Text2 reader sept2011

Issue 1 / SEPT 2011

Featured in this issue

Fiction Stuffed, by Eric Walters
Nonfiction The Salmon Bears, by Ian McAllister & Nicholas Read
Graphic Novel Food Fight, by Liam O’Donnell & Mike Deas

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TEXT2READER
A monthly reading program for middle schools,
presented by Orca Book Publishers

CONTENTS
Welcome to Text2Reader 4

1. Fiction
Excerpt: Stuffed 6
(Focus: reading literary texts for meaning)
Exercise A: Looking for Answers 9
(Foucs: comprehension; inferencing; summarizing)
Exercise B: The Tools of Language 11
(Focus: vocabulary; connecting to experience)
Exercise C: Write It Down 13
(Focus: expressing an opinion; summarizing; reflecting)
Assessment Rubric 14
Exercise D: Extending the Learning 15
(Focus: understanding visual media; note taking)

2. Nonfiction
Excerpt: The Salmon Bears 16
(Focus: reading nonfiction texts for meaning)
Exercise A: Looking for Answers 18
(Focus: comprehension; synthesis; prediction; inferencing;
connecting to experience)
Exercise B: Organizing the Information 19
(Focus: main idea vs details)
Exercise C: Change Your Point of View 21
(Focus: point of view; desciptive words)

3. Graphic Novel
Exercise A: Making Meaning 23
(Focus: connecting with prior knowledge; questioning;
multimedia presentations; promotional writing—writing
for a particular purpose)
Excerpt: Food Fight 24
(Focus: reading graphic novels/visual texts for meaning)
Exercise B: Making Connections 27
(Focus: connecting to text, self and world)

Exercise C: Extending the Learning 28
(Focus: presenting/evaluating arguments)

4. Readers Theater
Readers Theater Script: Stuffed 30
(Focus: reading with expression; developing fluency)

5. About the Authors
Profile: Eric Walters 33
Profile: Ian McAllister 33
Profile: Nicholas Read 34
Profile: Liam O’Donnell 34
Profile: Mike Deas 34
Exercise A: Twenty Questions 35
(Focus: questioning)
Exercise B: Make Your Case 36
(Focus: paragraph organization; persuasive writing)

Answer Keys 39
Prescribed Learning Outcomes 40

4 www.text2reader.com

WELCOME TO
TEXT2READER
You’re a busy professional, and your prep time is a precious commodity. That’s why Orca Book
Publishers brings you Text2Reader, a monthly stand-alone resource for grades 6–8 English Lan-
guage Arts (ELA) teachers. Text2Reader offers high-quality reading selections from award-win-
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relevant passages that connect to your students’ own lives. Text2Reader speaks to the real-life is-
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enrichment—all directly tied to ELA learning outcomes.

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middle school can use Text2Reader, for one low price.

TEXT2READER at a glance:
In each issue of Text2Reader you’ll find:
• award-winning fiction, nonfiction and graphic novel selections;
• teacher-created reading comprehension exercises that support and reflect English Language
Arts learning outcomes across North America;
• literacy-based projects, both independent and guided, that focus on reading, writing, speak-
ing and listening, and that support your students in learning to read instructions and com-
plete tasks on their own;
• numerous opportunities for you to integrate concepts from Math, Social Studies, Science and
Health;
• multimedia and web-based research and exploration;
• Readers Theater from a bestselling novel;
• profiles of popular authors;
• a variety of ready-to-go assessment rubrics, including authentic assessments such as student
self-evaluations; and
• an engaging layout and conversational tone that appeals to your students.

Best of all? Each month, when a new issue of Text2Reader arrives, you can
download a checklist of English Language Arts learning outcomes for your juris-
diction and grade from our website (www.text2reader.com). In that checklist, we
break down which outcomes are covered in that month’s issue of Text2Reader.
Who knew it could be so easy?

Text2Reader September 2011 5

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Text2Reader is a supplementary resource—one that supports you in your goals of teaching stu-
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texts they encounter, and to make meaning by listening, speaking and writing about what they’re
reading. It complements your ongoing English Language Arts program. And it’s great to know you
can lean on Text2Reader to cover most of your ELA outcomes!

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1. FICTION

The fiction passage in this issue is from Stuffed, by Eric Walters (Orca Book Publishers, 2006).
Here’s a summary of the book:

After watching a documentary stressing the health dangers of eating fast food,
Ian and his friends decide to boycott one of the largest fast-food burger chains
in the nation. To advertise the boycott, Ian begins an Internet campaign, which
quickly spreads nationwide. The threat of a large boycott reaches the ears of the
burger chain’s lawyers, and they do their best to force Ian and his friends to aban-
don their plans. Refusing to succumb to their pressure, Ian seeks the help of a
teacher to formulate an even more promising plan.

Now that you know what Stuffed is all about, read the following chapter.

Stuffed, Chapter 9
In this chapter, Ian shows his parents (who are both lawyers) the email Frankie has sent him in
response to his organizing a boycott.

“Okay, explain it to me again,” my father said as he sat looking at the email message from
the law firm.
“It’s because of my computer science project,” I said, trying to hide behind schoolwork.
“How can a school project get a law firm representing an international company to send
5 you a letter threatening legal action?”
“Well, you remember I mentioned that documentary I saw
about how bad fast food was for you?”
My father nodded.
“This is disgusting!”
10 I turned around. My mother was standing at the door, peering
into the room.
“This is unbelievable!” she said.

Fiction • Text2Reader September 2011 7

“We have bigger problems than his room,” my father said.
“Come in and sit down.”
15 “Sit down? There’s no place to sit! I’m afraid I could catch something—”
“Then stand up, but have a look at this. The law firm of Smith and Evans has sent our son
a letter.”
“They’ve what?” she said as she sloshed her way across my room.
“They’ve sent Ian an email. Look.”
20 My mother stood behind where my father and I sat and
looked at the screen. She leaned in and started to read.
“Scroll down,” she said.
I scrolled the letter down.
“This is your basic cease-and-desist letter. What exactly did
25 you do?”
“Nothing really.” I explained about the documentary and how I came up with the idea of
the boycott and spreading it through MSN and the Internet.
“And this is actually working?” my father asked.
“I don’t know about the boycott, but I’ve had close to eight hundred emails since I sent
30 it out last night.”
“Unbelievable,” my mother said.
“It must be believable enough that Frankie’s is concerned enough to send this letter.”
“But are they serious, are they really going to sue me?”
She shook her head. “I don’t think so.” She looked at my father. “What do you think,
35 dear?”
“I agree. This is just a letter to threaten you. Just to be sure, show us what you sent.”
I grabbed the mouse and clicked on my sent box. I scrolled down and found the letter,
double-clicking to open it. My parents read the message.
“There is nothing here that is libel,” my father said.
40 “Not that I can see,” my mother agreed.
“We’re allowed freedom of assembly, so I don’t see how you can’t be allowed freedom
to not assemble. You can decide not to go to a place if you want to, and you can suggest to
other people that they don’t go there either.”
“I agree,” my mother said. “You didn’t make any threats or promises or say they were fry-
45 ing cats or rats or serving people poison. Nothing that is a basis for a lawsuit.”
“So they’re not going to sue me?” I asked hopefully.
“Probably not,” my mother said.
“Probably?” I questioned.
“You never can tell,” my father said, “but personally, I’d love it if they tried.”
50 “So would I!” my mother exclaimed.


