{"id":1386,"date":"2021-12-18T20:43:18","date_gmt":"2021-12-19T01:43:18","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1386"},"modified":"2022-04-20T16:55:20","modified_gmt":"2022-04-20T20:55:20","slug":"text-type-writing-study-personal-communication-letter","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/i-can-make-a-difference-2\/text-type-writing-study-personal-communication-letter\/","title":{"rendered":"Text-Type Writing Study: Personal Communication\u2014Letter"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t<p>The letter is a basic form of personal communication. It can be used for many purposes: to describe, to explain, to share a story, to persuade, to instruct, or to retell. This brief text-type writing study focuses on letter writing conventions. Students can apply their learning by writing a letter to tell about how something they did made a difference. <br>\n\t\t\t\n\t\t\t<\/p>\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\n\t<h2 id=\"1_IMMERSION_INTO_THE_TEXT_TYPE\">1. IMMERSION INTO THE TEXT TYPE<\/h2>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 15 minutes (Can be combined with Pre-Assessment)<br>\n\t\t\t<strong>Grouping:<\/strong> whole class<br>\n\t\t\t<strong>Materials:<\/strong><span class=\"body_Italics\"> <em>Art for the Birds<\/em><\/span><\/p>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">We need to think about all we have \nlearned about doing something that \nmakes a difference to the world. We \nlearned that turning off the water \nwhen we brush our teeth saves \nwater, and that saves energy.<\/p>\n\t\t\t\t\n\t\t\t\tRecall with students that they\u2019ve learned about how a person\u2019s actions can make a difference to the world by, for example, keeping the world healthier, keeping wildlife safe, minimizing waste, and reducing energy use. <span class=\"body_Italics\"><br>\n\t\t\t<\/span>        <\/li>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">We read that the class in the book \ntook two different kinds of actions. \nWhat are they? Yes, they made window \nart to stop birds from flying into their \nclassroom windows, and they wrote a \nletter to the principal, asking her to \nsuggest that all classes make window \nart to protect the birds.<\/p>\n\t\t\t\t\n\t\t\t\tReread the book <em>Art for the Birds<\/em>, with the students stopping to discuss what actions the class took (making window art, writing a letter to ask other classes to join in).\n\t\t\t<span class=\"body_Italics\">\n\t\t\t\n\t\t\t<\/span><\/li>\n\t\t\t<li><p class=\"speach-bubble left\">What different parts of \nthe letter did the class \ninclude in their letter to \nthe principal?<\/p>\n\t\t\t\t\n\t\t\t\tAfter rereading, return to the letter on page 11 and discuss what the class included in their letter to the principal (greeting, message, closing).<span class=\"body_Italics\"><br>\n\t\t\t<\/span><\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Why did the class include \na greeting at the beginning \nof the letter? Why did the \nstudents include their class \nname in the closing?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to consider why the letter includes the different elements. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n<h2 id=\"2_PRE-ASSESSMENT_Optional\">2. PRE-ASSESSMENT (Optional)<\/h2>\n\t\t\t\n\t\t\t<p><strong>Time:<\/strong> approximately 20 minutes (Can be combined with Immersion into the Text Type)<br>\n\t\t\t<strong>Grouping:<\/strong> individuals and partners<br>\n\t\t\t<strong>Materials:<\/strong> large sheets of paper and markers, and Assessment Rubric for Letter Writing<\/p>\n\t\t\t<ul>\n\t\t\t<li>Remind students that the class in the story wrote a letter to their principal to tell her about something they thought the entire school should do. Refer to the class \u2018Action to Make a Difference\/Effect on Earth\u2019 chart from the lesson for <span class=\"body_Italics\">10 Things I Can Do to Help My World<\/span>, and ask students to choose one action that they would like to ask their family to do at home.\n\t\t\t<\/li>\n\t\t\t<li>Ask students to write a letter that encourages their family to do their chosen action at home. Remind students to include the elements of a letter (greeting, message, closing) in their writing. You can circulate through the classroom and scribe for students, as needed.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Give students an opportunity to share their thinking with a partner before recording their thoughts.