1. Getting ready for the OSSLT How you can be ready for the literacy test.

2. Getting ready for the OSSLT Back in the fall, we had you write a practice test to expose you to the skills test on the OSSLT…

3. Getting ready for the OSSLT Please look through this power point about that practice to consider the literacy skills addressed on the test.

4. Getting ready for the OSSLT If you have questions, please speak to an English teacher, attend the after-school literacy program…

5. Getting ready for the OSSLT... and/or attend upcoming assemblies about the literacy test.

6. Getting ready for the OSSLT Now, here are some insights about the different literacy skills that you can master for the test.

8. This is how the test is described on the EQAO website

9. The Reading Selections

10. The first reading selection

13. Understand the types of questions

14. Types of questions:

15. Understand the types of questions Types of questions: 1: Direct Answer – Explicit or ‘Hand’ question.

16. Understand the types of questions Types of questions: 1: Direct Answer – Explicit or ‘Hand’ question. 2: Indirect Answer – implicit or ‘Head’ question.

17. Understand the types of questions Types of questions: 1: Direct Answer – Explicit or ‘Hand’ question. 2: Indirect Answer – implicit or ‘Head’ question. 3: Connection – or ‘Heart’ question

18. What does that mean?

20. Sometimes we can find an answer to a question by simply pointing to the right answer in the reading.

21. So, when we say that a direct or explicit question is a hand question….

22. … we can touch the answer with our hand.

23. So, when we say that a direct or explicit question is a hand question…. … we can touch the answer with our hand. Direct

24. Sometimes, we need to think about the clues in the reading before we discover the answer.

25. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour.

26. Sometimes, we need to think about the clues in the reading before we discover the answer. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry.

27. Sometimes, we need to think about the clues in the reading before we discover the answer. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry. Indirect

28. Sometimes, we need to think about the clues in the reading before we discover the answer. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry. Indirect

29. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry. Indirect

30. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry. Sometimes, we are asked to compare our own experiences with the reading or to empathize with something we have read.

31. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry. Sometimes, we are asked to compare our own experiences with the reading or to empathize with something we have read. We call this a heart question because we feel it.

32. She stormed into the room, pounded her fist on the table and yelled at us for nearly an hour. I think she’s angry. Sometimes, we are asked to compare our own experiences with the reading or to empathize with something we have read. We call this a heart question because we feel it. I would be angry too.

33. Let’s look again at the questions

35. This one is a direct, explicit or hand question

36. “According to the selection” is a clue that we can find the answer directly in the text.

37. Match clues in the question to details in the reading. This will help you to find your answer.

38. Like this

40. In this case, the word “frequent” in the question means the same thing as “many” in the reading. This signals to us that we are approaching the answer.

41. The answer to why is presented in two places here. First we get the detail that the van is powered by vegetable oil, then we discover that the oil comes from the restaurants tha the pair visit.

42. So, even though this is a direct answer or ‘hand’ question, we still need to think enough to find these key details and put them together.

45. Again, this is a direct answer question. The wording in the answer is not exactly the same, but it’s close.

46. Again, this is a direct answer question. The wording in the answer is not exactly the same, but it’s close.

48. In this case, we have an indirect answer or ‘head’ question.

50. In other words, we can’t just point to the answer.

51. There’s no part of the reading that answers this directly.

52. In other words, we can’t just point to the answer. There’s no part of the reading that answers this directly. But there are clues

53. In other words, we can’t just point to the answer. There’s no part of the reading that answers this directly. But there are clues

54. In other words, we can’t just point to the answer. There’s no part of the reading that answers this directly. But there are clues

55. In other words, we can’t just point to the answer. There’s no part of the reading that answers this directly. But there are clues

56. In other words, we can’t just point to the answer. There’s no part of the reading that answers this directly. But there are clues

57. In other words, we can’t just point to the answer. There’s no part of the reading that answers this directly. But there are clues

58. We should also read the question carefully first.

59. Notice the word ‘environmental’ in the question

60. We should also read the question carefully first. Notice the word ‘environmental’ in the question Our prior-knowledge of environmental benefits should tell us that some of these answers don’t make sense.