“You two want me to be sued?”
“Definitely. Can you imagine the headlines? Giant multinational conglomerate sues
fifteen-year-old boy…we’d kill them!” my father said.
“After we got through countersuing them, we’d own a big chunk of Frankie’s,” my
55 mother said.
“But I’m sure it’s not going to come to that,” my father said. “Just to be sure, I’m going to
make a phone call tomorrow to Smith and Evans. I’ll let them know we’d welcome a court
battle. That should be enough to make them think twice.”
“Thanks…thanks a lot,” I said.
60 “That’s what parents do for their kids,” my father said.
“And now you can do something for us,” my mother said.
“What? Anything,” I said.
My mother smiled and then motioned around my messy room.
“Couldn’t I just get sued instead?” I asked.


Text2Teacher: Depending on your teaching style, we’ve
given you two options for the fiction comprehension
questions: long-answer and multiple-choice. Up to you!

Exercise 1A: Looking for Answers
Answer the following questions using complete sentences.

1. What does Ian’s mother find disgusting? (line 9)

2. The author says Ian’s mother “sloshed” across his room (line 18). Why do you think the author
chose to use that verb instead of “walked”?

3. When Ian’s father says they’d kill Frankie’s if they tried to sue (line 53), what does he really mean?

4. Describe the type of relationship Ian shares with his parents. Support your thinking with
examples from the passage.

5. What is the problem that Ian faces?

6. How does Ian’s gratitude toward his parents end up tricking him?


Choose the best response for each question about the
passage.

1. What does Ian’s mother find disgusting? (line 9)
a. the documentary Ian watched about fast food
b. the mess in her son’s room
c. the email from Frankie’s that hints at a lawsuit
d. the number of emails Ian received in response to his boycott message

2. The author says Ian’s mother “sloshed” across his room (line 18). The author chooses to use this
verb instead of “walked” because:
a. Ian’s mother is wearing water shoes
b. the floor is flooded
c. she is holding a glass of water
d. Ian’s room is so messy she has to wade through it

3. When Ian’s father says they’d kill Frankie’s if they tried to sue (line 53), he means they would:
a. overwhelmingly defeat the corporation in a court battle
b. make the people at Frankie’s laugh helplessly
c. murder the people who work at Frankie’s head office
d. try to prevent Frankie’s from countersuing Ian

4. From this passage, we can see that the relationship between Ian and his parents is based on:
a. fear and disgust
b. honesty and mutual respect
c. honesty and fear
d. disgust and mutual respect

5. The main problem in this excerpt is that:
a. Ian’s room is messy
b. Frankie’s is threatening to sue Ian
c. Ian asked his contacts to boycott Frankie’s for a day
d. Ian’s father is threatening to kill Frankie

6. The phrase “trying to hide behind my schoolwork” (lines 3) is an example of:
a. a simile
b. onomatopoeia
c. personification
d. a figure of speech


Exercise 1B: The Tools of Language
Word Work

1. Working with a partner, choose one of the following terms from Stuffed:

cease and desist boycott libel
freedom of assembly multinational conglomerate

2. A Frayer model is a diagram that helps you to organize information about a new term that
you’ve learned. Write your chosen term in the center of the Frayer model. In the appropriate spaces,
record:
• a definition of the term (use a dictionary or a website like VisuWords.com if you like)
• facts about the term (from the article and from what you already know)
• examples of where or how this term would be used
• non-examples (you can use antonyms if you like)

3. Share your thinking with the class.

Text Tip: Try this activity on a SMART Board!


Frayer Model
Definition in your own words Facts/characteristics

Term

Examples Non-examples


Exercise 1C: Write It Down
On the following page you’ll see a scoring rubric for this activity.
Read over the different levels of the rubric to make sure you’re
clear on the expectations for your written assignment.

Assignment background: Ian sends an email that eventually makes it into the inboxes of hundreds
of people, suggesting they boycott (refuse to buy) Frankie’s food for an entire day. As you saw from
the fiction passage, this infuriates the business leaders at Frankie’s—and now they’re threatening
to sue.

Choose one of the following activities to complete:

a) Write an email to Ian’s character, expressing support for his proposed boycott. Since you’re only
familiar with this passage and not the whole story, go ahead and use a bit of creative license by add-
ing your own details. Provide specific reasons for your support: why do you agree with his actions?
How do you think they will be beneficial?

b) Write an email to Ian’s character, challenging his actions in calling for the boycott. Since you’re
only familiar with this passage and not the whole story, go ahead and use a bit of creative license by
adding your own details. Be sure to maintain an objective, respectful tone to your writing. Include
your reasons for disagreeing, and provide some suggestions that you think might work better to
help Ian make his point.

c) Imagine that you’re Ian. Write a journal entry or blog post explaining what’s happened. Since
you’re only familiar with this passage and not the whole story, go ahead and use a bit of creative
license by adding in your own details. In your post, be sure to include a summary of:
1. what you did, and why
2. the reaction that the proposed boycott has caused
3. what you plan to do now
4. what you’ve learned from all this

Text Tip: This is the time to unleash the details! In your email/blog post/
journal entry, explain your thinking and support it with plenty of details from
the passage—and from your imagination. That way, readers have a clear picture
of the problem—and your proposed solution(s).


Assessment Rubric: Writing to Communicate Information
Letters, Reports and Articles

Meets
Aspect Not Yet Within Expectations Fully Meets Exceeds
Expectations (minimal level) Expectations Expectations
The writing consists The writing is The writing is clear The writing is clear,
of loosely connected somewhat general but and detailed; complete and concise;
Snapshot ideas; often includes completes the basic accomplishes the effectively
serious errors. task; may include basic purpose. accomplishes the
errors. purpose.
MEANING • purpose or focus is • purpose is clear, • focused around a • purposeful,
• ideas and not clear but focus may clear purpose focused
information • may copy or wander • complete; written • accurate; may
• use of detail misinterpret • information in own words integrate
information generally accurate, • specific and information from
• few details; but may be poorly relevant examples multiple sources
includes irrelevant integrated and details • specific examples
information • some specific and details make
examples, details ideas clear
STYLE • simple, repetitive • some descriptive • clear and varied • precise, clear,
• clarity, variety, language or technical language; may use varied language;
and impact of • short, simple language specialized or uses specialized or
language sentences • variety of sentence technical terms technical terms
lengths; repeats • variety of sentence appropriately
simple patterns lengths and • flows smoothly;
patterns variety of sentence
structures
FORM • required text • includes most • required text • required text
• text features features (e.g., titles, required text features (e.g., titles, features (e.g., titles,
• opening, diagrams) omitted features (e.g., titles, diagrams) are clear diagrams) are
ending or incorrect diagrams); may and correct complete and
• organization • introduction does have errors • effective effective
and sequence not identify the • introduction introduction; • engaging,
• paragraphs purpose; no identifies purpose; conclusion is purposeful
conclusion conclusion is weak predictable introduction;
• disjointed; poorly • logical sequence; • logical sequence; strong conclusion
organized and connections organization is • well organized;
sequenced between sections clear provides clear
or paragraphs may links between
be weak sections
CONVENTIONS • frequent errors in • some errors in • may include errors • generally correct;
• complete simple words and spelling, in complex may include
sentences structures punctuation and language, but these occasional errors
• spelling • no control of grammar that do do not interfere in complex
• punctuation sentence structure; not interfere with with meaning language, but these
• grammar (e.g., often includes run- meaning • most sentences are do not affect
agreement, on sentences • may include some correctly meaning
verb tense) • may be difficult to run-on sentences constructed • sentences are
• word choice read • legible • clearly and neatly correctly
presented constructed
• shows care, pride
* Source: BC Quick-Scale


