READING

COMPREHENSION SKILLS

POINT
of
VIEW
CENTERS
Brain Waves Instruction
© 2015
 CENTER
IMPLEMENTATION

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 CENTER IMPLEMENTATION GUIDE
This resource contains six learning centers for students to rotate through in small
Overview
groups. They are designed to give students engaging and exciting learning experiences
to practice, enrich, reteach, and enhance their learning. Students will visit each center
with a small group and complete tasks and assignments. Working both independently
and with their small groups, students will have multiple opportunities to develop their
reading comprehension skills.

Teacher Resources
• An overview for each center is included for teacher reference.
• You’ll note that the instructions for each center set-up are for groups of 4 students.
If you will be creating larger or smaller groups, just adjust the set-up directions
accordingly.
Center Table Cards
• These cards help to mark each center that students will be rotating through during
the centers session.
• You might copy them on colored cardstock. Then, just fold them in half and set
Elements of this Resource

them at each center table.

Center Student Packets
• These materials can be assembled into a packet for students at the start of the
session.
• Students will rotate to each center with this packet.
• The packet is where students will record their work.
• There’s a grade tracking sheet provided in this packet, but of course, it does not
need to be included if you will be evaluating students differently.
• If you choose not to do the centers during one class period or throughout
consecutive class periods, then it might work better to copy the student work
pages separately and have them available at the centers that students will be
working through for that day (instead of copying an entire packet).
Center Materials
• The materials that students will need for each center are included.
• If you plan to use these centers over the course of multiple instructional years, you
may consider laminating the “center materials” for each center.
Teacher Keys
• Keys are available for the centers where students need to provide right answers.
• Some of the keys contain possible responses, as it is possible for students to give
various answers.

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 CENTER IMPLEMENTATION GUIDE
Teaching
• You may want to stay at a single center and work with each group of students
for small group instruction. Or you may want to rotate and assist
groups/students as needed during the centers.
• Before starting centers for the day, you may want to model how to complete
any activity that you think kids may need help understating first, demonstrate
how to clean up each center before moving to the next, remind students how
to seek help, and review how to work cooperatively in a group.

Timing
Managing Centers

• Timing of centers can be tricky. Most classrooms are filled with a range of fast
finishers and students that work at a more deliberate pace.
• An extension is provided at the bottom of each directions sheet for
groups that finish early.
• However, there may be times when a group or individual needs more
time. You may consider assigning unfinished center work as homework,
or you may designate time during the next class period for individuals to
rotate to any center that they still need to finish while the rest of the
class independently reads or works on something else.

Managing Behavior
• You’ll note that the grade tracking sheet includes expectations for center
behavior and productivity (at the bottom). You may want to review these with
students.
• In addition, you might note that on that tracking sheet there is an area where
you can award them 5 points for productive center work or take away points
for unproductive work in centers. Of course, this is optional.

• Depending on class size, instructional time, and student needs, there are many
ways to set up the center activities in the classroom:
• Set up all 6 centers and have students rotate through each in small
Plan Centers

groups over the course of 1, 2, or 3 instructional days.

Ways to

• Set up 2 sets of 3 centers (so that you end up with six total stations) and
have groups rotate through just 3 of the centers…then, on another day
later in the school year, repeat the set-up with the 3 other centers.
• Set up 6 versions of the same center and have students just complete
that activity. Then, set up the other 5 centers in the same way
throughout the school year.

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 CENTER IMPLEMENTATION GUIDE
• Divide students into groups of 4.
• Distribute student packets.
• Explain to students that they will be rotating through centers to practice critical
reading comprehension skills.
• At each center, they should read the directions, follow them carefully, and
complete the center tasks in a thorough and thoughtful manner. (You may want
to designate an all-time-directions-reader or require that students alternate the
Centers

task.)
• Remind students that they may be working collaboratively with students. That
means that they will need to be inclusive and respectful of their peers.
However, that does not mean that one person will do the work and the others
will simply copy the answers.
• Note that all students will be starting at a different center. So, remind students
that they will not necessarily progress through the stations in numerical order.
• Review how you will be handling students who do not complete the center work
before the groups switch to a new center.

• A grade tracking sheet is included with this resource. If you choose to use it, it
can be incorporated right into students’ packets or copied separately.
Grading

• The grade tracking sheet is included for an additional resource. There are many
ways to evaluate centers and the work that students complete. Feel free to
forego the tracking sheet for another evaluation tool that works better in your
classroom setting.