61. Is this an “Environmental Benefit”? This might be an environmental benefit

62. Is this an “Environmental Benefit”? This might be an environmental benefit This isn’t about the environment

63. Is this an “Environmental Benefit”? This might be an environmental benefit This isn’t about the environment This might be an environmental benefit

64. Is this an “Environmental Benefit”? This might be an environmental benefit This isn’t about the environment This makes sense This might be an environmental benefit

65. So, does the reading support this answer? This makes sense

66. Let’s look at the clues in the reading. This makes sense

67. Here are those clue

73. None of these speak directly about the ‘environmental benefit’ of the project.

74. But we can figure it out.

76. This question is another indirect question.

77. We can also call it a ‘context clue’ question.

78. What are ‘context clues’?

79. Let’s demonstrate.

80. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a ___________.

81. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck.

82. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. Was this your guess?

83. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. Was this your guess? How did you know?

84. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. How did you know? You noticed clues

85. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. You noticed clues Clue

86. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. You noticed clues Clue

87. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. You noticed clues Clue

88. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. You noticed clues This clue about the pond makes us think about things we might see a pond Clue

89. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. You noticed clues This clue about the pond makes us think about things we might see a pond These clues begin a list Clue

90. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. You noticed clues This clue about the pond makes us think about things we might see a pond These clues begin a list Of water fowl.

91. Predict the ending of this sentence I went to the pond and saw a goose, a swan and a duck. So, duck makes sense. This clue about the pond makes us think about things we might see a pond These clues begin a list Of water fowl.

92. Context Clues

93. We use context clues whenever we read. Often, we don’t even realize that we noticed them.

94. Context Clues We use context clues whenever we read. Often, we don’t even realize that we noticed them. However, when we don’t understand something, it is useful to stop and look for the clues. For example, the context clues can help us with vocabulary that we don’t know.

95. Imagine this was our sentence

96. I went to the pond and saw a goose, a swan and an anatine.

97. Imagine this was our sentence I went to the pond and saw a goose, a swan and an anatine. What does anatine mean?

98. Imagine this was our sentence I went to the pond and saw a goose, a swan and an anatine. What does anatine mean? Don’t panic

99. Imagine this was our sentence I went to the pond and saw a goose, a swan and an anatine. Don’t panic This clue about the pond makes us think about things we might see a pond These clues begin a list Of water fowl.

100. I went to the pond and saw a goose, a swan and an anatine. Don’t panic This clue about the pond makes us think about things we might see a pond These clues begin a list Of water fowl. The clues still help us

101. I went to the pond and saw a goose, a swan and an anatine. This clue about the pond makes us think about things we might see a pond These clues begin a list Of water fowl. Anatine, given the clues, must mean something like a duck..

102. I went to the pond and saw a goose, a swan and an anatine. Anatine, given the clues, must mean something like a duck.. And we didn’t need a dictionary

103. New Slide with definition

104. By the way, when reading, it’s better to trust the context clues and guess the meaning of a word you don’t know, than it is to stop reading and check a dictionary.

105. So apply that understanding to this question:

106. We don’t need a dictionary for this either.

107. So apply that understanding to this question: We don’t need a dictionary for this either. We will just look for the clues.

108. So apply that understanding to this question: We don’t need a dictionary for this either. We will just look for the clues.

109. So apply that understanding to this question: We don’t need a dictionary for this either. We will just look for the clues.

110. So apply that understanding to this question: We don’t need a dictionary for this either. We will just look for the clues.

111. So apply that understanding to this question: Let’s look for clues.

112. So apply that understanding to this question: Let’s look for clues. ‘convey’ is something that we can do to an idea.

113. So apply that understanding to this question: Let’s look for clues. ‘convey’ is something that we can do to an idea. It has something to do with people’s mentalities

114. So apply that understanding to this question: Let’s look for clues. ‘convey’ is something that we can do to an idea. It has something to do with people’s mentalities & talking to students.

