Think Lit Managing Personal Resources

THINK LITERACY: Cross-Curricular Approaches, Grades 7-12
Table of Contents HIP3E Think Literacy (Family Studies)
Reading Strategies
Getting Ready to Read:
Analyzing the Features of a Text (Newspaper Features Search) 2
Extending Vocabulary (Abbreviations in Daily Life) 6
Finding Signal Words (Effective Communication) 10
Engaging in Reading:
Reading Between the Lines (Employment Decisions) 14
Most/Least Important Idea(s) and Information (Labour Legislation) 18
Sorting Ideas Using a Concept Map (Self-Concept) 22
Reacting to Reading:
Making Judgements (Workplace Ethics) 26
Reading Different Text Forms:

Reading Informational Texts (Making a Purchase) 32
Reading Graphical Texts (How to Read a Pay Stub) 36
Reading Literary Texts 40
Writing Strategies
Generating Ideas:
Rapid Writing 44
Setting the Context (Workplace Health and Safety) 48
Adding Content (Independent Living) 52
Developing and Organizing Ideas:

Webbing, Mapping and More (Goals) 56
Supporting the Main Idea (Preparing for Work) 60
Adding Details (Behaviour Types) 64
Revising and Editing:

Reorganizing Ideas (Good Relationships) 70
Proofreading without Partners (Cover Letters) 74
Writing for a Purpose:

Using Templates (Budgeting) 78
Using Templates (Job Application Forms) 82
Oral Strategies
Pair Work
Think/Pair/Share 86
Small-Group Discussion
Group Roles (Current Issues) 88
Jigsaw (Banking Services) 92
Discussion Wed (Money Management) 96
Whole-class Discussion
Four Corners (Healthy Eating Issues) 100
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Getting Ready to Read: Analyzing the Features of a Text
MANAGING PERSONAL RESOURCES HIP3E Newspaper Features Search
Newspapers contain various information sections that could be useful to students as they learn how to
manage personal resources. Readers who understand the features and layout of each of the sections of the
newspaper will spend less time searching for information and can concentrate on the content.
Using this strategy, students go beyond previewing to examine and analyze a newspaper and determine how
the layout of distinct sections will help them to find and use the information for learning. You can use this
same strategy to deconstruct other types of text – in textbooks, magazines, e-zines, e-learning modules and
more.
Purpose
• Familiarize students with the main features of the newspapers they will be using in the classroom, so that
they can find and use information more efficiently.
• Identify patterns in newspaper sections.
• Create a template that describes the main features of various sections of the newspaper, and post it in the
classroom so that students can refer to it.
Payoff
Students will:
• develop strategies for effectively locating information in newspaper sections.
• become familiar with the features of each section of the newspaper they will be using.
Tips and Resources

• Newspaper sections may include: classifieds, business, health and fitness, homes, careers.
• Section features may include: headings, subheadings, indexes, graphics, italicized or bolded words or
lines, colour, icons, symbols.
• See Student/Teacher Resource, How to Read the Newspaper – Sample.
• See Student Resource, Advance Organizer: Newspaper Sections.
Further Support
• Provide students with an advance organizer to guide them as they read a particular section of the
newspaper. This organizer might be a series of prompts that ask the students to preview particular
features of the newspaper section and note how they are related to the main topic covered in that section.
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Getting Ready to Read: Analyzing Features of a Text

What teachers do What students do Notes

Before
• Ask students to recall a newspaper they • Recall the last time they read or viewed a
recently read or viewed. Ask them to respond newspaper. Identify the reasons why they
to the questions outlined in the next column. read or viewed the newspaper and identify the
• Select and provide copies of various local sections and features of the newspaper they
newspapers. Ensure that every student has a found useful.
copy of at least one newspaper. • Note similarities and differences among the
• Organize students into groups of 3 to 5. Each responses from other students.
student within one group should have different
newspapers. Assign two different newspaper
sections to each group.
• Ask groups to scan the assigned sections and • Make connections between the sections of the
note features of the section that are similar paper they used and the features of the
between different newspapers and those that newspaper that were useful.
are unique to a newspaper. Groups record • Quickly scan the newspapers and note the
their findings on chart paper (e.g., point-form different features of each section.
notes, Venn diagram, compare/contrast
• Contribute to the group discussion and chart-
chart).
paper notes.
• Ask each group to send an “ambassador” to
• Share findings with other groups, noting such
the other groups to share one thing the group
things as illustrations, indexes, typography
discovered, trading it for one thing the other
(italics/bold), headings and subheadings.
group discovered. The ambassadors will
return to their original group and report.
During
• Remind students that newspapers have many
different elements or features that are
designed to help readers locate and
understand the material being presented.
Some newspapers have a greater variety of
elements than others. • Share the groups’ findings.
• Ask each group to report about the features of • Contribute to the template that the class
their section. (see Student Resource, develops.
Advance Organizer: Newspaper Sections)
• Create a newspaper template for each of the
sections on chart paper, indicating the
common features most newspapers used in
every section, and noting any unique features
found in one section.
After
• Use the features of the newspaper sections to
• Assign a relevant task to a small group so complete the assigned task.
students can practise using the features of the
• Note the features that help the reader to
newspaper sections.
locate, read, understand and remember
• Encourage students to use the template and information.
make predictions about where they might find
• Refer to the template for future newspaper
particular information or features.
tasks.
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Getting Ready to Read: Analyzing Features of a Text

How to Read the Newspaper – Sample
I want to find... Where to look...

The date On the first page, right under the
title
A list of items/articles featured In the index, on the first page
Information and articles related to Business and/or Life section
money
Apartments for rent and houses for Classifieds and/or Home section
sale
Public opinion about an article, the Editorial pages
newspaper, or the editor
Help wanted and employment Classifieds and/or Career section
information
Articles about special topics such Features section
as travel or food
Movie listings Entertainment section
Stock market listings Business and/or Financial section
Notices of a person’s death or birth Classifieds and/or Announcements
Canadian Football League Results Sports section
Listings of merchandise for sale Classified section
Chance of thunder storms Weather page
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Student Resource
Getting Ready to Read: Analyzing a Text

MANAGING PERSONAL RESOURCES HIP 3E Newspaper Features Search
Advance Organizer: Newspaper Sections

1. What is the name of this section? _____________________________
2. Is there an index for this section? ______________

If yes, where is it found? ________________________
3. How is the majority of information in this section organized?

__________ article format
__________ charts/tables
__________ advertisements
__________ graphical
__________ a combination of ________________ and _______________
__________ other
4. This section includes information on the following topics:
5. Which of the following features were used in this section? Where were they used?
Why do you think this feature was used here?
Feature Where were they used? Why was it used?

Headings
Subheadings
Italicized/Bolded words
Graphics/Pictures
Icons/Symbols
Colour
Other:_____________________
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Getting Ready to Read: Extending Vocabulary
MANAGING PERSONAL RESOURCES HIP3E Abbreviations in Daily Life
Students are required to learn, on average, over 2 000 words each year in various subject areas. Those who
have trouble learning new words will struggle with the increasingly complex texts that they encounter in the
middle and senior school years. A word wall is a wall, chalkboard or bulletin board listing keywords that will
appear often in a new unit of study, printed on card stock and taped or pinned to the wall/board. The word
wall is usually organized alphabetically.
Purpose
• Identify the meaning of common abbreviations used in everyday life, and create a visible reference in the
classroom for words that will appear often in a topic or unit of study.
Payoff
Students will:
• practice skimming and scanning an assigned reading before dealing with the content in an intensive way.
Students will then have some familiarity with the meaning of common abbreviations, the location of
information, and the various elements of text.
• develop some sense of the meaning of keywords before actually reading the words in context.
• improve comprehension and spelling because key words remain posted in the classroom.
Tips and Resources

• Skimming means to read quickly – horizontally – through the text to get a general understanding of the
content and its usefulness.
• Scanning means to read quickly – vertically or diagonally – to find single words, facts, dates, names, or
details.
• For directions, see Student Resource, Skimming and Scanning to Preview Text.
• Before building the word wall, consider using Analyzing the Features of Text to help students become
familiar with the text.
• Consider posting certain abbreviations and words for longer periods (e.g., abbreviations that occur
frequently in the unit, words that are difficult to spell, and abbreviations that students should learn to
recognize on sight).
• Have students refer to the word wall to support their understanding and spelling of the words.
• For a sample word wall, see Teacher Resource, Word Wall Sample.
Further Support
• Add a picture to the word cards (preferably a photograph from a magazine) as a support for ESL students
and struggling readers.
• Provide each student with a recording sheet so that they can make their own record of the keywords for
further review.
• If it appears that students will need additional support, review the terminology on the word wall in the two
classes following this activity, using Take Five or Think/Pair/Share, which are described in the Oral
Communication section of Think Literacy: Cross Curricular Approaches, Grade 7 – 12, pages 152-154.
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Before
• Before class, preview the text (newspaper
or magazine article or ad, book, etc.) for
key vocabulary.
• Prepare strips of card stock
(approximately 4” x 10”) for words.
• Divide students into groups of 3.
• Provide stick-on notes, markers, and • With their group find an appropriate space
masking tape or pins for each group of where they can talk face-to-face and write
students. down the words.
• Explain to students that together the class • Get a copy of the article, advertisement, or
will find key abbreviations in the assigned assigned text.
text, and will help each other to • Follow along on the handout as the teacher
understand the meaning of key reviews skimming and scanning.
abbreviations by creating a “word wall” in
the classroom that they can refer to for
the duration of that particular topic.
• Distribute Student Resource, Skimming
and Scanning to Preview Text, and read
and clarify the techniques with students.
During
• Ask students to skim the text to get a
general sense of which abbreviations are • Skim the text, looking at illustrations and
in it and where they are. subtitles to get a general idea of the topic of
• Engage students in some general the text.
discussion about the topic, making a few • Scan the text for abbreviations, marking them
brief notes on the board about big ideas. with stick-on notes (optional) and then making
• Direct students to independently scan the a personal list of abbreviations.
text for unfamiliar abbreviations. • Compare personal lists; choose abbreviations
• Direct students to small groups and ask for a group master list.
the groups to compare personal lists and • In each group, print the key abbreviations in
create a group master list. large letters on card stock and tape or pin
• Distribute eight pieces of card stock them to the blackboard or bulletin board,
(approx. 4” x 10”), markers and pieces of preferably alphabetically.
masking tape to each group.
After
• Lead some discussion of the • Use the glossary in the textbook to find the
abbreviations and ask students to meaning of the abbreviations.
speculate on their meaning. If
• Use a dictionary or the Internet to find the
appropriate, describe prefixes and
meaning of the abbreviations.
suffixes that are unique or common to the
• Present their abbreviations to the rest of the
subject area.
class.
• Ask each group to look up the meaning of
• Add the meanings to the abbreviations on the
its abbreviation and then explain the
cards in small letters.
meaning to the rest of the class.
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Skimming and Scanning to Preview Text

Skimming
What is it? When you SKIM, you read quickly to get the main idea of a paragraph, page,
chapter, or article, and a few (but not all) of the details.
Why do I skim? Skimming allows you to read quickly to get a general sense of a text so that
you can decide whether it has useful information for you. You may also skim
to get a key idea. After skimming a piece, you might decide that you want or
need to read it in greater depth.
How do I skim? 1. Read the first few paragraphs, two or three middle paragraphs, and
the final two or three paragraphs of a piece, trying to get a basic
understanding of the information.
2. Some people prefer to skim by reading the first and last sentence of
Read in this each paragraph, that is, the topic sentences and concluding
direction. sentences.
3. If there are pictures, diagrams, or charts, a quick glance at them and
their captions may help you to understand the main idea or point of
view in the text.
4. Remember: You do not have to read every word when you skim.
5. Generally, move your eyes horizontally (and quickly) when you skim.
Scanning
What is it? When you SCAN, you move your eyes quickly down a page or list to find one
specific detail.
Why do I scan? Scanning allows you to locate quickly a single fact, date, name, or word in a
text without trying to read or understand the rest of the piece. You may need
that fact or word later to respond to a question or to add a specific detail to
something you writing.
How do I scan? 1. Knowing your text well is important. Make a prediction about where in
a chapter you might find the word, name, fact, term, or date.
2. Note how the information is arranged on a page. Will headings,
diagrams, or boxed or highlighted items guide you? Is information
Read in this arranged alphabetically or numerically as it might be in a telephone
direction. book or glossary?
3. Move your eyes vertically or diagonally down the page, letting them
dart quickly from side to side and keeping in mind the exact type of
information that you want. Look for other closely associated words
that might steer you towards the detail for which you are looking.
4. Aim for 100% accuracy!
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Teacher Resource

WORD WALL SAMPLE
Word Wall
Apt. BA BR
FP A/C Cres.
m.p.h. CDN lb.
Word Cards with Definitions
A/C m.p.h.
Air Conditioning Miles per hour
FP BA
Fireplace Bathroom
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Getting Ready to Read: Finding Signal Words
MANAGING PERSONAL RESOURCES HIP 3E Effective Communication
Writers use signal words and phrases (also called transition words or connectors) to link ideas and help the
reader follow the flow of information.
Purpose
• Preview the text structure.
• Identify signal words and phrases, and their purposes.
• Familiarize students with the organizational pattern of a text related to effective communication.
Payoff
Students will:
• make connections between reading and writing tasks.
• read and reread material on effective communication, and/or ways to overcome communication barriers.
• practise their reading strategies of skimming, scanning and rereading; make predictions about the topic
and content as they read and reread; learn signal words; and use the signal words when summarizing.
Tips and Resources

• Signal words are words or phrases that cue the reader about an organizational pattern in the text, or show
a link or transition between ideas.
• Organizational patterns include sequence, comparison, problem/solution, pro/con, chronological, general
to specific, cause/effect, and more.
• A graphic organizer provides a visual way to organize information and show the relationships among ideas
(e.g., a timeline, flow chart, or mind map).
Perrin, L., Livingston, A., McDowell, G., Clark, P., Gentry Bailey, A., & Murdico, S. (2006). Section 2, People
Skills, Talking Together. Life On Your Own (pp. 33-35). New York: McGraw-Hill.
Wanat, J., Pfeiffer, E., Van Gulik, R., (2004) Learning for Earning (pp. 293-295). Tinley Park, Illinois:
Goodheart-Willcox.
Further Support
• Before students read an unfamiliar or challenging selection, provide them with the signal words and the
related organizational pattern (e.g., first, second, next, then, following and finally indicate a sequence of
first to last)
• Encourage students to scan reading passages to identify signal words and preview the text structure
before they read.
• Have students reread an excerpt from a familiar subject-specific resource. (Students may read
independently, with a partner, or listen as another person reads aloud). Small groups identify the signal
words that cue a text structure, link ideas or indicate transitions between ideas. Small groups share and
compare their findings.
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MANAGING PERSONAL RESOURCES HIP 3E Effective Communication