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 TEACHER
RESOURCES

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 CENTER 1: OPINIONS, BIAS, AND TONE

• Center 1 Directions – 1 Copy

• Notes – Center 1 – 4 Copies
• “Dogs in Restaurants” Reading Passage – 2 Copies – Cut in ½
MATERIALS (creating 4 sets of the reading passage)
• Student Packet (class set)

Center Materials (Items that stay at the center)

• Directions Page
• Notes Page – 4 Copies
• “Dogs in Restaurants” – 4 Copies
CENTER SET-UP
Student Materials
• Class set of Point of View student packets

• At this center, students will learn how an author’s opinions, bias,

and tone can help to determine point of view.
• First, students will read the directions.
• Then, they’ll take turns reading the notes about opinions, bias,
and tone.
CENTER
• Using the notes, students will complete a chart and fill in blanks
ACTIVITY about opinions, bias, and tone.
• Next, students will independently read one passage.
• After reading the passage, students will record examples of
opinions, bias, and tone evident in the passage in a chart.

Top Portion of Worksheet:

• Each blank is worth 1 point

Bottom Portion of Worksheet:

GRADING • Each text example is worth 2 points

Total: 18 points

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 CENTER 2: ARTICLE ANALYSIS

• Center 2 Directions – 1 Copy

• Notes – Center 2 – 1 Copy
• “The Super Bowl is for Gluttons” – 1 Copy
MATERIALS • “A Freezing Accomplishment” – 1 Copy
• Student Packet (class set)

Center Materials (Items that stay at the center)

• Directions Page
• Notes Page
CENTER SET- • 2 articles
UP
Student Materials
• Class set of Point of View student packets

• At this center, students will learn how an author's choice of

words, statistics, and details can help portray point of view.
• After reviewing the directions as a group, students will review
the Article Analysis Notes.
• Then, using information from the notes, they’ll fill in charts in
CENTER
their packets about word choice, statistics, and details.
ACTIVITY • Next, they’ll read the two articles.
• After reading each article, they’ll need to answer questions
about the passages. They should use details from the passage
to support their responses.

Point of View Notes – Each worth 1 point

Poetry Questions – Each 2 points

GRADING
Total: 19 points

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 CENTER 3: POINT OF VIEW WRITING

• Center 3 Directions – 1 Copy

• Point of View Cube – Cut out and assembled
MATERIALS • Topic Cube – Cut out and assembled
• Student Packet (class set)

Center Materials (Items that stay at the center)

• Directions Page
• Point of View Cube
• Topic Cube
CENTER SET-UP
Student Materials
• Class set of Point of View student packets

• At this center, students will be writing letters from different

perspectives about different topics.
• In order to determine their perspective and topic, they’ll roll the
point of view dice at their center.
CENTER
• Then, they’ll plan their writing on the “Point of View Writing”
ACTIVITY worksheet in their packets.
• Finally, they’ll write a letter to a school board member from their
community or school member’s point of view in their packets.

Pre-Write ___/3 (1 point for each response)

GRADING Point of View Letter ____ / 10
Letter Writing Format ___/5

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 CENTER 4: POINT OF VIEW IN TEXTS

• Center 4 Directions – 1 Copy

• Center 4 Notes – 4 copies
• Scissors – 4 pairs
• Glue Sticks – 4
• Sample passages – cut into individual strips (cardstock) and placed
MATERIALS in a bag or basket.
• “Point of View Foldable” – class set
• Student Packets (class set)

Center Materials (Items that stay at the center)

• Directions Page
• Notes Page
• Scissors
• Glue Sticks
CENTER SET-UP • Sample passages in a bag or basket
• Point of View Foldable worksheets (for the next group)

Student Materials
• Class set of Point of View student packets

• At this center, students will be investigating first-person, second-

person, third-person-limited, and third-person-omniscient points
of view.
• First, they’ll review information on the different points of view.
CENTER • Then, they’ll create a point of view foldable. They’ll add
ACTIVITY information about each point of view to the foldable.
• Next, they’ll read and review 10 sample passages and determine
from what point of view the passage is written from.
• Students will record their answers in their packets.

Foldable - ____/4 (1 point for each flap)

GRADING Point of View - ____/10 (1 point for each example)

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 CENTER 5: POINT OF VIEW CLUES

• Center 5 Directions – 1 Copy

• Point of View Clue Cards – 1 Copy each – cut into individual clue
cards – 12 in all
MATERIALS • A bag or basket to store the clue cards in
• Student Packet (class set)

Center Materials (Items that stay at the center)

• Directions Page
• Point of View Clue Cards – in a bag or basket
CENTER SET-UP
Student Materials
• Class set of Point of View student packets

• At this center, students will read clues written from the point of
view of an object or animal.
• Group members will read the clues one-by-one to the rest of the
group and cue them to make guesses periodically.
CENTER • Students will refine their guesses as more clues are revealed.
ACTIVITY • This collaborative activity celebrates voice and point of view and
encourages creative thinking.
• Students should record their guesses in their packets.

