3




The North Wind and the Sun: An Aesop Fable pages 3, 4













Mr. Fix-It pages 5 – 7


Dr. Bafflehead Explores Energy page 3

The End of the Dinosaurs: A Comic Strip pages 3, 7









Joe’s Big Surprise pages 6 - 8







The Desk pages 5 - 7


Shared Reading:



“Come to the Pow-wow” page 7



Little Cubs Presents Goldie Locks and the Three Bears

page 7



page 7




Canada Celebrates pages 8, 9

Invitation page 12

Light It Up page 16





Festival/Mix-Up page 36


Waking page 6


Fog page 14

Moon Walk page 18












Read Aloud:


2



2. draft and revise their

writing, using a variety of

informational, literary, and

graphic forms and stylistic

elements appropriate for the

purpose and audience;

Writing Guide: pages 7, 8, 19, 20, 24 - 27, 29, 40, 41, 47,

49, 50, 51, 53, 55, 58, 63 - 65, 68, 70, 78 - 82, 84, 93, 94,

96 - 98, 106, 107, 109, 111, 119, 120 - 123, 125, 135 –

140, 145, 160, 166, 181, 182, 186 – 232, 241, 242

Working With Words: page 131

Guided Reading:


























Sidney, The Grade Three Mouse pages 7, 8





The Desk pages 5, 6


Shared Reading:




Goldilocks and the Three Bears page s 3, 6, 8



Bears page 7



page 7





Invitation page 12

Light It Up page 16






Waking page 6


Fog page 14

Moon Walk page 18






I’m Very Good at Climbing pages 50, 52


Read Aloud:






3. use editing, proofreading,

and publishing skills and

strategies, and knowledge of

language conventions, to

correct errors, refine

expression, and present their

work effectively;


Writing Guide: pages 7, 8, 19, 20, 26 - 28, 40, 41, 47, 48,

50, 51, 53, 55, 63 - 65, 68, 70, 79 - 82, 84, 87, 94, 96 - 98,

101, 107, 109, 111, 114, 120, 121, 123, 125, 135 - 138,

140, 178, 181 – 183, 191 – 192, 205 – 232, 241, 242, 244,

245

Working With Words: pages 8, 9, 19 - 21, 26 – 77, 93 - 95

101, 128 – 131, 132, 138 – 144, 149

Guided Reading:

Adam In Net page 3














Mr. Fix-It page 6
















The Desk page 6




Shared Reading:




Little Cubs Theatre Presents




Bears pages 6, 7



page 7




Invitation page 12







Fog page 13

Moon Walk page 17









their strengths as writers,

areas for improvement, and

the strategies they found

most helpful at different

stages in the writing

process.

Writing Guide: pages 38 – 41, 54, 57, 69, 72, 83, 86, 97,

100, 110, 113, 121, 124, 127, 139, 142, 149 - 153



1. Developing and Organizing

Content


Purpose and Audience

1.1 identify the topic,

purpose, audience, and form

for writing (e.g., a fairy tale

to entertain another class;

the procedure for fire drills

to inform the class; a poster

to promote a favourite book

or movie)

Teacher prompts: "What is

your writing about?" "Why

are you writing?" "Whom

are you writing for?"

Writing Guide: pages 15, 16, 24, 33, 40, 157 – 159

Guided Reading:






Where Do We Live, Really page 3







Domenic’s Aquarium page 3

Mr. Fix-It page 6










The Desk page 5


Shared Reading:



“Come to the Pow-wow” page 7



Little Cubs Presents Goldie Locks and the Three Bears

page 7



page 7






Invitation page 12

Light It Up page 16




Festival/Mix-Up page 36


Waking page 6


Fog page 14

Moon Walk page 18









Developing Ideas

1.2 generate ideas about a

potential topic, using a

variety of strategies and

resources (e.g., formulate

and ask questions such as

the five W's [who, what,

when, where, why] to

identify personal

experiences, prior

knowledge, and information

needs; brainstorm ideas with

a partner)

Writing Guide: pages 17, 33, 45, 75, 91, 95, 103, 116,

132, 156 – 159

Guided Reading:



Shared Reading:




