{"id":1276,"date":"2021-12-07T21:43:05","date_gmt":"2021-12-08T02:43:05","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1276"},"modified":"2022-04-06T16:47:32","modified_gmt":"2022-04-06T20:47:32","slug":"how-do-dinosaurs-go-to-school","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/being-responsible-2\/how-do-dinosaurs-go-to-school\/","title":{"rendered":"Shared Reading: How Do Dinosaurs Go to School?"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t<strong>Written by Jane Yolen<br>\n\t\tIllustrated by Mark Teague<br><\/strong><br>\n\n\t\t\t<strong>Text Type:<\/strong>\n\n\t\t\tFiction: Description\u2014Rhyming Poem\n\n\t\t\t<br>\n\t\t\t<br>\n\t\n\t<p><strong>Summary:<\/strong> This delightful rhyming text presents scenarios where dinosaur characters behave inappropriately and break several school and classroom rules. By the end of the text the dinosaurs contribute positively to the classroom and playground environment by following the rules.<\/p>\n\t\n\t<strong>Text Features<\/strong><br>\n\t<strong>Print Concepts<\/strong><br>\n\t\t\t<p>\u2022 enlarged initial capital<br>\n\t\t\t\u2022 placement of print in varying locations on the page<br>\n\t\t\t\u2022 return sweep on sentences on each page <br>\n\t\t\t\u2022 repetitive language <br>\n\t\t\t\u2022 punctuation: ellipses, periods, commas, question marks, and apostrophes <strong><\/strong><\/p>\n\t<strong>Visual Literacy<\/strong>\n\t\t\t<p>\n\t\t\t\u2022 two-page illustrations\n\t\t\t<\/p>\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\n\t<h2 id=\"FIRST_READING\">FIRST READING<\/h2>\n\t\t\t<strong>Reading Strategies\tComprehension<\/strong>\n\t\t\t<p>\n\t\t\t\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\t&nbsp;&nbsp;(Self-Monitoring, Making Connections, Predicting, Analyzing, Inferring, Evaluating)<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/predicting<\/p>\n\t\n\t<strong>Working with Words<\/strong>\n\t\t\t<p>\n\t\t\t\u2022&nbsp;comprehending vocabulary from context and pictures<\/p>\n\t\n\t<strong>Assessment Opportunities<\/strong><br>\n\t\t\t<p>\n\t\t\tNote each student&#8217;s ability to:<br>\n\t\t\t\u2022 attend to print<br>\n\t\t\t\u2022 infer meaning from pictures<br>\n\t\t\t\u2022 make predictions and analyze to check<br>\n\t\t\t\u2022 apply the inquiry question to a the school setting<br>\n\t\t\t<\/p>\n\t<p><strong>Time:<\/strong>\n\tapproximately 20-25  minutes<\/p>\n\t\n\t\n\n\t<div id=\"Section-Before-One\"><\/div>\n\n<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\n\t\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong>\n\t\t\t\n\t\t\t<ul>\n\t\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">We&#8217;ve learned about responsibilities we\n\t\t\t\thave at home. What types of\n\t\t\t\tresponsibilities do you have? Who decided\n\t\t\t\ton those tasks? Why do you think the\n\t\t\t\ttasks are important in your household?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think of what      they have learned so far about why we have rules and responsibilities at      home. [Self-monitoring]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Today we are going to read a book that\n\t\t\tfocuses on rules and responsibilities at\n\t\t\tschool. What types of responsibilities do\n\t\t\tyou have at school? Are these\n\t\t\tresponsibilities the same or different\n\t\t\tfrom the ones you have at home? Does a\n\t\t\tteacher have the same responsibilities as\n\t\t\ta student?<\/p>\n\t\t\t\t\n\t\t\t\tTell students you will be      sharing a book with a school setting where students encounter rules and      responsibilities.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n<br>\n\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t\n\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Our classroom is a great place to be. I\n\t\t\tthink this is true because we care about\n\t\t\teach other. What qualities do you think\n\t\t\tmake our classroom such a great place?<\/p>\n\t\t\t\t\n\t\t\t\t\tDiscuss the qualities that make the class and school a great place to be. Suggestions might include\n\t\t\tco-operation, sharing, caring for others, consideration, respect for others and their property, taking turns, collaborating, safe\n\t\t\trisk-taking, fun, etc.<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t\t<li><p class=\"speach-bubble left\">One of the reasons our classroom is a great place is because we have a set of rules for all of us to follow. One of our rules is &#8216;you must keep you hands and feet to yourself.&#8217; What are some other classroom rules?