Target (Focus)

Additional/Supporting

Reading


1.9 – Point of View (understanding various points of view)


Can be discussed through daily modelled reading activities and guided reading groups

“The Letter” – Short story in Frog and Toad


Complete read alouds that have point of view to show students how it is seen in writing


Writing




2.1 – Form

2.5 – Point of View (understanding various points of view)

3.1 – Spelling Familiar Words

3.2 – Spelling Unfamiliar Words


Modelled Writing – Model how to write a letter and how to express a point of view

Work on Writing Activities – Literacy Centres – Write using the letter form; focus on conventions and point of view too

Guided Writing Activities – Guided groups on how to write a letter and how to write one expressing various points of view – Can also focus on conventions too


Oral


1.8 – Point of View (understanding various points of view)


Can be addressed through dramatic activities – Characters take on various points of view – Can discuss these points of view as a class

Media

1.5 – Point of View in a media text and offering alternative perspectives


Look at Advertising Websites (e.g., CoCo’s Adversmarts) – Discuss the different points of view in the ads – Look at how these ads could be changed to off an alternate point of view


Content




Science:
1.1 – Personal action to maintain a healthy environment

1.2 – Changes or problems that occur from the loss of some living things

2.2 – Compare basic needs of humans and other living things

2.7 – Communicating using a variety of forms


Full class, small group, and independent science activities – Learn about different living things and what happens to them

Role Play from the perspective of the different living things – Discuss afterwards as a class

Complete reading and writing activities that link this content area with the reading and writing expectations


Notes: //

Modify for those students that need it by allowing them to write on the computer. Work on having the children use a graphic organizer (i.e., a word web) to organize ideas before writing. Model for the students how to take these ideas and transfer them to their written piece.






Comments, Suggestions, and Reflections:

I have not completed this cycle yet, so I can't comment on how it will end, but I do find that the children respond really well to writing for an audience. We have done a lot of letter-writing already through Google Docs and Twitlonger, and the children are really working on editing their writing and adding more ideas to their writing so that the audience enjoys their writing. So far, I am really pleased with how well the children are incorporating the science expectations into their writing. I think that future blogging opportunities would also help them develop their writing skills, particularly with regards to point of view. Blogging is all about taking a point of view.