Exercise 1D: Extending the Learning
For the teacher

Text2Teacher: Preview Super Size Me (2004), written and directed by
Morgan Spurlock. Show students portions of the documentary. As stu-
dents watch the film, have them use the graphic organizer below to record the
most compelling facts. Then, as a class, discuss the documentary and the impli-
cations it has for North American society.

Documentary background: In 2005, Morgan Spurlock, a New York playwright, decided to try
eating a McDonald’s diet for 30 days. Super Size Me is the result: an Academy Award–nominated
documentary that examines the obesity problem in America. Use the following questions to guide
you in taking notes during the film.
Note Taking: Super Size Me
Questions Facts from the film
1. What were the
rules/conditions of
Spurlock’s diet?

2. What part do
schools play in
teenage obesity?
3. Explain what a
calorie is (as well as
you can).
4. What did the ex-
perts on the film say
about food addiction?
5. How did the
McDonald’s diet affect
Spurlock’s health?

6. Has watching this
film changed your
thinking about fast
food, or about your
eating choices?
Explain.


2. NONFICTION

The nonfiction passage in this issue is from a Silver Birch Award-win-
ning book called The Salmon Bears—Giants of the Great Bear Rainforest,
by Ian McAllister and Nicholas Read (Orca Book Publishers, 2010). It’s
about the Great Bear Rainforest, located on British Columbia’s northwestern
coast. The Salmon Bears explores the delicate balance that exists between the
grizzly, black and spirit bears and their natural environment, the last great
wilderness along the central coast of British Columbia. Key to this relationship are the salmon that
are born in the rivers each spring, who then go out to sea as juveniles and return as adults to spawn
and die, completing a cycle of life that ensures the survival of not only their own species but also
virtually every other plant and animal in the rainforest.

The Annual Salmon Run
Without the salmon, which feed not only bears but also wolves, otters, eagles and more than
two hundred other species of rainforest animals, the Great Bear Rainforest would be a very
different place. But vital as the salmon are, their annual return is no sure thing. Sometimes
disaster strikes and they don’t come back.
5 In a good year, however, millions of chinook, chum, pink, coho and sockeye will fight their
way up the many streams of the Great Bear Rainforest to spawn. But even in that good year,
many won’t succeed because of all the animals that catch and eat them on the way—animals
like whales, seals, humans and bears. Because when it comes to salmon fishing, no one has
tricks like a wily old bear.

Feeding a Crowd
10 When the salmon return to the rivers, bears from all over the forest put their hermit ways
aside and gather together to fish. It’s like a great big, months-long fishing derby, because to a
bear there’s nothing better than the season’s first taste of salmon; to them it’s like chocolate to
a child. As usual, the biggest, strongest bears—usually the biggest, strongest grizzlies—get the
best fishing spots. Weaker bears and mothers and cubs have to make do with places where the
15 pickings aren’t as rich. But in the fall, if everything goes the way nature intends, there should
be so many salmon that no one goes hungry.

Nonfiction • Text2Reader September 2011 17

The Rainforest Relies on the Salmon
Bears, like people, have different tastes, especially when it comes to eating salmon. Some
like the fatty eggs best. Others like the skin and brains. Some aren’t nearly as fussy and will
eat the head, the tail and almost everything in between. What they don’t eat they throw away.
20 After a day of bear fishing, the rainforest’s riverbanks stink to high heaven. The odor is so
strong you might think you’d walked into a fish-packing plant by mistake. But not for long,
because in the end not one scale is wasted. There’s no such thing as garbage in the rainforest,
especially when it comes to salmon. Don’t forget, it’s probably fair to say that the whole rain-
forest lives in some way off the salmon’s shiny backs. Even the trees benefit, because when the
25 bears drag the salmon carcasses from the water, they leave what they don’t eat on the ground.
Then, thanks to all the microscopic creatures that feed on those carcasses, they decompose
into the soil and fill it with nutrients. Think of it as nature’s compost, because just like compost
that feeds a vegetable garden, the good things that come from the salmon help the rainfor-
est trees grow faster and taller. They also make for sweeter, tastier berry patches. So in a way,
30 when bears haul salmon out of the river and drop them on the ground, they’re like gardeners
preparing beds for planting. As any gardener will tell you, it’s not unusual to use fish fertilizer
to help plants grow. Now you know why.

Fishing Techniques
Bears also have their own special fishing styles. Some will plunge headfirst into the water
and grab fish in their jaws. A few show-offs will throw themselves belly-first into a stream, but
35 as with a lot of showoffs, it’s a losing strategy. Mostly their loud splashes scare the fish away.
Others sit patiently on the river’s edge, stick their paws in the water and scoop the fish out as if
they were spooning corn flakes from a bowl. Some wait for the fish to leap out of the water so
they can grab them in midair. Some pin the salmon against rocks with their long claws, while
others jump on top of them
40 and crush them between their
front elbows and stomach. A
couple of cagey individuals
might stand in the water and
do nothing. That way they fool
45 the fish into mistaking their
legs for protective tree trunks.
Then when the salmon thinks
it’s found a safe hiding place,
the bear strikes and gobbles it
50 up. For the unlucky fish, it’s the
last mistake it’ll ever make.


Answer the following questions using complete sentences.

1. In which season does the annual salmon run occur?

2. Name six animals that eat salmon as part of their diet.

3. Explain in your own words how the bears’ fishing habits help the whole rainforest ecosystem.

4. Knowing what you do about how important salmon are to the rainforest ecosystem, predict how
a weak salmon run would affect the whole forest.

5. What can you infer about the fact that bears generally prefer to eat the fattiest parts of the fish?
(i.e. How does this benefit them?)

6. The strongest bears get first pickings—the best fishing spots. Where else have you seen this hap-
pening in the natural world?


Exercise 2B: Organizing the Information

When you’re learning something new, it’s important to remember key information about the topic.
This is why learning how to take good notes is a smart idea. Being a good note-taker means you can
figure out the main idea. From that, you pull out the details that give more information about the
main idea. This helps you remember important information from the passage.

How do I figure out the main idea?
Excellent question. Lucky for you, nonfiction texts usually come with things called titles and sub-
titles. You know how newspaper articles have headlines? Exactly. These are a great place to start
when you’re trying to figure out the main idea. Sometimes you’ll even get text features (things like
images and captions) to deepen your understanding.