Before
• Show a familiar text passage that has signal
words highlighted (e.g., before, after, during,
• Scan the familiar passage to identify
next, on top of, next to, in addition).
highlighted words and phrases.
• Tell students that authors use particular words
to link ideas together and organize their writing,
and to help readers understand the flow of
ideas.
• Group and sort words.
• Have students determine the pattern
• Categorize words and identify possible
(sequential, compare and contrast) of these
headings for the categories.
words and suggest possible purpose for them in
reading this passage.
• Identify the contextual information that these
words give to the meaning of the text (e.g., time,
• Use signal words to predict the text
location, sequence, importance, summary,
structure and organizational pattern.
comparison, contrast).
• Model for students how to use these words to
provide hints for reading the passage.
During
• Ask partners to scan the text or case study
about effective communication and/or a • Identify and record signal words.
communication breakdown and identify the
words the writer has used to help guide their
• Compare their words with the findings
reading (suggested resource: Life On Your
from other partners.
Own, pp. 33-35 or Learning for Earning, pp.
• Use signal words as clues to find the
293-295)
meaning of the text.
• Ask students to identify some of the signal
words and note how they relate to the meaning
of the passage (e.g., “These signal words
• Read the passage and identify the main
indicate a sequence. This will help me track the
idea.
ideas and information in order. )
• Orally share main idea with a partner.
• Ask students to use the signal words to help
them read to understand the ideas and
information in the passage.
After
• Write a brief summary of the passage,
• Model how to summarize the main ideas using
using the signal words to organize the
the signal words and phrases to organize the
summary.
summary.
• Contribute to the class reference chart.
• Create a class chart of the signal/transition
words and how they might be used to help the
reader understand the text.
• Model for students how to create a personal
• Add words to personal dictionaries.
dictionary of signal words and their meanings.
• Describe how they used the signal
• Ask students to describe how using signal
words to help understand what they
words helped them to understand and
read.
summarize content. Students might record their
response in a learning log or share orally.
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MANAGING PERSONAL RESOURCES HIP3E Effective Communication
Sequence Flow Chart for Communication Barriers

After reading a case study or text about communication barriers, students might complete a flow chart to
help them remember the sequence of steps in identifying and overcoming communication barriers.
First this happened…
Next this occurred…
Then this resulted in…
Overall this occurred because…
In the future, to avoid this…
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Engaging in Reading: Reading Between the Lines
MANAGING PERSONAL RESOURCES HIP3E Employment Decisions
An inference is the ability to connect what is in the text with what is in the mind to create an educated guess.
(Beers, 2003)
Making inferences from words that are read or spoken is a key comprehension skill. Students may miss vital
information if they fail to make appropriate inferences.
Purpose
• Draw meaning from text – through explicit details and implicit clues.
• Connect prior knowledge and experiences to the text in order to make good guesses about what is
happening, may have happened, or will happen in the future.
Payoff
Students will:
• develop greater awareness that texts can be understood on more than one level.
• become capable and confident in comprehending the subtle meanings in texts.
Tips and Resources

• Explicit details appear right in the text (for example, names, dates, descriptive details, facts).
• Implicit details are implied by clues in the text. Readers are more likely to recognize implicit details if they
relate to prior knowledge and experiences.
• Inferences are conclusions drawn from evidence in the text or reasoning about the text. “Readers transact
with the text, constructing meaning from the information that the author provides in the text and the
information they bring to the text.” – Beers, 2003
• You can encourage students to make inference by providing sentence starters similar to the following:
- I realize that…
- Based on…I predict that…
- I can draw these conclusions…
- Based on this evidence, I think…
• For more information, see:
- Teacher Resource, Making Inferences from a Job Ad – Sample in Think Literacy Cross-Curricular
Approaches, Grade 7 – 12, p. 43.
Further Support
• Provide additional opportunities for students to practise making inferences with subject-specific texts in a
supported situation – perhaps in a small group with the teacher acting as facilitator.
• Pair struggling or ESL learners with a more capable partner as they do the activities in this strategy.
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Before
• Explain to students that some information
is stated explicitly in text (for example,
names, dates, and definitions). On the
other hand, sometimes readers must
draw a conclusion about what is meant
based on clues in the text. This strategy
• Read the first item on the handout and pick out
is called “making inferences” or “good
the explicit information about the job
guesses”, and is also referred to as
descriptions.
“reading between the lines.”
• Make an inference about the meaning of the job
• Distribute Student Resource, Making
descriptions.
Inferences from a Job Description.
• Ask students to pick out the explicit
information in the job descriptions on the
handout, and then to infer meaning, or
draw a conclusion about the hidden cost
of each job.
During
• Direct students to read the remaining
• Infer meaning from the clues in each statement
information on the handout.
on the handout.
• Engage the whole class in discussion
• Provide various interpretations of the situations
about the meaning to be inferred from
described in each statement.
each statement.
After
• Help students to transfer the skill of
inferring meaning by providing a sample • Practise inferring meaning from the subject-area
of a subject-specific text or pictures that text or pictures.
require them to make inferences.
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Making Inferences from a Job Description

Meera has been offered two summer jobs, one at a steel factory and one at a retail clothing store. She is torn between
which one to choose and which one to reject. She has 24 hours to make her decision. To help herself decide, Meera
made a list of the details for each job.
Steel Factory Retail Clothing Store

• Rate of pay: $12.00/hour. • Rate of pay: $8.00/hour.
• Factory provides coveralls and a hard hat. Must • Required to wear one article of the store’s
buy my own steel-toed boots. clothing per shift. Employees get 50% off the
• Cafeteria on site, or pack a lunch. store’s clothing.
• Would have to take the bus; approximately 1 hour • Food court on site, or pack a lunch.
bus ride, including transfers. • Clothing store is in a local mall within walking
• 12-hour shifts; 3-4 scheduled shifts per week. distance from my home.
• 7-hour shifts, 5 scheduled shifts per week.
What can you infer about the hidden costs associated with each job, based on the lists Meera has produced above?
Steel Factory Retail Clothing Store

Cost of clothing
Safety equipment
Transportation
Food
Loss of personal
time
Based on the hidden costs associated with each job, which job would you recommend for Meera to accept?
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Engaging in Reading: Most/Least Important Idea(s) and
Information
MANAGING PERSONAL RESOURCES HIP3E Labour Legislation
Determining important ideas and information in text is central to making sense of reading and moving toward
insight. (Stephanie Harvey and Anne Goudvis, 2000)
Purpose
• Find the main idea(s) in text by distinguishing between the most important and least important information.
Payoff
Students will:
• become familiar with the text and make judgements about the content.
• work collaboratively with a partner – using reading, note taking, and oral strategies – to make sense of the
text.
Tips and Resources

• Determining the main idea(s) in a text is not always a clear, straightforward process. Some or all of the
following strategies can help the students:
- activate prior knowledge to help students connect to the information in the text.
- note the type of text and its typical audience and purpose (e.g., to persuade, to explain, to
illustrate).
- set a clear purpose for the text so that students have common ground for finding the main idea.
• Main ideas are often found in first sentences or last sentences in a paragraph, or first and last paragraphs
in a chapter.
• The reader constructs meaning, deciding on what is most important based on prior knowledge and
experience. What is important to one reader may not be as important to another, unless both have a
common goal or purpose.
• See Teacher Resource, Most/Least Important Ideas and Information – Sample based on Ontario Labour
Legislation. For a blank template that can be handed out in class, see Student Resource, Most/Least
Important Idea(s) and Information.
Further Support
• On the two days after you use this strategy, review the concepts orally using Take Five, which is
described in the Oral Communication section of Think Literacy: Cross Curricular Approaches, Grade 7 –
12 (page 154).
• After students have done a least-important/most-important “T” chart on their own or in pairs, model the
process an additional time by thinking aloud through another passage. Ask students to compare their
choices with yours.
• Put students in groups of four, with each group having a different passage from the same chapter of the
textbook, to create their own think-aloud for that passage. Ask students to number off as they begin their
work (from 1 to 4) and to remember their number. Students work together to decide most-important/least-
important ideas and information and provide reasons for their choices as they prepare their think-aloud.
Ask the #3s (and ask the #1s to assist them) to present their think-aloud to the rest of the class.
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Engaging in Reading: Most/Least Important Idea(s) and

Information

Before
• Select a passage from a subject-area
• Read the passage silently, thinking about the
text.
purpose for reading.
• With students, set a clear purpose for
reading the passage.
• Give students time to read the passage.
• Listen to the passage being read, while thinking
• Read the passage aloud to students, about their own choices for most important and
asking them to think about the most least important idea(s).
important and least important idea(s).
During
• Reread the passage aloud, while thinking
aloud through the various sentences and
• Record most important and least important
ideas, to make judgements about least
ideas on a “T” chart in their note books, after the
important and most important ideas. See
teacher has done the think-aloud through the
Teacher Resource, Most/Least Important
passage.
Ideas and Information – Sample based on
Ontario Labour Legislation.
After
• Assign students an additional passage of
text, setting a clear purpose for reading. • Read the assigned text, conscious of the
• Ask students to use the handout, Student purpose for reading.
Resource, Most/Least Important Ideas • Reread and record the most important and least
and Information to record their choices for important ideas and information.
least important and most important
ideas/information in the passage.
• Alternatively, ask students to use two
different colours of highlighters on
photocopied text – one colour for the most
important ideas and information and one
for the least important. • Reflect on choices with a partner, and make any
• Put students in pairs to share and justify changes necessary to the chart based on this
their choices. (Provide a fresh photocopy discussion.
for them to synthesize their ideas.)
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Engaging in Reading: Most/Least Important Ideas and

Information
Most/Least Important Ideas and Information

Sample based on Ontario Labour Legislation
This excerpt from the Employment Standards Act, 2000, Part VII, Hours of Work and Eating Periods, could be used by the
teacher as a script to demonstrate a think-aloud to students, showing how to decide what’s most important in text, and
what’s less important. It could also be used as an overhead for the same purpose. Additional excerpts from the
Employment Standards Act can be found at http://www.e-laws.gov.on.ca/DBLaws/Statutes/English/00e41_e.htm#BK24.
Text : Employment Standards Act, 2000, Part VII, Most/Least Important Idea(s) and Information
Hours of Work and Eating Periods*
PART VII Less important – gives some background information.

HOURS OF WORK AND EATING PERIODS
More background – less important.
Limit on hours of work
17. (1) Subject to subsections (2) and (3), no This seems more important – one can’t work more than 8
employer shall require or permit an employee to work hours per day, or more than the number of hours in a
more than, regular work day.
(a) eight hours in a day or, if the
employer establishes a regular work day of
more than eight hours for the employee, the
number of hours in his or her regular work
day; and
This also seems important – one can’t work more than 48
(b) 48 hours in a work week. 2004, hour per week.
c. 21, s. 4.
Exception: hours in a day An important exception to the rule – one can work more than
the above 8 hours (or the number of hours in a regular work
(2) An employee’s hours of work may exceed day) if they have made an agreement with the employer.
the limit set out in clause (1) (a) if the employee has
made an agreement with the employer that he or she
will work up to a specified number of hours in a day in
excess of the limit and his or her hours of work in a day
do not exceed the number specified in the agreement.
2004, c. 21, s. 4.
* Excerpt from the Employment Standards Act, 2000, Part VII, Hours of Work and Eating Periods, © Queen’s Printer for
Ontario, 2005, found at http://www.e-laws.gov.on.ca/DBLaws/Statutes/English/00e41_e.htm#BK24.
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Student Resource
Engaging in Reading: Most/Least Important Ideas and

Information
Most/Least Important Idea(s) and Information

Read the text assigned by the teacher and record (exactly) the most important and least important ideas and information.
When you have finished recording, go to the bottom section of the chart and write what you believe to be the key idea
from the whole text.
Title of textbook, chapter, or article: ____________________________________________________________________
Pages read: ___________________ Purpose for reading: _________________________________________
Most Important Ideas and Information Least Important Ideas and Information
Key idea from this passage:
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Engaging in Reading: Sorting Ideas Using a Concept Map
MANAGING PERSONAL RESOURCES HIP3E Self-Concept
A concept map is a way to visually organize your understanding of information. It is hierarchical in nature,
beginning with the subject or topic at the top or side of the page, and then branching into sub-topics and
details.
Purpose
• Record ideas during reading.
• See the relationships among ideas, and distinguish between main ideas and supporting ideas.
Payoff
Students will:
• remember important details from the text.
• organize information in a memorable an accessible way to help with studying.
Tips and Resources

• Brain-based research shows that visual organizers, such as concept maps can be highly effective in
helping students who struggle with reading and writing.
• If possible, provide students with several samples of concept maps that look different so that they get a
sense of how concepts can be organized.
• Concept maps usually have words written on the lines that join the bubbles to show the relationships
between the items.
• Concept maps generally do not use colour or pictures. They are meant to show the connections between
ideas and the hierarchy of those ideas.
• Spend time deconstructing the concept map and pointing out the connections between various topics and
ideas.
• To help students get started with concept mapping, see Student/Teacher Resource, Concept Map: Self-
Concept.
Covey, S. (1998). The 7 Habits of Highly Effective Teens (pp.34-35). New York: Franklin Covey Co.
Further Support
• Pair students or put them in groups to read the text and create their concept maps.
• Encourage students in pairs or groups to choose one person who will read the text aloud first while a
partner or group member records single words that represent main ideas or details.
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MANAGING PERSONAL RESOURCES HIP 3E Self-Concept

Before
• Make an overhead of text related to
adolescent self-concept (suggested
resource: Part II, pp. 34 - 35 from The 7
Habits of Highly Effective Teens).
• Read the sample aloud to the class,
asking them to listen for and note the
ideas that stand out in their minds or are
• Listen and record ideas of greatest interest as
of greatest interest.
the teacher reads the text.
• Engage students in discussion about the
• Contribute ideas and suggestions to the class
ideas that captured their interest.
discussion.
• Show the Student/Teacher Resource,
Concept Map: Self-Concept and record
additional details on it.
• Ask students to suggest words to write on
the lines between the concept map
shapes, to describe the connections
between the items
During
• Provide students with miniature stick-on
notes. • Read the text and use stick-on notes to
• Assign a reading of part or all of a chapter identify topics, sub-topics and details.
from the textbook or another source. • Create a concept map using stick-on notes to
• Ask students to begin creating a concept guide them to the ideas they need to include.
map based on the overall topic, sub- • Complete the concept map, except for the
topics, and details by drawing bubbles in words on the lines joining the bubbles.
the correct hierarchy.
After
• Put students in pairs to share and
compare their concept maps. • Compare and discuss differences between
• Ask students to discuss and reach their concept maps.
consensus on the main ideas and details. • Reach consensus on the topics, sub-topics
• Challenge students to add their and details.
suggested words to the connecting lines • Confer to add words that show the
between the bubbles. connections among the topics, sub-topics,
• Encourage students to use this strategy and details.
whenever they read complicated tasks.
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MANAGING PERSONAL RESOURCES HIP3E Self Concept
Concept Map : Self Concept
Self-Concept
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Teacher Resource