<\/p>\n\t\t\t\t\t\n\t\t\t\t\tTurn the discussion toward      classroom and school rules. <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Create a list of students\u2019 suggestions.      Ask students to explain why we have each rule and what might happen if we      don\u2019t follow the rule. [Evaluating]<br><br>\n\n\t\t\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th><p><strong> &nbsp;Classroom\/School &nbsp;Rule<\/strong><\/p><\/th>\n\t\t\t<th><p><strong>&nbsp;Why do we have &nbsp;this rule?<\/strong><\/p><\/th>\n\t\t\t<th><p><strong>&nbsp;What might happen &nbsp;if we   don\u2019t follow\n\t\t\t&nbsp;this rule?<\/strong><\/p><\/th>\n\t\t\t<\/tr>\n\t\n\t\t\t<tr>\n\t\t\t<td>&#8211; keep your hands <br>\n\t\t\tand feet to yourself<\/td>\n\t\t\t<td>&#8211; safety: everyone <br>\n\t\t\tfeels safe <\/td>\n\t\t\t<td>&#8211; people would get hurt<\/td>\n\t\n\t\t\t<\/tr>\n\t\t\t<\/tbody><\/table>\n\n\t\t\t<\/figure>\t\n\n\t\t\t\t\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Let&#8217;s think about the question &#8216;How do\n\t\t\tdinosaurs go to school?&#8217;. Do you think\n\t\t\tdinosaurs would obey or follow school and\n\t\t\tclassroom rules? Why or why not? What rules\n\t\t\tmight dinosaurs have problems following?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the front and back cover of <em>How Do Dinosaurs Go to      School?<\/em>. Read the title and the names of the author and illustrator.      Point out that the title is written as a question. Have students think      about the question posed by the title. [Analyzing\/predicting]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Have students turn to a partner to discuss their predictions. Encourage students to record their predictions then ask them to share their predictions with the class. [Predicting]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t<strong><i>Setting a Purpose for Reading<\/i><\/strong>\t\t\n\t\t\t<ul>\n\t\t\t<li>Ask students to read the book      with you to check their predictions about how the dinosaurs do at school.      [Analyzing\/predicting]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-During-One\"><\/div>\n\n\n<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Begin reading <em>How Do Dinosaurs Go to School?<\/em> and      invite students to join-in. (Since the text has a rhythmical flow and      plenty of visual clues, students will likely join-in quickly. The rhyming      pattern encourages participation.) Track the words with your finger or a      pointer. When you come to enlarged type or ellipses, change your voice to      show emotion.<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Pause to discuss any vocabulary      that might require clarification, e.g., \u2018car pool,\u2019 \u2018fuss,\u2019 \u2018roughhouse,\u2019 \u2018interrupt,\u2019      \u2018fidget,\u2019 and \u2018chalk talks.\u2019<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Why is the dinosaur yelling? What\n\t\t\tdo you think he is saying? Do you\n\t\t\tthink the other students are excited\n\t\t\tfor him? How do you know?<\/p>\n\t\t\t\t\n\t\t\t\tContinue reading to pages 14\u201315.      Pause and have students interpret what is happening in the picture. [Inferring] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s look at the word &#8216;No&#8217;. It is followed by three periods. This mark is called an ellipsis. Authors use an ellipsis to show that words have been left out, a pause in the text, or a sudden leap from one topic to another. So far, the poem has been a series of questions about the dinosaurs. What do you predict will happen in the remainder of the text? Turn to a partner and share what you think will happen next.<\/p>\n\t\t\t\t\t\n\t\t\t\t\tPause on page 24 to discuss      \u2018No\u2026\u2019. Explain the purpose of an ellipsis and how this might change the story.      Invite students to make predictions about the remainder of the text.      [Predicting]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t<div id=\"Section-After-One\"><\/div>\n\n<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Confirm students\u2019 predictions      about the remainder of the text. Discuss how the sentences changed from      questions to statements after the ellipsis and how the dinosaurs\u2019      behaviour changed from disobeying the school rules to following the school      rules. [Predicting\/analyzing]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble left\">Let&#8217;s look at each page at the beginning\n\t\t\tof the book. What rule was the dinosaur\n\t\t\tdisobeying? At the end of the book, what\n\t\t\trule was the dinosaur following? Were\n\t\t\tour predictions correct about the rules\n\t\t\twe thought would be a problem for dinosaurs?