<\/p>\n\n<p><strong><i>Extending Writers:<\/i><\/strong> Encourage students to record more than one action if they have more ideas.<\/p>\n\n<\/blockquote>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li>If you choose, assess each student\u2019s response using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessrubric_letterwriting.pdf\" target=\"_blank\" rel=\"noopener\">Assessment Rubric for Letter Writing<\/a> to identify levels of key skills and understanding. Look for common needs among students to help plan future instructions and demonstrations to strengthen students\u2019 existing knowledge.<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t<div id=\"msw-one\" class=\"section\"><\/div>\n<h2 id=\"3_MODELLED_AND_SHARED_WRITING\">3. MODELLED AND SHARED WRITING <\/h2>\n\n\t\t\t<p><strong>Time:<\/strong> three sessions of approximately 20 minutes each<br>\n\t\t\t<strong>Grouping:<\/strong> whole class<br>\n\t\t\t<strong>Materials:<\/strong> chart paper and markers<\/p>\n\t\t   <strong><i>Choose a Topic<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Considering the texts <em>10 Things I Can Do to Help My World<\/em> and <em>How to be an Eco Class<\/em>, together choose a topic for writing from a shared experience where students have tried to make a difference. For example, a topic for writing could be always using both sides of a piece of paper.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">We are going to write a \nletter to our principal to \ntell her about how we \nhave been using both sides \nof our paper, and why \nwe\u2019ve been doing this.<\/p>\n\t\t\t\t\n\t\t\t\tTell students that you will all work together to write a letter telling the principal about how the class always uses both sides of the paper, and why.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"msw-two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"PLANNING_AND_RESEARCHING\">PLANNING AND RESEARCHING<\/h3>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Discuss with your partner one way that using both sides of the paper makes a difference to our world. This is a reason for us to use both sides of the paper, just like the reason for making window art in <em>Art for the Birds<\/em> was to protect the birds from hitting the window. We need to give our principal a reason why we&#8217;ve been using both sides of the paper.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to meet with a partner or small group and come up with one way that using both sides of the paper helps the world.<\/li>\n\t\t\t<li>Have partners or groups share their ideas with the class (e.g., \u201cWe do not have as much garbage.\u201d \u201cWe use less paper so we don\u2019t have to buy more.\u201d \u201cWe help save some trees. Trees keep our air healthy.\u201d).\n\t\t\t<\/li>\n\t\t\t<li>Recall with students the elements of a letter (greeting, message, closing).<\/li>\n\t\t\t<\/ul>\n\t\n\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> You may need to provide a supportive structure for a few students, for example, \u201cWhy do we want to use both sides of the paper? How does that make a difference to the world? What does it do for the amount of garbage and recycling in our school?\u201d<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Some students may have several ideas. Tell them they can write many ideas when they do their own writing about an action that they can do, but now they should choose their best ideas so that lots of people can share ideas about how using both sides of paper makes a difference to the world.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"msw-three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"DRAFTING\">DRAFTING<\/h3>\n\t\t\t<strong><i>Write the Letter<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">First we need to write the greeting to \nthe person we are writing our letter \nfor\u2014our principal. We can write the \nsame kind of greeting as in this letter \nto Ms. Lee, but we will need to put our \nprincipal\u2019s name here instead of hers.<\/p>\n\t\t\t\t\n\t\t\t\tExplain to students that the greeting is the first part of a letter that we write.\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">You told me that we need to save \ntrees by cutting down fewer trees, so \nwe use both sides of the paper. We \nmay want to say \u201cWe are making a \ndifference by using both sides of our \npaper.\u201d \u2018Are\u2019 is one of our word wall \n\nwords. Help me spell the word \u2018are.\u2019 I \nwill write \u2018make a difference.