MANAGING PERSONAL RESOURCES HIP3E SelfConcept
Concept Map : Self Concept
Self Concept
Definition
Is Influenced by
Can be
Or
Negative/Poor Positive/Healthy
Such as
and Such as
and
Can be improved by Or
Ways to build a healthy self concept
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Reacting to Reading: Making Judgements
MANAGING PERSONAL RESOURCES HIP3E Workplace Ethics
Readers increase their understanding by reviewing what they have read, reflecting on what they have learned,
and asking questions about the significance.
Purpose
• Assess different viewpoints or perspectives related to ethics in the workplace.
• Make judgements about viewpoints or opinions.
Payoff
Students will:
• think critically about workplace ethics.
• review different types of questions and how to answer them.
• summarize important ideas, concepts and information.
• develop critical thinking skills.
• develop a model for reading and thinking critically about important concepts, issues and ideas.
Tips and Resources

• To make judgements, readers ask questions to help them process information, assess the importance and
relevance of the information, and apply it in a new context. Evaluating is a skill that readers use when
reading and critically thinking about a particular text. Readers make value judgements about the validity
and accuracy of the ideas and information, the logic of a writer’s argument, the quality of a writer’s style,
the effectiveness of the text organization, the reasonableness of the events and actions, and more.
• An optional scenario and an accompanying sample relevant to ethics in the workplace are provided. See
Teacher Resources, Making Judgements: Ethics in the Workplace, and Making Judgements Activity. This
scenario may be used as an example. Students may create their own scenarios based on their
experiences or knowledge.
Further Support
• Review reading skills of tracking main ideas, comparing and contrasting, making inferences, and drawing
conclusions.
• Encourage students to ask questions about what they are reading. For example, have students write out
questions based on a textbook chapter, section or topic-related resource they have read. Ask one of the
students to read his or her questions to the group. Model answering the question referring the students
specifically to the text where appropriate. Ask another student to ask a question, and have them select a
volunteer to answer it. After the volunteer answers the question, have this student ask one of his/her
questions. Continue until all students in the group have answered a question.
• As an alternative, have students identify the type of question (on the lines, among the lines, between the
lines, and beyond the lines) before they answer or determine the type of questions to be generated. Refer
to Think Literacy: Cross-Curricular Approaches Grades 7-12, page 78 for more details on this strategy.
Students may require teacher modeling over several lessons of asking, identifying and answering
questions.
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Before
• Prepare a question or statement about a
workplace ethics topic. Write the
statement on the chalkboard (Why should
an employee be fired? Is shoplifting really
a criminal activity?) • Recall what they already know about information
• Review the difference between information versus opinions in familiar settings.
and opinion. Summarize by explaining that
what we read tends to be information
and/or opinion.
• Ask for one idea or piece of information
that supports the question/statement and
record it under the left side statement in a • Observe teacher prepared question or statement
T-chart. Repeat for the right side of the on board and recall ideas/information that
chart (See Student Resource, Making supports the question or statement chosen.
Judgements Activity Template). • Contribute to discussion.
• Ask students where their responses came
from (e.g., prior knowledge). • Recall where they learned about the topic or
• Inform students that writers may include issue.
ideas and information to support both
sides of an issue, or they may include • Contribute to the discussion.
evidence to support only one side of an
issue depending on their viewpoint. • Listen for understanding.
Effective readers question information to
determine and develop their own opinions
and decisions.
• Ask students to preview the reading • Listen to or read scenario.
selection and make predictions about the
content. Small groups share predictions.
(See Teacher Resources, Making
Judgements: Ethics in the Workplace, and
Making Judgements Activity.)
During
• Ask students to read the selection to find
evidence to both support and oppose the • Read the selection and ask questions about the
situation presented. information presented.
• Observe students’ reading and intervene • Identify information and opinion that supports and
to clarify task or content, if needed. opposes the question/statement.
• Prepare possible viewpoint/opinion and
evidence for recording on the T-chart.
After • Listen to ideas from other students.
• Ask students to verbally provide ideas and • Compare these new ideas to their own points.
information that support and oppose the • Contribute to class discussion.
question/statement. Record on overhead. • Evaluate the evidence and make a judgement
• Ask students to review and discuss the (decision). Write this decision on the template.
evidence and make a decision. • Support the judgement (decision) with sound
• Students write responses to the reasons.
question/statement.
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Making Judgements: Ethics in the Workplace
• Read the following passage.

• Review the critical question or statement.
• Find evidence that supports the question or statement.
• Find evidence that opposes the question or statement.
• Keeping the decision making model in mind, determine a decision to answer the question or
statement.
• Support your decision with sound reasons based on the evidence in the reading passage.
Monica has just been hired at a local clothing store. This is Monica’s first
part-time job and she is excited about having her own money to spend. Monica
gets paid an hourly wage, but also makes commission if she sells over $300
worth of merchandise in one shift. During her first few shifts, Monica hardly sold
anything. The manager pulled Monica aside and said if she didn’t improve she
was going to be fired. The manager said that the store has been losing money
recently due to shoplifting and cannot afford to keep people who don’t do their
jobs properly. Monica was panicking. She really needs the paycheque to save
for college. During the next shift, Monica meets Jackie. Jackie is one of the
store’s top sellers and also goes to Monica’s high school. Monica is an insecure
teenager and is thrilled when she becomes friends with Jackie. Jackie relates to
customers really well, and helped Monica sell more than $300 worth of clothes
during each of Monica’s last three shifts. Jackie is also good friends with the
manager and has been bragging about what a great job Monica has been
doing! The manager compliments Monica and says that Jackie must be able to
work miracles! One day Monica notices that Jackie took a pair of jeans from the
shelf and put them in her backpack. When Monica confronted Jackie, Jackie
said that she was going to pay for them later on and to just chill and everything
would be fine. Monica was bothered by this since she has always believed that
stealing is wrong. Monica tried to forget about the incident until she noticed that
Jackie stole a shirt during her last shift. Jackie explained this by saying the
store was ripping them off by not giving them enough commission. Jackie says
this is her way of getting even. Monica knows that this store pays the most and
worries that Jackie might develop a serious problem if she continues stealing.
Now Monica doesn’t know what to do. Monica really likes Jackie, and Jackie is
helping Monica become a successful salesperson. If Monica tells her manager
that Jackie has been stealing, Jackie might get fired. It is even possible that the
manager will file charges with the police. However, since Jackie and the
manager are friends, there is a chance that the manager will not believe Monica
and this might put Monica’s job in jeopardy. Monica also worries that she won’t
be able to sell enough clothes without Jackie’s help and might get fired if she
has to sell on her own. Should Monica tell the manager about Jackie?
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Teacher Resource

Making Judgements Activity
Both Sides Now
Evidence that Supports: Evidence that Opposes:

Monica has always thought that Peer relationships are very
stealing is wrong. important; Jackie is a friend.
The store is losing money due to Jackie is helping Monica become

shoplifting. successful at her job.
Question or
Statement:
Employees who do not do their Jackie is good friends with the
jobs properly should be fired. Should Monica tell manager and the manager might
the manager not believe Monica.
Jackie’s problem is becoming about Jackie? This seems to be a questioning of
worse. her personal values.
Decision:
Monica should tell the manager. She should explain that she is concerned about Jackie’s
welfare and the success of the store.
Reasons:
• Stealing is illegal.
• Jackie needs intervention so her problem does not become worse.
• The store is losing money due to shoplifting.
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Making Judgements Activity Template
Both Sides Now
Evidence that Supports: Evidence that Opposes:
Question or
Statement:
Decision:
Reasons:
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Reading Different Text Forms: Reading Informational Texts
MANAGING PERSONAL RESOURCES HIP3E Making a Purchase
Informational text forms (such as explanations, reports, news articles, magazine articles and instructions) are
written to communicate information about a specific subject, topic, event or process. These texts use
vocabulary, special design elements, and organizational patterns to express ideas clearly and make them
easier to read. Providing students with an approach to reading informational texts helps them to become
effective readers.
Purpose
• Become familiar with the elements and features of informational texts used in everyday life, such as
magazines and books related to consumer purchasing and products.
• Explore a process for reading informational texts, using a range of strategies for before, during, and after
reading.
Payoff
Students will:
• become more efficient at “mining” the text for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources

• Some of the features of informational texts are headings, subheadings, questions, introductions,
summaries, overviews, and illustrations. These work together to draw readers into the text at different
levels. For example, in a magazine article, a heading is meant to grab your attention and give you an idea
of what the article is about, while the accompanying photographs and captions might add information not
included in the body of the article.
• Many informational texts are divided into sections or chapters, and are organized internally in ways that
add meaning – for example, by sequence, chronology, cause/effect, comparison/contrast, classification,
description, or definition. News articles use a special organization pattern called the inverted pyramid to
answer the 5WH questions (Who, What, When, Where, Why and How), and present the facts and
supporting details in order of importance.
• Many informational texts use visual elements (e.g., typeface, size of type, colour, margin notes,
photographs and diagrams) to emphasize important words and concepts. Different texts use these
features in different ways to effectively present information.
• Words such as then, next, while, beside, and following are often used to indicate a time or spatial
relationship.
• How you read informational text will depend on your purpose for reading. If you want to find specific
information in a textbook, you might refer to the table of contents to decide where to start reading,
examine the headings and subheadings, and then skim through the section looking for key words and
phrases related to the topic. Once you have located the appropriate section, a closer reading will help you
find the information and supporting details.
• See Student/Teacher Resource Sheet, Tips for Reading Informational Texts and Student Resource Sheet,
Tips for Reading Informational Texts-Making A Major Purchase.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This might be a
series of prompts related to the reading task.
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What teachers do Notes

Before
• Ask students to brainstorm ideas, concepts and vocabulary, recall previous experiences
and feelings related to making a major purchase. They should recall what they have learned
about making consumer decisions or list questions they might have about the product or
company.
• Provide students with related experiences, discussion topics, readings, or background
information to increase background knowledge.
• Pose questions to students before they read, to help them determine a purpose for reading.
• Invite students to ask questions about the content.
• Model (using a “think aloud”) how to predict the content based on the features of text,
specialized vocabulary, illustrations, introductory information or personal experiences. Skim,
scan, and sample the text to make informed predictions.
• Identify and pre-teach unfamiliar vocabulary and concepts that appear in the text.
During
• Have students describe and model the different reading strategies they might use, such as
predicting, questioning, activating prior knowledge, inferring, monitoring, adjusting,
rereading, and decoding.
• Model (using a “think aloud”) strategies for pausing and thinking about the text. Encourage
students to chunk the text, read, pause, think and ask questions or make notes about the
section of text.
• Demonstrate how to use a graphic organizer to categorize and select main ideas,
important details, and questions as you read. For example, comparison charts, T-charts, or
Venn diagrams can help students to identify the ideas being compared and how they are
similar and different.
• Invite students to visualize the concepts as they read.
• Have partners share and compare the visualizations.
• Provide students with focus questions, such as the following:
- What are the main ideas?
- How has the writer organized them?
- How does the writer support the main ideas?
- What is the writer’s viewpoint?
- Is this a useful source of information?
After
• Ask partners to restate or paraphrase what they have read, and note similarities and
differences in the retelling.
• Model how to summarize the reading selection (using a “think aloud”) by identifying the
essence of the text, choosing the most important information, and organizing the information
to convey the key ideas of the selection.
• Have students suggest possible diagrams or graphic organizers to illustrate connections
among the topics, main ideas, supporting details, and prior knowledge.
• Review the process that students used for reading informational text, including strategies for
before, during and after reading. See Student Resource, Tips for Reading Informational
Texts: Making A Major Purchase.
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Student/Teacher Resource

MANAGING PERSONAL RESOURCES HIP 3E Making a Purchase
Tips for Reading Informational Texts

Before Reading
Set a purpose for reading. Ask yourself why you are reading this particular text.
Look over the text to see which elements appear (e.g., headings, subheadings,
illustions and captions).
Examine the titles, headings, and subheadings, and scan for words that stand out.
Look for words and phrases that might give you clues about how the information is
organized.
Read any overviews, summaries or questions. In a shorter piece, read the opening
and concluding sentences or paragraphs.
Examine each illustration and read the titles or captions.
Recall what you already know about the topic.
Record some questions you might have about the topic.
During Reading
Divide the reading task into smaller chunks (chunking the text into paragraphs,
chunking sections by sub-headings, etc.) Read a chunk, pause, and think about what
you read, and write a brief one-sentence summary or brief point-form notes to help you
remember important and interesting information.
Read quickly, then slowly. Skim the sections you think will support your purpose for
reading. When you find specific information you want, slow down and read it word by
word. You may need to reread the passage several times.
Read the selection and jot down thoughts, responses to your questions and new
questions that occur to you.
After Reading
Read the selection again to confirm the main idea and supporting details.
Make connections to what you already know about the topic. How does the
information you have read add to or alter what you knew about the topic?
Record your thinking about and responses to the text (e.g., write a summary, complete
a graphic organizer, create a sketch, or orally retell to yourself or a friend).
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Student Resource

Tips for Reading Informational Texts : Making a Major Purchase

Select a magazine, pamphlet, flyer or website related to a product you might purchase (e.g., stereo, MP3 player,
DVD player, laptop computer etc.)
1. Before reading
What is your purpose for reading this magazine, pamphlet or website about this product?
I am interested in this product
I want to compare this product to others that are similar
I am interested in this company
This is an assignment or project
What elements of this magazine, pamphlet or website immediately catch your eye?
Headings
Subheadings
Illustrations
Captions
Other
What do you already know about this product and/or company?
What questions do you have about this product and/or company?
2. During reading
What words or passages catch your attention? Jot them down here.
3. After reading
Overall, what were the most important things you learned about this product and/or company?
Does the illustration accurately depict the product?
Did you learn any information that altered your knowledge about this product and/or company?
Do you have any remaining questions about this product and/or company?
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Reading Different Text Forms: Reading Graphical Texts
MANAGING PERSONAL RESOURCES HIP3E How To Read a Pay Stub
Graphical text forms (e.g., diagrams, photographs, drawings, sketches, graphs, schedules, maps, charts,
tables, and timelines) are intended to communicate information in a concise format and illustrate how one
piece of information is related to another. Providing students with an approach to reading graphical text also
helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and after
reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practice essential reading strategies and apply them to different course-related materials.
Tips and Resources