GRADING Final Guess - ____ / 12 (1 point each)

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 CENTER 6: PAIRED PASSAGES

• Center 6 Directions – 1 Copy

• Center 6 Notes – 1 copy
• Center 6 Paired Passages – Movie Review – 1 copy cut in ½ to
divide the 2 passages
MATERIALS • Center 6 Paired Passages – Camp Letters – 1 copy cut in ½ to
divide the 2 passages
• Student Packets (class set)

Center Materials (Items that stay at the center)

• Directions Page
• Center 6 Notes
• Paired Passages (Movie Review A, Movie Review B, Camp Letter A,
CENTER SET-UP Camp Letter B)

Student Materials
• Class set of Point of View student packets

• At this center, students will be reading paired passages and

investigating the different points of view portrayed in each
passage.
• Students will start this center by reviewing information on point
of view.
• Then, students will answer questions about finding the point of
CENTER
view in a passage based on the notes.
ACTIVITY • Next, students will each read a paired passage out loud to the
group. After, reading/hearing the paired passages, students will
record the different points of view.
• Students will repeat this with a second set of paired passages.

Top Portion - ____ / 6 (1 point each)

GRADING Glasses - ____ / 8 (2 points for each lens)

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CENTER TABLE CARDS

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 CENTER

Point of View

Point of View
CENTER
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 CENTER

Point of View

Point of View
CENTER
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 CENTER

Point of View

Point of View
CENTER
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 CENTER

Point of View

Point of View
CENTER
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 CENTER

Point of View

Point of View
CENTER
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 CENTER

Point of View

Point of View
CENTER
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 CENTER
STUDENT PACKETS

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 POINT
of
VIEW
CENTERS
Name ___________________________________________
 Name ___________________________________________

POINT of VIEW
CENTER ACTIVITY SCORE

1 Identifying Opinions, Bias, and Tone ____ / 18

2 Article Analysis ____ / 19
Pre-Write ___/5
3 Point of View Writing Point of View Letter ____ / 10
Letter Writing Format ___/5
Foldable - ____/4
4 Point of View in Texts
Point of View - ____/10
5 Clue Cards Final Guess - ____/12
Top Portion - ____ / 6
6 Paired Passages
Lens - ____ / 8

____ / 97
+ Center Work / Behavior ____/3
TOTAL ____/100

Make Learning Centers a Success By…

1. Doing your very best work.

2. Following the directions at the center carefully.
3. Using quiet voices with your group.
4. Helping your group members that are stuck or confused.
5. Being courteous and kind to your peers.
6. When finished, preparing the center for the next group.
 CENTER 1
POINT OF VIEW CHART

• An opinion is a _________________ or _________________

• It is the author’s _________________ or _________________
about something
• Opinion signal words: __________________________________

• It is important to examine ____________ is providing information.

• Bias is a ___________________________________________.
• It means that the writer __________________________________
or does not ______________________________ to another idea.

• _________________ that the author takes toward the subject

• Tone is the way the author _________________ the subject.
• The author’s ______________________________ sets the tone.

Opinion Bias Tone

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 CENTER 2
ARTICLE Analysis
Ways to Reveal
Explanation
Point of View

Choice of Words

Statistics

Details

1. What is the author’s point of view regarding the way people

eat during the Super Bowl?

2. Find two words or phrases that help to portray the author’s

point of view.

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 3. What is a statistic or piece of data that the author shares to
back up his opinion?

4. Write down a detail from the passage that aligns with the
author’s point of view.

1. How does the author feel about Colin O’Brady’s

achievement?

2. Write down three words or phrases that help portray the

author’s point of view.

3. What is a statistic from the passage that clings with the

author’s point of view?

4. How do you think this author would feel about an Olympic

athlete? Why?

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 CENTER 3
Point of view writing
Role (Circle): ___________________________
Topic (Square): ___________________________________________

PRE-WRITE
Do you think the person you rolled would feel positively or negatively
about the topic?

Why would your person feel that way? (List 3 reasons.)

What words or phrases could you include to portray the person’s

perspective?

Write a letter to the school board from the point of view of your person.
Follow this format:

Date (Month Day, Year)

Dear School Board Members,

Body Paragraph 1 (Introduce

yourself and then give your position on
the topic.)

Body Paragraph 2 (Give three

reasons for or against the topic.)

Body Paragraph 3 (Sum up your

opinions.)

Copyright © 2015 Brain Waves Instruction Closing (Sincerely), All rights reserved by author.
Signature
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 CENTER 4
Point of view in texts
Read each point of view text example.
Then, decide if the passage is told
from the first-person, second -
person, third-person-limited, or third-
person-omniscient point of view.
Write answers on the lines below.

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

6. ______________________

7. ______________________

8. ______________________

9. ______________________

10. ______________________
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 CENTER 5
Point of view CLUES
Guess 1 Guess 2 Final Guess

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 CENTER 6
Paired passages
What is Point of View?