<\/p>\n\t\t\t\t\t\n\t\t\t\t\tReview each two-page spread and      have students explain what rules the dinosaur was either disobeying or      following. [Analyzing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\t\n\t<h2 id=\"SECOND_READING\">SECOND READING<\/h2>\n\t\n\t<strong>Reading Strategies Comprehension<\/strong><br>\n\t\t\t\n\t\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\t&nbsp;&nbsp;(Analyzing, Making Connections, Inferring, Evaluating, Synthesizing)<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Making Connections\/evaluating<\/p>\n\n\t<strong>Working with Words<\/strong>\n\t\n\t\t\t<p>\u2022 learning high-frequency words<\/p>\n\n<strong>Assessment Opportunities<\/strong><br>\n\t\n\t\t\t<p>\n\t\t\tNote each student&#8217;s ability to:<br>\n\t\t\t\u2022 participate in reading along with you <br>\n\t\t\t\u2022 discuss the text with a partner<br>\n\t\t\t\u2022 make connections between the text and personal experiences<br>\n\t\t\t\u2022 evaluate by providing an opinion and a reason to justify it<\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong>\n\t\t\t\tapproximately 15\u201320 minutes<\/p>\n\t\t\t\n\n\t<div id=\"Section-Before-Two\"><\/div>\n\n\t<h3 id=\"BEFORE_READING1\">BEFORE READING<\/h3>\n\n<strong><i>Revisiting the Inquiry Focus<\/i><\/strong>\n\t\t\t\t\t\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Before we read today, I want you to\n\t\t\tthink about other rules we have here at\n\t\t\tschool, on the playground, or in our\n\t\t\tclassroom that were not in the book.\n\t\t\tShare your ideas with a partner and tell\n\t\t\tyour partner why you think this rule is\n\t\t\tan important one.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to suggest other      school, playground, or classroom rules that do not appear in this text.      Encourage students to think about the purpose of each of these rules.<\/li>\n\t\t\t<\/ul>\n\t\n\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Have you ever broken a rule? Why? How did you\n\t\t\tfeel? What happened as a result of your actions\/\n\t\t\tbehaviour? What was the consequence (penalty)?\n\t\t\tHow do you feel when you follow a rule? What are\n\t\t\tthe results of this behaviour?<\/p>\n\t\t\t\t\n\t\t\t\tHave students think about why      someone might break a rule and what the consequences of this action might      be. Pair students to share ideas with a partner. [Making connections]<\/li>\n\t\t\t<\/ul>\n\t\t\t\t\t\t\n\t<strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">As we read the poem again, I want you\n\t\t\tto consider why rules are necessary.\n\t\t\tFocus on what happens when the dinosaurs\n\t\t\tdisobey the rules and what happens when\n\t\t\tthe dinosaurs follow the rules.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the story      with you and consider why rules in a school or at home might be necessary.      [Making connections\/\n\n\t\t\tevaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-During-Two\"><\/div>\n\t\t\t\t\n\t\t\t\t<h3 id=\"DURING_READING1\">DURING READING<\/h3>\n\t\t\n\t\t\t<ul>\n\t\t\t<li>As you reread the book with      students, track print, but also ask individual students to come up and      track a page or two of print. Most students should be joining-in more      confidently during the second reading.<strong><\/strong><\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">There are many questions in this book. When we read a question, we need to raise our voice at the end to show that it is a question. Let&#8217;s practise reading the first question two ways. The first time, we will read it without changing the tone of our voice and the second time we will raise our voice. Which way sounds like you are asking a question? Let&#8217;s remember to use this information as we read the remainder of the text.<\/p>\n\t\t\t\t\n\t\t\t\tPause on page 5 to discuss how      to read a question. [Analyzing]\n\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\" style=\"clear: both;\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">The words on this page are in capital\n\t\t\tletters. Why do you think the author\n\t\t\tused all capital letters here? When I\n\t\t\tam reading this page, what do I need\n\t\t\tto do with my voice? How do I read this\n\t\t\tpage the way the author intended it to\n\t\t\tbe read?