How do I tell the difference between details and the main idea?
Ask yourself what’s the most important thing about what you’re reading. In an article about the
iPad, for example, is the most important information that the iPad has a ten-hour battery? Or is it
that the iPad is a small, powerful computer that can do many different things? If you could tell a
friend what the passage is about in a single sentence, you’ve probably found the main idea.

A couple more things.
Before you dive in and start reading, take a look at the title. Ask yourself: What do I already know
about this topic? Do you have any prior knowledge about it? Then, take it a step further and ask:
What do I need to understand about this topic? This will help you figure out what to pay special
attention to as you read.

While you’re reading, be sure to mark any important ideas with a star (or a smiley face, or a stick
guy…whatever suits you). Find something confusing? Add a question mark so you can come back
to it later.

Ready to practice? Turn the page.


Your assignment:
Use the graphic organizer Finding the Main Idea to help you take notes on the rainforest bears.

1. Record the main ideas in the left-hand column. In the right-
hand column, jot down details that add extra information to the
main idea. (Hint: we’ve already broken the passage up into four
sections, each containing a main idea.) Text Tip:
When you’re thinking
2. Think of a title that would work for this nonfiction passage. A of a title, ask yourself:
good title is like a newspaper headline: it’s short, and it gives the
reader some information about the passage. Ask yourself: What “What is this passage
is this passage really about? Can you summarize it in a single really about?”
sentence? There’s your title.

Finding the Main Idea
Title:
Main Idea Supporting Details

Remember, the main idea is the point the author is making about the topic.
The details support the main idea.


Exercise 2C: Change Your Point of View

In this activity, you get to make some stuff up. Pretty great, huh?

Pick a bear. Any bear. Maybe a splasher. Maybe a leap-and-catcher. Maybe a playful cub who doesn’t
know what she’s doing. Maybe a stealth fisher—the one who stands and waits for the fish to hide
behind his legs before pouncing. Whatever bear you decide on, your job in this activity is to be that
bear.

Do the following on a separate sheet of paper.

Get inside your bear’s head, and describe a fishing expedition from that bear’s point of view. Right
from the start—from wading (or leaping) in—until the sweet moment of success: landing a fish.
Your description will be almost like what a bear might write in its journal—if it could hold a pen.
Paint a picture with words. Want some tips?

Go ahead and use some of the words from the passage if you want to, especially lively verbs that
create a clear image in the reader’s mind: words like scoop, strike, grab and gobble. Throw in a few
of your own strong verbs.

Make a picture in your mind. Close your eyes and actually see what your bear sees. Hear the splashes
and grunts of the other bears fishing. Feel the water rushing around your paws. Write all these
sensations down, just like the bear perceives them.

Focus on what you’re describing. You want the reader to really feel like he or she is there, inside your
bear’s head, watching everything as it happens. Pay attention to details. Don’t write the water feels
cold. Make it real. Write that the cold water bites through my fur, drawing a tight ring of ice around
each leg.

Check the rubric on the next page to know what kinds of things you need to keep in mind as you
create this descriptive piece.

When you’ve finished your draft, go back and revise. After every sentence, ask yourself: Am I paint-
ing a clear picture with words? Switch papers with a partner and provide constructive feedback,
focusing on word choice.


Student Self-Assessment Rubric: Writing Stories
Focus on Word Choice

Aspect Not Yet Within Meets Fully Meets Exceeds
Expectations Expectations Expectations Expectations
(mimimal level)

Snapshot My words are used At times my words My words are Every word helps
incorrectly so the are clear, but I clear and creative. make my writing
reader has to guess have used some I usually use my clear and interest-
what I’m trying to words incorrectly. words the right ing for the reader.
say. way.

USING • My verbs are not • A few of my • My verbs are • My verbs are
STRONG powerful. I keep verbs are power- strong and really powerful. They
VERBS using the same ful, but some explain what I’m energize my
ones. could use more saying. writing.
force.

USING VIVID • I did not worry • I helped the • I used some • I frequently used
DESCRIPTION about helping the reader see, hear, words that help words that help
IN MY reader see, hear, touch, taste the reader see, the reader see,
WRITING touch, taste or and smell but hear, touch, taste hear, touch, taste
smell. I just used sometimes I had or smell. These or smell so he/she
the first words I trouble doing it, words add to the can understand
thought of. and may have mood of my the mood of my
done it too much. writing. writing.

WRITING • I repeated words • Sometimes my • My writing is • I got rid of
WITH and used some writing is under- mostly clear and unnecessary
CLARITY words I did not standable, but I to the point. words.
need. It’s hard to often use unnec-
tell what I’m try- essary words.
ing to say.

This Rubric Corresponds to the Ontario Curriculum Achievement Chart for
Language Arts Grades 1–8


3. graphic novel

The comic in this section is from Food Fight, by Liam O’Donnell and Mike Deas
(Orca Book Publishers, 2010). Food Fight is about three kids who discover one
company’s devious plan to take over the nation’s food supply—and what happens
when they decide to fight back.

Exercise 3A: Making Meaning
Making connections before, during and after reading

Before You Read
Think about what you already know about the nutrition labels on food packaging. As a group, dis-
cuss the following questions:
• Where can you usually find these labels?
• Does someone in your family read them for information? Do you?
• What’s the purpose in having nutrition labels on food packages?
• Discuss what you already know about the “food pyramid”, or the guidelines that tell us
how we should balance our diet.
• How’s your own diet? Balanced? Not so much?

During Reading
1. As you read the comic, make a note of any questions that you have. (You can write them in the
white space on the side.) Discuss these as a group when you’re finished reading.

2. As you read, use the lines below to jot down the kinds of information you can find on a food
label. We’ve already provided one for you.

cholesterol

3. You’ve probably heard of all these terms, but you might not be sure what they all mean. As you
read the comic, highlight or circle the terms that are new to you.


Food Fight, Chapter 2
In this section of Food Fight, Devin gets a crash course from his buddy Simon on how to read food
labels—and how to make good nutritional choices.

Graphic Novel • Text2Reader September 2011 25

After Reading
Time to hit the web for a bit of research. Let’s take it online! Choose one of the following activities
to complete:

1. Show What You Know: Teaching others to read food labels
You can do this project alone or with a group. Create a poster, PowerPoint presentation or pod-
cast that teaches other students how to read food labels. Go to www.text2reader.com and click on
Resources>External Links>Food Labels. You’ll find tons of information here about what each
part of a food label means. (Be sure to follow the arrows at the bottom of the web page; there are
three pages in this article!) Use your fantastic note-taking skills to pull out the main information to
put into your presentation.

2. Balancing Act: Teaching others about proper nutrition
Do this project alone or with a group. Create a presentation (posterboard, SMART Board
or PowerPoint—it’s up to you) about how to eat a balanced diet. On the T2R website, click on
Resources>Classroom Activities>Food Guide Pyramid. This is an interactive page that teaches
you more about the parts of a balanced diet. Use this to plan a lesson for your classmates about how
they should balance their food groups. In your presentation, be sure to include the importance of
exercise.

