HOW I TREAT MYSELF AND OTHERS MATTERS - …materials.randomactsofkindness.org/ca/en/3-How-I-Treat-Myself-and... · HOW I TREAT MYSELF AND OTHERS ... evaluation questions to help determine

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QUESTIONS? CONTACT: [email protected]

GRADE 3

Objective: Students will be able to:• Discuss the importance of thinking about the effects of

one’s actions on other people.• Identify how to show respect for individual differences.• Express intentions to treat self and others with care and

respect.• Identify ways they can care for the environment.• Describe some of the ways that young children can be

intentionally helpful.

Kindness Definition: Kindness means being friendly, generous or considerate to ourselves and others through our words and actions.

Kindness Concepts: Caring, Respect, Self-Care

HOW I TREAT MYSELF AND OTHERS MATTERS

Time Out Visual Response, p. 3(15 minutes)

• Foundation for a Better Life clip: Time Out –http://bit.ly/19SLYYS

• RAK journals

LESSON ACTIVITIES LESSON MATERIALS

Respecting Differences Activity, p. 4(20 minutes)

• Old magazines to cut up• Scissors, pair for each student• Hat, can, or basket• Create two signs that say “LIKE” and “DON’T LIKE”,

and post on opposite sides of the room

Social Studies: Respecting Other People’s Ideas Activity, pp. 5-6(multi-day project)

• How Can We Respect Other People’s Ideas? sheet, one for each pair or small group

• Chart paper

Secret Buddies, p. 7(5 minutes)

• Slips of paper with student names• RAK journals

Treating Myself with Kindness, p. 8(5 minutes to explain, a week for activity)

• RAK journals

Caring for Our World Science Activity, pp. 9-10(multi-day project)

• Caring For Our World research sheet, one sheet for each student or research group

Home Extension Activity, pp. 11-12(time varies)

• Take home activity, one sheet for each student

http://bit.ly/19SLYYS

Page 2 of 18© The Random Acts of Kindness Foundation, 2014 | How I Treat Myself & Others Matters, Grade 3

• The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson activities use a variety of modalities to address different learning styles and build on each other.

• Each activity includes evaluation questions to help determine how well students have internalized the lesson objective. You can discuss the questions as a class, have students work with a partner or a small group, or have students write responses in their RAK journal.

• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the lesson or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept Posters during the unit. See the RAK Educator Guide for information about using Kindness Concepts to create a healthy classroom environment and help students develop pro-social behaviours.

• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners. • The Kindness Tool Kit is another way to meet the needs of diverse learners. See the RAK Educator

Guide for how to create and use this tool kit.• RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better

regulate their emotions, think through challenging situations, and build healthy relationships, friend-ships and community. See the RAK Educator Guide for more information about incorporating those strategies into the lesson.

• Revisiting the topics or questions raised during discussions regularly will expand student understanding of the concepts. Scripted explanations are provided, but feel free to use language that feels natural for you.

• This lesson includes a home extension activity, which may be sent home at any time during the unit.• The British Columbia Integrated Resource Package: Prescribed Learning Outcomes met are listed

after the activity title. Key is provided on pp. 13-18. In addition, these lesson activities address the Communication, Creative Thinking and Positive Personal & Cultural Identity Core Competencies pro-posed for British Columbia.

LESSON NOTES

Teacher says: “For the next few days, we are going to talk about how we treat ourselves and others. Can you describe a way that you can show respect to other people? What are some ways that we can show that we care for others?” Allow time for students to respond and discuss, either as a class or in small groups. You may also use this time to introduce the Kindness Concepts (Caring, Respect, Self-Care) and create community definitions for these concepts or share the definitions listed below. Consider us-ing the Kindness Concept Posters for caring, respect, self-care as a way to reinforce learning.

