Tuesday February 28/17

Just the Facts…

In newspapers, we find reports and editorials. It can sometimes be hard to tell the difference between them. Reports are supposed to be unbiased (that means the writer avoids expressing an opinion on the subject matter). They should contain facts—not opinions—that allow the reader to draw his or her own conclusion about the subject.

News Report Interactive

 A fact is something that can be proven to be true or false. An opinion can be supported with evidence, but it can’t be proven or disproven. Editorials are articles where the writer gets to present and support an opinion on a subject. Have a look at this quiz to test your fact vs opinion detector

Now it’s your turn to be the reporter. I will give you the picture, headline, and some facts. You will have to combine these details to write a rough draft of a news report.

Headline: Ice storm leave hundreds without power in Barrie


Who Hundreds of residents and business owners.
What An ice storm brought down powerlines and made travel dangerous.
When January 18, 2016.
Where Barrie, Ontario and surrounding area.
Why Temperatures dropped below freezing during a record-breaking rainfall combined with high winds.
How Hydro One crews are working to restore power but it may take several days before everyone has power restored.



Brainstorm additional details you will include in your news report. For the purpose of this activity, we have made up the facts for you. You may have to invent some additional “facts” in order to write a complete news report. For example, you can invent details about other effects of the ice storm and invent people who can comment on the storm like a resident, business owner, or hydro worker.

In addition to the headline and picture, you will need to include the following criteria in your rough draft:

  • byline
  • dateline
  • lead that provides information about as many of the 5Ws + H as possible in a sentence or two
  • write in third person (no “I” unless it’s part of a quotation)
  • facts not opinions—unless you are including an opinion as part of a quotation from someone you are “interviewing”
  • at least one quotation from a witness
  • short paragraphs that provide additional details about the 5Ws + H: one-sentence paragraphs are acceptable in news reports
  • paragraphs are organized from most important information to least important information

Friday February 24/17

Hi folks,

I have some important stuff to talk to the class about before we begin our lesson. Once that’s done, here’s what we’re moving on to:

What do you see?

When you look at the picture, try to identify all the things you see: e.g., I see a polar bear standing on its hind legs; I see a black garbage bag.

What do you think? What inferences can you make about what’s going on in the picture? E.g., I think this is a garbage dump; I think this is somewhere in northern Canada.

What do you wonder? Identify questions you could ask about the picture: e.g., Where is this? Why is the polar bear in a dump?

Imagine that this picture is part of a larger article. By examining a picture in this detail, we can activate our background knowledge about a topic and generate a purpose for reading. Consider using this pre-reading strategy with any of the texts you encounter in this unit that include a picture.

Before reading the following news report, use the pre-reading strategy of “I See, I Think, I Wonder” to activate your background information on the topic of the article. A polar bear article There are three different pictures in this article.

We will be using the following chart:

RAN Chart

Before reading, fill out the “What I Think I Know” section of the chart. Don’t worry about whether or not you are right at this point. Just write down, in point form, what you think you know about the topic of the article.

After you have read the article, fill out the rest of the chart. If there was anything that you thought you knew that was confirmed, you can cut and paste it into that column. If there was something you thought you knew that turned out to be a misconception, copy and paste it into that column. Write down any new details that you learned in “New Learning.” Finally, write down at least three questions this report left you with.

Tuesday February 21/17

Many of you are still not finished the rough drafts of your two information paragraphs. We need to move on so if you are still not done by the end of today’s class you will have to start joining me for help sessions at lunch.

We will start with silent reading time (don’t forget to log your reading).

Then some of you will be working on typing up the good copy of your paragraphs while the rest of you work on an activity called “bump it up” (due at the end of the period.)

Tomorrow you will be learning about the structure of a news article.

Friday February 17/17

Today is your last chance to make sure your portfolio is complete before moving I mark them this weekend.

If you’re done, then look at the two rough drafts of the information paragraph you’ve written and choose one to polish and type up. Once you’ve typed your paragraph you’re going to submit it online using a site called Sesame. When you’re ready come and get your code from me so you can sign up.

Thursday February 16/17

Today we will start with 15 minutes of reading time. Don’t forget to log your reading.

Then I will have you add the following “During Reading” strategies to your foldable.

During reading

  • question, visualize, confirm predictions,
  • make connections
  • determine important ideas (e.g., take notes, highlight, summarize)
  • monitor understanding (e.g., identify confusing parts, self‐correct, re‐read, break text into chunks)
  • use context clues to understand vocabulary infer meaning
  • question author’s purpose and point of view
  • use text features to help understanding

Next, we’ll return to identifying the main idea and 4 supporting details for your infographics, and writing an information paragraph.

Wednesday February 15/17

Today I will be working with small groups on specific tasks. When I’m not working directly with your group you will be reading.

I will be sending some of you to different locations to work depending on what you need the most help with.

Tuesday February 14/17

Happy Valentine’s Day
Today we’re going to begin with 15 minutes of silent reading. Be sure to log your reading in your portfolio when you’re done.

Then we’re going to move on to a self-assessment of your progress so far and set up next steps.

Our focus for the day will be on reading graphics.

Reading Graphic Texts

When you think of reading you probably think about words on a page or possibly a screen but we read images as well. Graphic texts can sometimes do a better job conveying information than words alone. We will practice reading a graphic text together. Then you will choose an infographics to read and then respond to by creating an information paragraph.

Tips for Reading a Graphic Text

  • Read all the labels and examine how they are related to the graphic. Each label has a purpose. The most important labels may be in capital letters, bold type, or a larger font.
  • Follow the arrows and lines. They may be used to show movement or direction, or connect to the things they name.
  • Look for the use of colour or symbols to emphasize important words and information. Some graphical texts have a legend or a key to explain the meaning of specific symbols and colours.
  • Study the image carefully. See if you recognize the details in the image. Read the text near the picture to find an explanation of the information in the graphic. Use the figure number or title and key words to find and read the related information in the written text.
  • Identify the relationships among the visuals and information presented

We will practice applying these strategies to the following infographic

Then we’ll look at how you identify the main idea and supporting details in a graphic organizer using this exemplar: Main Idea and Supporting Details Exemplar

You will apply reading strategies and complete a graphic organizer for either this infographic: 

Or this one: 


Handouts for today:


Main Idea and Supporting Details

Monday February 13/17

Today is a catch-up day.

You will begin with silent reading for 15-20 minutes. Then record your reading in your reading log.

After that, check your portfolio to see what you need to finish. By the end of the day all of the following should be complete:

  • Jot notes+main idea and supporting details sheets for the Home video
  • 3 Reading Response questions for the Tiny House article
  • Foldable glued in portfolio with “During Reading” section completed
  • Pre-reading sheet filled out and 3 Reading Response questions for independent reading book completed.
  • Information paragraph for Home video

If you think you are done all of these, show your supply teacher, Ms. Hector. If she agrees that you are done, you may read silently for the rest of the period.

Friday February 10/17

  1. Today we will be heading down to the library to choose independent reading books. You can read fiction or nonfiction. Graphic novels/ comics are fine too. While it can be fun to re-read books, for the purposes of this activity, you can’t pick a book you’ve read before. Once you have a book, practice using pre-reading strategies and fill out the information on this sheet. Pre-reading independent reading
  2. Read for at least 20 minutes.
  3. Pick 3 reading response questions to answer (from the sheet in your duotang). Remember to number your answers to match the questions.
  4. Fill out the reading log in your portfolio.
  5. Finish your information paragraph.
  6. Make sure all your work is in your portfolio