<\/p>\n\t\t\t\t\n\t\t\t\tPause on pages 14\u201315 to discuss      how to read capitalized words. [Analyzing]<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">We talked about the ellipsis in the last\n\t\t\tlesson. How do I read this punctuation\n\t\t\tmark so that it sounds the way the\n\t\t\tauthor intended? Let&#8217;s try it together.<\/p>\n\t\t\t\t\n\t\t\t\tPause on page 24 to review the      ellipsis and discuss how to read this punctuation mark. [Analyzing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-After-Two\"><\/div>\n\n\t\t\t\t<h3 id=\"AFTER_READING1\">AFTER READING<\/h3>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li>Ask students to join with a      partner to discuss the difference between when the dinosaurs followed the      rules and when they disobeyed the rules. Invite students to draw a picture      of one situation and add a label to note the rule. [Analyzing\/inferring]<br>\n\n\t\t\t<\/li>\n\t\t\t<li> Create groups of four and provide students with the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/how_do_dinos_sort.pdf\" target=\"_blank\" rel=\"noopener\">How Do Dinosaurs Go to School? S<\/a><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/how_do_dinos_sort.pdf\" target=\"_blank\" rel=\"noopener\">orting Activity BLM<\/a>. Ask students to read each strip and sort the phrases into groups, e.g., breaking a rule, following a rule, classroom rules, school rules, etc. Have groups choose one phrase, come up with a rule for it, and discuss why the rule is necessary. [Synthesizing] <\/li>\n\t\t\t<\/ul>\n\t\t\t\n<strong><i>Working with Words<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>There are ten words on the Grade      One high-frequency word list\u2014\u2018does,\u2019 \u2018down,\u2019 \u2018for,\u2019 \u2018friend,\u2019 \u2018help,\u2019 \u2018his,\u2019      \u2018how,\u2019 \u2018make,\u2019 \u2018school,\u2019 and \u2018when\u2019\u2014that appear in the book. Introduce      each one separately and have students be word detectives, looking for the      words throughout the text.<br>\n\t\t\t<br>\n\t\t\tModel how to find \u2018does\u2019 on page 5 and frame it using Wikki Stix, a cardboard word frame, or coloured acetate strips. Invite students to find \u2018does\u2019 and continue reading the text, looking for the word on other pages. Have students count the number of times \u2018does\u2019 is used in the text.<br>\n\t\t\t<br>\n\t\t\tDo a brief activity to help students to remember the letter formation of the word (e.g., cheerleader chant\u2014\u201cGive me a \u2018d\u2019!\u201d <em>\u201cd\u201d<\/em>; \u201cGive me an \u2018o\u2019!\u201d; etc.\u2014until \u201cWhat have you got?\u201d <em>\u201cdoes\u201d<\/em>)<em>.<\/em> You might also ask students to use the word \u2018does\u2019 in a sentence, e.g., \u2018What time does it get dark in the winter?\u2019. Continue the same procedure with other high-frequency words.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<div id=\"Section-Four\" class=\"section\">\n\t\n<h2 id=\"THIRD_READING\">THIRD READING<\/h2>\n\t\n\t\t\t<strong>Reading Strategies\n\t\t\tComprehension<\/strong>\n\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson (Making\t\t\tConnections, Inferring, Evaluating, Synthesizing) the comprehension purpose for reading focuses on Inferring<\/p>\n\t\n<strong>Working with Words<\/strong>\n\t\n\t\t\t<p>\u2022 building words<\/p>\n\t\t\t<strong>Assessment Opportunities<\/strong><br>\n\t\t\t<p>Note each student&#8217;s ability to:<br>\n\t\t\t\u2022 show interest in the inquiry<br>\n\t\t\t\u2022 participate in reading along with you<br>\n\t\t\t\u2022 demonstrate understanding by dramatizing parts of the text<br>\n\t\t\t\u2022 make inferences about how characters felt<br>\n\t\t\t\u2022 build words<\/p>\n\t\t\t<p><strong>Time:<\/strong>\n\t\t\t\tapproximately 20\u201325 minutes<\/p>\n\n\t<div id=\"Section-Before-Three\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING2\">BEFORE READING<\/h3>\n\t\t\t\n<strong><i>Revisiting the Inquiry Focus<\/i><\/strong>\n\t\n\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">From this book, what did you learn about why we need rules and responsibilities? (e.g., rules are important in our school and classroom, rules help create a good learning environment, not everyone follows the rules)<\/p>\n\t\t\t\t\n\t\t\t\tHave students explain what they      learned from this text about why we need rules and responsibilities.