\u2019 Now you \nhelp me with the word \u2018by.\u2019<\/p>\n\t\t\t\t\n\t\t\t\tConfer with students on what the main message of the letter will be. Ask students to recall the reasons for using both sides of pieces of paper that they discussed in the Planning and Researching section. As students volunteer their ideas, write them down, sharing the pen with students occasionally and weaving in prompts for writing concepts. Vary your prompts to meet the range of writing development demonstrated in your classroom.\n\t\t\t<\/li>\n\t\t\t<li>Weave in comments about writing a letter. Prompts that may help include:\n\t\t\t<ul>\n\t\t\t<li>How do I start the letter to the principal? Let&#8217;s look at the letter Mr. Sloane&#8217;s class wrote.<\/li>\n\t\t\t<li>We have said that we are making a difference by using both sides of our paper. What other details could we add to explain why this will help to make a difference?<\/li>\n\t\t\t<li>How can we tell who wrote this letter? Where do we put our closing? <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t\n\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Ask students needing support to demonstrate concepts such as where to start writing and predicting a letter from the sound at the beginning of a word.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Writers ready for extension may be able to share the pen and write down a word or phrase, and engage in movement to the next line.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"msw-four\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"REVISING\">REVISING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Reread the letter aloud to make sure it makes sense and that all the information needed is there. Focus on the conventions of a letter.<\/li>\n\t\t\t<\/ul>\n\t\n\t<blockquote>\n\n<strong><i>Extending Writers:<\/i><\/strong> You may with to work with more advanced writers in a small group to make the letter clearer and to add more details. <br><br>\n\t\t\tConsider the following revision concepts: <ul>\n\t\t\t<li>Should ideas be added or deleted?<\/li>\n\t\t\t<li>Do we have our ideas in the correct order?<\/li>\n\t\t\t<li>What words could be improved with more interesting ones?<\/li>\n\t\t\t<li>Should these sentences be joined together?<\/li>\n\t\t\t<\/ul><p>Show students how to make changes and model your own thought processes as you make changes (e.g., \u201cI\u2019ll put a line through this word that we can change to make it sound better and write the new word above the crossed-out one.\u201d)<\/p>\n\n<\/blockquote>\n\n\t<div id=\"msw-five\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"EDITING\">EDITING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Read over the revised letter, checking the spelling and punctuation.<br>\n\t\t\t<\/li>\n\t\t\t<li>Reread the letter out loud, checking each item, one at a time. Consider some of the following prompts:\n\t\t\t<ul>\n\t\t\t<li>We need to check that word on the Word Wall. Can you find it?<\/li>\n\t\t\t<li>Let\u2019s say that word slowly to hear the beginning sound.<\/li>\n\t\t\t<li>Did we put a comma after \u2018Dear\u2019 and \u2018Sincerely\u2019 in the greeting and closing?<\/li>\n\t\t\t<li>Did we use capitals at the beginning of each sentence? <\/li>\n\t\t\t<li>Do we need a question mark here, since we are asking our principal a question? <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t<blockquote>\n\n<strong><i>Extending Writers:<\/i><\/strong> You may with to work with more advanced writers in a small group to begin building or add to an editing checklist. Add items gradually and check one item at a time.<br><br>\n\t\t\t<p><u>Spelling<\/u><br>\n\t\t\tUnderline spellings you\u2019re not sure of.<br>\n\t\t\tCheck spellings using the Word Wall.<\/p><p><u>Punctuation<\/u><br>\n\t\t\tAdd a capital letter to the beginning of each sentence.<br>\n\t\t\tAdd a period at the end of each statement.<br>\n\t\t\tAdd a question mark at the end of each question.<\/p>\n<\/blockquote>\n\n\t<div id=\"msw-six\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"SHARING_AND_PUBLISHING\">SHARING AND PUBLISHING<\/h3>\n\t\t\t<strong><i>Make a Final Copy<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Prepare a final version of the letter on chart paper. Reread with the students.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Reflect on Statements<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Take time to reflect on the message of the letter. Offer prompts:\n\t\t\t<ul>\n\t\t\t<li>What were the reasons we gave the principal for our action? <\/li>\n\t\t\t<li>Were there other reasons for using both sides of the paper that we forgot to mention? <\/li>\n\t\t\t<li>Is our explanation clear?