Text Tip: Want another fantastic resource for nutrition information? Click on
My Pyramid on the Food Guide Pyramid activity page at www.text2reader.com.

3. Advertising Executive: Selling healthy food to the masses
Work with a small group. Imagine that you’re a team of nutritionists and advertising agents. You
have been hired by a major fast-food restaurant chain to introduce four healthy new items to their
menu. It’s also your job to design the advertising campaign for these items. Create a television com-
mercial and a bus shelter ad to promote these healthy new treats. Think about what you’ll say to
convince people that they should try the items you have created.

Here’s a checklist you can use to help strengthen your advertising campaign.

Guiding Questions for Your Ad Campaign YES NO

Is the purpose of my ad clear?

Do the chosen images represent the product well?

Is the ad persuasive, so people will buy the product?

Does this ad fit with the audience I’m trying to reach?

Is my ad presented in a catchy way?

Does my work look professional?


Exercise 3B: Making Connections
Being human and all, chances are pretty good that you eat food on a reg-
ular basis. You’ve probably seen the nutrition labels on food packaging—
and you’ve probably heard of the food guidelines, too. So let’s make some
connections between your own life and what you’ve just read in Food Fight.

Text Tip: Making connections helps you to understand the topic—
and how that topic relates to you, in your own little corner of the world.

1. In the spaces below, make two text-to-self connections. How does this comic remind you of a
situation or experience you have encountered? Answer with complete sentences.
Text-to-self connection #1

Text-to-self connection #2

2. In the space below, make a text-to-text connection. What other story does this comic remind
you of? (Hey, Stuffed doesn’t count!) Answer with complete sentences.
Text-to-text connection

3. In the space below, make a text-to-world connection. Does this comic remind you of something
that’s happening in the wider world, or something you’ve seen in the news? Answer with complete
sentences.
Text-to-world connection


Exercise 3C: Extending the Learning
For the teacher

Text2Teacher: The following is a guided learning exercise.
We’ve provided links at the T2R website to help you plan and
conduct a debate with your class. Read on for the details.

A new federal law is coming into effect in the US—and while Canada lacks such a law at present, it
may not be far behind. The new US law states that restaurant chains with 20 or more outlets must
disclose calorie counts on their food items and supply information on how many calories a healthy
person should eat in a day.

Share this fact with your students. Maybe they like the idea—or maybe not. No matter which side
of the issue they’re on, it’s the perfect topic for a debate. You can make your classroom debate as
simple or as sophisticated as you like.

The assertion that’s up for debate? Governments should require restaurant chains to list nutritional
information.

On the Text2Reader website, click on Resources>Classroom Activities>Debate: Nutritional
Information. Here, you’ll find guidelines for preparing your students to debate this topic, as well
as backgrounder articles, reputable sites for student research and a basic scoring rubric. You might
also choose to develop a debate-scoring rubric together, as a class. Invite students to take part in
scoring each other’s performances.

Have students use reliable print and online sources to gather information for their side. We’ve
gathered up loads of links on the T2R website to get you started. Dedicate a class to prepping them
in debating protocol, and two more for them to prepare their arguments. After that? Let the games
begin.


4. readers theater

Text2Teacher: On the following pages you’ll find the Readers Theater
script for this issue. Want more? Go to www.text2reader.com for addi-
tional Readers Theater scripts. On an overhead or SMART Board, share
the following rubric with students. Divide students into groups. Provide each
student with a script. As the title notes, this is a reading exercise. Students are
not expected to memorize their lines! Allow plenty of time to rehearse, and
invite students to be creative with the use of intonation and gesture to liven up
their part. Props? Costumes? Up to you.

Assessment Rubric: Readers Theater
Level 1 Level 2 Level 3
(Approaching) (Meeting) (Exceeding)

VOLUME Speaks too softly (or Usually speaks loudly Consistently speaks
too loudly) for enough for audience to loudly enough for
audience to hear hear audience to hear

CLARITY Many words pro- Most words are pro- Words are pronounced
nounced incorrectly, nounced correctly and correctly and are easily
too fast or slow; are easily understood understood
mumbling

READS WITH Reads with little or no Usually reads with Consistently reads with
EXPRESSION expression appropriate expression appropriate expression

READS IN TURN Rarely takes turns on a Takes turns accurately Takes turns accurately
consistent basis on a somewhat consis- on a consistent basis
tent basis

COOPERATES Difficulty in working Sometimes works well Consistently works well
WITH GROUP with others with others with others


Stuffed, Chapter 2
The following scene is adapted from Chapter 2 (pages 13–19) of Stuffed, by Eric Walters (Orca Book
Publishers, 2006).

Cast of Characters
Julia: health freak; upset after watching a documentary in class about Frankie’s fast food; wants her
boyfriend, Oswald, to stop eating fried food

Ian: skeptical that the documentary about the dangers of fast food will actually influence public
behavior; enjoys watching Oswald and Julia argue

Oswald: Ian’s best friend; Julia’s boyfriend; unrepentant lover of Frankie’s...and all other types of
fast food!

Scene Summary
Ian’s friend Julia is completely grossed out by the documentary they’ve just watched, yet her boy-
friend Oswald is still making unhealthy choices at the school cafeteria.

Julia: I still can’t get over you saying you’d still eat at Frankie’s.

Ian: Everything in moderation. Socrates.

Julia: Socrates would have been smart enough not to eat at Frankie’s.

Ian: I don’t know. Didn’t he die when he drank poison?

Julia: Frankie’s is poison. I don’t know why you can’t see that.

Ian: Here comes Oswald. Nice looking lunch on that tray, Oz.

Julia: [to Oswald] You bought French fries?

Ian: And a burger, and I do believe that is an order of onion rings...I think
onions are a vegetable...aren’t they?

Julia: How...how could you?

Oswald: [confused] I didn’t do anything. I was just getting my lunch and—
[pauses] Oh. But I didn’t get this from Frankie’s!

Julia: It doesn’t matter where you got it from. It’s still all poison!

Readers Theater • Text2Reader September 2011 31

Ian: Don’t forget about the onion rings. Onions are a—

Julia: Shut up, Ian! [to Oswald] You’re not going to eat any of this, are
you?

Oswald: I...I...I guess not...but I am hungry.

Ian: Wanna trade?

Oswald: I spent five bucks on this meal!

Julia: Then you should have spent your money on a fruit tray or a salad or
a yogurt and some juice. You know they have all those things in the
cafeteria, right?

Oswald: Sure, right. I know.

Ian: So...you want to trade or just toss it?

Oswald: [shakes his head slowly] We can trade. But you already took a bite
out of your sandwich.

Ian: Sorry. I didn’t know we’d be trading. You want some fries?

Oswald: [sulking] No thanks.

Ian: Don’t say I didn’t offer.

Julia: I was telling Ian that I was never going to eat at Frankie’s again. And I
told him I wasn’t the only one. You’re not going to eat there anymore,
right, Oswald?

Oswald: No, of course not.

Ian: [teasing] But you will still eat at all of the other fast-food places,
right?

Oswald: Maybe...sometimes. But only the healthy stuff. Mostly.


