Ontario Curriculum Expectations: Language Expectations
Scroll down to read about what we do in READING, WRITING, ORAL COMMUNICATION and MEDIA LITERACY.
READING
The Reading strand has four overall expectations, as follows:
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;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. use knowledge of words to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
Date posted: April 24, 2013
During our reading lessons we have been discussing point of view.
Our point of view is the way we look at situations, in our reading, in our writing, and in our daily lives.
Children look at something differently from their parents. A child's point of view about bedtime, for example,
could be very different from his/her parents’ point of view.
When we read, we need to think carefully about the point of view. Who is telling the story? How does the storyteller’s point of view affect the information that we receive as readers?
Many students read without questioning a text or analyzing the character's or author's viewpoint. Students will recognize that there are not only different versions, but also different viewpoints to consider when reading a story.
During our reading lessons we have been discussing point of view.
Our point of view is the way we look at situations, in our reading, in our writing, and in our daily lives.
Children look at something differently from their parents. A child's point of view about bedtime, for example,
could be very different from his/her parents’ point of view.
When we read, we need to think carefully about the point of view. Who is telling the story? How does the storyteller’s point of view affect the information that we receive as readers?
Many students read without questioning a text or analyzing the character's or author's viewpoint. Students will recognize that there are not only different versions, but also different viewpoints to consider when reading a story.
More books showing point of view
We have also read these two books that show point of view. The illustrations and the words show how the characters can tell a story from their point of view. (May 3, 2013)
Our read aloud book to think about point of view
We have read this book several times to think about point of view from the different animals' perspective in the story.
During a drought the animals try to get some fruit from a very tall tree. Different animals ask the lion for the name of the tree, which would lower its branches to those who say its name. (end of April 2013)
During a drought the animals try to get some fruit from a very tall tree. Different animals ask the lion for the name of the tree, which would lower its branches to those who say its name. (end of April 2013)
The Tree's perspective
As a whole class we wrote from the perspective of the tree, using information from the story to show what the tree might be thinking and feeling. We wrote as if we were writing in a journal or diary, showing our feelings. (April 30, 2013)
One animal's point of view
The students chose an animal from "The Name of the Tree". The students who chose the same animal worked in groups to brainstorm ideas of what the animal might have been thinking and feeling at the beginning, the middle, and the end of the story. (April 30, 2013)
Working together
Here is a group working together - what might the gazelle have been thinking and feeling while trying to figure out the name of the tree so that the animals can get some fruit to eat. (April 30, 1013)
Point of view
To show an example of point of view we read VOICES IN THE PARK, by Anthony Browne. This story is about the same trip to the park, told from 4 different perspectives, a boy Charles, his mother, a girl named Smudge and her father. (April 17, 2013)
One point of view
We use information from the text to figure out the boy, Charles' point of view. We figure out how he's feeling and the reasons why he has certain feelings at the park.
Another point of view
The story is also told from the perspective of Charles' mother. We use information from the text to explain her feelings and character traits.
We have been working on being better readers by using a reading strategy called "inferring". (mid- March to mid-April 2013)
To infer is sometimes referred to as "reading between the lines".
This strategy usually involves:
- forming a best guess using evidence --context clues, picture clues, etc.
- making predictions
- drawing conclusions
- finding meaning of unknown words or figuring out the meaning of a situation in a story
Our class lesson about inferring
Using a fable, "The Pelican and the Crane"
First, we read the fable, while thinking about the moral or lesson of the story.
Then, we wrote the moral on the graphic organizer (picture below, centre circle).
Next, we highlighted important information to support the moral.
Then, we wrote the moral on the graphic organizer (picture below, centre circle).
Next, we highlighted important information to support the moral.
Using a graphic organizer to organize our thinking
We used the highlighted information to explain how we figured out the moral of the story.
Top circle and left circle: we wrote text evidence that supported our moral of the fable.
Right circle and bottom circle: we explained our thinking using our scheme, or background knowledge, to explain the moral of the fable.
The next day, we read another fable and figured out the moral of the story by inferring with a partner.
Top circle and left circle: we wrote text evidence that supported our moral of the fable.
Right circle and bottom circle: we explained our thinking using our scheme, or background knowledge, to explain the moral of the fable.
The next day, we read another fable and figured out the moral of the story by inferring with a partner.
Watch a video of students infer to show understanding while reading: Reading Strategy - to infer
Reading fables to demonstrate our inferring skills: School Radio BBC Aesop's Fables
WRITING
The Writing strand has four overall expectations, as follows;
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
Writers' Workshop - writing about a small moment in our life
During our writing time, the students are sometimes asked to take the everyday events of their lives and make them into focused, well-structured stories - doing their very best to communicate those stories through pictures and through more and more writing. Sometimes we read our story to our peer so that we can get feedback to improve our story. (May 27, 2013)
Practising our spelling during a language activity
During our morning Language time we practise our spelling. To improve our spelling, one of the activities is to make words with letter tiles. This student made a word ladder by using the last letter of a word to spell the beginning of the next word. For example, NICE, then use the "E", EAT, then use the "T", TELL, then use the "L', LUG, then use the "G", GAS, then use the "S", SAID, and so on. (May 8, 2013)
Writer's Workshop - Writing our first draft (May 2, 2013)
We are writing our first draft about the story, "The Name of the Tree", from the point of view of one of the animals.