115. Which makes sense? We want to carry the idea… We want to change the idea… We want to continue the idea… We want to communicate the idea…

116. Which makes sense? We want to carry the idea… We want to change the idea… We want to continue the idea… We want to communicate the idea… We can’t carry ideas

117. Which makes sense? We want to carry the idea… We want to change the idea… We want to continue the idea… We want to communicate the idea… We can’t carry ideas Hmmm, doesn’t seem right.

118. Which makes sense? We want to carry the idea… We want to change the idea… We want to continue the idea… We want to communicate the idea… We can’t carry ideas Hmmm, doesn’t seem right. Neither does this

119. Which makes sense? We want to carry the idea… We want to change the idea… We want to continue the idea… We want to communicate the idea… We can’t carry ideas Hmmm, doesn’t seem right. Neither does this This makes sense given the context of the reading.

120. Some questions might be tricky

121. We might think that the first event will appear at the beginning of the article.

122. Some questions might be tricky We might think that the first event will appear at the beginning of the article. It doesn’t.

129. Why did many of you pick this?

130. Answer: you expected the reading to be organized chronologically (in order of time).

131. Why did many of you pick this? Answer: you expected the reading to be organized chronologically (in order of time). It isn’t.

132. Why did many of you pick this? Answer: you expected the reading to be organized chronologically (in order of time). It isn’t.

133. This is a news story

135. Organizational pattern

136. This is a news story Inverted Pyramid Structure:

137. This is a news story Inverted Pyramid Structure: Most important Least important That means that the first detail in a news story is usually the most recent event

138. This is a news story Inverted Pyramid Structure: Most important Least important In short, knowing organizational patterns can help us know where to look for information or, in this case, where not to look.

139. This is a news story Inverted Pyramid Structure: Most important Least important In short, knowing organizational patterns can help us know where to look for information or, in this case, where not to look. Anyway, here’s the answer

141. Here’s our connection question.

142. In this case, you should connect your opinion with details from the reading.

143. Here’s our connection question. In this case, you should connect your opinion with details from the reading. Don’t hesitate to use this section.

145. Here’s an easy first step.

146. Rewrite part of the question in your answer.

147. Here’s an easy first step. Rewrite part of the question in your answer. Whittaker and Jerry chose an effective way to promote their message.

148. Here’s an easy first step. Rewrite part of the question in your answer. Whittaker and Jerry chose an effective way to promote their message. Make sure you pick a side.

149. Here’s an easy first step. Rewrite part of the question in your answer. Whittaker and Jerry chose an effective way to promote their environmental message. Make sure you pick a side. Remember, stronger writing is more specific

150. Now, we need to support this opinion Whittaker and Jerry chose an effective way to promote their environmental message.

151. Now, we need to support this opinion Whittaker and Jerry chose an effective way to promote their environmental message.

152. Now, we need to support this opinion

153. Skim through the reading again, asking…

154. Now, we need to support this opinion Skim through the reading again, asking… Is this an effective way to support their message?

155. Now, we need to support this opinion Skim through the reading again, asking… Is this an effective way to support their message?

156. Now, we need to support this opinion Skim through the reading again, asking… Is this an effective way to support their message?

157. Now, we need to support this opinion Skim through the reading again, asking… Is this an effective way to support their message?

158. Now, we need to support this opinion Skim through the reading again, asking… Is this an effective way to support their message?

159. Now, we need to support this opinion Skim through the reading again, asking… Is this an effective way to support their message?

160. Choose details that best support your answer. Is this an effective way to support their message?

161. Choose details that best support your answer. Is this an effective way to support their message?

162. Whittaker and Jerry chose an effective way to promote their environmental message. Choose details that best support your answer.

163. Whittaker and Jerry chose an effective way to promote their environmental message. Choose details that best support your answer.

164. Whittaker and Jerry chose an effective way to promote their environmental message. Choose details that best support your answer.

165. Whittaker and Jerry chose an effective way to promote their environmental message. Choose details that best support your answer.

166. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Choose details that best support your answer.

167. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Choose details that best support your answer.

168. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Speaking to students will help spread their message that people “have a choice.” Choose details that best support your answer.

169. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Speaking to students will help spread their message that people “have a choice.” Choose details that best support your answer.

170. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Speaking to students will help spread their message that people “have a choice.” Choose details that best support your answer.

171. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Speaking to students will help spread their message that people “have a choice.” Choose details that best support your answer. Clear opinion

172. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Speaking to students will help spread their message that people “have a choice.” Choose details that best support your answer. Clear opinion Specific details from the selection

173. Whittaker and Jerry chose an effective way to promote their environmental message. By setting a world record, the couple will get attention for their message. Speaking to students will help spread their message that people “have a choice.” Choose details that best support your answer. Clear opinion My own ideas Specific details from the selection

174. The News Story

177. But I don’t know how to write a news story?

178. Yes you do.

179. Remember this?

180. Yes you do. Remember this? Inverted Pyramid Structure: Most important Least important

181. Yes you do. Remember this? Inverted Pyramid Structure: Most important Least important This is a news story

182. Who? What? Where? When? Why? How?

183. Who? - Students What? Where? When? Why? How?

184. Who? - Students What? - paint new surface on building Where? When? Why? How?

185. Who? - Students What? - paint new surface on building Where? - community centre When? Why? How?

186. Who? - Students What? - paint new surface on building Where? - community centre When? - yesterday Why? How?

187. Who? - Students What? - paint new surface on building Where? - community centre When? - yesterday Why? - for volunteer hours How?

188. Who? - Students What? - paint new surface on building Where? - community centre When? - yesterday Why? - for volunteer hours How? - using their own free time

189. Who? - Sherwood Secondary Students What? - paint new surface on building Where? - community centre When? - yesterday Why? - for volunteer hours How? - using their own free time

190. Yesterday, using their own free time, Sherwood Secondary Students volunteered by re-painting a local community centre.

191. The Lead

192. Yesterday, using their own free time, Sherwood Secondary Students volunteered by re-painting a local community centre. The Lead The community centre had been damaged in a fire, leaving the outer wall in bad shape. Members of the community had donated their time and money to see it repaired. The students of the nearby school volunteered to finish repainting. More about the community centre Elaborate to add detail.

193. Yesterday, using their own free time, Sherwood Secondary Students volunteered by re-painting a local community centre. The Lead The community centre had been damaged in a fire, leaving the outer wall in bad shape. Members of the community had donated their time and money to see it repaired. The students of the nearby school volunteered to finish repainting. More about the community centre Elaborate to add detail. “It felt good to help in this way,” said one student. “Not only does this help me to get forty hours of community service for graduation, it makes me feel like I contributed meaningfully to my community.” More about the student volunteers.

195. Opinion Piece Checklist CONTENT: Student has… Written details that make sense, given the headline and the picture Included the W5 + H details Written sufficient detail to develop the story well Organized the writing from most to least important Written clear and organized paragraphs. STYLE: Student has… Written in the factual voice of a reporter with objective language. Written in the style of a written news report (not television). Chosen clear, understandable language Constructed clear, understandable sentences Used grammar, spelling, punctuation and sentence structure that is correct Used conventions that do not distract from clear communication

196. Let’s look at some of your answers

197. A Series of Paragraphs Expressing an Opinion

198. (An Essay)

200. Should students be required to complete forty hours of community service in order to graduate?

201. Use the rough notes

202. Students should be required to complete to complete forty hours of community service in order to graduate. Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

203. Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

204. Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

205. Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering can strengthen character. Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

206. Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

207. Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Shortage of help in some areas of our community Cleaning up litter, helping the elderly, etc. Volunteering can strengthen character. Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

208. Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Shortage of help in some areas of our community Cleaning up litter, helping the elderly, etc. Volunteering can strengthen character. Volunteering often requires patience, dedication, commitment, self-sacrifice, etc. Should students be required to complete forty hours of community service in order to graduate? Use the rough notes

209. Should students be required to complete forty hours of community service in order to graduate?

210. Notice the space to write

211. Should students be required to complete forty hours of community service in order to graduate? Getting Started

212. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering can strengthen character.

213. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character.

214. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character.

215. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives student valuable experience that they will later use in the work place.

216. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives student valuable experience that they will later use in the work place.

217. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives student valuable experience that they will later use in the work place. Elaborate with details from our notes

218. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Elaborate with details from our notes

219. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts Elaborate with details from our notes

220. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. Elaborate with details from our notes

221. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. A concluding sentence reinforces this paragraph’s main idea

222. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. Now, write paragraphs elaborating on other developing statements

223. Should students be required to complete forty hours of community service in order to graduate? Use main ideas in rough notes to write an introduction Students should be required to complete to complete forty hours of community service in order to graduate. Volunteering gives students valuable experience that they will later use in the work place. Many volunteer opportunities are in work places. Exposure to people and future contacts. Practicing work-related skills Student volunteers provide valuable support for the community Volunteering can strengthen character. Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. Now, write paragraphs elaborating on other developing statements

224. Should students be required to complete forty hours of community service in order to graduate? Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. Students volunteers provide valuable support for the community…

225. Should students be required to complete forty hours of community service in order to graduate? Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. Students volunteers provide valuable support for the community… Volunteering strengthens character…

226. Should students be required to complete forty hours of community service in order to graduate? Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. Students volunteers provide valuable support for the community… Volunteering strengthens character… Notice: we develop each paragraph following the pattern we introduced in our opening paragraph.

227. Should students be required to complete forty hours of community service in order to graduate? Students should be required to complete to complete forty hours of community service in order to graduate. Community service gives students valuable experience that they will later use in the work place. Student volunteers provide valuable support for the community Volunteering and community service strengthen character. Community service gives students valuable experience that they will later use in the work place. In fact, many volunteer opportunities are available in workplaces that might also hire part time students. Even if the volunteer opportunity does not take place in a potential work place, the student might meet people (co- workers, supervisors, etc.) that will be meaningful future contacts. Finally, every volunteer experience gives students the opportunity to practice work-related skills. In all, community service hours help students to prepare for their future in the workforce. Students volunteers provide valuable support for the community… Volunteering strengthens character… In conclusion….. ….therefore, students should be required to complete forty hours of community service in order to graduate.

229. Opinion Piece Checklist CONTENT: Student has… Written a minimum of three paragraphs Provided an introduction Clearly stated an opinion Not changed his/her opinion Supported his/her opinion with details (reasons, examples, proofs or facts) Provided a conclusion Used the lined space for his/her written work for the appropriate length of the writing expected STYLE: Student has… Made sure the divisions between paragraphs are clear Written a response that is coherent and organized Used grammar, spelling, punctuation and sentence structure that is correct Used conventions that do not distract from clear communication Kept in mind the audience for the task (an adult who is interested in his/her opinion)

230. Let’s look at some of your answers

231. The Graphic Text

233. This is the Graphic Text

234. You might be asked to read a graphic text that is:

235. This is the Graphic Text You might be asked to read a graphic text that is: A pamphlet

236. This is the Graphic Text You might be asked to read a graphic text that is: A pamphlet A map

237. This is the Graphic Text You might be asked to read a graphic text that is: A pamphlet A map An instructional diagram

238. This is the Graphic Text You might be asked to read a graphic text that is: A pamphlet A map An instructional diagram A web page

239. This is the Graphic Text You might be asked to read a graphic text that is: A pamphlet A map An instructional diagram A web page A brochure Etc.

240. The main thing to remember about reading a graphic text…

241. … is to take some time to think about its organization.

242. Most readings are organized like this.

243. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah.