What are 5 questions you should ask yourself while reading to help determine point of view?
1. 2.
3. 4.
5.

Michelle’s Point of View Charlie’s Point of View

Sara’s Laura’s
Point of View Point of View

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 CENTER 1
MATERIALS

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 Center 1

DIRECTIONS
1. Review the NOTES on identifying opinions, bias, and
tone. Take turns reading the notes out loud to all of the
members in your group.

2. Add notes to the POINT OF VIEW CHART using the

information from the notes page you just read.

3. Independently read the “Dogs in Restaurants” passage.

4. Identify examples of opinions, bias, and tone in the

passage. Write the examples on the POINT OF VIEW
CHART in your packets.

MORE TIME?
With your group, discuss:

• How are opinions and bias different?

• Give two words or phrases that would provide a
negative tone about winter.
• Give two words or phrases that would provide a
positive tone about winter.
• How does an author’s opinion, bias, or tone
demonstrate point of view?

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 NOTES - Center 1

An opinion is a belief, often expressed as a judgment. It is the author’s personal view

or attitude about something. Be on the lookout for words that signal an opinion like:
best/worst, feel, should, or believe. Identifying the author’s opinions will help you find
the author’s point of view.

For example, a writer might say, “A factory should be shut down to decrease the
pollution in a community.” That’s the writer’s opinion.

Writers use information selectively to prove their point of view. Therefore, it is

important to examine WHO is providing information and what their BIAS might be.
Bias is a mental leaning toward one belief. It means that the writer prefers one idea or
does not give equal chance to another idea. A writer’s bias is linked to his or her point
of view.

For example, a reporter in border states during the Civil War may have been biased
towards the South and written articles that celebrated more southern successes than
northern victories.

The author’s tone, or attitude that the author takes toward the subject, can help you
determine the point of view. Tone is the way the author treats the subject. Tone can
be positive or negative, happy or sad, or any other range of emotions. The author’s
choice of words sets the tone. Pay attention to how the author describes the subject
and the words he or she uses to help you find the author’s point of view.

For example, a writer might use the words peaceful, calm, and tranquil to describe a
day at the beach. This gives a positive and relaxing tone.

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 As someone who is allergic to animals, I can’t think of anything worse than allowing
dogs into restaurants. Big cities and small towns alike are beginning to pass legislation
that would allow dogs into restaurants. California already has laws that permit dogs to
sit in patios and in courtyards. In Massachusetts, some restaurants have started to
allow pets on the premises. This is very concerning. First of all, everyone knows that
dogs are not the cleanliest of animals. They track dirt and bacteria wherever they go.
Since restaurants go to great lengths to ensure that their places are sanitary, I can’t
imagine why they would bring such filthy fur balls around food. There’s also the issue of
safety. A woman in New York was attacked by another patron’s dog while she was in
a restaurant. Finally, mutts can be disruptive and destructive. Imagine enjoying a
peaceful lunch, only to be interrupted by a pesky pet barking. Before restaurant
owners let animals into their facilities, they might want to consider the vicious teeth
that dogs have. Just imagine the damage a dog could do to a chair or table during
a single meal. It’s plain to see that restaurants should not allow dogs, or any other
animal for that matter, into any area where people are dining.

As someone who is allergic to animals, I can’t think of anything worse than allowing
dogs into restaurants. Big cities and small towns alike are beginning to pass legislation
that would allow dogs into restaurants. California already has laws that permit dogs to
sit in patios and in courtyards. In Massachusetts, some restaurants have started to
allow pets on the premises. This is very concerning. First of all, everyone knows that
dogs are not the cleanliest of animals. They track dirt and bacteria wherever they go.
Since restaurants go to great lengths to ensure that their places are sanitary, I can’t
imagine why they would bring such filthy fur balls around food. There’s also the issue of
safety. A woman in New York was attacked by another patron’s dog while she was in
a restaurant. Finally, mutts can be disruptive and destructive. Imagine enjoying a
peaceful lunch, only to be interrupted by a pesky pet barking. Before restaurant
owners let animals into their facilities, they might want to consider the vicious teeth
that dogs have. Just imagine the damage a dog could do to a chair or table during
a single meal. It’s plain to see that restaurants should not allow dogs, or any other
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animal forusethat
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this product.
 CENTER 2
MATERIALS

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 Center 2

DIRECTIONS
1. Review the NOTES on Point of View. Take turns reading
the notes out loud to each person in your group.

2. Add notes to the CENTER 2 – ARTICLE ANALYSIS

worksheet using the information from the notes page you
just read.