Ian: I’m surprised you’re not becoming a vegetarian, like Julia.

Oswald: I’m not eating as much meat.

Ian: Really? I’m only one step away from being a vegetarian myself.

Julia: You are?

Ian: [nods] I only eat animals that are vegetarians.

Julia: Sometimes you are such a jerk!

Ian: Sometimes? That’s a serious step up from what you usually say.
Besides, if you think about it I’m eating French-fried potatoes,
onion rings...and I doubt there really is any meat in this hamburger,
either.

Julia: Seriously, are you saying that movie had no effect on you?

Ian: I think it was pretty powerful, and I really can understand why some-
body would choose to not ever eat there again, or not as often. Really,
I don’t think I’m going to be going there for a long time myself.

Oswald: I wonder how Frankie’s feels about the film.

Julia: Not happy would be my guess. Really, really not happy.

Ian: I don’t think they could care less.

Julia: How can you say that?

Ian: It’s just some little documentary film that hardly anybody is going
to see. Did either of you hear of it before today?

Julia: [Julia and Oswald shake their heads] No.

Ian: It wasn’t in the movie theaters, and I doubt you can even rent it at a
Blockbuster. Frankie’s is a multinational billion-dollar company with
thousands of franchises. Do you really think it matters to them if a
few people decide not to eat there so often?

Readers Theater • Text2Reader September 2011 33

5. about the authors

Eric Walters (Stuffed)
Eric Walters began writing in 1993 as a way to entice his Grade 5 stu-
dents into becoming more interested in reading and writing. Each day
he would read to his students the story he was writing. At the end of the
year—and the end of the novel—one of the students suggested that he
try to have this story published. This book, Stand Your Ground, became
Eric’s first published novel.

Since then, Eric has published over 60 novels. His novels have all become
bestsellers, have won over 30 awards, and have been translated into sev-
eral languages. Eric writes in a variety of genres, including historical fic-
tion, sports and mystery. He visits over 70,000 students per year!

Eric was born in Toronto in 1957. He lives in Mississauga with his wife and three children. When
not writing, or playing and watching sports, he enjoys listening to jazz, playing his saxophone, and
eating in fine restaurants featuring drive-through service. Go to www.text2reader.com and click on
Resources>About the Authors to learn more about Eric and his books.

Ian McAllister (The Salmon Bears)
Ian McAllister, a founding director of both the Rainforest Conservation
Society and Pacific Wild, is an award-winning photographer and film-
maker. He has spent more than 20 years working to preserve the West
Coast’s temperate rainforest. Ian lives with his family on an island in the
heart of the Great Bear Rainforest. On the Text2Reader website, click on
Resources>About the Authors to learn more about Ian’s work. You can
also visit www.pacificwild.org.


Nicholas Read (The Salmon Bears)
Nicholas Read, a lifelong lover of animals, works as a journalism instruc-
tor at Langara College in Vancouver, British Columbia. He has written
on animal issues for the Vancouver Sun and on other issues for The Globe
and Mail, Toronto Star and other publications. He has lived in both
Canada and the United Kingdom, where he worked for the national
animal-rights organization, Animal Aid.

Liam O’Donnell (Food Fight)
Liam O’Donnell was born in Northern Ireland and came to Canada
when he was five. As part of his passage to true adulthood, Liam deliv-
ered hot food in restaurants, cold tea on movie sets, slimy fish in Dublin,
bottled water in Vancouver and bad jokes in theme parks as a profes-
sional juggler. He has worked on film sets in Canada, Ireland and the
United Kingdom. Liam left the movie industry in 1999 when his first
book, System Shock, was published by A & C Black in London, UK. He’s
been writing ever since.

Liam has also developed educational radio plays for the BBC, writ-
ten articles for adults and children for magazines, adapted TV scripts
for books, and created original comics for A&C Black Publishers, Owl
Magazine, Scholastic Canada, Stone Arch Books and Capstone Press. In addition to writ-
ing for young readers, Liam is an elementary school teacher, currently teaching grade one in
Toronto. Liam and his wife live in London, Ontario. Click on Resources>About the Authors at
www.text2reader.com to learn more.

Mike Deas (Food Fight)
Mike Deas is an illustrator living and working in Victoria, British
Columbia. Currently he illustrates Orca’s graphic novel series,
Graphic Guide Adventures, by author Liam O’Donnell. His love for
comics comes from an early age, reading and drawing while growing
up on Saltspring Island, BC.

Capilano College’s Commercial Animation Program in Vancouver
helped Mike fine-tune his drawing skills and imagination. Work as a
concept artist, texture artist and art director in the video game industry
took Mike to England and California. Go to www.text2reader.com and
click on Resources>About the Authors to visit Mike’s website and learn
more about his artwork.

About the Authors • Text2Reader September 2011 35

Exercise 5A: Twenty Questions
Okay, maybe not twenty. But how about three?

Ooh, this one’s super easy, you’re thinking. Not so fast. We’re not talking “How old were you when
you decided to become an author?” here. We’re talking powerful questions. You know, the ones that
actually dig below the surface to get at the information that no one else thinks to ask.

What’s a powerful question? Well, for starters, it’s a question that can’t be answered by a simple yes
or no, or in just a few words. Compare the following questions that address the same topic:

1. What was your favorite book when you were growing up? (Pretty boring, huh?
There’s not a lot of truly meaningful information you can get from asking a question
like this.) Have a look at this one instead:

2. How did your childhood reading preferences shape your decision to become an au-
thor/illustrator? See? This question forces your interview subject to reflect on his
own life. He’s going to have to think about his answer—and that means you’re going
to get some interesting information.

Sometimes it’s just the way you ask a question that makes a difference between a boring answer and
a one that reveals interesting, undiscovered things about someone’s life. Compare What was your
favorite subject in school? with Can you tell me about the teacher who influenced you the most?

Okay, now that you’ve got a clearer idea of how to shape those powerful questions, choose one of
the authors or illustrators profiled above. Take a few minutes to check out his website. On the lines
provided, write three questions you would like to ask that person about his chosen career.

1.

2.

3.


Exercise 5B: Make Your Case
How great would it be to have one of these talented guys come
visit your school? Hmm. Maybe you’ll get a chance to ask those
three questions, after all!

Select one of the authors or illustrators you’ve just read about. On a separate sheet of paper, write
a persuasive paragraph explaining why you think that individual should pay your school a visit.
Use the graphic organizer and rubric on the following pages to help you plan and organize your
thoughts.

The How-To: Writing a Persuasive Paragraph
You’re headed into the teenaged years. Know what that means? Yep. You’re already pretty good at
persuading others—especially your parents—to get what you want. Let’s put those arguing skills to
work writing a persuasive paragraph.

Persuasive writing is all around you: Those little pop-ups on the web asking you to take a survey
or download a ringtone. The flyer that sells you a two-for-one pizza deal. Your best friend’s email
begging you to go to the concert with her this weekend. All persuasive writing.

When you write persuasively, your goal is to convince others to agree with you. You’ve got to load
your audience up with facts and arguments—not opinions—so they’ll “buy” your point of view.
Here’s an example of a persuasive paragraph. Notice how the first sentence clearly states the argu-
ment—and the last sentence repeats it for reinforcement.