244. Most readings are organized like this. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Top

245. Most readings are organized like this. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Top

246. Most readings are organized like this. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Top bottom

247. Most readings are organized like this. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Top bottom Left

248. Most readings are organized like this. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Top bottom Left

249. Most readings are organized like this. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Ordinary Reading Blah blah blah. Blah blah blah blah blah. Top bottom Left Right

250. However, in the graphic text… … we use the features of the text to guide us through the material.

251. However, in the graphic text… … we use the features of the text to guide us through the material. Title

252. However, in the graphic text… … we use the features of the text to guide us through the material. Title Sub-title

253. However, in the graphic text… … we use the features of the text to guide us through the material. Title Sub-title Photograph

254. However, in the graphic text… … we use the features of the text to guide us through the material. Title Sub-title Illustrations Photograph

255. However, in the graphic text… … we use the features of the text to guide us through the material. Title Sub-title Illustrations Photograph Numbered sequence

256. However, in the graphic text… … we use the features of the text to guide us through the material. Title Sub-title Illustrations Photograph Bulleted list Numbered sequence

257. However, in the graphic text… … we use the features of the text to guide us through the material. Title Sub-title Illustrations Photograph Bulleted list Numbered sequence Italics

258. Knowing these features will help us to know where to look when answering questions like these

260. We can know where to look for the answer by first skimming through the features to find something about ‘the creation of a pothole’

261. Sub-title We can know where to look for the answer by first skimming through the features to find something about ‘the creation of a pothole’

262. Sub-title It will be in this section.

265. Notice: To find the complete answer, you sometimes need to look at more than one specific place in the graphic text.

267. This time our understanding of the features of the text will help us to find a specific part of the reading.

271. This is also another ‘context clue’ question

272. This is also another ‘context clue’ question If you didn’t already know the word ‘void’, the clues here will help you to predict the meaning.

273. This is also another ‘context clue’ question If you didn’t already know the word ‘void’, the clues here will help you to predict the meaning. Only this time, the illustrations give us the clues.

274. This is also another ‘context clue’ question If you didn’t already know the word ‘void’, the clues here will help you to predict the meaning. Only this time, the illustrations give us the clues.

275. This is also another ‘context clue’ question If you didn’t already know the word ‘void’, the clues here will help you to predict the meaning. Only this time, the illustrations give us the clues. Notice what was created between stage 4 and 5

276. This is also another ‘context clue’ question If you didn’t already know the word ‘void’, the clues here will help you to predict the meaning. Only this time, the illustrations give us the clues. Notice what was created between stage 4 and 5

277. This is an indirect or ‘head’ question.

278. Here, the clues we need to notice come more from the illustrations than the words.

279. This is an indirect or ‘head’ question. Here, the clues we need to notice come more from the illustrations than the words. What didn’t change?

280. This is an indirect or ‘head’ question. Here, the clues we need to notice come more from the illustrations than the words. What didn’t change?

282. On the literacy test, there will be a question about the features of the text.

283. Sub-title

284. On the literacy test, there will be a question about the features of the text. Sub-title

285. On the literacy test, there will be a question about the features of the text. Sub-title

287. Reading the question carefully and knowing the features of the text will help us to know where to look.

293. How to get ready

299. Here at Sherwood We will:

300. Here at Sherwood We will:  identify and address school-wide needs

301. Here at Sherwood We will:  identify and address school-wide needs  identify and address some individual needs

302. Here at Sherwood We will:  identify and address school-wide needs  identify and address some individual needs  continue to develop literacy skills in all subjects

303. Here at Sherwood We will:  identify and address school-wide needs  identify and address some individual needs  continue to develop literacy skills in all subjects  keep you informed as the test approaches

304. Here at Sherwood You should:

305. Here at Sherwood You should:  visit eqao.com

306. Here at Sherwood You should:  visit eqao.com  read a variety of different writing-styles

307. Here at Sherwood You should:  visit eqao.com  read a variety of different writing-styles  consider feedback

308. Here at Sherwood You should:  visit eqao.com  read a variety of different writing-styles  consider feedback  ask questions

309. Here at Sherwood You should:  visit eqao.com  read a variety of different writing-styles  consider feedback  ask questions  practice some more

310. Here at Sherwood You should:  visit eqao.com  read a variety of different writing-styles  consider feedback  ask questions  practice some more  consider taking after-school literacy program

311. Here at Sherwood You should:  visit eqao.com  read a variety of different writing-styles  consider feedback  ask questions  practice some more  consider taking after-school literacy program  pay attention to announcements as we approach test day