SUGGESTED INTRODUCTION TO UNIT


VOCABULARY WORDS FOR UNIT

Caring: Feeling and showing concern for others. Respect: Treating others as you would like to be treated. Self-Care: Learning how to take care of yourself. Using nice words when you think or talk about your-self.

http://materials.randomactsofkindness.org/pdfs/6743/CA_Elementary_posters_11x17_Canadian_English.pdf


http://materials.randomactsofkindness.org/educator-guide/CA_RAK_Educator_Guide_2015.pdf

http://materials.randomactsofkindness.org/pdfs/6742/CA_RAK_Kindness_Tool_Kits.pdf



http://materials.randomactsofkindness.org/pdfs/6740/CA_RAK_Focusing_Strategies.pdf

http://materials.randomactsofkindness.org/pdfs/6741/CA_RAK_Problem-Solving_Strategies.pdf



ACTIVITY


TIME OUT VISUAL RESPONSE (15 to 20 minutes)

1. Teacher says: “We are going to watch a clip and I want you to notice how the people in the clip act and the implications of their actions.”

2. Show the Time Out clip. Then ask the following questions:1) What did you think of this clip?2) How do you think the people were treating each other? Were they listening to each other?3) Why do you think the girl decided to say something to the two people who were arguing?4) Why do you think the two people stopped and then apologized?5) Have you ever gotten really upset with someone and then realized that maybe you could

have acted in a different way? What did you do?6) Do you think that listening to other people’s ideas is a way to show respect? Why or why

not?7) What are some other ways that we can disagree in a way that respects or shows care for the

other person?

• Foundation for a Better Life clip: Time Out –http://bit.ly/19SLYYS

• RAK journals• Kindness Concept Posters for Caring, Respect

LESSON MATERIALS

DESCRIPTION

Discuss in small groups or as a class (or have students write responses in their journals): “Do you think it is important to treat other people with respect, care and patience? Why or why not?”

EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A8, A11, B1, C1, C7Health and Career Education: C1, C4Social Studies: C1

LEARNING OUTCOMES MET

TIPS FOR DIVERSE LEARNERSStudents might benefit from:

1. Using a talking stick with this activity in the Learning to Listen, Grade 1 lesson so they are real-ly able to listen to each other.

2. Referencing the kindness meter from the Focusing Strategies and pinpointing where in the ar-gument the adults should have seen they were moving toward the red zone.

3. Sharing their responses with a partner before sharing responses with the whole group.

http://bit.ly/19SLYYS

http://materials.randomactsofkindness.org/pdfs/6740/CA_RAK_Focusing_Strategies.pdf

ACTIVITY


RESPECTING DIFFERENCES ACTIVITY (20 minutes)

1. Before the activity, post the LIKE and DON’T LIKE signs on opposite sides of the room.2. Teacher says: “Do you find it easy to talk and hang out with people who have the same interests as you

do? What if someone has different interests? Is it easy to talk to them?” Allow students to respond.3. Then say: “We are going to do an activity where we think about ways we can learn to talk to people who

have different interests from us. I want you to find pictures in these magazines of at least THREE things that you like or enjoy doing. Cut out the pictures and put them in this hat. Another option would be to draw things that you enjoy doing if you prefer.”

4. Allow 5 to 10 minutes for this activity. When students are done, have them put the images in the hat.5. Pull one image out of the hat at a time and explain that if they like or enjoy that activity to walk to the

LIKE sign and if they don’t like it, to walk to the DON’T LIKE sign. Ask students why they like or don’t like that particular activity.

6. Do this activity as many times as you like, so that students begin to observe ways they are the same and ways they are different.

7. After finishing the activity, ask the following questions:1) Were you surprised by the ways you were similar to other people? Were you surprised by the ways

that you were different?2) You may have noticed that you shared lots of interests with some people and very few interests with

other people. What do you think it would be like if we were all the same?3) If you don’t have a lot in common with someone, do you think that makes it harder or easier to get

along with that person? Why?4) What do you think you could talk about or do with people who are different than you?

• Old magazines to cut up• Scissors, pair for each student• Hat, can, or basket• Create two signs that say “LIKE” and “DON’T LIKE”,

and post on opposite sides of the room• Kindness Concept Poster for Respect

LESSON MATERIALS

DESCRIPTION

Teacher says (or have students write their responses in their RAK journal): “As a class what are some things that we can do to show respect for those who have different interests from us?”

EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A8, A11, B1, C1Health and Career Education: C1, C4Social Studies: C1


TIPS FOR DIVERSE LEARNERSStudents might benefit from:1. Standing in a circle and doing thumbs up/thumbs down as students share images of what they like or

don’t like to do. This might be a useful alternative to walking to the LIKE and DON’T LIKE signs if your class gets distracted by a lot of movement.