Writer's Workshop - peer revising
We revise our writing with suggestions from a peer. Our peer writes some suggestions on large yellow sticky notes. (May 2, 2013)
Writer's Workshop - second draft
After revising with a peer, we use the sticky notes to try to improve our writing by either adding some more details or taking out any confusing parts. We write our second rough draft. (May 2, 2013)
Writer's Workshop - self edit
The next writing stage is to self-edit our second draft. This is where we correct capital letters, punctuation, spelling (with the help of a personal or class dictionary/thesaurus), and indents to show paragraphs.
Almost at the final stage of writing the final copy to share with our classmates. (May 2, 2013)
Almost at the final stage of writing the final copy to share with our classmates. (May 2, 2013)
Writer's Workshop - Success Criteria
As a class we figured out our Success Criteria (a list of what to do to show that we are successful in showing a point of view in our writing). We use this Success Criteria during our Writer's Workshop time for all the stages of writing (rough drafts and final copy). The list helps us to show our best writing.
Point of View
Brainstorming ideas - one point of view of an animal from the story called "The Name of the Tree". (April 30, 2013)
A student is in the planning stage of writing about one point of view, thinking of a character's thoughts and feelings at the beginning, middle and end of a story.
Visual Arts has been combined with our Language lesson - the student's green turtle mask will accompany his written work.
A student is in the planning stage of writing about one point of view, thinking of a character's thoughts and feelings at the beginning, middle and end of a story.
Visual Arts has been combined with our Language lesson - the student's green turtle mask will accompany his written work.
WRITING OUR OWN FABLE
After reading many fables, we are now going to write a fable for our Reading Buddies. Mrs. Dunning's class has Reading Buddies with the JK/SK class and Mrs. Tam's class has Reading Buddies with a Grade 1 class. We can't wait to share our own fable! (April 2013)
Our completed fables are up for display (May 13, 2013)
Gallery walk of our fables
Our fables were spread around the classroom and the students walked around reading their classmates' fables. (May 13, 2013)
Writing our own Fable for our Reading Buddies
Our Criteria for characteristics of fables (April 2013).
Brainstorming a Variety of Morals to Include in Our Fable for our Buddies
Some of our ideas (April 2, 2013).
More ideas.
Using our Fingers to Tell Our Story
We can use our hand to tell a complete story:
Now we're writing our first draft! (April 2, 2013)
- first finger to tell the beginning of the story (that includes the characters and the setting),
- next three fingers to tell the events of the story (includes the problem and the solution),
- fifth finger to tell the ending of the story (how the story ends).
Now we're writing our first draft! (April 2, 2013)
Improving Our Words When Writing Our Fable
We can try to improve our writing by using interesting vocabulary, or "nifty language" (April 2013).
Here is our lesson about words that at worth a "penny" (You can do better!), words worth a "quarter" (ok words), or words worth a "dollar" (Valuable words!).
We want our writing to be interesting so that the reader will keep reading our writing!
Here is our lesson about words that at worth a "penny" (You can do better!), words worth a "quarter" (ok words), or words worth a "dollar" (Valuable words!).
We want our writing to be interesting so that the reader will keep reading our writing!
Some of our finished fables!
The 4 pictures below show a few of the students' finished products.
Steps to writing our fables (since April 2):
(April 10, 2013)
1. Write a first draft.
Steps to writing our fables (since April 2):
(April 10, 2013)
1. Write a first draft.
2. Revise our writing with suggestions from a classmate (improving vocabulary, improving sentences/fable by adding information or taking out unnecessary parts).
3. Write a second draft (using the suggestions from our classmate).
4. Proofread our own fable by checking for spelling (with a dictionary), punctuation and proper capital letters.
5. Write a final draft in our neatest printing.
6. Illustrate our fable.
We wrote procedures, or instructions. (March 2013)
We wrote instructions for how to get ready for school in the morning, how to brush our teeth, what to do during a fire bell and how maple syrup is made.
We can write instructions using procedural words, such as, "first, next, then, after that, finally" or write the steps to a procedure using number, such as, "1., 2., 3., 4., etc.".
Procedure Writing - How maple syrup is made
We used this vocabulary list to help us write a procedure of how maple syrup is made.
Procedure Writing - Using photos to help us write
We used these photos to write our procedure of making maple syrup.
More photos to help us in our writing.
Procedure Writing
Before writing, we think of ideas to explain our instructions for how to do or make something..
We can brainstorm two different ways, by writing jot notes or using a web (March 2013).
We can brainstorm two different ways, by writing jot notes or using a web (March 2013).