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s think about how disobeying or not\n\t\t\tfollowing rules might affect others. When you\n\t\t\tbreak a rule, does it affect only you or does it\n\t\t\taffect other people? Think of an example and\n\t\t\tshare your example with a partner. How does\n\t\t\tfollowing rules affect you and other people?<\/p>\n\t\t\t\t\n\t\t\t\tHave students think about who      is affected if school or classroom rules are not followed. [Making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">How would you feel if you had your hand up\n\t\t\tto answer a question and someone else\n\t\t\tyelled out the answer? Or, if you were\n\t\t\tplaying soccer with your friends and older\n\t\t\tstudents grabbed the ball away from you?\n\t\t\tHow do you think the teacher might feel\n\t\t\twhen rules are disobeyed? Why?<\/p>\n\t\t\t\t\n\t\t\t\tContinue the conversation by      asking questions that focus on feelings.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n<strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">As we read the book again, think about\n\t\t\thow the teacher and children are feeling\n\t\t\twhen the dinosaurs do or don\u2019t follow\n\t\t\tthe rules. Also think about why certain\n\t\t\trules are important in the school and in\n\t\t\tthe classroom.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the story      with you and look carefully for clues in the illustrations to discover how      the characters are feeling throughout the text. [Inferring]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-During-Three\"><\/div>\n\n\t\t\t<h3 id=\"DURING_READING2\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>    Encourage participation as you      read the text together. Since the language is quite repetitive and there      is good picture support, students will be able to join-in with part or all      of this third reading.<strong><\/strong><br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>\n<p class=\"speach-bubble left\">As we come to each page, read the text and look carefully at the illustrations for the expressions on the kids&#8217; and teachers&#8217; faces and their body language, or how they&#8217;re holding their bodies. Think about how they are feeling and how the dinosaurs&#8217; actions are affecting other people.<\/p>\n\t\t\t\t\n\t\t\t\tRead the text and model how to      examine the illustration for clues about how the characters are feeling.      Discuss your observations. Have students use the text and illustrations to      determine how the characters are feeling at different points in the text.      [Inferring\/evaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-After-Three\"><\/div>\n\n\t\t\t<h3 id=\"AFTER_READING2\">AFTER READING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>    Choose several pages where      rules are being broken (e.g., roughhousing and punching, interrupting when      others are speaking, yelling out, and making noises when others are      working) or when rules are being followed (e.g., helping classmates,      tidying desk). Have students discuss how the students or teacher are      feeling in the illustration. [Inferring]<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble left\">With your partner, decide who will play the\n\t\t\tdinosaur and who will play the adviser. Choose one\n\t\t\tof the pages from the text and role-play what the\n\t\t\tdinosaur is doing. Then the adviser will stop the\n\t\t\taction and the dinosaur will listen to his\/her\n\t\t\tadvice. Provide ideas about how the dinosaur\u2019s\n\t\t\tactions were affecting others and how things could\n\t\t\tbe changed. Explain why the rule is important.<\/p>\n\t\t\t\t\n\t\t\t\tPair students with a partner      and have them role-play a situation from the text. One partner can be the      dinosaur and the other partner can be a student adviser (the person who      provides advice about following school\/classroom rules). Provide time for      students to practise their role-plays and then assign several pairs to      demonstrate for the class. From the advice given, create a list of reasons      for school and classroom rules, e.g., safety, order, co-operation,      respect, protection, care for others, health, etc. [Inferring\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n<strong><i>Working with Words<\/i><\/strong>\n\t\t\t\t\t\t<ul>\n\t\t\t<li>For a <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/www_demolesson.pdf\" target=\"_blank\" rel=\"noopener\">demonstration lesson<\/a>  for the following      word solving and building