• Sometimes a complicated idea or concept can be communicated more easily through a chart, graph,
diagram or illustration. Many informational texts include graphics to supplement the main ideas and
provide clues to the important concepts in the text. Some of the features of graphical texts include:
- print features (such as typeface and size of type, bullets, titles, headings, subheadings, italics,
labels, and captions).
- organizational features (such as tables of contents, legends, keys, pronunciation guides, labels
and captions).
- design features (such as colour, shape, line, placement, balance, and focal point). Design
features can also include images.
- organizational patterns (such as sequential, categorical, and explanatory).
• Each graphical text uses these elements and features in different ways to effectively present information in
a condensed format. For example, a chart or table may illustrate key information and show how pieces of
information relate to each other. A table uses columns and rows to organize the information and may
include a title that describes the main idea or subject, and a caption to explain the purpose of the table.
The information in a table can be read horizontally and vertically.
• Many of the strategies for reading informational and literary texts can also be used effectively to read
graphical text.
• See Student Resource, Tips for Reading Graphical Texts. Focus on one or two tips at a time to help
students before, during and after the assigned reading. Add tips as needed to guide the students as they
read.
Further Support
Provide students with an advance organizer to guide them as they read a particular text. This might be a
series of prompts to guide them through the reading task.
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MANAGING PERSONAL RESOURCES HIP3E How To Read a Pay Stub Notes
What teachers do What students do

Before
Before reading, help students to connect new
content and ideas to their prior knowledge by
encouraging them to think about what they
already know about the topic or the type of
graphical text.
• Have students brainstorm concepts and • prepare for reading by brainstorming related
vocabulary, recall previous experiences, ideas or themes, recalling previous experiences,
or list questions they have about the or listing questions.
topic. • Participate in large- or small-group discussions,
• Provide students with background and question and answer periods about the
knowledge about the topic. topic.
• Pose questions to students to determine • Skim, scan, and sample the text to make
a purpose for reading. predictions about the text and to identify
• Model how to predict the content based unfamiliar vocabulary.
on features of the graphic. Skim, scan
and sample the text to make informed
predictions.
• Identify and pre-teach unfamiliar
vocabulary.
During
During reading, help students connect the
information and ideas in the graphical text to
what they already know.
• Have students describe and model
different reading strategies.
• Model strategies for pausing and • Read the text, organize key ideas with a graphic
thinking about the texts. organizer, visualize concepts with a partner, and
• Invite students to organize the answer focus questions.
information in a different way.
• Provide students with focus questions
(What is the purpose of this graphic?
What information is provided? How is this
information organized?)
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Tips for Reading Graphical Texts

Before Reading
• Set a purpose for reading. Ask yourself why you are reading this particular text.
• Look over the text to determine what type it is and which elements are used.
• Examine the titles, headings, captions and images. Start with the title. The title tells you what the graphic is about. The
captions may also use words and phrases from the text to show how the graphic is related to the information in the written
text.
• Recall what you aready know about the topic or subject.
• Record some questions you might have about the information presented.
During Reading
• 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.
After Reading
• Interpret the information conveyed in any of the graphics (e.g., diagrams, charts, graphs, maps). Ask yourself why this
information might be important.
• Re-phrase information orally or in writing. Imagine that you are explaning the graphic to someone who has not read it.
• Create your own graphical text (e.g., graph, map, diagram, table, flow chart) to represent the important information.
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Student/Teacher Resource

Graphical Text – How To Read a Pay Stub
WaveWorks Municipal EMPLOYEE: Susie Splash PAYROLL

EMPLOYEE ID: S35092
PAY PERIOD: 7/02/__ to 7/09/__
PAY DATE: 7/16/__
CHEQUE NO: 2407
NET PAY: 199.75
Gross Earning Deductions Other Deductions
Description Hours Amount Tax Current YTD Description Amount
Regular 40 320.00 Income Tax 48.00 360.00 R.R.S.P. 30.00
Overtime 4 48.00 E.I. 27.50 305.50 Uniform 50.00
Current 368.00
Y.T.D. 3382.00 C.P.P. 12.75 158.00
Before Reading
1. Why would one need to be able to read a pay stub?
2. Skim and scan through the pay stub shown above. Are there any unfamiliar words?
During Reading
3. What is the purpose and meaning of the following headings or labels?

a. Net Pay
b. Gross Earnings
c. Deductions
d. Other Deductions
4. Based on the context, what might the following acronyms mean?

a. Y.T.D.
b. E.I.
c. C.P.P.
d. R.R.S.P.
After Reading
5. Explain the information on the pay stub to a partner as if he or she had never seen a pay stub.
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Reading Different Text Forms: Reading Literary Texts
MANAGING PERSONAL RESOURCES HIP3E Biographies
Literary texts (such as stories, descriptions, essays, biographies, dialogues, novels, scripts, and poems) are
written to entertain, provide insights, or communicate a writer’s ideas and viewpoints. Literary texts are
sometimes incorporated into informational text forms. Providing students with an approach to reading this
type of text can help them to become effective readers in other contexts as well.
Purpose
• Become familiar with the elements and features of literary texts used in the course.
• Explore a process for reading literary texts, using a range of strategies for before, during, and after
reading.
Payoff
Students will:
• read for information and enjoyment.
• practice essential reading strategies and apply them to different types of course-related materials.
Tips and Resources

• Literary texts come in a wide range of fiction and non-fiction, with many forms and genres. Each uses
language and literary elements in particular ways to communicate something significant.
• Some of the elements of fiction are characters, plot, setting, theme (big idea), perspective (point-of-view
taken by the narrator), style, language, and structure. Dramas (scripts and dialogues) use many of the
same elements as novels and short stories, but may include special features such as stage directions,
acts and scenes, and notations. Poems use elements such as structure, rhythm, rhyme, imagery and
figurative language to communicate an idea, feeling or image.
• Non-fiction literary texts include biographies and essays. Biographies often tell the story of their subject
through narrative elements. Elements of biography include setting (how it influences the events in the
person’s life), characterization of the subject (representation of the subject’s character and motives),
theme, accuracy, structure (time sequence), illustrations, graphic features, structural patterns, and
organizational features (table of contents, index, references).
• Many of the strategies used for reading informational and graphical texts can be used effectively to read
literary texts.
• See Student Resource, Tips for Reading Literary Texts. Focus one or two tips at a time to help them
before, during, and after the assigned reading. Add tips as needed to guide the students as they read.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This might be a
series of prompts to guide them through the reading task.
• Have students use literary texts of their own choosing for some course assignments.
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Before
Before reading, help students connect new
content and ideas with their prior knowledge by
encouraging them to think about what they
already know about the topic or the type of
reading material. For example:
• Have students brainstorm related ideas and • Prepare for reading by brainstorming
themes, recall previous experiences with the related ideas or themes, recalling
subject or theme, or list questions they have previous experiences, or listing
about the topic. questions.
• Increase background knowledge about the • Participate in large- or small-group
topic by providing students with related discussions, and question and answer
experiences, discussion, or readings. periods about the topic.
• Determine a purpose for reading by posing • Skim, scan, and sample the text to
questions to the students. make predictions about the text and to
• Have students ask questions about the topic. identify unfamiliar vocabulary.
• Have students predict the content based on
text features, personal experiences,
illustrations, etc. Skim, scan, and sample
the text to make informed predictions.
• Identify unfamiliar vocabulary in the text.
During
During reading, help students to connect the
information and ideas in the text with what they
already know as they monitor their understanding.
• Have students describe and model different
reading strategies they might use.
• Read the text, organize key ideas with a
• Model strategies for pausing and thinking
graphic organizer, visualize concepts
about the text.
with a partner, and answer focus
• Demonstrate how to use a graphic organizer
questions.
to organize ideas, details, and questions.
• Have students visualize the concepts as they
read, and then share with a partner.
• Provide students with focus questions to
help them make inferences about the text.
After
After reading, help students to consolidate and
extend their understanding of the content. • Paraphrase the text and compare with a
• Have students paraphrase the text and partner.
compare with a partner. • Summarize the narrative and organize
• Model how to summarize a narrative and how the story and character(s) develop.
organize how the story develops. • Create a graphic organizer to show
• Have students suggest possible graphic connections among the topic, details,
organizers to illustrate connections among the and prior knowledge.
topic, details, and prior knowledge.
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Tips for Reading Literary Texts

Before Reading
• Read the title and think about what might happen in the story or what the essay might be about. Does the title suggest
any connections to your own life or raise any questions?
• Recall other selections you may have read by this author.
• Look at any illustrations. What do they tell you about the story or subject?
• Look the text over and sample the text to note its length, organization, level of language, and structure. Pay attention to
punctuation.
During Reading
• As you read, ask questions about what is happening. Make predictions about what might happen next.
• Form opinions about what is going on. Think about your responses and reactions to what you are reading. Making notes
can help you focus your thinking as you read.
• Picture the setting, events or images in your mind. Sketch them. As you read, imagine how the words will be spoken and
see the action.
• While reading a narrative selection, try the following :
- Read the first page and pause. What do you know so far about the people (characters), setting, conflict,
and point of view? Where do you think the storyline is going? Make connections to what you already
know.
- Who are the people and how are they related to each other? Put yourself in their place. What would you
say or do?
After Reading
• Write down favourite quotations from the text. Share and compare them with a partner.
• Create a visual interpretation of the text, such as a web, story map, or timeline, to show the relationships among the major
characters and their feelings and attitudes.
• Create a sensory web of the setting. Use a graphic organizer to illustrate the story’s plot or sequence of events (situation,
complications, climax, resolution).
• Retell/summarize the content in your own words, orally, or in writing.
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Student Resource

Reading Literary Text – Biographies

Before Reading
1. Read the title. Who is the biography about? _____________________________________________________
2. Who is the author? Is it an autobiography? An “unauthorized biography?” How might this affect the story?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What do you already know about the famous person?
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Look at any illustrations. What do they tell you about the famous person?
__________________________________________________________________________________________
During Reading
5. As you read, write down questions you may have. What life events led to the next? What talents does (or did) this person
have?
___________________________________________________________________________________________
___________________________________________________________________________________________
6. Form opinions about what is going on. Think about your responses and reactions to what you are reading. How does/did
this person use his/her talents?
___________________________________________________________________________________________
___________________________________________________________________________________________
After Reading
7. Write any memorable facts or quotations from the text. _______________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
8. Create a timeline as a visual interpretation of the text to show the relationships among the major characters and their
feelings and attitudes.
9. Retell/summarize the life story of this individual in your words, orally or in writing.
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Generating Ideas: Rapid Writing
MANAGING PERSONAL RESOURCES HIP3E
When students engage in rapid writing at the beginning of a writing assignment, they access their prior
knowledge, engage with content, review and reflect, and begin to set direction for writing letters, essays, and
other subject-based assignments.
Purpose
• Help students to start writing and ultimately to produce more writing.
• Encourage fluency in generating ideas for writing on any topic, in any subject area.
• Help students begin organizing ideas.
Payoff
Students will:
• rapidly generate fresh ideas about topics in any subject area.
• write down ideas without self-editing.
• generate raw material for more polished work.
• complete writing activities on time, overcome writer’s block, and improve test-taking skills.
Tips and Resources

• This strategy may be used in a number of ways, including: prewriting; brainstorming for a specific
question; or writing for reflection, learning logs, work journals, etc.
• This strategy may also be used as a pre-reading strategy, similar to a KWL.
• Use this strategy to review what students remember about classroom work.
• Use rapid writing regularly in the classroom, and have students select the day’s topic. See Teacher
Resource, Rapid Writing Topics for Managing Personal Resources.
• Students can apply this strategy when writing tests or examinations, by “scribbling down” information they
are afraid of forgetting just before they begin responding to the questions.
• Use the rapid writing drafts to give students practice in proofreading and reviewing their writing for flow of
ideas. When students use this strategy at the computer with the monitor turned off, they will be amused
by how many errors in proofreading they have made. Be prepared for some laughter in the classroom
when using this approach.
• See Student/Teacher Resource, Tips for Rapid Writing.
Further Support
• Write the topic on the board, and do not repeat it orally if a student comes in late. Instead, point at the
board. This also reinforces the topic for visual learners and for students who have poor aural memory.
• Encourage students to use the rapid writing strategy to overcome anxiety for tests or assignments.
• Use timed writing for parts of a task – e.g., as many words as possible in three minutes, then as many
more as possible in the next three minutes, etc.
• Vary criteria: some students may need to work in point form, or stop and break after three minutes.
• Save completed rapid writing samples to use later to teach writing conventions or organization of ideas.
• Vary the amount of time you give to students.
• Post the topic-related vocabulary in the classroom as an aid for struggling students.
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Before
• Plan a topic for rapid writing or invite the
students to suggest topics.
• Explain that the purpose of rapid writing is
to allow students to record what they
know about the topic, subject, or activity, • (Optional) Suggest topics for rapid writing that are
without worrying about repetition, spelling, related to the subject of study.
grammar, or any other errors.
• Give directions for rapid writing. See
Student/Teacher Resource, Tips for
Rapid Writing.
During
• Give the signal to begin.
• Time the students. • At the starting signal, write or type as quickly as
• Give the signal for students to stop possible without stopping or making any
writing. (You may want to give them a corrections.
one-minute warning.)
After
• Debrief.
• Ask students to count the number of
words they have written.
• Ask who has at least ____ words, until
only one or two hands remain up.
• Discuss the topic, based on what the • Count and record the number of words.
students have written. Encourage • Discuss the topic by reading aloud parts of what
students who don’t usually participate. they have written.
• Focus the students’ attention on how their • In pairs, explain the thinking behind the categories
rapid writing can be the starting point for used.
more polished pieces.
• A group representative reads the paragraph to the
• Alternatively, as a follow-up direct class.
students to begin classifying and
organizing their ideas.
• Alternatively, organize students into
small groups to share their rapid writing
and to compose a short collaborative
paragraph on the topic.
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Tips for Rapid Writing

• Write as fast as you can.
• No corrections or erasing allowed.
• Write until your teacher says “STOP” . Do not stop before!
• Don’t lift your pen/pencil from the paper or remove your hands from the
computer.
• If you get stuck, jumpstart your brain by writing the topic title and extending
it to a sentence.
• When your teacher says “STOP”. Count and record the number of words
you have written.
• Be prepared to discuss your topic: use the writing you have done to start
you off.
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Teacher Resource

Rapid Writing Topics for Managing Personal Resources
• Self-concept
• Effective communication
• Making good decisions
• Money
• Buying a car
• Renting an apartment
• Budgeting for living expenses
• Independence
• Short/long term goals
• Stress at work
• Benefits/costs of working for pay
• Job interview tips
• Being a team player
• Thinking and acting safely
• Changes in the workplace
• Others?
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Generating Ideas: Setting the Context
MANAGING PERSONAL RESOURCES HIP3E Workplace Health and
Safety
Good writers anticipate the information and ideas that readers may want or need to know about the subject.
Imagining and considering the possible questions that the intended audience may have about the topic help to
generate possible content for the writing, suggest a writing form, and provide a direction for research.
Purpose
• Generate possible topics and subtopics for a writing task.
• Identify important ideas and information to include in the writing.
• Identify the audience and purpose for the writing.
Payoff
Students will:
• clarify the writing task (purpose, audience, form).
• consider the audience and the purpose for the writing.
• generate questions and use them to focus the writing.
Tips and Resources