Let’s Celebrate page 5


Invitation page 12

Light It Up page 16


Fog page 14

Moon Walk page 18




Research

1.3 gather information to

support ideas for writing in

a variety of ways and/or

from a variety of sources

(e.g., from discussions with

family and friends; from a

variety of texts, including

teacher readalouds, mentor

texts, shared-, guided-, and

independent-reading texts,

and media texts)

Writing Guide: pages 17, 40, 47, 51, 61, 62, 95, 104, 108,

118, 121, 160 – 164

Guided Reading:





Inuit Still page 3

Dr. Bafflehead Explores Energy page 3




Classifying Ideas

1.4 sort ideas and

information for their writing

in a variety of ways, with

support and direction (e.g.,

by using simple graphic

organizers such as webs or a

Venn diagram)

Writing Guide: pages 51, 91, 165 – 169

Guided Reading:







Inuit Still page 3

Mr. Fix-It page 5











Shared Reading:





Light It Up page 16



Read Aloud:


2



Organizing Ideas

1.5 identify and order main

ideas and supporting details,

using graphic organizers

(e.g., a story grammar:

characters, setting, problem,

solution; a sequential chart:

first, then, next, finally) and

organizational patterns (e.g.,

problem-solution,

chronological order)

Writing Guide: pages 62, 70, 73, 85, 99, 112, 126, 141,

170

Guided Reading:




The North Wind and the Sun: An Aesop Fable pages 3, 4







The Desk pages 6, 7

Shared Reading:





Light It Up page 16


Read Aloud:


2

Pet the Sheep-Sheep page 19




Review

1.6 determine whether the

ideas and information they

have gathered are suitable

for the purpose, and gather

new material if necessary

(e.g., use a graphic

organizer to explain their

material to a classmate and

ask for feedback to identify

gaps)

Guided Reading
















2. Using Knowledge of Form and Style in Writing


Form

2.1 write short texts using

several simple forms (e.g., a

friendly letter; a factual

recount of a scientific or

mathematical investigation;

a recipe describing the

procedure for cooking a

favourite food; directions

for playing a game; a

paragraph describing the

physical characteristics of

an animal; an original story

or an extension of a familiar

story, modelled on stories

read; their own variation on

a patterned poem; an

advertisement for a toy)

Writing Guide: pages 24, 25, 29, 35 – 139

Guided Reading:









Mr. Fix-It! Page 6




At the Park page 3





Shared Reading:




Goldilocks and the Three Bears page 8



Bears page 7



page 7





Invitation page 12

Light It Up page 16








Waking page 6


Fog page 14

Moon Walk page 18








Voice

2.2 establish a personal

voice in their writing, with a

focus on using familiar

words that convey their

attitude or feeling towards

the subject or audience (e.g.,

words that convey

admiration for a character: a

cool person)

Writing Guide: pages 24, 58, 160

Guided Reading:



Mr. Fix-It page 6



The Desk page 6

Shared Reading:

“Com to the Pow-wow!” page 7



Should Children Choose Their Bedtimes page 7









Word Choice

2.3 use familiar words and

phrases to communicate

relevant details (e.g., a

sequence of adjectives: The

big, brown bear...)

Writing Guide: pages 47, 181, 182

Working With Words: pages 131

Guided Reading:




Mr. Fix-It page 5



The Desk page 5


Waking page 6


Fog page 14

Moon Walk page 18


Sentence Fluency

2.4 use a variety of sentence

types (e.g., questions,

statements, exclamations)


107, 111, 125, 145, 166, 194, 195, 208 – 210

Guided Reading:











The Desk page 5


Shared Reading:










Point of View


support and direction, their

point of view and one or

more possible different

points of view about the

topic

Teacher prompt: "How do

you feel about this topic?

How do you think other

people - such as children

from a different country or

grandparents - might feel

about this topic? How will

you share these feelings in

your writing?"

Guided Reading:





Mr. Fix-It page 6








Shared Reading:







Read Aloud:




Preparing for Revision

2.6 identify elements of

their writing that need im-

provement, using feedback

from the teacher and peers,

with a focus on content and

word choice Teacher

prompts: "Do you have

enough information to sup-

port your ideas?" "Are there

any other words that you

could use to create a better

word picture for your

audience?"