3. Read “The Super Bowl is for Gluttons” with your group.

4. Then, answer the questions about the article.

5. Next, read the article “A Freezing Accomplishment.”

6. Answer the questions about the second article.

MORE TIME?
At the same time that Colin O’Brady was
trekking across Antarctica, another adventurer
named Captain Louis Rudd was making the exact
same journey. O’Brady and Rudd set off just a
mile apart. Rudd completed the journey on his
skis three days later. Consider Rudd’s point of
view about O’Brady’s accomplishment. What
words, stats, and/or details could Rudd include in
his retelling of his trek?

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 NOTES - Center 2

The writer’s point of view reveals the writer’s beliefs, attitudes,

or personal opinions about a certain subject.

Authors use writing devices to reveal their point of view:

• Choice of words
• Choice of statistics
• Details

Ways to Reveal
Explanation Example
Point of View

Authors use positive If the author’s point of view

or negative words to is positive, she might
Choice of leave an impression on
describe the circus as lively.
Or, if her point of view is
Words a reader. negative, she might describe
the circus as chaotic.

For instance, if an author

Authors carefully supports running for
select statistics and/or exercise, he might include
data about running and
data that best aligns
Statistics with and supports their
cardiovascular health. If the
author doesn’t support
point of view. running, he might include
data about the toll that
running takes on one’s body.

Authors will back up For example, if the author

their point of view with thinks that commercial
fishing is wrong, the author
Details additional details to will add several details about
support their point. the hazards to fish and the
environment.

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 THE SUPER BOWL IS FOR GLUTTONS
The Super Bowl is one of Americans
most watched sporting events. It is also a day
of reckless food consumption. Many people
use the sporting event as an excuse to
consume obscene amounts of food. In the past,
Americans have eaten 11.2 million pounds of
potato chips and 3 million pounds of nuts
while watching the game. Even more startling
is how many chicken wings people eat. Would
you believe that 1.38 billion chicken wings are
eaten on Super Bowl Sunday? That's enough
wings for every man, woman, and child in the
United States to have four chicken wings.
Speaking of indulging in food, pizza
is a popular meal during the game. Super
Bowl Sunday is the busiest day of the year for
most pizza restaurants. It’s no wonder that it
is estimated that people will eat between
1,000 - 2,000 calories while watching the
Super Bowl. That’s right around what
someone should eat in an entire day!

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 A FREEZING ACCOMPLISHMENT
Colin O’Brady set a goal to
cross the continent of Antarctica
coast to coast all alone. On
December 26, 2018, he achieved his
goal. He made the 930-mile trek
across the remote and freezing
terrain in just 54 days. Incredibly,
he skied every inch of the way.
O’Brady also used his impressive
strength and endurance to pull a
300-pound sled filled with supplies
across Antarctica too.
His final two days were a
testament to his commitment and
perseverance. During those last two
days, he traveled 80 miles each day.
That was almost five times the
distance he usually traveled in a
day. Colin endured horrendous
conditions and accomplished the
near impossible. O’Brady set out to
be the first person in history to
traverse Antarctica without
support or specialized equipment,
and, miraculously, he did it!

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 CENTER 3
MATERIALS

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 Center 3

DIRECTIONS

1. You will be writing a letter to the school board about a

school issue from the point of view of a school or
community member.
2. Your first step is to roll the die with the circles to
determine the point of view you will be writing FROM.
(Each group member will roll the die.)
3. Then, each group member will need to roll the die with
the squares to determine the issue you will be writing
the letter ABOUT.
4. Next, complete the letter-writing brainstorm questions
on the Point of View Writing worksheet in your packets.
5. Finally, compose your letter on the lined paper in your
packet.

MORE TIME?
• Read your letters out loud to each other.
• Discuss how the points of view change depending on the
community member and the topic.

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 POINT OF VIEW CUBE

TEACHER

PRINCIPAL CUSTODIAN STUDENT

CLASS
PRESIDENT

PARENT

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 TOPIC CUBE

NEW
PLAYGROUND

CANCELING LAPTOPS NEW

OF THE PEP FOR AFTER
RALLY EVERY SCHOOL
STUDENT CLUBS

LONGER
SCHOOL
DAY

SHORTER
SUMMER
VACATION

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 CENTER 4
MATERIALS

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 Center 4

DIRECTIONS
1. Review the CENTER 4 – Notes with your group. Take
turns reading the notes out loud.
2. Then, cut out and fold the Point of View Foldable.
3. Glue the Point of View Foldable on the Center 4 – Point
of View in Texts worksheet in your packet.
4. Add the bolded information in the “About” column on the
worksheet under each point of view flap on the foldable.
5. Then, take turns picking a point of view example from
the bag or basket. Read the sample to your group, then
decide from what point of view the passage is written.
6. Write your answers on the Center 4 – Point of View in
Texts worksheet in your packet. Remember to pay
attention to the number on the example and write your
answer on the coordinating line on your worksheet.