• Purpose refers to the reason for the writing and the results that writers expect from the writing. Some
writing is intended to communicate information to the reader. These purposes include “to inform, to
explain, to review, to outline, and to describe”. Other purposes convince the reader of a particular
viewpoint. These include “to request, to persuade, to assess, to recommend, to propose, to forecast, and
to entertain”. The purpose for the writing will affect the selection of content, language, and form.
• Audience refers to the intended readers of the writing. Defining the audience is important because it will
affect the content (what is said), and the form and features (how it is said). The intended audience may
vary in age, background knowledge, experience and interest.
Further Support
• When students are working in pairs, have each partner generate questions for the other’s topic.
• To generate ideas, ask questions about the topic from the point of view of the intended audience. Provide
support for asking rich questions.
• Review the 5W + H questions (who, what, when, where, why, how).
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Safety

Before
• Write a topic on chart paper or the
chalkboard and describe the audience
and purpose for this piece of writing (e.g.,
to inform employees about workplace
safety, to identify factors that contribute to
workplace health and safety).
• Model for students the process of • Recall what they already know about the topic.
imagining the readers and the possible
questions they would ask about the topic, • Imagine the questions they would ask as readers
and record these questions under the of a piece of writing on this topic.
topic heading. • Make connections to other students’ questions,
• Ask students to contribute questions that noting similarities and differences.
they think the audience would need/want
answered. If needed, use prompts such • Imagine that they are the readers and generate
as: possible questions.
o Who are my readers?

o What background information about the
topic do they need?
o What do my readers need to know first?
o What other things will my readers need to
know?
During
• Ask students to review their selected
topics for a subject-related writing task, to
identify purpose and audience. • Recall what they already know about their topic
• Have students (in pairs, small groups, or and imagine what their reader may want to know.
individually) create possible questions • Contribute to the discussion.
that the readers may have about the • Work in pairs or groups, using chart paper to
topic. record questions.
• Have students share and compare the • Post chart pages or report on questions that the
questions for similar topics. Students pairs or groups generated.
may wish to add to or refine their list of
questions.
After
• Model for students how to organize the
questions into a possible outline for their
• Listen to the teacher’s thinking process for
writing, and use the questions to focus
organizing the questions.
their first draft writing or research.
• Working individually, use an initial writing
• Ask students to use their questions to
technique (such as rapid writing) to respond to the
create a writing outline.
questions in order to get started on the writing
• Ask students to use their writing outline assignment.
questions to begin writing about their
topic.
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Safety
TOPIC
FACTORS CONTRIBUTING TO WORKPLACE HEALTH AND SAFETY
POSSIBLE QUESTIONS THE READER MAY ASK:
Where can I go to get information on workplace safety?
What safety training is provided (fire drills, use of machinery & tools, etc.)?
Is there asbestos in my building?
Is my workstation ergonomically correct?
How much can I safely lift at work?
What do I do if an accident occurs at work?
What personal protection equipment is required on the job?
Are there any hazardous chemicals used at this worksite?
What housekeeping practices are in place to reduce hazards?
Is there a first aid kit and person trained in first aid?
Others?
50
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Generating Ideas: Adding Content
MANAGING PERSONAL RESOURCES HIP3E Independent Living
This strategy provides feedback to students before they start their first draft. Students exchange their
brainstorming and notes for any project - paragraphs, research, process, lab reports, or summaries, and
develop questions designed to help them draw out more details for their first draft.
Purpose
• Identify ideas and information that may have been omitted on the topic of Independent Living.
• Reconsider and revise initial thinking (such as brainstorming) before writing the first draft.
• Teach students how to question others and themselves.
Payoff
Students will:
• ask who, what, where, when, why and how (5W + H), and predict questions while writing.
• add and support ideas, with the help of others and then on their own.
Tips and Resources

• This activity is a good follow-up to Rapid Writing and Setting the Context (What Do My Readers Want to
Know?).
• This strategy may be used before and during writing, especially if students are sharing research.
- Teacher Resource, Adding Content - Annotated Student Sample.
- Student Resource, Instructions for Adding Content.
• Provide stick-on notes if students find it too confusing to have other students writing on their work.
Further Support
• Teachers should model the process of asking questions about a piece of writing. Alternatively, teachers
may post a piece of personal writing and invite students to ask questions about various parts of the piece.
• Students may use brainstorming or first drafts of any assignment they are working on (e.g.,
research/planning, paragraphs, summaries, lab reports, essays, answers to questions).
52
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Before
• Review Teacher Resource, Adding Content:
Annotated Student Sample on the topic of
Independent Living. • Individually brainstorm or make notes for
• Assign the topic, Independent Living to the class. the topic.
• Distribute Student Resource, Instructions for • Read the instructions with the teacher.
Adding Content.
• Review who, what, where, when, why and how
(5W + H questions), using the handout.
• Suggest other possible questions.
• Remind students of the purpose for this activity –
to ask questions (based on what is already there)
that they would like the writer to answer.
• Create groups of 4 to 6 students.
During • Within their group, pass work left and

• Time the students – have them pass their work to quickly skim the work handed to them.
the person to their left and add questions to the
• As they read, ask questions based on the
work that is handed to them. In 3 to 5 minutes,
5W and how.
depending on the length of the work, call “time”
• Work silently.
and have the students pass their work to the left
again. • Use stick-on notes and write comments
and questions in margins.
• Have student continue until the work has been
returned to the original author.
• Start answering some of the questions
• Ask students to begin answering the questions or
others have written on the work, once
making suggestions regarding the questions they
they have questioned the work of at least
see on the papers in front of them, once work has
two of the people in the group.
been passed to at least two others in the group.
After • Try to answer as many of the questions

• Use the edited work and the answers to the as possible when they get their own work
questions as the basis for a written assignment. back.
• Use the questions and answers as the
basis for responding to the written
assignment.
53
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Instructions for Adding Content

When you build a fire, you need just enough wood to get it started. Usually we start with small pieces and then add the
larger ones after the fire gets going. That’s what we are going to do with your initial ideas or drafts for writing your
_______________ assignment.
The assignment you have written is like a small flame – it’s an idea, and you may need to add more ideas to it. Here’s
an easy way to learn the questions you need to ask in order to add fuel to your fire. You are going to trade work with
people in your group and ask questions without talking.
When you are in your group, you will each pass your work to the person on your left. You will work within a
time limit, so work quickly.
Don’t worry if you don’t finish all of the assignment you are looking at – the next person will probably deal with parts that
you don’t.
Here’s how to add the fuel…
In your groups:
1. Pass your work to the person on your left. Quickly skim the work that you have received from the
person on your right.
2. As you read, ask questions based on the 5W’s and How. Some of your questions might be:
• What’s this all about?
• What happened?
• Where did this happen?
• When did this occur?
• Who was involved?
• Why did this occur?
• What happened as a result?
• What other choices were possible?
• How does this affect others?
3. Do not talk until you have passed around all of the work. If you can’t read or understand something, don’t ask the
person. Just write down a question or comment, such as “I don’t get this,” or “I can’t read this.”
4. Write in the margin, or at the top of the page, or in the lines – just don’t write on top of someone else’s
writing!
5. Once you have questioned the work of at least two of the people in your group, you may want to start answering
some of the questions others have written on the work – even if the work is not yours.
6. When you finally get your own work back, try to answer as many of the questions as you can. The information
you give will add to whatever you are writing.
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Teacher Resource W
Adding Content – Annotated Student Sample

Topic: Independent Living
Overall question: What factors must you consider when first moving out on your own?
Do you know how to o I will have to buy my own groceries How much can you
cook too? realistically afford to
o Rent is very expensive spend?
What are the o I will have to learn how to do laundry

advantages and Who will teach you
these skills?
disadvantages? o I will need furniture
o I have to find roommates Where and when

What do you know will you start
about legal issues and o I want to live in an apartment close to school looking?
leases?
o I will have to sign a lease
o I will have to do my own dishes

Will you have house Do you have a
o I have to pay for cable and Internet budget?
rules?
o Roommates will share cleaning and chores
o My friends will help me move

What will you do to
thank/pay them?
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Developing and Organizing Ideas: Webbing, Mapping and More
MANAGING PERSONAL RESOURCES HIP3E Goals
Effective writers use different strategies to sort the ideas and information they have gathered in order to make
connections, identify relationships, and determine possible directions and forms for their writing. This strategy
gives students the opportunity to reorganize, regroup, sort, categorize, classify and cluster their notes.
Purpose
• Identify relationships and make connections among ideas and information.
• Select ideas and information for possible topics and subtopics.
Payoff
Students will:
• model critical and creative thinking strategies.
• learn a variety of strategies that can be used throughout the writing process.
• reread notes, gathered information and writing that are related to a specific writing task.
• organize ideas and information to focus the writing task.
Tips and Resources

• Strategies for webbing and mapping include:
- Clustering – looking for similarities among ideas, information or things, and grouping them according
to characteristics.
- Comparing – identifying similarities among ideas, information, or things.
- Contrasting – identifying differences among ideas, information, or things.
- Generalizing – describing the overall picture based on the ideas and information.
- Outlining – organizing main ideas, information, and supporting details based on their relationship to
each other.
- Relating – showing how events, situations, ideas and information are connected.
- Sorting – arranging or separating into types, kinds, sizes, etc.
- Trend-spotting – identifying things that generally look or behave the same.
- Student/Teacher Resource, Webbing Ideas and Information –Template.
- Teacher Resource, Webbing Ideas and Information - Example.
Further Support
• Provide students with sample graphic organizers that guide them in sorting and organizing their
information and notes e.g., cluster (webs), sequence (flow charts), compare (Venn diagram).
• Have students create a variety of graphic organizers that they have successfully used for different writing
tasks. Create a class collection for students to refer to and use.
• Provide students with access to markers, highlighters, scissors, and glue, for marking and manipulating
their gathered ideas and information.
• Select a familiar topic (perhaps a topic for review). Have students form discussion groups. Ask students
to recall what they already know about the topic, and questions that they still have about the topic. Taking
turns, students record one idea or question on a stick-on note and place it in the middle of the table.
Encourage students to build on the ideas of others. After students have contributed everything they can
recall about the topic, groups sort and organize their stick-on notes into meaningful clusters on chart
paper. Ask students to discuss connections and relationships, and identify possible category labels.
Provide groups with markers or highlighters to make links among the stick-on notes. Display the groups’
thinking.
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Developing and Organizing Ideas: Webbing, Mapping and
More

Before
• Introduce the topic, Goal Setting, as a writing
task.
• Prepare an overhead transparency or chart-
paper sample of possible ideas and
information gathered on the topic.
• Using a marker, model for students how to • Recall what they already know about the topic
make connections among the ideas and and writing task.
information (e.g., number, circle, colour-code, • Make connections to own notes.
draw arrows). • Note the links and connections that the teacher
• Discuss with students how using a strategy makes among ideas and information. Consider
such as webbing or mapping makes it easier the similarities and differences of their own
to see connections and relationships. (Writers thinking.
often use a graphic organizer to manipulate • Recall past use of a webbing strategy to record
and group their information into meaningful or organize thinking.
clusters.)
• Use a web to demonstrate the process of
rereading notes and arranging key points to
show the connections and relationships. See
Student/Teacher Resource, Webbing Ideas
and Information - Template.
During
• Ask students to contribute to the web by
identifying important ideas and key • Contribute to the discussion.
information and by suggesting how to place
• Note the similarities and differences in
the points to create a web.
responses.
• Ask students questions to clarify the
• Make appropriate additions to the web as ideas
decisions. For example:
are generated.
- What does this mean?
• Generate ideas in the form of webbing. See
- Is this important? Why?
Student/Teacher Resource, Webbing Ideas and
- Is there another way to sort my notes?
Information – Example for the following
- What evidence or information is missing?
question:
• Model for students how to use the web to
- What aspects do you have to keep in
create a possible outline or template for
mind when setting goals?
writing a first draft. Consider the
generalizations and/or categories that
emerge from the connections to help identify
subtopics, headings and structure.
After • Reread notes and identify important information
• Have students refer to their notes for the and ideas.
writing task. • Use the question prompts to re-phrase notes,
• Ask students to create a web by sorting and identify key points, and group the ideas and
organizing their ideas and information. information to create a web.
• Ask students to reread their webs and use • Share and compare webs.
them to create an outline for writing. • Make connection between the web and possible
ways of organizing the information and ideas
into a template for writing.
57

More
Webbing Ideas and Information – Template
Goal
Setting
58
Teacher Resource W
More
Webbing Ideas and Information - Example
Short- Is it specific
term Is it
enough? realistic?
Long-term
Does it
match my
Types Considerations
values?
How long
Technology will it take?
Goal
Media
Influences
Setting Occupation
Family Education
Personal
Education
Achieving Relationships
My Goals
Be
determined Sports /
Extracurricular
Finances
Create an
Remember it action
often
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Developing and Organizing Ideas: Supporting the Main
Idea
MANAGING PERSONAL RESOURCES HIP3E Preparing for Work
In this strategy, students learn how to select the better of two possible main ideas to use as a topic sentence
in an information paragraph, and then learn how to choose details to support it. Student samples are selected
from a variety of subject areas. Samples may also be used to teach summary writing.
Purpose
• Distinguish main ideas and supporting details for a paragraph related to preparing for work.
Payoff
Students will:
• write well-organized paragraphs with supporting details.
• demonstrate a clear understanding of the topic.
• improve reading comprehension by spotting main ideas and supporting details.
Tips and Resources

• Write the sentences into a paragraph, starting with the most general and writing the remaining sentences
in order of importance (most to least).
• The “Main Idea” is a broad statement that includes a topic that can be expanded. It usually begins the
paragraph.
• See:
- Student Resource, Finding and Supporting the Main Idea in Think Literacy: Cross-Curricular
Approaches, Grades 7-12 on p. 114. This is useful as an overhead transparency.
- Student/Teacher Resources, Sample Exercises and Sample Exercises - Answer Key.
Further Support
• Alternative methods:
- Complete the activity on paper.
- Work either individually or in pairs.
- Read groups of sentences.
- Look for the best-supported general statement.
- Cross off statements that do not fit the general statement selected.
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Idea