Writing Guide: pages 7, 18, 27, 40, 41, 49, 53, 55, 63, 70,

78, 81, 93, 96, 98, 106, 109, 111, 119, 122, 125, 135, 138,

140, 186 – 204, 241



Revision

2.7 make simple revisions to

improve the content, clarity,

and interest of their written

work, using several types of

strategies (e.g., reordering

sentences to present infor-

mation in a more logical se-

quence; adding linking

words to connect ideas; re-

placing general words with

concrete, specific words/

phrases) Teacher prompt:

"What linking words could

you use to connect two

ideas?" "What words could

you add to create a more

vivid picture for the

reader?"


70, 79, 82, 84, 94, 96, 98, 107, 109, 111, 120, 123, 125,

136, 138, 140, 205 -221, 241, 242



Producing Drafts

2.8 produce revised, draft

pieces of writing to meet

criteria identified by the

teacher, based on the

expectations


68, 70, 80, 82, 84, 94, 97, 98, 107, 109, 111, 121, 123,

125, 136, 138, 140, 222 – 232, 242





3. Applying Knowledge of Language Conventions and Presenting Written Work

Effectively


Spelling Familiar Words

3.1 spell many high-

frequency words correctly

(e.g., words from their oral

vocabulary, anchor charts,

the class word wall, and

shared-, guided-, and

independent-reading texts)


Working With Words: pages 8, 19, 20, 26 – 41, 101, 132,

138 – 144, 149

Guided Reading:


Shared Reading:



Bears page 5


page 7





Poetry Shared Reading

Fog page 13






Spelling Unfamiliar Words

3.2 spell unfamiliar words

using a variety of strategies

that involve understanding

sound-symbol relationships,

word structures, word mean-

ings, and general-izations

about spelling (e.g., spell

words out loud; segment

words into clusters of letters

to hear onset and rime; sort

words by common sound

patterns and/or letter

sequences; link letters to

words: You hear with your

ear; follow rules for adding

endings to base words when

the spelling doesn't change;

use word meanings to help

spell simple contractions

and homophones: bear/bare)

Writing Guide: page 135, 136, 178

Working With Words: pages 9, 10, 21, 42 – 77, 93 - 95

Guided Reading:

Adam In Net page 3







Mr. Fix-It page 6











The Desk page 6


Shared Reading:






Bears page 6







Moon Walk page 17







Vocabulary

3.3 confirm spellings and

word meanings or word

choice using a few different

types of resources (e.g.,

locate words in alphabetical

order by using first and

second letters in a primary

dictionary, on a word wall,

or in an online picture

dictionary)


214

Guided Reading:




Shared Reading:




Moon Walk page 17

Punctuation

3.4 use punctuation to help

communicate their intended

meaning, with a focus on

the use of: question marks,

periods, or exclamation

marks at the end of a sen-

tence; commas to mark

pauses; and some uses of

quotation marks


68, 70, 82, 84, 94, 96, 98, 107, 109, 111, 120, 123, 125,

136, 140, 205 – 221, 241, 244, 245

Grammar

3.5 use parts of speech

appropriately to communi-

cate their meaning clearly,

with a focus on the use of:

proper nouns for local, pro-

vincial, and national place

names and for holidays; the

personal object pronouns

me, you, him, her, us, them;

adjectives to de-scribe a

noun; verbs in the simple

present and past tenses;

joining words (e.g., and,

but); simple prepositions of

place and time (e.g., under,

with, before, after)


101, 111, 114, 140, 181 – 183, 191 - 192

Working With Words Guide: pages 128 – 131

Guided Reading:









Proofreading

3.6 proofread and correct

their writing using a simple

checklist or a few guiding

questions developed with

the teacher and posted for

reference (e.g., Does each

sentence make sense? Are

the ideas and information

presented in a logical order?

Does each sentence begin

with a capital letter and end

with a period, question

mark, or exclamation mark?

What resources can I use to

check the spelling of a word

if it doesn't look right?)