MORE TIME?
• Choose one of the example point of view passages.
• As a group, try to brainstorm how you could rewrite the
passage from a different point of view. For instance, if
it is written in first-person, how could you rewrite it in
third-person-limited?

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 NOTES - Center 4

Point of view is the way that an author allows the reader to see
and hear what’s going on in the story.
ABOUT
TYPES OF
(Add Bolded Information to EXAMPLE
Point of View
Foldable)
• Used when a character
narrates the story
• The reader hears the I couldn’t wait to get
thoughts and feelings of to the county fair. It
First-Person the character through their was my favorite
eyes. event of the year!
• Key Words: Me, My, I

• The writer uses “you” or

If you plan to go to
“your” and speaks directly
Second- to the reader
the county fair, be
sure to leave early to
Person • Key Words: You, Your avoid the crowds.

• The reader enters one

character’s mind She was so excited to
Third- • The author’s voice, not the get to the county fair.
Person- character’s voice, is what She even woke up an
tells the story hour early in
Limited • Key Words: He, She anticipation.

• Omniscient means “all Julia was beaming

knowing,” so the reader with happiness as she
Third- saw the fair tents.
learns about every
Person- character’s inner thoughts
Her brother, John, on
the other hand, would
Omniscient and feelings have rather stayed
• Key Words, He, She, Them home.

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 FOLDABLE - Center 4
• Cut along the solid lines.
• Fold along the dotted line.

First
Person
• After this shape is cut
out and folded, put glue
on this section of the
foldable.
• Glue the foldable on
the “Center 4 – Point
of View” worksheet in
your packet. Third
Person
Limited
Third
Person
Omniscient
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1. Mary sat straight up in bed. The bright sunshine
beaming into her bedroom signaled that she overslept. She
couldn’t imagine why she had missed her alarm.

2.Carson’s father paced along the sidelines of the soccer

game. He couldn’t take his eyes off his son. They had
practiced penalty shots in the front yard for weeks.
Now was Carson’s chance to win the championship.
3. There’s nothing better than sleeping in after
a long week of school. Being cozy in your bed on a sleepy
Saturday morning is like winning the lottery.
4.
When you move into a new house, it’s important to consider how you
would like to arrange the furniture in each room. Consider each
room’s purpose and how you would like people to move through the
space when placing furniture.

5. It seemed like a fun idea to walk out on the frozen

pond. But when it began to creak and crack under my
feet, I suddenly realized that I should get to the shore
as soon as possible.
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6.sense her students’
It was the first day of school and Mrs. Wilson could
nervous energy. She remembered what it was like to
start sixth grade. That’s why she stood at the door and tried to make every
student feel welcome.

7.word “walk,”My dog’s favorite word is “walk.” Anytime I mention the

he runs toward the door. He grabs his leash, puts it in his
mouth, and eagerly waits for me to get our walk started.

8. To make a snowman, first you need to roll a

large, medium, and small snowball. Then, stack the snowballs
vertically. Finally, add eyes, a nose, and a mouth.

9. Julia had never been camping before.

Trying to set up the tent with her cousins that had done it
a million times before made her feel silly. She couldn’t
help but wonder how she had gotten herself into these
woods in the middle of nowhere in the first place.

10. Sam’s mother met him at the door with

his report card in her hand. She couldn’t believe he had
a “C” in Science. “What’s this all about?” she asked.
“Mom, I can explain,” Sam replied, feeling like his heart
had dropped into his stomach.

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 CENTER 5
MATERIALS

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 Center 5

DIRECTIONS
1. Before beginning this center activity, remember that point of
view is an opinion, attitude, or judgment.
2. During this activity, your group will be reading clues written
from the point of view of an object or animal.
3. Your goal is to determine the object or animal that is providing
the clues.
4. Taking turns, select a clue card from the bag or basket.
Read the clues one at a time. Every time that you read the
word “guess,” stop reading the clues so that the entire group
can make a guess about who the object or animal is. Keep
reading the clues until you are instructed to guess again. (It is
OK to write the same guess more than once while listening to
a clue card.)
5. Notice how your guesses become more refined when you hear
more information from the object’s point of view.
6. IMPORTANT: When you’re guessing and discussing the
items, be sure to do so in a very quiet voice. You don’t want
to give away the answers to other groups.

MORE TIME?
Think of an animal or object. Write 5-6 clues about that
object from its point of view. Then, read the clues out loud
for the other group members to guess.