ACTIVITY


SOCIAL STUDIES: RESPECTING OTHER PEOPLE’S IDEAS (multi-day project)

1. Teacher says: “In our last activity, we discussed how to respect people who may have different interests than us. In the Time Out clip, we saw two people who were very different disagree in an angry way at first. What if someone has different ideas? What are some ways that we can show respect to that person?” Allow students to respond.

2. Then say: “Now we are going to do an activity where we talk about some ways we can respect other people’s ideas.”

3. Divide students into pairs or into small groups. One option would be to have students who normally disagree to work together, depending on how well you think they can handle discussing the situations.

4. Hand out the How Can We Respect Other People’s Ideas? worksheet, one to each group, and have the students discuss the different situations.

5. After discussing in groups, ask for volunteers to share suggestions for how to respect others’ ideas and write their ideas on a poster sheet or on the board.

• How Can We Respect Other People’s Ideas? sheet, (p. 6), one for each pair or small group

• Chart paper• RAK journals• Kindness Concept Posters for Caring, Respect

LESSON MATERIALS

DESCRIPTION

Discuss in small groups or as a class (or have students write their responses in their RAK journal): “You all mentioned ways that you can respect other people’s ideas. What is one way that you can try this week to show respect for another person whose ideas are different from yours?”

EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A8, A11, B1, C1Health and Career Education: C1, C4Social Studies: C1



1. Referencing the RAK Problem-Solving Strategies.

2. Using a talking stick with this activity (see Learning to Listen, Grade 1 lesson) so they are really able to listen to each other.

http://materials.randomactsofkindness.org/pdfs/6741/CA_RAK_Problem-Solving_Strategies.pdf

ACTIVITY


Directions: In your group, read one situation at a time and talk about ways the people in the situations can show respect for the other person’s ideas. Have one person in the group write down the group’s ideas.

HOW CAN WE RESPECT OTHERPEOPLE’S IDEAS?

Two Grade 3 students are disagreeing about the rules for a basketball game at recess. What are some ways they can show respect for the other person’s ideas?

_____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

SITUATION ONE:

A brother and sister are asked to clean the kitchen and the living room after dinner. They disagree about everything: who should do what job, how to do the jobs, and how long the jobs should take. How can they respect each other and work through their disagreement?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

SITUATION TWO:

ACTIVITY


SECRET BUDDIES (5 minutes to explain, a week for activity)

1. For this activity, it might be useful to build on what the students discussed during the Respecting Differences and Respecting Other People’s Ideas activities, and pair the student up with someone who they don’t know well or with whom they may have different interests or ideas. The goal of this activity is to build community in the classroom by learning to appreciate the unique qualities we all have and to celebrate those qualities. Once their secret buddy is revealed, this will give students who don’t normally interact something to talk about.

2. Another option would be to pair students (again, choose two students who don’t normally hang out together) from two Grade 3 classes so that it is more difficult for the students to figure out who has been assigned as their secret buddy.

3. Teacher says: “I am going to assign you a secret buddy. For the next week you are going to do at least one kind thing a day for your secret buddy without that person knowing. What are some kind things that you can do for that person?” Allow students to respond.

4. Hand students their secret buddy name and have them put the name in their pocket or desk so that no one else can see it. Note: Emphasize the importance of everybody participating so that no one feels left out.

5. At the end of the week, have students reveal their secret buddy to each other.

• Slips of paper with student names• RAK journals• Kindness Concept Poster for Respect

LESSON MATERIALS

DESCRIPTION

Discuss in small groups or as a class (or have students write responses in their RAK journals): “What did it feel like to do kind acts for others without them knowing? What did it feel like to have someone do something kind for you without you knowing?”

EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A8, A11, B1, C7Health and Career Education: C1, C4Social Studies: A7



1. Individual conferences to discuss how they can do a random act of kindness for their buddy.

2. Referencing ideas from the Random Acts of Kindness website.

3. Seeing a reminder posted on the class bulletin board so they don’t forget to do their random act of kindness.

ACTIVITY


TREATING MYSELF WITH KINDNESS (5 minutes to explain, a week for activity)

1. Teacher says: “Today we are going to think about what it means to treat ourselves with respect and kindness. What do you think that means? Do you think it might be important to be kind to or care for ourselves? Why or why not? What are some ways we can treat ourselves with kindness?” Allow students to respond and write their responses on the board.