activity, see <em>Literacy Place for the Early Years Grade One Working with Words      Guide<\/em>, pp. 71\u201374. See also the reproducible <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/www_largelettercards.pdf\" target=\"_blank\" rel=\"noopener\">large letter cards<\/a>  and <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/www_smalllettercards.pdf\" target=\"_blank\" rel=\"noopener\">small letter cards<\/a> on pp. 155\u2013172 of the <em>Grade One<\/em> <em>Working with Words Guide<\/em>. [Building words]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t<p><strong><i>Key Word:<\/i><\/strong>\n\tInterrupts<\/p>\n\t<p><strong><i>Context:<\/i><\/strong>\n\t<em>How Do Dinosaurs Go to School?<\/em>, page 13<\/p>\n\t\n\t<strong><i>Building Words<\/i><\/strong>\n\t\n\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<td width=\"28\" valign=\"top\">in<br>\n\t\t\tup<br>\n\t\t\tis\n\t\t\t<br>\n\t\t\t<br>\n\t\t\t<br>\n\t\t\t<br>\n\t\t\t<br>\n\t\t\t<p><\/p><\/td>\n\t\t\t<td width=\"36\" valign=\"top\">tin<br>\n\t\t\tpin<br>\n\t\t\tpun<br>\n\t\t\tpen<br>\n\t\t\tten<br>\n\t\t\trip<br>\n\t\t\ttip<br>\n\t\t\trun<br>\n\t\t\tsum<br>\n\t\t\tnut<br>\n\t\t\tpit<br>\n\t\t\tnip<br>\n\t\t\t<p><\/p><\/td>\n\t\t\t<td width=\"43\" valign=\"top\">rent<br>\n\t\t\ttemt<br>\n\t\t\tsent<br>\n\t\t\tstun<br>\n\t\t\tputt<br>\n\t\t\ttint<br>\n\t\t\tspin<br>\n\t\t\tturn<br>\n\t\t\truin<br>\n\t\t\tpunt<br>\n\t\t\ttrip<br>\n\t\t\tripe<br>\n\t\t\tspun<\/td>\n\t\t\t<td width=\"46\" valign=\"top\">ripen<br>\n\t\t\tprint<br>\n\t\t\terupt<br>\n\t\t\tspine<br>\n\t\t\tstint<br>\n\t\t\tturns<br>\n\t\t\tpurrs<\/td>\n\t\t\t<td width=\"51\" valign=\"top\">putter<br>\n\t\t\tpunter<br>\n\t\t\tsprint<\/td>\n\t\t\t<td width=\"52\" valign=\"top\">printer<\/td>\n\t\t\t<td width=\"60\" valign=\"top\">sprinter<br><\/td>\n\t\t\t<td width=\"62\" valign=\"top\">interrupt<br><\/td>\n\t\t\t<td width=\"65\" valign=\"top\">interrupts<\/td>\n\t\t\t<\/tr>\n\t\t\t<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\n\t\t\t\n\t<strong><i>Word Pattern Sorts<\/i><\/strong>\n\t\t\n\n            <figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t\n\t\t\t<th>rhyming pattern \u2018un\u2019<\/th>\n\t\t\t<th>rhyming pattern \u2018ent\u2019<\/th>\n\t\t\t<th>rhyming pattern \u2018int\u2019<\/th>\n\t\t\t<th><p>Words ending in \u2018er\u2019<\/p><\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td>run<br>\n\t\t\tpun<br>\n\t\t\tsun<br>\n\t\t\tspun<br>\n\t\t\tstun<\/td>\n\t\t\t<td width=\"116\" valign=\"top\">rent<br>\n\t\t\ttent<br>\n\t\t\tsent<\/td>\n\t\t\t<td valign=\"top\">tint<br>\n\t\t\tprint<br>\n\t\t\tstint<br>\n\t\t\tsprint<\/td>\n\t\t\t<td valign=\"top\"><p>putter<br>\n\t\t\tprinter<br>\n\t\t\tpunter<br>\n\t\t\tsprinter<\/p><\/td>\n\t\t\t<\/tr>\n\t\t<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\t\t\n\t<strong><i>Transfer to a Reading Context<\/i><\/strong><i><br><\/i>\n\t\t\t\n\t\t\t&#8211; fun <em>(We had fun at the birthday party.)<\/em><br>\n\t\t\t&#8211; hint (<em>I\u2019ll give you a hint to help you guess.)<\/em><br><br>\n\t\t\t\n\t\n\t<strong><i>Transfer to a Writing Context<\/i><\/strong><br>\n\t\t\t\n\t\t\t&#8211; spent <em>(I want to write \u2018I spent ten dollars at the grocery store.\u2019 Which rhyming\tpattern will help me spell \u2018spent\u2019?<\/em>)<br>\n\t\t\t&#8211; helper <em>(I want to write \u2018Jason is our helper of the week.\u2019 I know how to spell \u2018help.\u2019 What ending do I need to add?)<\/em>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t\t\t\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\t\t\t\n\t\t\t<p>Many texts benefit from being reread with students to enable the books to become familiar and to increase participation in the shared reading. Share the pointer with students so that they demonstrate how to track print in the big book or on your interactive whiteboard.<\/p>\n\t\t\t<p><strong><span class=\"Teaching_Tip\">Teaching Tip:<\/span><\/strong> \n\t\t\tRereadings can occur with a whole-class group or in small groups. If you have students who need more support, consider a small-group session using the small versions of the text to provide more individualized assistance.<\/p>\n\t\t\t<p>In each rereading, select ideas from the following three areas based on the needs of your students:<br>\n\t\t\t<\/p>\n\t\t\t<strong><i>Print Concepts, Book Handling, and Text Features<\/i><\/strong>\n\t\t\t\t\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Where do we start reading? Where is the first letter in that word? (Point to this letter.) Where do we move to now? (Return sweep to the next line.) Look at the top of the page.