One Sample of Procedure Writing
As a whole class we looked at a piece of writing and figured out why this student showed Level 4 writing (sticky notes).
This student used certain words to show that this writing is giving instructions. (i.e., First...Then...After that...etc.)
This student used certain words to show that this writing is giving instructions. (i.e., First...Then...After that...etc.)
Recognizing Procedure Writing With Another Sample
Again, as a whole class, we read another piece of procedure writing and discussed why this student showed Level 4 writing (sticky notes).
This time, this student used numbers to show the steps in the instructions (i.e., Step 1...Step 2...Step 3...etc.)
This time, this student used numbers to show the steps in the instructions (i.e., Step 1...Step 2...Step 3...etc.)
ORAL COMMUNICATION
The Oral Communication strand has three overall expectations, as follows:
Students will:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
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.
Drama and Point of View
After reading this story, a student was chosen to be "Caramba" and sit in the middle of our circle. One at a time, a student would walk to "Caramba", touch "Caramba" on the shoulder and tell the whole class what "Caramba" was thinking or feeling in the story. (May 2, 2013)
POINT OF VIEW
The students have chosen an animal from a book called, "The Name of the Tree". Students who have chosen the same animal worked together in small groups thinking of one animal's point of view (writing the animal's thoughts and feelings using information from the story). (April 30, 2013)
MEDIA LITERACY
The Media Literacy strand has four overall expectations, as follows;
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
Media awareness site: Don't Buy It. Get Media Smart!
Media Literacy - Understanding privacy when using the internet
We worked with Mr. K, who used the SMART Board to show us a website that helps students understand the importance of keeping personal information private. MediaSmarts has an interactive online game called Privacy Pirates for children ages 7-9. (June 17, 2013)
Social Studies poster integrated with Media Literacy
Here is the final product! We created these posters (click on either upper right or upper left corner for the slide show) as part of our social studies work. The Grade 2's (the first 8 posters) made posters to convince the audience to visit Zimbabwe. The posters made by the Grade 3's are for the 1800's audience, trying to get new settlers to move to Upper Canada. (May 28 and June 11, 2013)
Social Studies and Media Literacy
The Grade 2's and 3's are making posters on the computer, using a drawing program called Kid Pix.
Before working on the computer the students planned their poster by drawing with pencil on paper. While planning their poster the students used a poster criteria (ex., clear message, eye-catching) to not only create an attractive poster, but also to show their social studies knowledge.
The Grade 2's are creating a poster to convince the audience to visit Zimbabwe. They are including some information from their Social Studies lessons.
The Grade 3's are making a poster to an 1800's audience, which includes information of why moving to Upper Canada is a good idea. (May 22, 2013)
Before working on the computer the students planned their poster by drawing with pencil on paper. While planning their poster the students used a poster criteria (ex., clear message, eye-catching) to not only create an attractive poster, but also to show their social studies knowledge.
The Grade 2's are creating a poster to convince the audience to visit Zimbabwe. They are including some information from their Social Studies lessons.
The Grade 3's are making a poster to an 1800's audience, which includes information of why moving to Upper Canada is a good idea. (May 22, 2013)
Media Literacy - Understanding advertising
The students watched several public service announcements (PSA) from the website, Concerned Children's Advertisers. After watching the PSA's the students wrote an explanation of whether or not they agreed or disagreed with the message, why the PSA was created, and what parents would think of the PSA's. (April 30, 2013)
Media Literacy - Mrs. Tam's class
We thought of different companies, chose a favourite company, and designed our business card using the computer with Mr. Karailiadis.
Here are our business cards! (March/April 2013)
Here are our business cards! (March/April 2013)
Media Literacy - Mrs. Dunning's class
After thinking of different companies, we chose a favourite company.
Mr. Karailiadis helped us to design our business card using the computer. Our business cards are finished! (March/April 2013)
Mr. Karailiadis helped us to design our business card using the computer. Our business cards are finished! (March/April 2013)
Media Literacy - Creating an advertisement for our own cheese product
Our Media Literacy work from January 2013, with student teacher,
Ms. Alasvand.
Ms. Alasvand.
Advertising our cheese product
We worked in groups to make our advertisement.
Thinking of our audience when creating the advertisement
Is the target audience for children, teenagers, adults or seniors?
Language Websites
- Toronto Public Library - Toronto Public Library KidsSpace
- Click on these links to play sentence building games: Wall of Words, Fill in the Blanks, Trapped!, Kung Fu Sentences
- These games teach about types of sentences: Sentence Clubhouse, Planting Sentences, Alien Punctuation
- Listen to lots of stories online at Kids AOL , Storyline Online from the Screen Actor's Guild, Magic Keys, and Scholastic Club.
- Play a variety of language games: Kaboose Funschool
- Fill in the parts of speech to create crazy mad lib stories! Funbrain
- Choose from a variety of word games. Funbrain Games
- Practise literacy skills by playing games and completing activities. www.bbc.co.uk
- Other sites to practise Language skills: Starfall.com