2. Have students take out their RAK journals and write down ways they can show respect and kindness to themselves during the next week. This can be a free writing exercise or a more formal writing prompt.

3. Then have the students pledge to choose two or three kind things they can do for themselves this week.

4. Check in at the end of the week to determine whether they felt they treated themselves with kindness during the week.

• RAK journals• Kindness Concept Poster for Caring, Self-Care

LESSON MATERIALS

DESCRIPTION

Discuss in small groups or as a class (or have students write their responses in their RAK journal): “How did it feel to treat yourself with kindness? Can you describe what your heart and your body felt like when you treated yourself with kindness?”

EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A8, A11, B1, C1, C7, C10Health and Career Education: C1



1. Having a sentence to complete, like “I promise I will practice self-care and be kind to myself by ....”

2. Having a self-care bulletin board in the classroom with images and examples of ways to show self-care as a reminder during the week. You can create this bulletin board with student re-sponses from above.

3. Using items from the Kindness Tool Kit for self-care.

http://materials.randomactsofkindness.org/pdfs/6742/CA_RAK_Kindness_Tool_Kits.pdf

ACTIVITY


CARING FOR OUR WORLD SCIENCE ACTIVITY (multi-day project)

1. Teacher says: “We have been talking about how to respect and care for each other and ourselves. Now we are going to do an activity where we think about how to care for our world.”

2. Hand out the Caring for Our World research worksheet. Have the students work independently or in a small group to research an environmental problem that you assign or allow them to choose.

3. Schedule a time to go to the school library to research the topic or check out books or resources to bring to the class. Here are some possible websites:http://www.ec.gc.ca/sce-cew/default.asp?lang=En&n=87740C94-1http://cwf-fcf.org/en/discover-wildlife/endangered-species/

4. Have students write a report, give an oral report or create a poster board project about the problem and what they think they can do about that problem. Consider recording the students as they make their presentations so they can review later.

• Caring For Our World research sheet, (p. 10), one sheet for each student or research group

• Kindness Concept Poster for Caring, Respect

LESSON MATERIALS

DESCRIPTION

The report or poster project serves as an evaluation for this activity.EVALUATION

English Language Arts: A1, A2, A3, A4, A5, A6, A8, A11, B1, B2, B7, B9, C2, C4, C5, C10Social Studies: A4, A7



1. Having a partner for this project.

2. Having access to websites that can translate material into other languages.

http://www.ec.gc.ca/sce-cew/default.asp?lang=En&n=87740C94-1

http://cwf-fcf.org/en/discover-wildlife/endangered-species/

ACTIVITY


CARING FOR OUR WORLD RESEARCH SHEET

Name: ________________________________

Environmental Problem: ____________________________________________

• What caused this problem? • Is this problem only in your community or is it happening in other parts of Canada or the world? Where?

• What have adults done to help solve this problem?

• What have children done to help solve this problem?

• What can I do to make people aware of the problem?

• What can I do to help solve this problem?

ACTIVITY


HOME EXTENSION ACTIVITY

Take Home Activity (p. 12), one sheet per studentMATERIALS

1. This activity could be done at any point during the unit. Write the return date on the sheet before you distribute it. You may want to distribute the sheet with the Friday folders and have it returned on Monday.

2. Hand out the Home Extension Activity and say: “We have been talking about what it means to respect and care for others and I want you to talk about these ideas with your parent, guardian or another adult who cares for you. Please put this in your folder and return by _____________.”

3. The day the students bring back their sheet, ask the following questions:1) What are some ways that you and the people you live with are the same and different? How

can you respect those differences?2) How can you show respect for other people’s ideas?3) How can you care for people in our community?

DESCRIPTION


Name: __________________________________ Please return by: ___________

BACKGROUND

As part of the Random Acts of Kindness program, we have been talking in class about ways to respect differences and show care in the community.