<\/p>\n\t\t\t\t\n\t\t\t\tEncourage students to      participate in using the pointer to track print. Their confidence will develop as the text becomes more familiar. Offer prompts to refine and expand      print concepts. [Tracking print]<br>\n<\/li>\n\t\t\t<li>On each page of the text, a      dinosaur name is hidden in the picture. Use the Pronunciation Key to share      the names with the students. Practise saying the names together. [Text features]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n<br>\n\t\n<strong>Pronunciation Key for Dinosaurs<\/strong><br>\nDinosaurs are listed in the order presented in the book<p>\n\t\n\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\t\n\t\t\t<tbody><tr><td width=\"110\" height=\"167\" scope=\"col\"><ul>\n\t\t\t<li>Centrosaurus<\/li>\n\t\t\t<li>Ceratosaur<\/li>\n\t\t\t<li>Segnosaurus;<\/li>\n\t\t\t<li>Stygimoloch<\/li>\n\t\t\t<li>Herrerasuar<\/li>\n\t\t\t<li>Silvisaur<\/li>\n\t\t\t<li>Monolophosaurus<\/li>\n\t\t\t<li>Diplodoc<\/li>\n\t\t\t<li>Dsungaripterus<\/li>\n\t\t\t<li>Iguanodon<\/li>\n\t\t\t<\/ul><\/td>\n\t\t\t<td width=\"210\" scope=\"col\"><ul style=\"list-style:none;padding:0px\">\n\t\t\t<li>SEN-tro-SAWR-us<\/li>\n\t\t\t<li>ser-RAT-uh-SAWR-us<\/li>\n\t\t\t<li>SEG-noh-SAWR-us<\/li>\n\t\t\t<li>STIJ-eh-MOLL-uk<\/li>\n\t\t\t<li>huh-RARE-ah-SAWR-us&nbsp;<\/li>\n\t\t\t<li>SILL-vah-SAWR-us&nbsp;<\/li>\n\t\t\t<li>MON-oh-LOAF-oh-SAWR-us<\/li>\n\t\t\t<li>di-PLOD-o-kus<\/li>\n\t\t\t<li>jung-GER-i-TER-us<\/li>\n\t\t\t<li>ig-WAHN-oh-don<\/li>\n\t\t\t<\/ul><\/td>\n\t\t\t\t<\/tr><\/tbody><\/table>\n\n<\/figure>\n<strong><i>Focusing on Comprehension<\/i><\/strong>\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\n<ul>\n<li> \n\n<p class=\"speach-bubble speach-bubble-long left\">Can a rule ever change? I want you to think about\n\t\t\tsome of our recess rules. Most of the time, it is\n\t\t\tokay to play on the field. What happens to this\n\t\t\trule when it is wet or muddy? Can you think of\n\t\t\tany of the rules on our list that might need to\n\t\t\tchange for a special reason?<\/p>\n\n\nInvolve students in a discussion about the possibility of rules changing. Share various scenarios and discuss why the rule might need to change. Have students identify the rule and explain when and why it might need to change.<\/li>\n\n\t\t\t\n\n\t\t\t\n\n\n<li>\n<p class=\"speach-bubble left\">Are there any rules that you used to\n\t\t\thave that you don\u2019t have any more?\n\t\t\tCan you think of a time in your life\n\t\t\twhen a rule changed?<\/p>\n\nContinue this discussion by having students identify rules that may have changed as they got older.\n<\/li>\n\n\t\t\t<\/ul>\n<ul>\n<li>Discuss responsibilities at home and at school with the students. Create Venn Diagrams showing similarities and differences between home and school responsibilities. Encourage students to identify different roles and responsibilities (e.g., at home\u2014parent\u2019s job\/my job or at school\u2014my job\/teacher\u2019s job). <\/li>\n\t\t\t<\/ul>\n\n<ul>\t\t\t\n<li>Encourage students to interview      parents or grandparents about rules at their workplace. Have students      compare the workplace rules with school\/classroom rules. <\/li>\n\n\t\t\t<\/ul>\n<strong><i>Working with Words<\/i><\/strong>\n\n<ul>\n<li> Explain that compound words are two smaller words which are put together to create one larger word. Examples of compound words include \u2018baseball,\u2019 \u2018doormat,\u2019 \u2018housecoat,\u2019 \u2018birdhouse,\u2019 etc. Reread the text to find examples of compound words (e.g., \u2018classroom,\u2019 \u2018roughhouse,\u2019 and \u2018classmate\u2019). Have students brainstorm other compound words. You might challenge students to play the Compound Concentration Game (see the Oral Language Games section of the Grade One Oral Language Kit) where they create various compound words.<\/li>\n\n\t\t\t<\/ul>\n\n\n\t\t\t\t<ul>\n<li>Reread the text to find the action words (verbs) on each page. Make a list of the words and decide on actions for each word. Read the text again and pause after each action      word is read so students can act out the word.<\/li>\n\n\t\t\t<\/ul>\n\t<ul>\n\t\t\t<li>Invite students to play Action Charades with a partner. One student chooses an action word (see the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/action_charades.pdf\" target=\"_blank\" rel=\"noopener\">Actions Charades BLM<\/a>) and acts out      the word. The other partner guesses the verb.