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1 2
Who am I? Who am I?
• My flesh and juice are used in
• I have the least amount of
cuisines around the world. (GUESS)
feathers in my species. (GUESS)
• I have spiny-edged, recurved
• I can fly up to 30 miles an hour.
leaves.
• I lay very small eggs.
• I ripen faster upside down.
• My heart beats more than 1,200
• I somewhat resemble a pine cone.
times a minute. (GUESS)
(GUESS)
• I am known for my fast wing
• I take about 18-20 months to be
speed.
ready to harvest.
• My name comes from the
• I am a tropical fruit.
humming noise my wings make.
• I am yellow and juicy on the inside.
(GUESS)
(GUESS)

3 4
Who am I? Who am I?
• Most people own at least one of
• I am round. me. (GUESS)
• I am a dark color. • I might use sound, light, or
vibration to do my job.
• I help objects move.
• I can pop. • People usually press a button to
quiet me. (GUESS)
• People often have a spare
• I am becoming less popular as
one of me. people use their phones.
• I can get smaller. • I awaken people from their
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(GUESS)
rights reserved by author.
5 6
Who am I? Who am I?
• Some people are scared of
• I have fur.
me. (GUESS)
• I might be a loud crack or a • My fur is white.
low rumble. • I have few predators.
• You can’t hear me at distances • I am big.
over 12 miles. (GUESS)
• I’m not afraid of snow.
• I get along with raindrops.
• I am a good swimmer.
• I’m the sound caused by
• I am a carnivore.
lightning. (GUESS)

7 8
Who am I? Who am I?
• • I am changeable. (GUESS)

• • I am very important.
• I can be dangerous.
• (GUESS)
• I can be fluid or solid.
•
• • Animals and plants
• appreciate me.
• You can’t live without me.
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(GUESS)
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All rights reserved by author.
9 10
Who am I? Who am I?
• I can come in many sizes.
• I am mostly red.
• I love the water. • I am manufactured.
• I live everywhere in the • There are a lot of me.
world. • I give people signals.
• I can hear and see.
• I am tall and straight.
• Animals and people eat me.
• I have eight sides.
• I can get caught.
• I don’t like hooks.

11 12
Who am I? Who am I?
• I am heavy. • I am tall.
• I can be in people’s • I am strong.
houses. • I take a long time to
• I am made of wood. make.

• People can play me. • I can have a lot of glass.

• I make sounds. • Some people need me

for work.
• I have keys.
• I am in a lot of cities.
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 CENTER 6
MATERIALS

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 Center 6

DIRECTIONS
1. Review the CENTER 6 – Notes with your group. Take
turns reading the notes out loud.
2. Then, answer the questions at the top of the “Center 6 –
Paired Passages” worksheet in your packet. Use
information from the notes to answer the question.
3. Each group member should take one paired passage to read
out loud to the group. Then, the group member with “Movie
Review – Paired Passage 1” should read the passage aloud.
Then, the group member with the “Movie-Review – Paired
Passage 2” should read that passage aloud.
4. On the “Center 6 – Paired Passages” worksheet in your
packet, write about each writer’s point of view about the
movie in the designated lens.
5. Then, the group member with the “Camp Letter A” passage
should read the passage out loud to the group. Then, the
group member with the “Camp Letter B” should read their
passage out loud.
6. Fill in each writer’s point of view in the designated frames
on the worksheet.

MORE TIME?
• Work together to write a fictional letter from a camper.
Write from the point of view of a camper that is having
fun, but is feeling homesick.

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 NOTES - Center 6

Point of View is the way a writer feels about a topic or idea.

When readers combine the writer’s feelings, beliefs, and opinions,
they can determine the writer’s point of view.

When reading, ask yourself:

• Why did the author write this?

• What does the author want the reader to know?
• What feelings is the author expressing?
• What does the author believe?
• What opinions does the author share?

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 CENTER 6 – CENTER 6 –

LOST AT SEA - A
BLOCKBUSTER LOSS LOVED LOST AT SEA
By Charlie Wills
By Michelle Cass

Lost at Sea is a movie by writer-director If you’re ready to see the most

Leo Savage. It’s about a group of four entertaining movie of the year, then
teenagers stuck on a deserted island you’ve got to check out Lost at Sea. It
after a sailing trip goes wrong. What stars four of today’s most popular teen
could have been a great movie turned actors and it’s filled with a little bit of
out to be a confused mess. The everything. There’s comedy, science
problem begins when the lead actor, fiction, and even adventure. It’s the
Michael Keys, adopts a pet seagull. This story of four teenagers who are lost at
outlandish act is just one of many that sea. They settle on an uninhabited
follow, including the teens turning into island. The island becomes the perfect
pirates. There are very few events in setting for the comical and clever
this movie that are even remotely events that happen, like when the
believable. It is clear that Savage wanted shelter they built washes away. You’ll
to create a movie that was memorable love the likable characters and their
and action-packed, but the end result crazy survival antics in this wonderful
was a movie that I’d like to forget. film by Leo Savage.