VOCABULARY WORDS

Caring: Feeling and showing concern for others. Respect: Treating others as you would like to be treated. Self-Care: Learning how to take care of yourself. Using nice words when you think or talk about yourself.

AT HOME ACTIVITY

Review the vocabulary words listed above. Ask your student what he or she has learned about these qualities. Then discuss the following questions and write (or have your student write) responses below or on the back and return to school by the date above:

• What are some ways that we are the same? How are we different? How can we respect those differences?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

• How can we show respect for other people’s ideas?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

• How can we care for people in our community?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


HOME EXTENSION ACTIVITY


BRITISH COLUMBIA PRESCRIBED LEARNING OUTCOMES https://www.bced.gov.bc.ca/irp/gc.php?lang=en

1. Language Arts• A1: Use speaking and listening to interact with others for the purposes of contributing to a

class goal, sharing and explaining ideas, viewpoints, and opinions, making connections, solving problems, completing tasks Achievement Indicators:

o share ideas relevant to class activities and discussions (e.g., structured A/B partners, informal partner-talk, brainstorming)

o engage in partner, small group, and whole class discussion to accomplish a structured task (e.g., plan a class celebration)

o share ideas, opinions, and feelings relevant to class activities and discussions (e.g., in pairs and small and whole group activities, brainstorming, book club, community circle)

o ask for assistance from peers and adults o speak and listen to respond to the needs of others, considering verbal and nonverbal cues

(e.g., tone, inflection, facial expression) • A2: Use speaking to explore, express, and present ideas, information, and feelings for different

purposes, by staying on topic in a focussed discussion, recounting experiences in a logical sequence, presenting a central idea with supporting details, using specific and descriptive vocabulary, sharing connections madeAchievement Indicators:

o identify purpose for speaking or presenting (e.g., to deliver short simple report, share an experience, give an oral explanation or instructions)

o discuss and present ideas and information that is understandable and generally complete (e.g., states a clear topic, is logically sequenced, includes some explanations, examples, or details)

o explain own viewpoint and give reasons o use tone, volume, pace, intonation, and gesture to enhance meaning o provide a beginning, middle, and an end, including concrete details that develop a central

idea o plan and present dramatic interpretations of experiences, stories, poems, or plays with clear

diction, pitch, and tone • A3: Listen purposefully to understand ideas and information, by identifying the main ideas and

supporting details, generating questions, visualizing and sharing

STANDARDS KEYACADEMIC SUBJECT KEY

Health

Language Arts

Science

Mathematics

Social Studies

Visual Arts

Drama and Theatre Arts


Achievement Indicators: o identify and retell main ideas and supporting details o after listening, generate questions with classmates to explore a topic further o demonstrate attentive listening in nonverbal ways (e.g., nod to show agreement, show responsive

facial expressions) o attend without distracting or interrupting (e.g., raise hand to ask questions or make comments,

wait turn to speak) • A4: Use a variety of strategies when interacting with others, including accessing prior knowledge,

making and sharing connections, asking questions for clarification and understanding, taking turns as speaker and listener Achievement Indicators:

o refer to relevant texts they have read or heard, or contribute relevant experiences to the topic or task

o connect and relate prior experiences, insights, and ideas to those of a speaker o make connections to personal and shared ideas and experiences by talking in pairs (e.g., listen

and add to partner’s ideas) o follow classroom guidelines for interacting (e.g., respectful listening, accepting differing opinions) o respond to questions with appropriate elaboration o balance role of self as speaker and listener, and follow the rules of conversation

• A5: Use a variety of strategies when interacting with others including presenting ideas, information, and feelings, including setting a purpose, accessing prior knowledge, generating ideas, making and sharing connections, asking questions to clarify and confirm meaning, organizing information, practising delivery, self-monitoring and self-correcting in response to feedback Achievement Indicators:

o ask and answer questions to focus topics or identify need for further information o organize information and ideas chronologically or around major points of information (e.g., use

graphic organizers, generate research questions, and collect information) o monitor volume and tone of voice, depending on the situation (e.g., speaking to a guest vs.