Before
• Using the Student/Teacher Resource, Sample
Exercises, select one of the three sample
paragraph sets about Preparing to Work.
• Enlarge the set of statements and cut up into
separate statements, and place each set of
statements into an envelope.
• Divide the class into groups of three or four
and give each group one envelope.
• Have groups determine the main idea from
• Compare the set of statements for the
the set of statements, and then add the
selected paragraph to the Answer Key.
supporting details that seem appropriate
according to the remaining statements.
• Alternatively, have the students complete
this activity directly on paper, without cutting
up the group of statements. Explain the
legend to use when annotating (► X).
• Compare the order of the statements to the
original order for the selected paragraph. See
Student/Teacher Resource, Sample Exercise
– Answer Key.
During
• Work individually or in pairs or small groups.
• Provide students individually with a copy of
• Read the group of sentences.
Student/Teacher Resource, Sample
• Look for the best-supported general
Exercises. Have students complete the
statement. (If there seems to be more than
remaining two samples on their own.
one main idea, choose the one that has the
• Circulate through the class.
most supporting statements.)
• Ask students how they know which statement
• Place statements to the side if they do not fit
is the best-supported generalization.
the selected main idea or generalization at the
• Point out that if students have more top.
sentences crossed out than they have left to
• Place the supporting statements directly
work with, they have probably selected the
under the generalization.
wrong generalization.
After
• Review the main idea and supporting
• Review and discuss the samples and the
statements as suggested by the Answer Key.
suggested answers according to the
• Write the sentences into a paragraph.
Student/Teacher Resource, Sample Exercises
- Answer Key.
• Model how to use the sentences to write a
paragraph using the paragraph template.
• Demonstrate how to write a concluding
sentence. The basic style is to reword the first
sentence/generalization.
• Alternatively, write own generalization and
• Alternatively, assign a topic and have supporting details in answer to a teacher
students write a generalization and supporting assigned topic.
details.
61

Idea
Sample Exercises
Instructions : For each paragraph, use the following legend to identify the main idea, statements
belonging to the paragraph and statements that should be crossed out, removed or do not belong.
Legend
► Main Idea
Statement belongs in paragraph
X Statement should be crossed out or
removed, does not belong
Paragraph One: Paragraph Two: Paragraph Three:
The way teens feel about Being involved in extra- If a person is laid off, they
having a part-time job curricular activities helps to should apply for
varies depending on their teach skills that can be used unemployment
prior experience. in the workplace. compensation.
Many jobs allow teens to There is a difference between Some people change jobs
explore their hobbies and a career and a job. for new challenges or to
interests. make better use of skills.
A school counselor can be a
Teens work for a variety valuable resource to help Most people think the only
of reasons, such as teens choose courses that reason a person leaves a
saving money, preparing are relevant to a career path. job is if he/she is fired.
for the future, and gaining
independence. Teens can start preparing for Currently it is common for
the workplace in high school. people to leave a job to
Getting a part-time job is return to school.
considered a rite of The majority of teens want a
passage for most career when they become an People of all ages make job
Canadian teens. adult. changes throughout their
lifetime.
Employment helps many Co-operative education
teens to reach their programs and Ontario Youth It is a good idea to re-
personal goals. Apprenticeship Programs can examine career goals and
provide valuable work prepare for career changes.
Work is a place to experiences.
establish social
relationships for many
people.
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Student/Teacher Resource W
Idea
MANAGING PERSONAL RESOURCES Preparing for Work
Sample Exercises – Answer Key

Legend
► Main Idea
Statement belongs in paragraph
X Statement should be crossed out or
removed, does not belong
Paragraph One:
►Teens work for a variety of reasons such as saving money, preparing for the future, and gaining independence.
Employment helps many teens to reach their personal goals.
Many jobs allow teens to explore their hobbies and interests.
Working is a place to establish social relationships for many people.
X The way teens feel about having a part-time job varies depending on their prior experience.
X Getting a part-time job is considered a rite of passage for most Canadian teens.
Paragraph Two:
►Teens can start preparing for the workplace in high school.
Co-operative education programs and Ontario Youth Apprenticeship Programs can provide valuable work experiences.
Being involved in extra-curricular activities helps to teach skills that can be used in the workplace.
A school counselor can be a valuable resource to help teens choose courses that are relevant to a career path.
X There is a difference between a career and a job.
X The majority of teens want a career when they become an adult.
Paragraph Three:
►People of all ages make job changes throughout their lifetime.
Currently it is common for people to leave a job to return to school.
Some people change jobs for new challenges or to make better use of skills.
It is a good idea to re-examine career goals and prepare for career changes.
X Most people think the only reason a person leaves a job is if they are fired.
X If a person is laid off, they should apply for unemployment compensation.
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Developing and Organizing Ideas: Adding Details
MANAGING PERSONAL RESOURCES HIP3E Behaviour Types
In this strategy, students ask questions to support and elaborate on the main ideas from their first draft of a
piece of writing. A structure for asking questions is provided.
Purpose
• Provide additional specific and supportive details in writing.
Payoff
Students will:
• add depth and breadth to writing by including appropriate details.
Tips and Resources

• Make sure the paragraph composition for this activity is “bare-bones,” leaving out most details and
including many unanswered questions. (See Student/Teacher Resource, Adding Details-Behaviour
Types.)
• To direct students refer to Student/Teacher Resource, Stretching Ideas.
• For an annotated sample, see Teacher Resource, Adding Details-Behaviour Types.
Further Support
• Encourage students to use anecdotes and examples, as well as facts.
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What teachers do What students do

Notes
Before
• Compose a brief paragraph that
explains or describes something you
know well, but about which the students
are likely to know little. This paragraph
• Bring a first draft for a writing assignment to class.
can be related to the specific subject
content, or a personal anecdote. (See
Student/Teacher Resource, Adding
Details – Behaviour Types.)
During
• Begin by reading the paragraph to the
class. (Provide them with a visual copy,
either on a transparency or paper).
• Distribute or display the Stretching • Read the paragraph and the Stretching Ideas
Ideas handout. See Student/Teacher handout and identify places where more
Resource. information is needed.
• Ask students to reread the paragraph • Volunteer questions from the handout for the
and identify all the places where more teacher to answer.
information is needed.
• Respond to student questions by
adding more details, examples, or
anecdotes.
• Guide students in discussion to see
how additional supporting detail • Begin revision of own work, using questions from
improves the quality of writing. the handout.
• Direct students (individually or in pairs)
to use the Stretching Ideas handout to
guide revision of their first drafts.
After
• (Optional) Assign a revision of the first
• May complete revision of the first draft as
draft as homework for a subsequent
homework.
class.
• May use the handout and the revised draft
• (Optional) Have students work with the
(individually or in pairs) to identify further areas for
handout and the revised draft to identify
revision.
further areas for revision.
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Stretching Ideas
Expand
How is this so?
Extend
Such as? For example?
Elaborate
An example is…
This looks like… Tell me more about…
When you write – always remember the three Es:

Expand…Extend…Elaborate
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Student/Teacher Resource W
Adding Details – Behaviour Types
People behave in lots of different ways.
Some people like to avoid problems or
pretend things don’t bother them.
Others react aggressively in almost any
situation. Then again, there are people
who are always rational and think things
through before they respond or react. It
is even possible the same person can
behave differently depending on the type
of situation they encounter.
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Adding Details – Behaviour Types - Annotated Example
Does each behaviour People behave in lots of different ways.

type have a name?
Some people like to avoid problems or
What factors influence pretend things don’t bother them. Are there examples of
behaviour? these behaviours?
Others react aggressively in almost any
situation. Then again, there are people
Which behaviour type is who are always rational and think things
most useful?
through before they respond or react. It
is even possible the same person can
behave differently depending on the type

What causes behaviours
of situation they encounter. to vary?
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Revising and Editing: Reorganizing Ideas
MANAGING PERSONAL RESOURCES HIP3E Good Relationships
Writers revisit their writing as they draft to add, delete, and change ideas and information. There are specific
strategies writers use to revise their writing. One strategy writers use is ARMS (add, remove, move,
substitute) (Faigley and Witte, 1981).
Purpose
• Identify different strategies for reorganizing content related to healthy workplace relationships.
• Examine and determine effectiveness of sentences and paragraph order.
Payoff
Students will:
• organize writing effectively for different purposes in different subject areas.
• organize ideas and information for clarity and emphasis.
Tips and Resources

• Revising is the process of making sure that the writing says what the writer wants it to say. Most writers
look for the biggest problems first and then tackle the smaller ones. For example, a writer may begin with
the completeness of the content, accuracy and depth of supporting details and evidence, and the way the
writing is organized, then look at style, grammar, spelling and usage. Sometimes it is helpful to consider
reviewing the writing by looking at paragraphs, then sentences, and finally words and phrases.
• See Student/Teacher Resource, Paragraph Compare.
Further Support
• Have students select a section of a current writing task that they want to revise, and read it aloud to
another student. The partner summarizes/paraphrases the content. The student author notes changes,
misunderstandings, and omissions, and then clarifies the partner’s paraphrase. The partner asks
questions about the content and the elements of style to clarify the writing’s content and organization. The
student author uses the feedback to revise his or her writing.
• Provide students with opportunities to use the computer cut/paste/copy/delete functions to demonstrate
their skills in using electronic technology to revise their writing.
• Encourage students to read their writing aloud, and then circle ideas that are confusing, put arrows where
information or evidence is missing, and cross out repetitious information or words. This process can also
be used to edit writing by circling words and phrases that they wish to improve or that have been
overused.
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Before • Read the paragraphs and summarize the
• Prepare two paragraphs on a subject-related main ideas and details.
topic. See Teacher Resource, Paragraph
Compare for an example.
• Have groups read the paragraphs and discuss • Contribute to discussion by identifying the
which is more effective. strengths and weaknesses of each
• Have students make suggestions for paragraph (e.g., “strong topic sentence,”
improving the writing (e.g., Add, Remove, “supporting details are logical,” “uses
Move, Substitute, i.e., ARMS) and determine evidence to support main idea,” “uses
possible revision questions such as: strong words to convince me,” “not enough
- Does it make sense? facts and examples”).
- Is the main idea clear?
- Are there enough reasons/details to
support the main idea?
- Is there a closing sentence or
conclusion? • Reread the revision prompts and ask
• Record the revision prompts. questions about the prompts.
During
• Prepare an overhead transparency of a draft-
writing task on a current topic. Include revision
notes such as cross-outs, scribbles, stick-on
notes, margin notes, arrows, and inserts.
• Recall a writing piece that they have revised
• Use a revision strategy to demonstrate or wanted to revise. Identify the sorts of
revising and reorganizing ideas in a piece of changes they wanted to make.
writing e.g.,
- Add something to the writing.
• Make connections between their revision
- Remove something that confuses or
strategies and the strategies demonstrated
repeats.
by the teacher.
- Move a section of the text.
- Substitute a word, phrase, sentence or
example.
• Note that some writers reread their writing
and then use numbers to indicate how they
• Decide which strategies they might try to
want to reorganize their writing. Others use
revise their writing.
scissors to cut up their draft writing to
reorganize the ideas and information, and
then tape it together as a new draft. You
may wish to demonstrate this strategy for
reorganizing ideas and information.
After
• Have students refer to a draft writing task that • Listen as partner reads draft and
they want to revise. paraphrases or summarizes the content.
• Ask pairs to read their draft aloud, and use the • Note changes, misunderstandings, and
revision question prompts to provide feedback omissions, and then clarify the partner’s
to their partner about the draft writing. paraphrase.
• Ask students to use the feedback and the • Decide which revision strategies to use to
ARMS or cut-and-paste strategy to revise improve own writing.
their draft.
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Paragraph Compare
Instructions : Read the two paragraphs below. Identify the strengths and weaknesses in each
paragraph. Which paragraph do you think is more effective? Justify your decision.
Sample Paragraph 1 - Poor Interpersonal Relations
Given how much time we spend at work, being employed in

an environment where you get along with your co-workers
and supervisors is very important. As you may recall, our
indicator It’s More Than The Money showed that three
quarters of employed Canadians said that they felt it was
very important that they be treated with respect, 70 percent
said that good communication was essential, and 64
percent said that they wanted to work with friendly and
helpful people. However, when asked about what people
actually experienced at work, 15 percent reported a major
discrepancy between how they would like to be treated and
how they actually were treated, and 14 percent reported
that workplace communication needed improving.
Copyright © 2004 Canadian Policy Research Networks, Inc. All rights reserved.
JobQuality.ca is managed by the Work Network of Canadian Policy Research Networks
© 2004 Canadian Policy Research Networks
http://www.jobquality.ca/indicator_e/phy006.stm retrieved July 18,
2005 Sample Paragraph 2 - Improving relationships prevents disease/illness
Research on the connections between social support/relationships and physical health

has shown that healthy relationships help to prevent physical disease and illness. More
recent studies have also found that social support and healthy relationships can help
reverse the symptoms of certain diseases/illnesses. Based on this information, it is
important that individuals work hard to achieve and maintain healthy, happy,
relationships with friends, family, co-workers, the community, etc. Many educational
programs such as marriage preparation, marriage enrichment, parenting, grand
parenting, and employee relations, have been designed to empower people by teaching
them relationship skills, how to take care of themselves, and how to take care of their
loved ones. By improving the quality of their social networks and personal relationships,
individuals can not only improve their social and mental well-being, but their physical
health as well.
http://www.canadian-health-network.ca/servlet/ContentServer?cid=1039795127660&pagename=CHN-
RCS%2FCHNResource%2FCHNResourcePageTemplate&c=CHNResource&lang=En&repGroupTopic=Relationships
Public Health Agency of Canada retrieved July 19, 2005
Copyright info email : [email protected]
72
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Revising and Editing: Proofreading Without Partners
MANAGING PERSONAL RESOURCES HIP3E Cover Letters
Students can build independence as writers when they develop strategies for proofreading their own work.
Reading backwards one word at a time is a classic journalist’s strategy for being able to see individual words
and identify spelling errors. Reading backwards sentence by sentence will help students identify syntax and
punctuation errors. Finally, reading from front to back slowly will help students read for meaning.
Purpose
• Help students find their own errors.
• Turn student writing into isolated ideas and sentences so that students recognize their own errors.
Payoff
Students will:
• check work before it is submitted for assessment.
• find mistakes without a partner.
Tips and Resources

• Reading backwards can be used as an answer-checking strategy on tests in any subject area.
• See the Teacher Resource, Proofreading Without Partners and Student Resource, Proofreading Without
Partners: Instructions for Reading Backwards.
Further Support
• Start with small 2- 3 sentence pieces before moving to paragraphs and then essays.
• Put students in pairs to read each other’s work backwards, matching a stronger student with a struggling
student or an ESL student.
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Before
• Explain to students that “reading
backwards” is a strategy used by many
journalists to enable them to look at the
spelling and that reading backwards
sentence by sentence helps them check
punctuation in their work without getting
too involved in the ideas.
• Make an overhead of the top part of • Provide a sample of own writing, double-spaced,
Teacher Resource, Proofreading without without having used a spell-checker or grammar-
Partners. checker.
• Display the overhead to the students.
• Model the technique of reading
backwards, using the sample and a think-
aloud. (Cover the top part of the sample,
and move the cover sheet down as the
think-aloud continues from sentence to
sentence.)
During • Read the last sentence of own writing from start to