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 CENTER 6 – CENTER 6 –

Dear Mom and Dad, Dear Mom and Dad,

If you love me at all,

I’m so sorry that I haven’t
you’ll get in the car right when you
written sooner. I’ve been so busy. We
receive this letter and drive the
get to do four different activities a
hour and half to pick me up from
day. I’m learning so much! I know how
this wretched camp. It is absolutely
to fish and swim the backstroke and I
horrible here. We’re forced to sign
even learned how to use the pottery
up for 4 activities a day. That
wheel. My camp counselor is
means that we never get a break.
awesome. She takes us to dinner a
All day long they have us running
little early each night so that we
around. By the time the dinner bell
can get first picks. The food is
rings, I’m pretty sure that I could eat
amazing. I’m loving the macaroni and
my own arm, but the first whiff of
cheese! There are only a few more
the camp’s dinner makes me lose my
days left of camp. I hope the time
appetite entirely. I’m wasting away
passes slowly, I don’t want it to end.
here. Please come and pick me up.

Love,
Sincerely,
Laura
Sara
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 KEYS

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 KEY CENTER 1
POINT OF VIEW CHART

• An opinion is a belief or judgment

• It is the author’s personal view or attitude about something
• Opinion signal words: best/worst, feel, should, believe

• It is important to examine WHO is providing information .

• Bias is a mental leaning toward one belief.
• It means that the writer prefers one idea or does not give an equal
chance to another idea.

• Attitude that the author takes toward the subject

• Tone is the way the author treats the subject.
• The author’s choice of words sets the tone.

Opinion Bias Tone

Restaurants should not As someone who is • Mutts can be
allow dogs, or any other allergic to animals, I can’t disruptive and
animal for that matter, think of anything worse destructive.
into any area where than allowing dogs into • vicious teeth
people are dining. restaurants. • pesky pet

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 CENTER 2
ARTICLE Analysis
Ways to Reveal
Explanation
Point of View
Authors use positive or negative words to leave
Choice of Words an impression on a reader.

What a character thinks, says, or does can show

Statistics the author’s point of view.

Authors will back up their point of view with

Details additional details to support their point.

1. What is the author’s point of view regarding the way people

eat during the Super Bowl?
The author believes that people eat too much.

2. Find two words or phrases that help to portray the author’s

point of view.
“Indulge in food,” “reckless consumption of food”

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 KEY

3. What is a statistic or piece of data that the author shares to

back up his opinion?
It is estimated that people will eat between 1,000 - 2,000
calories while watching the Super Bowl. That’s right around
what someone should eat in an entire day!

4. Write down a detail from the passage that aligns with the
author’s point of view.
Super Bowl Sunday is the busiest day of the year for most pizza
restaurants.

1. How does the author feel about Colin O’Brady’s

achievement?
Impressed; inspired

2. Write down three words or phrases that help portray the

author’s point of view.
“Impressive strength and endurance”
“Commitment and perseverance”
“Accomplished the near impossible”

3. What is a statistic from the passage that clings with the

author’s point of view?
During those last two days, he traveled 80 miles each day.
That was almost five times the distance he usually traveled in
a day.

4. How do you think this author would feel about an Olympic

athlete? Why?
The author would respect an Olympic athlete. Based on this
passage, the author is inspired by people who achieve
difficult things and those that set themselves apart from
others.

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 KEY CENTER 4
Point of view in texts
Read each point of view text example.
Then, decide if the passage is told
from the first-person, second-person,
third-person-limited, or third-person-
omniscient point of view. Write
answers on the lines below.

1. Third-Person-Limited

2. Third-Person Omniscient

3. Second-Person

4. Second-Person

5. First-Person

6. Third-Person Omniscient

7. First-Person

8. Second-Person

9. Third-Person-Limited

10. Third-Person Omniscient

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 KEY CENTER 5
Point of view CLUES
Guess 1 Guess 2 Final Guess

Hummingbird

Pineapple

Tire

Alarm Clock

Thunder

Polar Bear

Sunflower

Water

Fish

Stop Sign

Piano

Skyscraper/Building

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 KEY
CENTER 6
Paired passages
What is Point of View?
Point of View is the way a writer feels about a topic or idea.
What are 5 questions you should ask yourself while reading to help determine point of view?
1. Why did the author write this? 2. What does the author want the reader to know?
3. What feelings is the author expressing? 4. What does the author believe?
5. What opinions does the author share?

Michelle’s Point of View Charlie’s Point of View

• Movie is a confused • Movie is entertaining

mess • Something for
• Outlandish events everyone
• Movie is horrible • Likable characters

Sara’s Laura’s
Point of View Point of View

• Camp is awful • Camp is amazing

• Never get a break • Learning so much
• Food is awful • Food is delicious

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READING
UNITS
CLICK HERE

WRITING
UNITS
CLICK HERE

DOODLE
& DO
CLICK HERE
PAGES

POETRY
CLICK HERE

FAVORITES
CLICK HERE

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THANKS GREAT NEWS!
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