interacting at recess) • A6: Use a variety of strategies when listening to make and clarify meaning, including accessing prior

knowledge, making predictions about content before listening, focussing on the speaker, listening for specifics, asking questions, recalling and summarizing, visualizing, monitoring comprehension Achievement Indicators:

o ask questions to clarify (e.g., recognize when information is not making sense, ask speaker to clarify)

o identify main ideas and supporting details o retell, paraphrase, and explain what has been said by a speaker

• A8: Engage in speaking and listening activities to develop a deeper understanding of texts (e.g. creative responses to text)Achievement Indicators:

o make inferences about characters’ feelings or the story problem o make some connections to other selections (e.g., compare a character in a poem to one

represented in a painting)

STANDARDS KEY


• A11: Use the features of oral language to convey and derive meaning, including text structure, sentence lengths and types, transitions, syntax (i.e., grammar and usage), enunciation, receptive listening posture Achievement Indicators:

o during presentations, stay on topic, sequence ideas in meaningful ways, and include a beginning, middle, and end

o use a variety of statements, commands, and questions; may make a few errors, but these do not interfere with meaning

o speak with subject-verb agreement, and use pronouns, adjectives, compound words, and articles correctly

o use past, present, and future tenses properly o use a variety of simple ordering or connecting words to link ideas in their speech (e.g., but,

because, who, first, finally) o self-correct most errors of syntax o speak clearly and audibly (e.g., pronounce familiar words correctly; may stumble over newly

acquired vocabulary) o focus on the speaker when listening

• B1: Read fluently and demonstrate comprehension of a range of grade-appropriate literary texts, such as stories from various Aboriginal and other cultures, stories from a variety of genres (e.g., folktales, legends, adventure, humour, biographies, mysteries), series and chapter books, picture books, poemsAchievement Indicators:

o read grade-appropriate literary texts independently and collectively (e.g., choral reading and readers’ theatre), with accuracy, comprehension, and fluency, including expression and phrasing

o summarize major points from fiction and retell events in the correct general sequence o make inferences (e.g., about characters or situations)

• B7: Use a variety of strategies after reading and viewing to confirm and extend meaning, including self-monitoring and self-correcting, generating and responding to questions, generating a response, visualizing, retelling and summarizing, using ‘text features’ to locate information, using graphic organizers to record information Achievement Indicator:

o summarize the “big idea” or author’s message, and give evidence to support the summary• B9: Read and view to extend thinking, by predicting, developing connections and explanations,

distinguishing between fact and fiction, drawing conclusions Achievement Indicators:

o make logical connections between new information and ideas in a selection and what they already know and believe about the topic

o analyse a story in terms of cause and effect and draw conclusions • C1: Create a variety of clear personal writing and representations that express connections to

personal experiences, ideas, and opinions, featuring ideas supported by related details, sentence fluency using a variety of sentence lengths and patterns, experimentation with word choice by using new and different words, an emerging voice demonstrating a developing writing style, an organization that is meaningful and logical

STANDARDS KEY


Achievement Indicator: o create a variety of types of personal writing and representations (e.g., quick writes, reading

responses, journal entries, story descriptions, personal letters, and may include impromptu writing)

*Note: Performance Standards for Personal Writing are available for viewing under Suggested Achievement Indicators for this Prescribed Learning Outcome

• C2: Create a variety of clear, easy-to-follow informational writing and representations, featuring ideas that are adequately developed through relevant details and explanations, sentence fluency through a variety of correctly constructed sentences, word choice by using some new and precise words including content-specific vocabulary, a voice that demonstrates interest in and knowledge of the topic, an organization that includes an introduction, and logically connected and sequenced details Achievement Indicators:

o create a variety of informational writing and representations (e.g., expository writing such as procedures, graphs, charts, reports, instructions, posters, various multimedia forms, and may include impromptu writing)

*Note: Performance Standards for Informational Writing are available for viewing under Suggested Achievement Indicators for this Prescribed Learning Outcome

• C4: Use a variety of strategies before writing and representing, including setting a purpose, identifying an audience, participating in developing class generated criteria, generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphicsAchievement Indicators:

o make written plans and use graphic organizers (e.g., mind maps, fishbone, storyboards) to organize and sequence ideas

o gather information in preparation for writing and representing by drawing on personal interest or prompts (e.g., talking with others; interviewing informed people; using books, labels, charts and diagrams; using models of good literature, watching videos; sketching ideas; or making lists to sequence events)