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong><span class=\"Teaching_Tip\">Teaching Tip:<\/span><\/strong>  After several rereadings, the big book, six small books, and the Media Key with the fluent reading of the text can be placed in the classroom for independent exploration. They can be used for rereading and practice with tracking print, for building fluency of an increasingly familiar text, and for extending comprehension through story retelling. Provide puppets or masks to help students act out the scenarios in the story.\n\t\t\t\n\t\t\t<\/p>\n\t\n\t\t\t\t\n\t<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\n\t<p>You may consider using some of the following suggestions to extend the inquiry.<\/p>\n<ul>\t\n\t<li>Continue to add information to      the chart created during the Read Aloud so that students can compare texts      and reasons for rules and responsibilities. They can begin to see the      importance and necessity for both rules and responsibilities.<\/li>\n<\/ul>\t\n\n\t\t\t<div align=\"center\"><strong>Why Do We Have Rules and Responsibilities?<\/strong><\/div><br>\n\t\n\t<figure class=\"wp-block-table is-style-regular\">\n\n<strong><\/strong><table>\n\n            <tbody><tr>\n\t\n\t\t\t<th align=\"center\">Text<\/th>\n\t\t\t<th align=\"center\">Home<\/th>\n\t\t\t<th align=\"center\">School<\/th>\n\t\t\t<th align=\"center\">Community<\/th>\n\t\t\t<th align=\"center\">What We Learned<\/th>\n\t<\/tr>\n\t\t\t\n\t<tr><td>Please Clean Up Your Room!<\/td>\n\t<td>yes<\/td>\t\n\t<td>&nbsp;<\/td>\n\t<td>&nbsp;<\/td>\n\t<td>&#8211; responsibility: cleaning your room <br>\n\t\t\n\t&#8211; reasons: health, safety, care about others, fair division of work <\/td>\n\t\t<\/tr><tr><td>How Do Dinosaurs Go to School?<\/td>\n\t<td>&nbsp;<\/td>\n\t<td>yes<\/td>\n\t<td>&nbsp;<\/td>\n\t<td> &#8211; school and classroom rules<br>\n\t&#8211; reasons: protection, safety, respect, health, co-operation, care for   others <\/td>\n\t\t\t\n\t\t\t<\/tr><\/tbody><\/table>\n\n<\/figure>\n\t\n\t\t\t<ul>\n\t\t\t<li>Encourage students to use the      dinosaur, children, and teacher (adult) puppets from the Oral Language Kit      to retell and dramatize the poem.<br>\n\t\t\t<\/li>\n\t\t\t<li>Take photographs of students      following rules or breaking rules around the school\u2014in the classroom, on      the playground, in the hallways, and in various areas of the school (e.g.,      library, gymnasium, computer lab). Ask students to discuss what is      happening in each photograph, what might have happened before and after      the photos, and which rules are being followed. Invite students to sort      the photos into various categories (e.g., people following rules, people      breaking rules).<br>\n\t\t\t<\/li>\n\t\t\t<li>Encourage students to play a      variety of games (see the Oral Language Games section in the Oral Language      Kit) and explore the rules of these games (e.g., Rules Charade, Barrier      Games, Compound Concentration). Reiterate the importance of following the      rules to ensure smooth running of the game. Students may also want to      change the rules to make the game more fun or more effective.\n\t\t\t<br>\n\t\t\t<\/li>\n\t\t\t<li>Compile a \u2018School Rules are Cool\u2019 book in which students state a rule and an explanation for the rule. Use a pattern such as:\n\t\t\t<\/li>\n\n\n\t\t\t<ul>\n\t\t\t<ul>\n\t\t\t<li>You should never __________ because __________.<\/li>\n\t\t\t<li>We should always __________ because __________.<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\n\t\t\t<p>    Have students each complete a page and compile the pages into a big book form. Share the book with another class.\n\n\t\t\t<\/p>\n\t\t\t<\/ul>\n\n\t\t\t<p><strong>Note:<\/strong> Students may want to use the Comic Life program to create their page of the book. Photographs can be taken of students breaking rules and then speech bubbles can be added to explain the importance of following the rule.<\/p>\n\n\n\n\n<\/div><em>\n\n\t\t<\/em><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Jane Yolen Illustrated by Mark Teague Text Type: Fiction: Description\u2014Rhyming Poem Summary: This delightful rhyming text presents scenarios where dinosaur characters behave inappropriately and break several school and classroom rules. By the end of the text the dinosaurs contribute positively to the classroom and playground environment by following the rules. 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