70, 79, 82, 84, 94, 96, 98, 107, 109, 111, 120, 123, 125,

136, 138, 140, 205 -221, 241, 242

Publishing

3.7 use some appropriate

elements of effective

presentation in the finished

product, including print,

different fonts, graphics, and

layout (e.g., use legible

printing, spacing, margins,

varied print size, and colour

for emphasis; include a

simple labelled diagram in a

report; supply a caption for

a photograph or illustration)

Writing Guide: pages 20, 50, 53, 65, 94, 109, 138, 222 -

223, 228, 229

Guided Reading:













The Desk page 6


Shared Reading:


Bears page 7



Invitation page 12








Producing Finished Works

3.8 produce pieces of

published work to meet

criteria identified by the

teacher, based on the

expectations


68, 70, 80, 82, 84, 94, 97, 98, 107, 109, 111, 121, 123,

125, 136, 138, 140, 222 – 232, 242

4. Reflecting on Writing Skills and Strategies


Metacognition

4.1 identify some strategies

they found helpful before,

during, and after writing

(e.g., use a writer's notebook

to record ideas for writing,

new and interesting words,

graphic organizers that

could be used again)

Teacher prompts: "How do

you generate your ideas for

writing?" "What helps you

to get organized for

writing?"


100, 110, 113, 121, 124, 127, 139, 142




4.2 describe, with prompting

by the teacher, how some of


speaking, reading, viewing,

and representing help in

their development as writers


does your conventions

notebook help you as a

writer?" "How does

listening to stories help you

when you are writing?"

"How might the television

programs you watch help

you as a writer?"


100, 110, 113, 121, 124, 127, 139, 142

Portfolio

4.3 select pieces of writing

that they think show their

best work and explain the

reasons for their selection

Writing Guide: pages 149 - 153



MEDIA LITERACY


1. demonstrate an

understanding of a variety

of media texts


Guided Reading:





Shared Reading:

3-2-1 Blast Off! pages 3, 5, 6



Bears pages 2, 4, 5






2. identify some media

forms and explain how the

conventions and techniques

associated with them are

used to create meaning


Guided Reading:






Kids’ Guide to Summer Camps page 2

Shared Reading:




Bears pages 2, 3





Light It Up page 15







3. create a variety of media

texts for different purposes

and audiences, using

appropriate forms,

conventions, and techniques



82, 84, 94, 98, 109, 111, 123, 125, 138, 140, 222, 243

Guided Reading:




















The Desk page 6


Shared Reading:




Bears page 7



Invitation page 12









their strengths as media in-

terpreters and creators, areas

for improvement, and the

strategies they found most

helpful in understanding and

creating media texts.



113, 124, 127, 134, 142

Guided Reading:


Shared Reading:


Bears page 6



Light It Up page 15

Specific Expectations

1. Understanding Media Texts



1.1 identify the purpose and

intended audience of some

simple media texts (e.g., this

television commercial is

designed to sell breakfast

cereal to parents or soft

drinks to children or teens;

this picture book of nature

stories is aimed at children

who are interested in

animals) Teacher prompts:

"Who would enjoy this?"

"Who would learn from

this?"


Guided Reading:




Shared Reading:


Bears pages 2, 4



Making

Inferences/Interpreting

Messages

1.2 identify overt and im-

plied messages in simple

media texts (e.g.,

• overt message of an

advertisement for shoes:

Great athletes wear these

shoes; implied message: If

you want to be like these

athletes, buy these shoes;

• overt message on a bill-

board advertising brand-

name clothing: These

attractive people wear this

brand of clothing; implied

messages: Wearing this

brand of clothing will make

you attractive too; clothing

makes the person;

• overt message in a

superhero cartoon: The hero

is a tall, strong man; implied

message: Tall, strong men

are like heroes)

Teacher prompt: "What is

this advertisement telling

us? Do you believe its

messages?" "What do the

heroes and villains look like

in the cartoons you watch?

What does this suggest?"


Guided Reading:



Shared Reading:



Bears page 5







Responding to and

Evaluating Texts

1.3 express personal

thoughts and feelings about

simple media works and

explain their responses (e.g.,

explain why a particular

DVD/video or licensed

character toy or game is

more or less appealing to

them than another, similar

product)

Teacher prompt: "Tell me

three things that make this

game more fun to play than

that one. Do you think both

girls and boys would like

both of these games?"


Guided Reading:




Shared Reading:




Bears page 5




Festival Mix-Up page

Audience Responses

1.4 describe how different

audiences might respond to

specific media texts

Teacher prompt: "Who do

you think is the main

audience for Saturday

morning cartoons? Do your

parents watch them? Who

watches sporting events on

television in your or your

friends' families? Who

seems most interested in car

advertisements? Do you

think some of these things

are interesting to various

groups of people?"