• C5: Use a variety of strategies during writing and representing to express thoughts, including referring to class generated criteria, referring to word banks, examining models of literature/visuals, using information from multiple sources, consulting reference materials, revising and editingAchievement Indicators:

o use appropriate print and electronic reference material to find additional information on a topic • C7: Use writing and representing to express personal responses and opinions about experiences

and textsAchievement Indicators:

o respond in writing or representing by expressing feelings or thoughts about experiences and texts (e.g., something they have read, heard, or viewed; a field trip experience; information from a guest speaker, film, or science experiment)

• C10: Use the features and conventions of language to express meaning in their writing and representing, including complete simple and compound sentences, various sentence types (e.g., declarative, interrogative, imperative, exclamatory), paragraphs, with some accuracy, correct subject-verb agreement, past and present tenses, noun and pronoun agreement, capitalization

STANDARDS KEY


in titles of books and stories, punctuation at the end of sentences, apostrophes to form common contractions and to show possession, commas in a series, dates, addresses, and locations, new words from their oral language and reading experiences, spelling phonically regular, three-syllable words, by applying phonic knowledge and skills and visual memory, conventional Canadian spelling of familiar words, and spelling of unfamiliar words by applying generalizations to assist, strategies for correctly spelling frequently misspelled words, legible print, and begin to show proper alignment, shape, and slant of cursive writing, spacing words and sentences consistently on a line and page*Note: Performance Standards Writing Features and Conventions are available for viewing under Suggested Achievement Indicators for this Prescribed Learning Outcome

2. Health and Career Education• C1: Describe practices that contribute to physical and emotional health (e.g., regular physical

activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)Achievement Indicators:

o describe a variety of practices that contribute to emotional health (e.g., coping strategies, positive self-concept, taking personal time, fostering healthy relationships, getting adequate sleep, balancing activities, relaxation techniques, talking to a trusted friend or adult when you feel sad or confused, developing problem-solving strategies

• C4: Describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills) Achievement Indicators:

o describe effective skills for building a variety of types of positive relationships, such as effective communication skills (e.g., active listening, using questions, using “I” statements, not interrupting, asking questions to find out more), interpersonal skills (e.g., co-operation, taking turns, respect, recognizing and honouring differences, empathy)

3. Social Studies• A4: Gather information from a variety of sources

Achievement Indicators: o gather information on a topic from more than one source (e.g., book, magazine, web site,

interview) o apply strategies for information gathering (e.g., using headings, indices, tables of contents) o record information from various sources, demonstrating appropriate strategies for note taking

(e.g., key words, main ideas, point form) o cite their information sources appropriately (e.g., simple bibliography)

• A7: Formulate a response to a relevant classroom, school, or community problem or issue Achievement Indicators:

o generate a variety of responses to a specific problem or issue o demonstrate willingness to consider diverse points of view o individually or in groups, design a course of action to address a problem or issue, and provide

reasons to support their choice • C1: Describe how an understanding of personal roles, rights, and responsibilities can affect the

well-being of the school and community Achievement Indicators:

STANDARDS KEY

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o give examples of community issues on which there are differing points of view (e.g., sharing playground space, spending community funds)

o suggest reasons why groups and communities may experience conflict o suggest ways to resolve conflict in groups to maintain the well-being of the school and

community (e.g., class meeting, town hall meeting, mediation)

OTHER STANDARDS MET

1. 21st Century Skills (www.p21.org)• Learning and Innovation Skills

a. Critical Thinking: Reason effectively, make judgments and decisions, solve problemsb. Communicate clearly and collaborate with othersc. Creativity and Innovation: Think creatively and work creatively with others

• Life and Career Skillsa. Initiative and Self Direction: Manage goals and time, work independently, be self-directed

learnersb. Social and Cross-Cultural Skills: Interact effectively with othersc. Productivity and Accountability: Manage projects and produce resultsd. Responsibility: Be responsible to others

2. Social and Emotional Standards (www.casel.org)• Social Awareness• Relationship Skills• Self Awareness

STANDARDS KEY

Documents

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