• Make an overhead of Student Resource, finish, noting any errors.
Proofreading without Partners: • Read the second-last sentence from start to finish,
Instructions for Reading Backwards. and note any errors.
• Provide directions on the overhead. • Continue until they have reached the first
• Circulate through the room, checking sentence.
student progress. • Read from the beginning of the work to the end,
checking for meaning.
After
• Engage students in a whole-class
discussion about some of the most
common errors or problem areas they
discovered.
• List the most common problem areas or
errors on the board or an overhead,
adding a checkmark for each student
• Contribute possible problem areas to the whole-
reporting each particular problem or error.
class discussion.
• Teach one correction strategy based on
• Make corrections as needed to own draft, and
one of the most common problem areas
double-check with assignment expectations.
(e.g., common uses of the comma,
approaches for spelling or usage errors,
or how to use a variety of sentence
structures).
• Remind students of the assignment
expectations as they begin to re-draft their
piece of writing.
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Proofreading Without Partners

Cover Letter Example
Please acecpt this aplication for employement at Tunes music Store. I have
had several jobs in retail including Super Sportsland and Bestselling Books
As a result of my experience in retail, i have excellent customer service
skills. i am skilled in handling money and using a csh register I enjoy work
on a team and have good problem solving skills.
Please accept this application for employment at Tunes Music Store. I have
had several jobs in retail including Super Sportsland and Bestselling Books.
As a result of my experience in retail, I have excellent customer service
skills. I am skilled in handling money and using a cash register. I enjoy
working on a team and have good problem solving skills.
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Student Resource W
Instructions for Reading Backwards
Unless directed otherwise, work quietly to proofread your own work. Follow these
instructions:
1. To proof for spelling…
• Begin with the last word of your draft.
• Read backwards word by word, checking each for correct spelling.
2. To proof for sentence structure, punctuation, grammar and phrasing…
• Begin with the last sentence of your draft and read that sentence from start to
finish to find any errors.
• Read the second-last sentence from start to finish and note any errors.
• Continue reading each sentence until you have reached the beginning of your
piece of writing.
3. To proof for overall tone and meaning…
• Read from the beginning to the end, checking for meaning and flow.
4. Correct your errors.
• Ask another student or the teacher for help if you have a problem you can’t solve
yourself.
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Writing for a Purpose: Using Templates
MANAGING PERSONAL RESOURCES HIP3E Budgeting
When students can get the “picture” of a form of writing in their heads, they feel more confident about creating
the final product. A template or framework is a skeletal structure for a writing form that allows students to
organize their thoughts and researched information in order to write a first draft.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help them
organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources

• To help students understand how to construct a writing assignment, they may first need to deconstruct an
example of that assignment. The same template that is used for structuring student writing can be used
initially to analyze examples of a writing form. For instance, before having students use the budget
template to write in a specific form, provide them with an example of a budget with similar categories and
details. Using a template budget before writing their own versions gives students an exemplar from which
to work when they begin their own writing. This activity can also be done in pairs or in small groups.
Further Support
• The template for any individual writing assignment can be revised to make the modifications or
accommodations necessary for students with special needs. For example, reduce the number of
categories or budget details, or alter the complexity of the budget.
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Before
• Find or prepare a template appropriate to
the writing assignment that students are
expected to complete. (See sample
budget template that accompanies this
strategy.)
• Find examples of a budget that students
can deconstruct. Make photocopies, and
distribute the example to the students.
• Model the method for deconstructing the • Read the example, following the teacher’s oral
piece of writing using the first section or deconstruction of the first section.
part of the sample budget.
• Ask students to work with partners or in
small groups to deconstruct the rest of the
example.
discussion following their group work, and
record responses about what happens in
each section of the sample budget.
During
• Distribute the template to students to help
them consolidate their understanding of
what is represented in each section of the
budget.
• Share a sample of a budget that has been • Begin completing the budget by adding (in the
partially completed. appropriate places) the information they have
• Direct students to use this template to prepared.
organize the information they have
prepared for the budget.
• Monitor students’ work as they begin
completing the template.
After
• Assign a completion date for the sample
• May complete the template as a homework
budget.
assignment.
• Use peer, self, or teacher assessment of
• May participate in peer or self-assessment of
the completed budget in a subsequent
completed templates in a subsequent class.
class.
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Sample Budget Template

BUDGET ACTUAL DIFFERENCE
INCOME
Earnings (part-time or full-time job, odd jobs,
etc.)
Gifts
Loans
TOTAL INCOME
EXPENSES
Housing (rent, morgage)
Utilities
Phone
Cable
Internet
Savings
Food
Transportation (car payments, gas, public
transit)
Insurance
Loan/credit card payments
Tuition fees/book expenses
Medical (prescriptions, eye care, etc.)
Child care
Clothing/Shoes/Accessories
Hygiene (toiletries, haircuts, etc.)
Entertainment (restaurants, movies, etc.)
Sports (gym fees, equipment, etc.)
Gifts for family/friends
Vacations
Charitable contributions
Other
Other
TOTAL EXPENSES
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Student Resource W
Sample Budget Activity

Use the Student Resource, Sample Budget Template, to complete the following activity :
You have recently landed your first job that grosses approximately $32,000 per year.
Work out your monthly budget, based on your income and expenses.
BUDGETED MONTHLY ACTUAL MONTHLY

FIGURES FIGURES
* assume fixed expenses did
not change**
Monthly net income : $1800 Birthday money $300
Rent : $600 Phone bill : $60
Phone bill : $40 New jeans : $50
Car payment : $300 Food : $175
Car insurance : $100 Personal items : $35
Food $150 Parking ticket : $15
Personal items $20
1. Do you feel this is a realistic budget? Explain.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. How would you change it to suit yourself and your own lifestyle?
_________________________________________________________
_________________________________________________________
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MANAGING PERSONAL RESOURCES HIP3E Job Application Forms
When students can get the “picture” of a form of writing in their heads, they feel more confident about creating
the final product. A template or framework is a skeletal structure for a writing form that allows students to
organize their thoughts and researched information in order to write a first draft.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help them
organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources

• To help students understand how to construct a writing assignment, they may first need to deconstruct an
example of that assignment. The same template that is used for structuring student writing can be used
initially to analyze examples of a writing form. For instance, before having students use the “filling out a
form” template; find them an example of a form with similar categories and details. Using a template form
to deconstruct a piece of writing before writing their own versions gives students an exemplar from which
to work when they begin their own writing. This activity can also be done in pairs or in small groups.
Further Support
• The template for any individual writing assignment can be revised to make the modifications or
accommodations necessary for students with special needs. For example, reduce the number of
questions, or alter the complexity of the form.
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Before
• Find or prepare a template appropriate to
the writing assignment that students are
expected to complete. (See sample form
template that accompanies this strategy).
• Find examples of a form that students can
deconstruct. Make photocopies, and
distribute the example to the students.
• Model the method for deconstructing the
• Read the example, following the teacher’s oral
piece of writing using the first section or
deconstruction of the first section.
part of the sample form.
• Ask students to work in partners or small
groups to deconstruct the rest of the
example.
discussion following their group work, and
record responses about what happens in
each section of the sample budget.
During
• Distribute the template to students to help
them consolidate their understanding of
what is represented in each section of the
budget.
• Share a sample of a budget that has been • Begin completing the budget by adding (in the
partially completed. appropriate places) the information they have
• Direct students to use this template to prepared.
organize the information they have
prepared for the budget.
• Monitor students’ work as they begin
completing the template.
After
• Assign a completion date for the sample
• May complete the template as a homework
budget.
assignment.
• Use peer, self, or teacher assessment of
• May participate in peer or self-assessment of
the completed budget in a subsequent
completed templates in a subsequent class.
class.
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Tips for Filling Out Forms – Job Applications

- Be prepared. Have your resume, social insurance number, reference
information, etc. available.
- Review the application before filling it out. Reading it over first will help
you decide what information to write in each space.
- Fill out the application as neatly as possible. Use blue or black pen only.
Consider typing it, if possible.
- Modify your information to suit the job you want. Focus on your skills and
accomplishments. List your most recent job first if you are asked about
previous employment; likewise, list your most recent education first.
- Don’t leave any blanks. If there are questions that do not apply to you,
write “not applicable” or “n/a”.
- Tell the truth, and keep your answers positive.
- Provide references.
- Sign and date your application as requested.
- Proofread your application before you hand it in. Check for spelling and
grammatical errors.
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Student Resource W
Sample Form – Job Application
APPLICATION FOR EMPLOYMENT
Scoops Ice Cream Shoppe
123 Main Street
Anytown, Ontario
Name:
_______________________________________________________________________________________________
Last First Middle
Address:
_______________________________________________________________________________________________
Number Street City Province Postal Code
Phone – Daytime ( ) __________ - ___________ Phone – Evening ( ) __________ - __________
Social Insurance Number _______ ________ _______ Are you eligible to work in Ontario? (check one)
□ Yes □ No
Position Applied For

______________________________________________________________________________________
Days/Hours Available:
Sun. _________________ Mon. __________________Tues. _________________ Wed. _________________
Thurs. ________________ Fri. ___________________ Sat. ____________________
How many hours can you work per week? Date available to start:
_______________ _______________________________
EDUCATION
Name/Location of School Degree/Diploma Obtained Date
PREVIOUS EMPLOYMENT
Name/Location of Employer Dates Employed Reason for Leaving
Relevant Skills, Qualifications, Licenses, Training, etc.
REFERENCES
Name/Position Phone Number
I certify that the above information is correct. Incorrect information may prevent me from being hired, or result in the
termination of my employment if hired. Signature ________________________________ Date __________________
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Pair Work: Think/Pair/Share
In this strategy, students individually consider an issue or problem and then discuss their ideas with a
partner.
Purpose
• Encourage students to think about a question, issue, or reading, and then refine their understanding
through discussion with a partner.
Payoff
Students will:
• reflect on subject content.
• deepen understanding of an issue or topic through clarification and rehearsal with a partner.
• develop skills for small-group discussion, such as listening actively, disagreeing respectfully, and
rephrasing ideas for clarity.
Tips and Resources

• Use Think/Pair/Share for almost any topic. For example: in Managing Talent, discuss personal
talents and competencies; in Planning for Employment and Lifestyle, talk about short- and long-term
goals; in Working for Pay: Benefits and Costs, share the advantages of setting some income aside
as savings.
• Use it to help students with their in-class reading. Ask them to read a chapter, think about the ideas,
and then take turns retelling the information to a partner.
• Use it at any point during a lesson, for very brief intervals or in a longer time frame.
• Increase the amount of time devoted to Think/Pair/Share, depending on the complexity of the
reading or question being considered. This strategy can be used for relatively simple questions and
for ones that require more sophisticated thinking skills, such as hypothesizing or evaluating.
• Take time to ensure that all students understand the stages of the process and what is expected of
them.
• Review the skills that students need to participate effectively in Think/Pair/Share, such as good
listening, turn-taking, respectful consideration of different points of view, asking for clarification, and
rephrasing ideas.
• After students share in pairs, consider switching partners and continuing the exchange of ideas.
• See other strategies, in Think Literacy Cross Curricular Approaches, Grade 7 – 12, including Take
Five and Discussion Webs for ways to build on the Think/Pair/Share strategy.
Further Support
• Some students may benefit from a discussion with the teacher to articulate their ideas before moving
on to share with a partner.
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Before
• Have students read a selection or prepare
a topic, question, or prompt for a planned
Think/Pair/Share activity.
• Choose a “teachable moment” during the
class when the process of reflection and
• Read the chapter or section, if the
shared discussion would bring deeper
Think/Pair/Share is based on information and
understanding, and insert a brief
ideas from a reading selection.
Think/Pair/Share activity into the lesson.
• Consider the social and academic goals
for the Think/Pair/Share activity, and plan
for pairing of particular learners that would
further those goals.
During
• Ask students to spend several minutes
• Formulate thoughts and ideas, writing them down
thinking about and writing down ideas.
as necessary to prepare for sharing with a
• Set clear expectations regarding the focus
partner.
of thinking and sharing to be done.
• Practise good active listening skills when working
• Put students in pairs to share and clarify
in pairs, using techniques such as paraphrasing
their ideas and understanding.
what the other has said, asking for clarification,
• Monitor students’ dialogue by circulating and orally clarifying their own ideas.
and listening.
After
• Call upon some pairs to share their
learning and ideas with the whole class.
• Possibly extend the Think/Pair/Share with
• Pinpoint any information that is still unclear after
a further partner trade, where students
the pair discussion, and ask the class and teacher
swap partners and exchange ideas again.
for clarification.
• Consider adding a journal writing activity
as a productive follow-up to a
Think/Pair/Share activity.
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Small-group Discussions: Group Roles
MANAGING PERSONAL RESOURCES HIP3E Current Issues
Students are divided into groups of a certain size – for example, five members. Each student is assigned a
specific role and responsibility to carry out during the small-group discussion.
Purpose
• Encourage active participation by all group members.
• Foster awareness of the various tasks necessary in small-group discussion.
• Make students comfortable in a variety of roles in a discussion group.
Payoff
Students will:
• all speak in small groups.
• have specific roles to fulfill, clearly defining their role in the small group.
• receive positive feedback that is built into the process.
• participate actively in their learning.
Tips and Resources

• It is important to vary the composition of small groups, allowing students the opportunity to work with many
classmates of various abilities, interests, backgrounds, home languages, and other characteristics.
• It is a good idea to repeat this activity throughout the year. This will allow students the opportunity to
experience different roles and to improve their skills.
• Time the exercise to keep students focused on the task.
• If research is required, involve all students in the process, regardless of their role. This activity provides
an excellent way for students to share research and to come to a consensus about important information.
• For role ideas, see Student/Teacher Resource, Sample Role Cards.
• To encourage students to reflect on their learning, use Student Resource, Small-group Discussion
Reflection Sheet.
• This strategy could be effectively used to introduce a topic or to summarize a topic at the end of a unit.
Students could discuss topics in their roles, using the topic statement as a discussion starter. Possible
discussion topic statements for HIP3E are:
-All teens need to learn how to combat peer pressure.
-Bullies and victims have negative self-concepts.
-Body language is far more important than verbal communication.
-Homeless people are discriminated against by society.
-Most famous people have an unusual talent.
Further Support
• Although it’s important to vary the composition of groups, it is also important to consider the particular
needs of struggling students.
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Before
• Choose the task or topic for discussion.
Suggested topic statements:
- All teens need to learn how to combat peer
pressure.
- Bullies and victims have a negative self-
concept.
- Body language is far more important than
verbal communication. • Understand the question/task.
- Homeless people are discriminated against
by society. • Understand the roles and responsibilities.
- Most famous people have an unusual talent.
• Put students into small groups.
• Decide on the roles for each group
member.
• Prepare role cards for each student. See
Student/Teacher Resource, Sample Role
Cards.
During
• Divide the class into groups.
• Fulfill roles to the best of their abilities.
• Present the parameters of the task.
• Use active listening skills.
• Explain time limits and keep track of time.
• Act positively and encourage other group
• Circulate around the room, ensuring that members.
all students are fulfilling their roles.
• Participate fully in the discussion.
• Comment constructively on the group
• Adhere to the time limits set by the teacher.
process.
After
• Ask students to individually complete an
evaluation of the discussion. See Student
Resource, Small Group Discussion • Complete the small-group Discussion Reflection
Reflection Sheet. Sheet.
• Debrief with the whole class, asking
students to comment on the success, and • Discuss the successes and benefits of using
benefits of this exercise. structures/roles in small groups.
• Plan to repeat this activity, allowing
students to try each of the other roles.
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O Student/Teacher Resource