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t<div id=\"giw-one\" class=\"section\"><\/div>\n\n\t\t\t<h2 id=\"4_GUIDED_AND_INDEPENDENT_WRITING\">4. GUIDED AND INDEPENDENT WRITING<\/h2>\n\t\t\t<p><strong>Time:<\/strong> two sessions of approximately 20 minutes <br>\n\t\t\t<strong>Grouping:<\/strong> whole class and individuals<br>\n\t\t\t<strong>Materials:<\/strong> paper and pencils for students<\/p>\n\n\t<div id=\"giw-two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"PLANNING_AND_RESEARCHING1\">PLANNING AND RESEARCHING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Tell students that they will be writing their own letter to the principal. Write three topics on the board.<br>\n\t\t\t<br>\n\t\t\t\t\n\t\t\t\t\n\n\n<table>\n\n            <tbody><tr>\n\t\t\t<td width=\"138\" valign=\"top\">Pick up garbage <\/td>\n\t\t\t<td width=\"163\" valign=\"top\">Turn out lights when leaving a room <\/td>\n\t\t\t<td width=\"155\" valign=\"top\">Recycle materials <\/td>\n\t\t\t<\/tr>\n\n<\/tbody><\/table>\n\n\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">If I choose recycling materials, I \nmight say that it will save energy by \nnot making more of something but \nreusing it instead. If you chose \u2018turn \nout the lights,\u2019 what might you say \nas the reason for the action? What \nabout for \u2018picking up garbage\u2019?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to choose one of the topics\u2014something that they do to make a difference\u2014and plan a letter to the principal. Remind them to include the three elements of a letter (greeting, message, and closing) and to include at least one reason in their message for doing the action. You may wish to sketch a chart on the board as shown below.<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\n\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th width=\"236\" height=\"24\"><p><strong> &nbsp;Action to make a difference <\/strong><\/p><\/th>\n\t\t\t<th width=\"236\"><p><strong> &nbsp;Reasons to do it<\/strong><\/p><\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"35\">&nbsp;<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\n\t<div id=\"giw-three\" class=\"section\"><\/div>\n\t\n<h3 id=\"DRAFTING1\">DRAFTING<\/h3>\n\t\t\t<strong><i>Write the Letter<\/i><\/strong>\n\n\t\t\t<ul>\n\t\t\t<li>Remind students to use their planned ideas to write their letter to the principal. Encourage students to include details and reasons for how their action makes a difference.<\/li>\n\t\t\t<\/ul>\n\t\t\n\n<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form a small guided-writing group for students needing extra support to put their ideas into letter format. If students need extra support, you may consider scribing their ideas with frequent rereadings to see if they have clarified the elements of a letter to include. Alternatively, you could provide a sentence starter (e.g., \u2018I decided to \u2026\u2019) Have the student tell you what they did to make a difference.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Encourage these writers to add additional information and details to their letter. Students may wish to include a persuasive appeal to the principal to encourage other classes to take the same action, as in the letter in <em>Art for the Birds<\/em>. If so, point out to students how the letter includes a question and supporting reason for the principal.<\/p>\n\n<\/blockquote>\n\t\t\t<div id=\"giw-four\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"REVISING1\">REVISING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Have students reread their letters and ask themselves if they have included all of the information needed for the principal to understand their \u2018making a difference\u2019 action. You may wish to have students form pairs to reread their letters and provide feedback to each other. Some prompts include:\n\t\t\t<ul>\n\t\t\t<li>Do all of my sentences make sense?<\/li>\n\t\t\t<li>Should I add more details or reasons to help explain my action?<\/li>\n\t\t\t<li>Should something be deleted that is not necessary? <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\n\t<\/ul><blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form a small group as necessary to reread each letter and provide group suggestions for adding or deleting information and checking that each sentence makes sense.