Understanding and Responding to Texts: Unit Review

Historical fiction: a real time and place in the past and a made-up character.

5, 7, 5.

Texts that show different sides: persuasive texts and news articles for and against, by different creators.

Examples: haiku, oral stories shared by Elders, griot songs and stories, wampum belts.

Spatial order (signal words beside, above).

Titles, words from another language, thoughts or emphasis.

Will this help with my purpose? Is it safe? Do I need a grown-up's permission?

It makes a person or thing look big and powerful.

Any two: headline, image, key details, call to action.

Example: a cartoon video or poster with a friendly character, bright colours, a catchy song or slogan, very few words.

It's the most important idea, and the top is noticed first.

Any three: personal experience, other texts, family and community, school learning, media.

Background knowledge, text features, evidence from the text.

Example: Was I right? What evidence confirms it or changes it?

A whale with a long tusk. The appositive (words between the commas) gave the meaning.

When the text is new, hard or full of facts and new words.

The puppies.

Any two: dictionary, glossary, atlas, another book or website, an expert.

Designing places and things so people of all abilities can use them.

Example: My school has a ramp at the side door, which helps me understand how removing a barrier, like the cleared path, lets everyone in.

She refused to move from her seat when told Black customers had to sit in the balcony. Her courage inspired others to work for equal rights in Canada.

The main idea, supporting details in sequence, and (in Grade 4) a simple conclusion.

Example: The three pigs wanted safe homes, but a wolf blew down the straw and stick houses, so they all ran to the brick house. Then the wolf couldn't get in.

Example: Visualizing helped me picture the beaver lodge, so I understood where the tunnels were.

A second, smaller storyline happening alongside the main plot.

Example: the soccer game was cancelled → the team practised in the gym instead.

Meanwhile (also at the same time, back at home).

Local: it's about one moment.

Explicit: stated in the words. Implicit: hinted; you put clues together.

His sister ate the cookies. Evidence: the jar is empty and she has a crumb-covered smile.

Formal.

The repeated s sound: seven, sleepy, seals, slid, slippery, shore.

They make it feel fast, tense and exciting.

Personification (a description giving the moon a human action).

Anthropomorphism: the rabbit is a character who acts like a person.

They're fun and easy to like, and they make feelings and lessons easier and safer to explore.

Second person. It puts you in the story and feels exciting.

Unfairly favouring one side, often by leaving out facts or using loaded words.

Greedy and destroy (chosen to make readers angry).

So you get all the facts and aren't fooled by bias before deciding.

Norms, values, artifacts, sports, music.

The Red River Jig.

It is shaped by residential schools, where the grandmother's culture was taken away. Today she proudly wears bright colours, keeps her hair long, speaks Cree and is with her family, showing resilience.

Any: passing on knowledge across generations, community, respect and cooperation, connection to the land, identity and pride, resilience.

Any three: Who made it? Are they an expert? Is it fact, opinion or an ad? Do other reliable sources agree? Is something left out?

Stop and ask a grown-up. That's personal data; don't share it.

Before you click, post or share: stop; think (Is it safe, kind, true? Do I have permission?); ask a trusted grown-up if unsure.