Shared Reading:


Goldie Locks and the Three Bears page


Bears page 2



Point of View


support and direction,

whose point of view (e.g.,

that of the hero, the villain,

the narrator) is presented in

a simple media text and

suggest how the text might

change if a different point of

view were used

Teacher prompt: "Who is

telling this story? How

would the story be different

if another character were

telling the story?"


Shared Reading:




Production Perspectives


support and direction, who

makes some of the simple

media texts with which they

are familiar, and why those

texts are produced (e.g., film

production companies

produce movies to entertain

audiences and to make

money; companies produce

advertisements to persuade

consumers to buy their

products) Teacher prompt:

"How do we know who

produces the T-shirts with

logos or slogans that we

wear, or the dolls we like to

play with?"


Guided Reading:


Shared Reading:


2. Understanding Media Forms, Conventions, and Techniques


Form

2.1 identify some of the

elements and characteristics

of selected media forms

(e.g., a television com-

mercial uses speech, sound

effects, and moving images

to sell a product or service;

a print advertisement uses

words and pictures to sell a

product or service; in a

television news broadcast,

an anchor and reporters

report information about

events that have actually

happened, and use film or

video clips from real

locations around the world

to illustrate those events)


Guided Reading:





Shared Reading:




Bears page 2




Invitation page 11

Light It Up page 15






Conventions and

Techniques

2.2 identify the conventions

and techniques used in some

familiar media forms (e.g.,

cartoons use animation and

sound to make fantasy char-

acters seem real; cereal box-

es use bright, strong colours,

bold type, and inviting pic-

tures of servings of the

cereal to attract customers'

attention) Teacher prompt:

"What do you notice about

the colours, images, and

print on the cereal boxes?

How might the message be

different if the colours or

images were changed?"


Guided Reading:






Kids’ Guide to Summer Camps page 2

Shared Reading:




Bears pages 2, 3








3. Creating Media Texts



3.1 identify the topic, pur-

pose, and audience for me-

dia texts they plan to create

(e.g., an advertisement to

interest both boys and girls

in buying an action toy)


Guided Reading:




Shared Reading:


Bears pages 2, 4



Form

3.2 identify an appropriate

form to suit the purpose and

audience for a media text

they plan to create (e.g., a

photo essay or collage to

commemorate a class event

or celebration) Teacher

prompt: "Would a photo

essay or a collage tell the

story best? How else could

we keep a record of the

event?"


Guided Reading:



Shared Reading:


Bears page 7



Conventions and

Techniques

3.3 identify conventions and

techniques appropriate to

the form chosen for a media

text they plan to create (e.g.,

a book cover with

appropriate lettering for the

title and author's name and a

cover illustration depicting a

scene or artifact from the

story; sound effects or a

sound-track for a

dramatization of a poem)



82, 84, 94, 98, 109, 111, 123, 125, 138, 140, 222, 243

Guided Reading:









The Desk page 6


Shared Reading:








Producing Media Texts

3.4 produce media texts for

specific purposes and

audiences, using a few

simple media forms and

appropriate conventions and

techniques (e.g.,

• an advertisement for a

healthy snack food

• a board game based on the

plot and characters of a

favourite book or television

show

• a sequence of pictures

and/or photographs telling

the story of a class event or

celebration

• a story illustrated with

diagrams and digital images

• a weather report with

illustrations and captions

• a selection of background

music and sound effects to

accompany a picture book

that will be read aloud to the

class

• a role play of an interview

between a reporter and a

fictional character in a

movie)


Guided Reading:



















The Desk page 6


Shared Reading:




Bears page 7



Invitation page 12








4. Reflecting on Media Literacy

Skills and Strategies


Metacognition


support and direction, what

strategies they found most

helpful in making sense of

and creating media texts

Teacher prompt: "How did

choosing music to go with

the story help you

understand the story or

poem better? Would you

choose to do this again?

Why? Why not?"

Reading Guide: pages 150 - 152


Guided Reading:


Shared Reading:


Bears page 6



Light It Up page 15


4.2 explain, initially with



speaking, reading, and

writing help them to make

sense of and produce media

texts

Teacher prompt: "Think

about your project. How

many different language

skills did you use?"



Documents

Correlation --- The Ontario Language Curriculum to ... --- The Ontario Language Curriculum to Scholastic ... Correlation --- The Ontario Language Curriculum to Scholastic Literacy