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> You may decide to work with more advanced writers in a small group and encourage them to add more details and supporting reasons.<\/p>\n\n<\/blockquote>\n\t\t\t\n\t<div id=\"giw-five\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"EDITING1\">EDITING<\/h3>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li>Ask students to check their letters for spelling and punctuation using the Word Wall and other resources.<br>\n\t\t\t<\/li>\n\t\t\t<li>Ask students to check that each sentence is complete and starts with a capital.\n\t\t\t<\/li>\n\t\t\t<li>Remind students that the greeting and closing need capital letters, as do all names.\n\t\t\t<\/li>\n\t\t\t<li>Remind students of proper punctuation: questions should end with question marks and statements should end with periods. <\/li>\n\t\t\t<\/ul>  \n\t\t\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form a small group as necessary to reread and correct punctuation and spelling. Model the use of the Word Wall.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Encourage more advanced writes to use the Editing Checklist to edit their letters.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"giw-six\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"SHARING_AND_PUBLISHING1\">SHARING AND PUBLISHING<\/h3>\n\t\t\t<p><strong>Time:<\/strong> two sessions of approximately 15 minutes each<br>\n\t\t\t<strong>Grouping:<\/strong> small groups and individuals  <\/p>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Remember to look at the \nperson who is reading to you \nand to tell them what you \nliked about their letter.<\/p>\n\t\t\t\t\n\t\t\t\tDivide the class into small groups and encourage them to share their letters with group members. Emphasize the importance of listening to each other and providing positive feedback.<br>\n\t\t\t<span class=\"body_Italics\">\n\t\t\t<\/span><\/li>\n\t\t\t<li>Ask students to make final copies of their letters to be given to the principal.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t\t\t<h2 id=\"5_ASSESSMENT_AND_SELF-EVALUATION\"> 5. ASSESSMENT AND SELF-EVALUATION <\/h2>\n\t\t\t<p><strong>Time:<\/strong> 10 minutes if done as a class, or a few minutes per student if done in centres <br>\n\t\t\t<strong>Grouping:<\/strong> whole class and individuals<br>\n\t\t\t<strong>Materials:<\/strong> Self-Assessment: Letter Writing BLM and Assessment Rubric for Letter Writing BLM      <\/p>\n\t\t\t\n\t\t\t<strong><i>Reflection and Self-Evaluation<\/i><\/strong>\n\n\t\t\t<ul>\n\t\t\t<li>Ask students to reflect on their published letters as a class. <br>\n\t\t\tRaise questions such as:\n\t\t\t<ul>\n\t\t\t<li>What things do you think we did well?<\/li>\n\t\t\t<li>How could we make our letters better?<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li><li>Ask students to reflect on their letters using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/selfassess_letterwriting.pdf\" target=\"_blank\" rel=\"noopener\">Self-Assessment: Letter Writing BLM<\/a>  (e.g., What did I do well? How could I make my letter better?).<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Assessment<\/i><\/strong>  <ul>\n\t\t\t<li>Using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessrubric_letterwriting.pdf\" target=\"_blank\" rel=\"noopener\">Assessment Rubric for Letter Writing BLM<\/a>, document each student\u2019s growth in writing a letter, noting the skills and understandings that he or she is demonstrating. If you had students write a Pre-Assessment piece, compare it with the student\u2019s final letter to assist you in noting areas of growth.<\/li>\n\t\t\t<\/ul>\n\n<\/div>\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>The letter is a basic form of personal communication. It can be used for many purposes: to describe, to explain, to share a story, to persuade, to instruct, or to retell. This brief text-type writing study focuses on letter writing conventions. Students can apply their learning by writing a letter to tell about how something [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":1263,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1386","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1386","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=1386"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1386\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1263"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1386"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}