Fast Food? Be Careful What You Eat!
Although many of us find fast food convenient when we are in a rush, it is a bad
idea to eat it too much or too often. Recently, McDonald’s in Canada has had the
two-dollar deal: a Big Mac and small fries. This is a very big temptation, and even
my friend (who doesn’t normally eat at McDonald’s) bought this meal last week. But
what did he eat when he ate a Big Mac and fries? First, in the hamburger he got 570
calories, with almost half of them (280 calories) coming from fat. Ten grams of this
fat is saturated, the most dangerous kind, the kind which is harmful to our heart.
The Canadian Food Guide recommends to “choose lower-fat foods more often.”
Unfortunately, there are another 210 calories in the fries, with 10 more grams of fat
(1.5 grams of it saturated). I’m sure he bought a drink as well, which adds another
150 calories—for a small size. Imagine if he ate this dinner more than once a week!
The meal is cheap, but it contains a lot of fat. So, although it is very convenient (and
cheap) to buy fast food, it is quite alarming to see just how much fat we are eating—
I think I’ll go and eat an apple, instead!
Adapted from a worksheet on persuasive writing from the Pearson Adult Learning Centre

About the Authors • Text2Reader September 2011 37

On a separate sheet of paper, write a persuasive paragraph to your teacher or principal, explaining
why you think your chosen author or illustrator should come to your school for a visit.

Use the graphic organizer below to help you organize your thinking.

Convince Me!
Topic sentence (this is where you state your argument):

Facts that support your argument, plus one that anticipates and refutes the
“other side’s” argument:
1.
2.
3.
4.
5.

Closing sentence (this is where you restate your argument…in different words):


Assessment Rubric: Writing a Persuasive Paragraph
Criteria Level 1 Level 2 Level 3 Level 4
(Difficulty) (Approaching) (Meeting) (Surpassing)

TOPIC SENTENCE The topic sentence states The topic sentence states The topic sentence states The topic sentence states
the main idea unclearly the main idea clearly the main idea clearly the main idea clearly
and focuses the para- and focuses the para-
graph graph forcefully

SUPPORTING FACTS Factual information sup- Factual information sup- Factual information sup- Factual information sup-
porting the main idea is porting the main idea is porting the main idea is porting the main idea is
irrelevant, inaccurate or relevant but somewhat relevant, accurate and relevant, accurate, suffi-
insufficient inaccurate or insufficient sufficient cient and compelling

ORGANIZATION The paragraph is a The paragraph is organized The paragraph is organized The paragraph is organized
series of random points clearly and logically logically and coherently logically and coherently,
and is unified

OPPOSING POSITION An opposing position is An opposing position is An opposing position is An opposing position is
ignored acknowledged acknowledged and refuted acknowledged and refuted
effectively

CLOSING SENTENCE The closing sentence The closing sentence refers The closing sentence The closing sentence
ignores the main idea to the main idea restates the main idea restates the main idea
effectively

TONE, DICTION AND Tone, diction and style in- Tone, diction and style Tone, diction and style ap- Tone, diction and style ap-
STYLE appropriate to the audience appropriate to the audience propriate to the audience propriate to the audience
are used are used inconsistently are used consistently are used effectively

LANGUAGE CONVENTIONS Several major and minor A few major and minor Some minor errors are evi- A few minor errors are evi-
(SPELLING, GRAMMAR, errors are evident and errors are evident and dent, but do not interfere dent, but do not interfere
often interfere with the occasionally interfere with with the reader’s under- with the reader’s under-
PUNCTUATION) reader’s understanding the reader’s understanding standing standing

About the Authors • Text2Reader September 2011
39

Answer Keys

Exercise 1A
1. B

2. D

3. A

4. B

5. B

6. D


Want to know more about the topics
covered in this issue of Text2Reader?

We’ve compiled a brief list of books and other resources you can check out. And you can always
visit the T2R website to browse our links to these topics and more!

Fiction
Anderson, Laurie Halse. Wintergirls. Speak, 2010.
Anderson, M.T. Burger Wuss. Candlewick, 2008.
O’Donnell, Liam and Mike Deas. Food Fight. A Graphic Guide Adventure. Orca Book Publishers,
2010.
Walters, Eric. Stuffed. Orca Book Publishers, 2006.

Nonfiction
Kingsolver, Barbara. Animal, Vegetable, Miracle: A Year of Food Life. HarperCollins, 2007.
Patel, Raj. Stuffed and Starved: The Hidden Battle for the World Food System. Portobello Books,
2007.
Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. Penguin, 2006.
Schlosser, Eric. Chew on This: Everything You Didn’t Want to Know About Fast Food. Sandpiper,
2007.
Schlosser, Eric. Fast Food Nation. Harper Perennial, 2005 (2nd edition).
Walters, Eric. Tell Me Why: How Young People Can Change the World. Doubleday, 2009.

Film
Achbar, Mark and Jennifer Abbott. The Corporation. 2003.
Kenner, Robert. Food, Inc. 2008.
Spurlock, Morgan. Super Size Me. 2004 (documentary).


Curriculum Outcomes6Met by Text2Reader
British Columbia Grade Curriculum Outcomes
September 2011 Issue
Met by Text2Reader (September 2011 Issue)

Prescribed Learning Outcome Section and Exercise

1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B

Oral Language
A1 Use speaking and listening to interact with
others for the purposes of
– contributing to group success
– discussing and comparing ideas and opinions
(e.g., debating)
– improving and deepening comprehension
– discussing concerns and resolving problems
– completing a variety of tasks

A2 Use speaking to explore, express and present a
range of ideas, information and feelings for
different purposes and audiences, by
– using prior knowledge and/or other sources of
evidence
– staying on topic in focussed discussions
– presenting in a clear, focussed, organized and
effective manner
– explaining and effectively supporting a viewpoint

A3 Listen purposefully to understand and analyze
ideas and information, by
– summarizing and synthesizing
– generating questions
– visualizing and sharing
– making inferences and drawing conclusions
– interpreting the speaker’s verbal and nonverbal
messages, purposes and perspectives
– analyzing
– ignoring distractions

A4 Select and use 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
– paraphrasing to clarify meaning

A5 Select and use strategies when expressing and
presenting ideas, information and feelings,
including
– setting a purpose
– 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



1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B
A6 Select and use strategies when listening to make
and clarify meaning, including
– making predictions about content before
listening
– focussing on the speaker
– listening for specifics
– generating questions
– recalling, summarizing and synthesizing
– drawing inferences and conclusions
– distinguishing between fact and opinion
– visualizing
– monitoring comprehension

A7 Demonstrate enhanced vocabulary knowledge
and usage

A8 Use speaking and listening to respond, explain
and provide supporting evidence for their
connections to texts

A9 Use speaking and listening to improve and
extend thinking, by
– questioning and speculating
– acquiring new ideas
– analyzing and evaluating ideas
– developing explanations
– considering alternative viewpoints
– problem solving

A10 Reflect on and assess their speaking and
listening, by
– referring to class-generated criteria
– considering and incorporating peer and adult
feedback
– setting goals and creating a plan for
improvement
– taking steps toward achieving goals