Sample Role Cards
LEADER
o Does everyone understand what we are doing?
o Have you thought about this in another way?
o We’re getting off topic; let’s get back to the task.
MANAGER
o Here are the materials we need.
o This is what I think we should focus on.
o We have ____ minutes left.
o Now that we are finished, let me gather the materials.
NOTE MAKER
o Would you please repeat that so I can write it all down?
o What do you mean by that?
o Let me read to you what I have written so far.
REPORTER
o Let’s review the notes we have written down.
o Does anyone have anything to add before I report to the class?
o Does anyone have any suggestions on how to report to the class?
SUPPORTER
o Awesome point!
o We haven’t heard from __________ yet.
o Please don’t interrupt; you’ll get a turn.
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Student Resource O
Small-group Discussion Reflection Sheet

Name:__________________________________
Role:___________________________________
Topic:__________________________________
Comment on your group’s ability to work together in a positive manner. Consider cooperation,
listening, and organization.
What are your group’s strengths?
What are your group’s areas for improvement?
Comment on your own ability to work in a positive manner. Consider cooperation, listening, and
organization.
What are your strengths?
What are your areas for improvement?
Comment on your success in fulfilling the role you were assigned.
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Small-group Discussion: Jigsaw
MANAGING PERSONAL RESOURCES HIP3E Banking Services
Jigsaw is a complex form of cooperative learning and it is important that students have experience with small
group learning skills before they are involved in jigsaw. Jigsaw is a cooperative learning technique that
provides students with an opportunity to actively help each other in their learning. Each student is assigned to
a “home group” of three to five, and an “expert group” consisting of members from different home groups.
Students meet in their expert group to discuss specific ideas or solve problems. They then return to their
home group, where all members share their expert knowledge.
Purpose
• Encourage group sharing and learning in a particular task.
• Provide struggling learners with more opportunities to comprehend meaning and ask for explanations than
they would normally get in a whole-class situation with the teacher as a leader.
Payoff
Students will:
• increase their comprehension and have a compelling reason for communication.
• receive support and clarification from other students.
• share responsibility for each other’s learning as they use critical thinking and social skills to accomplish
the learning task.
• gain self-confidence through their contributions to the group effort.
Tips and Resources

• Create mixed-ability expert groups so that students of varying skills and abilities have the opportunity to
learn from each other as they become experts with the material.
• As students enter the classroom, hand out cards with the expert group number or symbols on them, in
order to manage the logistics of breaking off into expert groups. The various readings can also be coded
into this manner for easy distribution.
• Provide a question sheet or chart to help the expert groups gather information in their particular area.
• Prepare a summary chart to guide students in organizing the experts’ information into a cohesive and
meaningful whole.
• As another option, have the expert groups make presentations to the entire class on their section of the
reading material. During the presentations, each student takes cumulative notes or fills in an information
organizer, resulting in a complete picture of the reading when all of the presentations have been done.
Further Support
• Give students a framework for managing their time on the various parts of the jigsaw task.
• Circulate to ensure that groups are on task and managing their work well. Ask groups to stop and think
about how they are checking for everyone’s understanding and ensuring that everyone’s voice is heard.
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Small-group Discussions: Jigsaw

O

Before
• Choose an entire textbook chapter or
article and divide it into smaller segments,
or pick a series of readings on the same
topic. For the topic of Banking Services,
websites may contain the most up-to-date
information for services offered by
financial institutions.
• Assign each student to a “home group” of • Meet briefly in the home groups before breaking
three to five students. off into the expert groups.
• Assign each student to an “expert group,”
with a focus on a particular segment of
the task (e.g., debit cards, credit cards,
bank machines, financial advisers,
mortgages, etc.). See Teacher Resource,
Sample Expert Group Questions, Banking
Services for specific questions.
During • Work together to make sure that all group

• Establish guidelines for the information members become “experts” on their particular part
that students should include in their of the reading or research task, and help each
summaries. other to decide how to report the learning to the
• Have expert groups meet to read a home group (e.g., as a series of questions and
selection or work on a task, review and answers; in chart or template form; or some other
discuss what was read, and determine way).
essential concepts and information, using • Use small group discussion skills to share “expert”
a question sheet or graphic organizer to knowledge with the home group until all members
guide them. have arrived at a common understanding of the
• Remind students that the experts will entire task.
have to consider how they will teach the • When presenting information, monitor the
material to the home group members. comprehension of the group members by asking
• Convene home groups so that each questions and rephrasing until it is clear that all
student can share his or her expertise group members understand the points.
with all members of the home group. • If appropriate, fill out a graphic organizer in the
home group to gather all the information
presented by each expert.
After
• If appropriate, convene the class as a
whole group to review and share learning
• Ask the teacher to clarify any information or ideas
or to enable expert groups to present to
that are still unclear or confusing.
the entire class.
• Discuss what communication helped them to
• Have students reflect on the
understand the material explained by others.
communication they used to help all
group members understand the material.
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O Teacher Resource
Small-group Discussions: Jigsaw

Sample Expert Group Questions

Banking Services
Debit Cards Credit Cards
• What services are included • What different types of credit
with the debit card? cards are available?
• What fees are associated • What are the advantages
with the debit card? and/or disadvantages of each
credit card?
Bank Machines Financial Advisors

• What services are available • What services are offered by
at bank machines? a financial advisor?
• Where are the bank • Why is it beneficial (or not) to
machines located? have a financial advisor?
Mortgages Daily Banking

• What different types of • What types of day-to-day
mortgages are available? bank accounts are available?
• What are the advantages • What are the features of the
and/or disadvantages of different day-to-day bank
each type of mortgage? accounts?
Investments Loans
• What different types of • What kinds of loans are
investments are available? available?
• What are the advantages • Who qualifies for each of the
and/or diadvantages of each loans available?
type of investment?
94
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O
Small-group Discussions: Discussion Web
MANAGING PERSONAL RESOURCES HIP3E Money Management
In this strategy, students begin sharing their ideas in pairs, then build to a larger group. The discussion web
provides practice in speaking, reading and writing.
Purpose
• Give students the opportunity to develop their ideas about opposing sides of an issue and share them with
classmates in a situation that requires critical thinking.
Payoff
Students will:
• be involved in discussion and critical thinking about money management.
• take responsibility for developing and sharing their ideas.
• reflect on their own developing discussion skills.
Tips and Resources

• The discussion web works well in a variety of contexts. The strategy guides students to think about an
issue and gather evidence for both sides of the issue. It is important to choose an issue that has well-
defined positions “for” and “against” a proposition.
• Model the process thoroughly to show how the discussion web works before having the class engage in
the discussion web activity. For a template, see Student Resource, Discussion Web: T-chart.
• Prepare a T-chart graphic organizer for students to organize their supporting arguments. For an example,
see Teacher Resource, Discussion Web: T-chart Example.
Perrin, L., Livingston, A., McDowell, G., Clark, P., Gentry Bailey, A., & Murdico, S. (2006). Section 4,
Financial Know-How. Life On Your Own (pp. 89-121). New York: McGraw-Hill.
Further Support
• Some students may need support with note taking while they read, or clarification about arguments that
support each side of the issue.
• Have students, I pairs, fill out the Yes/No T-chart.
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O

Before
• Use before-reading strategies to prepare
students before assigning a reading
selection on money management
(suggested resource, Life on Your Own,
Section 4 pp.89-121).
• Target a particular position or point in the • Read the selection chosen by the teacher.
reading selection and explain that • Think about the point made or position stated in
students will read the selection and the reading selection, and individually try to
construct support for and against the point construct support for both sides of the issue.
or position in the reading (see Teacher
Resource, Discussion Web: T-chart
Example).
• Present the discussion web question to
the class.
During
• Explain to students that they will have to
develop support for both viewpoints by
• Think about and individually record ideas on both
citing specific reasons.
sides of the issue, using a T-chart format.
• Allow enough time for students to
• Share ideas with a partner, adding any missing
contemplate and write down reasons for
ideas to their T-chart.
each viewpoint.
• Move on to sharing ideas in a group of four,
• Put students in pairs to share their written
adding any additional points to the T-chart; the
ideas.
larger group must then decide which side of the
• Combine two pairs of students and have issue to support, based on both the quantity and
them compare their ideas and form a quality of the arguments on each side.
conclusion on which viewpoint to support.
• Reach a conclusion as an entire class about the
• Call on a representative from each group viability of each position.
to share the group’s conclusion with the
class.
After
• Follow up by asking students to
individually write a paragraph about their
• Write about their position and reasons for it.
own position and the reasons for taking it.
• Reflect on the discussion skills they used and how
• Provide time and a framework for
they can improve their participation and
students to reflect on the discussion skills
effectiveness in small-group discussions.
they used during the activity, their
strengths, and how they can improve.
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O Student Resource

Discussion Web: T-chart

Should teens be allowed to manage their own money?
YES NO
98
Teacher Resource
O
Discussion Web: T-chart Example

Should teens be allowed to manage their own money?
YES NO
It teaches them responsibility. They may mismanage money.
It gives them experience budgeting. They might decide they do not need
to plan how to spend.
They can learn the things that
influence their spending habits They might abuse their credit cards.
most.
They might fall into debt.
They learn to use a bank account.
They might miss payment dates.
It makes them more aware of prices
and costs. They might damage their credit
history.
They can learn saving strategies.
They might spend out of want rather
They can learn to become skilled than need.
consumers.
They can learn bill payment

options.
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Whole-class Discussions: Four Corners
MANAGING PERSONAL RESOURCES HIP3E Healthy Eating Issues
In this strategy, students individually consider an issue and move to an area in the room where they join others
who share their ideas. The beauty of this strategy is that it is flexible and can be used for many topics,
questions, and different areas in Family Studies.
Purpose
• Allow students to make personal decisions on various issues; encourage critical thinking.
• Encourage an exchange of ideas in small groups.
• Facilitate whole-class discussions of these ideas.
Payoff
Students will:
• make up their minds on an issue related to healthy eating.
• speak freely in a relaxed environment.
• think creatively and critically.
Tips and Resources

• Encourage students to make up their own mind concerning the issue.
• Questions or statements need to have the potential for varying degrees of opinion.
• There are several variations of this strategy:
- Consider using more than four areas for a response – even six responses can work well with various
questions.
- Try using only two responses; draw a line dividing the room. Ask students to stand on one side of
the line or the other, depending on their decision.
- Vary the approach by creating a value line. Ask students to rank themselves by lining up in a single
line of a continuum; from strongly agree to strongly disagree. This will make student exchanges a
necessity so that students can discover exactly where they fit along the line.
• See topic suggestions in Teacher Resource, Four Corners.
Further Support
• The teacher may need to encourage some students and promote equal responses in groups.
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O

Before
• Choose a topic from the suggested list.
See Teacher Resource, Four Corners.
• Organize the room into four areas • Observe the labels located in different areas of
(corners) and label with: strongly agree, the room.
agree, disagree and strongly disagree, or
with four other descriptors/categories.
• Explain to the students that a question or • Listen carefully to understand the procedure for
statement will be presented. Students will the up-coming activity.
then have one or two minutes to think
about the question and to take a stance.
This reflection must be completed quietly,
without influencing peers.
During • Carefully ponder the question or statement

• Present the question or statement. presented, making a personal decision as to the
• Ask students to move to the corner that position they will take.
best represents their stance on the issue. • Move to the corner that best describes their
• Direct students to get into groups of three, personal views on the issue.
if possible, within their area, to discuss • Engage in an exchange of ideas with other
the reasons for their choice. In cases members of their group, practising effective
when the groups are not large enough, communication skills.
pairs may be formed, and when only one • Ensure that all group members are heard and
student is in a group, the teacher could share their ideas.
act as the other member of the pair. • Prepare to speak to the class about the group's
discussions, noting common reasons and differing
opinions.
After
• Highlight their group’s main points for the class,
• Call upon each group to share information pointing out commonalities and discrepancies.
gathered while in small-group discussions
• Ensure that all group members have something to
with the whole class.
share with the class.
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O Teacher Resource

Four-Corners Activity
1 2
Strongly Agree Agree
Possible Statements for

Four-Corners Activity:
• Childhood obesity is largely

the result of the genes one
inherits from his/her
parents.
• It is not important for teens

to eat healthy foods
everyday.
• Eating is an effective way to

handle stress.
• Fast food restaurants have

an obligation to provide
customers with nutrition
information for all foods.
3 4
Disagree Strongly Disagree
102

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THINK LITERACY: Cross-Curricular Approaches, Grades 7-12

Table of Contents HIP3E Think Literacy (Family Studies)

Reading Different Text Forms:

Developing and Organizing Ideas:

Revising and Editing:

Writing for a Purpose:

Tips and Resources

Getting Ready to Read: Analyzing Features of a Text

What teachers do What students do Notes

Getting Ready to Read: Analyzing Features of a Text

How to Read the Newspaper – Sample

I want to find... Where to look...

Getting Ready to Read: Analyzing a Text

Advance Organizer: Newspaper Sections

2. Is there an index for this section? ______________

3. How is the majority of information in this section organized?

4. This section includes information on the following topics:

Feature Where were they used? Why was it used?

Tips and Resources

Getting Ready to Read: Extending Vocabulary

What teachers do What students do Notes

Getting Ready to Read: Extending Vocabulary

Skimming and Scanning to Preview Text

Getting Ready to Read: Extending Vocabulary

WORD WALL SAMPLE

m.p.h. CDN lb.

Word Cards with Definitions

Air Conditioning Miles per hour

Tips and Resources

Getting Ready to Read: Finding Signal Words

What teachers do What students do Notes

Getting Ready to Read: Finding Signal Words

Sequence Flow Chart for Communication Barriers

First this happened…

Next this occurred…

Then this resulted in…

Overall this occurred because…

In the future, to avoid this…

Tips and Resources

Engaging in Reading: Reading Between the Lines

What teachers do What students do Notes

Engaging in Reading: Reading Between the Lines

Making Inferences from a Job Description

Steel Factory Retail Clothing Store

Steel Factory Retail Clothing Store

Tips and Resources

Engaging in Reading: Most/Least Important Idea(s) and

What teachers do What students do Notes

Engaging in Reading: Most/Least Important Ideas and

Most/Least Important Ideas and Information

PART VII Less important – gives some background information.

Limit on hours of work

Engaging in Reading: Most/Least Important Ideas and

Most/Least Important Idea(s) and Information

Title of textbook, chapter, or article: ____________________________________________________________________

Pages read: ___________________ Purpose for reading: _________________________________________

Key idea from this passage:

Tips and Resources

Engaging in Reading: Sorting Ideas Using a Concept Map

What teachers do What students do Notes

Pages read: _ Purpose for reading: _______________________