A11 Recognize and apply the features of oral
language to convey and derive meaning, including
– context (e.g., audience, purpose, situation)
– text structure
– a variety of sentence lengths, structures, and
types
– smooth transitions and connecting words
– syntax (i.e., grammar and usage)
– diction
– nonverbal communication
– receptive listening posture

A12 Recognize the structures and patterns of
language in oral texts, including
– literary devices
– sound devices
– structural sequencing cues
– idiomatic expressions



1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B

Reading and Viewing
B1 Read fluently and demonstrate comprehension
and interpretation of a range of grade-appropriate
literary texts, featuring variety in theme and writing
techniques, including
– stories from Aboriginal and other cultures
– literature from Canada and other countries
– short stories and novels exposing students to
unfamiliar contexts
– short plays that are straightforward in form and
content
– poetry in a variety of forms

B2 Read fluently and demonstrate comprehension
of grade-appropriate information texts with some
specialized language, including
– nonfiction books
– textbooks and other instructional materials
– visual or graphic materials
– reports and articles from magazines and journals
– reference materials
– appropriate web sites
– instructions and procedures
– advertising and promotional materials

B3 Read and reread just-right texts for at least 30
minutes daily for enjoyment and to increase fluency
and comprehension

B4 Demonstrate comprehension of visual texts with
specialized features (e.g., visual components of
media such as magazines, newspapers, web sites,
comic books, broadcast media, videos, advertising
and promotional materials)

B5 Select and use strategies before reading and
viewing to develop understanding of text, including
– setting a purpose and considering personal
reading goals
– accessing prior knowledge to make connections
– making predictions
– asking questions
– previewing texts

B6 Select and use strategies during reading and
viewing to construct, monitor and confirm
meaning, including
– predicting
– making connections
– visualizing
– asking and answering questions
– using “text features”
– self-monitoring and self-correcting
– figuring out unknown words
– reading selectively
– determining the importance of ideas/events



1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B
B7 Select and use strategies after reading and
viewing to confirm and extend meaning, including
– self-monitoring and self-correcting
– generating and responding to questions
– reflecting and responding
– visualizing
– using “text features” to locate information
– using graphic organizers to record information

B8 Respond to selections they read or view, by
– expressing opinions and making judgments
supported by explanations and evidence
– explaining connections (text-to-self, text-to-text
and text-to-world)
– identifying personally meaningful selections,
passages and images

B9 Read and view to improve and extend thinking,
by
– analyzing texts and developing explanations
– comparing various viewpoints
– summarizing and synthesizing to create new
ideas

B10 Reflect on and assess their reading and viewing,
by
improvement

B11 Explain how structures and features of text
work to develop meaning, including
– form, function and genre of text (e.g., brochure
about smoking to inform students; genre is
persuasive)
– “text features” (e.g., copyright, table of contents,
headings, index, glossary, diagrams, sidebars,
hyperlinks, pull-quotes)
– literary elements (e.g., characterization, mood,
viewpoint, foreshadowing, conflict, protagonist,
antagonist, theme)
– nonfiction elements (e.g., topic sentence,
development of ideas with supporting details,
central idea)
– literary devices (e.g., imagery, onomatopoeia,
simile, metaphor)
– idiomatic expressions



1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B

Writing and Representing
C1 Write a variety of clear, focussed personal
writing for a range of purposes and audiences that
demonstrates connections to personal experiences,
ideas and opinions, featuring
– clearly developed ideas by using effective
supporting details, explanations, comparisons
and insights
– sentence fluency through sentence variety and
lengths with increasing rhythm and flow
– effective word choice through the use of an
increasing number of new, varied and powerful
words
– an honest voice
– an organization that is meaningful, logical and
effective, and showcases a central idea or theme

C2 Write a variety of effective informational writing
for a range of purposes and audiences that
communicates ideas to inform or persuade,
featuring
– clearly developed ideas by using focussed and
useful supporting details, analysis and
explanations
– sentence fluency through clear, well-constructed
sentences that demonstrate a variety of lengths
and patterns, with an increasingly fluid style
– effective word choice through the use of new
vocabulary, words selected for their specificity,
and powerful adverbs and verbs
– a voice demonstrating an appreciation and
interest in the topic
– an organization with an inviting lead that clearly
indicates the purpose and flows smoothly with
logically sequenced paragraphs or sections to a
satisfying conclusion that summarizes the details

C3 Write a variety of imaginative writing for a
range of purposes and audiences, including short
stories, passages and poems modelled from
literature, featuring
– well-developed ideas through the use of
interesting sensory detail
– sentence fluency through a variety of sentence
lengths and patterns, with increasing fluidity
– effective word choice by using engaging
figurative and sensory language
– an authentic voice
– an organization that includes an enticing
opening, followed by a sequence of effective
detail which elaborates events, ideas and images,
that lead to an imaginative or interesting
conclusion



1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B
C4 Create meaningful visual representations for a
variety of purposes and audiences that
communicate personal response, information and
ideas relevant to the topic, featuring
– development of ideas using clear, focussed and
useful details, and by making connections to
personal feelings, experiences, opinions and
information
– an expressive voice
– an organization in which key ideas are evident

C5 Select and use strategies before writing and
representing, including
– setting a purpose
– identifying an audience, genre and form
– analyzing examples of successful writing and
representing in different forms and genres to
identify key criteria
– developing class-generated criteria
– generating, selecting, developing and organizing
ideas from personal interest, prompts, texts
and/or research

C6 Select and use strategies during writing and
representing to express and refine thoughts,
including
– analyzing models of literature
– accessing multiple sources of information
– consulting reference materials
– considering and applying feedback from
conferences to revise ideas, organization, voice,
word choice and sentence fluency
– ongoing revising and editing

C7 Select and use strategies after writing and
representing to improve their work, including
– checking their work against established criteria
– reading aloud and listening for fluency
– revising to enhance writing traits (e.g., ideas,
sentence fluency, word choice, voice,
organization)
– editing for conventions (e.g., grammar and
usage, capitalization, punctuation, spelling)

C8 Use writing and representing to express
personal responses and relevant opinions about
experiences and texts

C9 Use writing and representing to extend
thinking, by
– developing explanations
– analyzing the relationships in ideas and
information
– exploring new ideas (e.g., examining alternative
viewpoints, transposing writing from one form
to another)



1A 1B 1C 1D 2A 2B 2C 3A 3B 3C 4 5A 5B
C10 Reflect on and assess their writing and
representing, by
improvement

C11 Use the features and conventions of language
to express meaning in their writing and
representing, including
– complete simple, compound and complex
sentences
– subordinate (i.e., dependent) clauses
– comparative and superlative forms of adjectives
– past, present and future tenses
– effective paragraphing
– effective use of punctuation and quotation marks
– conventional Canadian spelling for familiar and
frequently used words
– spelling unfamiliar words by applying strategies
(e.g., phonic knowledge, use of common spelling
patterns, dictionaries, thesaurus)
– legible writing appropriate to context and
purpose

Source: BC Ministry of Education


Text2 reader sept2011

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