{"id":1298,"date":"2021-12-08T23:17:45","date_gmt":"2021-12-09T04:17:45","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1298"},"modified":"2022-04-06T16:47:35","modified_gmt":"2022-04-06T20:47:35","slug":"stop-at-the-safety-village","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/being-responsible-2\/stop-at-the-safety-village\/","title":{"rendered":"Shared Reading: Stop at the Safety Village"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\t\t\t\n\n\n\t\t\t<strong><div style=\"border:#003399 solid 1px;padding:5px;display:block;\"><i>Stop at the Safety Village<\/i> is printed on <b>Polyart\u00ae<\/b>, a synthetic paper that is resistant to spills and tearing. <b>Polyart<\/b> is highly durable and can withstand years of classroom use. It is also non-toxic and recyclable. Please note that lamination will harm the material.<\/div><\/strong>\n\n\t\t\t<br>\n\t\t\t<p><strong>Text Type:<\/strong>\n\t\t\t\tNon-fiction: Persuasive\u2014Poster<\/p>\n\n\t\t\t\n\t\t\t<p><strong>Summary:<\/strong> The <em>Stop at the Safety Village <\/em> poster entices readers to visit the Newtown Safety Village to learn personal safety lessons. Photographs with captions promote the various learning experiences at the village\u2014bike, road, and fire safety.<\/p>\n\t\n\t<strong>Text Features<\/strong><br>\n\t<strong>Print Concepts<\/strong><br>\n\t\t\t<p>\u2022 headings and subheadings<br>\n\t\t\t\u2022 variety of type sizes and colours<br>\n\t\t\t\u2022 use of colour<br>\n\t\t\t\u2022 use of symbols<br>\n\t\t\t\u2022 photographs<br>\n\t\t\t\u2022 captions and explanations <br>\n\t\t\t\u2022 punctuation: periods, exclamation points<\/p>\n\t<strong>Visual Literacy<\/strong>\n\t\t\t<p>\u2022 placement of photographs<br>\n\t\t\t\u2022 use of shapes to attract the eye<\/p>\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<h2 id=\"FIRST_READING\">FIRST READING<\/h2>\n\t\t\t<strong>Reading Strategies<br>\t\n                        Comprehension<\/strong><br>\n\t\t\t<p>\u2022 a range of of comprehension strategies is integrated throughout the lesson <br>\n\t\t\t&nbsp;&nbsp;(Self-Monitoring, Evaluating, Analyzing, Making Connections, Predicting)<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing<\/p>\n\t\n\t\t\t<strong>Working with Words<\/strong> <br>\n\t\t\t<p>\u2022&nbsp;comprehending vocabulary from context and pictures<\/p>\n\t\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 attend to and understand the text layout of a poster<br>\n\t\t\t\u2022 make connections across ideas from the Read Aloud and first Shared Reading text<br>\n\t\t\t\u2022 analyze the information (visual and print) <\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 20\u201325 minutes \n\t\t\t<\/p>\n\n\t<div id=\"Section-Before-One\"><\/div>\n\n\t\t\t\n<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">\nLet&#8217;s look at our Rules and Responsibilities\nchart to review what we have learned\nabout why we need rules and have\nresponsibilities. I see that some of the\nreasons have been printed on the chart more than once (e.g., safety, health,\nprotection)? What are you thinking about\nwhy rules are created?<\/p>\n\t\t\t\t\n\t\t\t\tRevisit the Rules and Responsibilities chart to review what students have learned so far about why we need rules and have responsibilities. <br>\n\t\t\t[Self-monitoring\/ evaluating] <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Tell students that they are going to be learning about rules in a community setting. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">What are some rules that you might follow\nin your neighbourhood or the community\nwhere you live? Are there rules that you\nfollow when you walk or ride a bike to\nschool? Are there rules when you visit the\nswimming pool or library? Why do you think\nthese rules have been created? Who makes\nthese rules?<\/p>\n\t\t\t\t\n\t\t\t\tHave students brainstorm rules that they follow outside of their homes or school; ones that pertain to the broader community where they live. Create a list of the rules and why students think these rules were established. [Making connections] <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">The text we are going to read today is\na poster. What is a poster? How is it\ndifferent from a book? Why do people\nmake posters? What features (special\nparts) do you think we will see on the\nposter?<\/p>\n\t\t\t\t\n\t\t\t\tIntroduce the poster and activate students\u2019 knowledge of the purposes of a poster and its text features. Create a list of students\u2019 suggestions. [Analyzing]<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">The poster is advertising a special\nplace\u2014a Safety Village. What kinds\nof information do you think we will\nsee on the poster? What do you think we might see or learn at this\nsafety village?<\/p>\n\t\t\t\t\n\t\t\t\tExplain that the poster provides information about a safety village. Have students predict the information they might see on the poster. Record students\u2019 responses on chart paper or on an interactive whiteboard. [Predicting\/making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n<strong><i>Setting a Purpose for Reading<\/i><\/strong>\t\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long speach-bubble-long left\">As we read the poster together,\nthink about the information provided\nabout the safety village. Were our\npredictions accurate?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the poster with you to discover the information and details about the Safety Village. [Analyzing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-During-One\"><\/div>\n\n<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">The title of this poster is \u2018Stop at the Safety\nVillage.\u2019 I&#8217;m wondering where we should read next.\nReading a poster is not like reading a book\u2014I can\nbegin anywhere on the poster. However, there is\nanother heading in large letters\u2014&#8217;Be responsible!&#8217;\nIt has a roadway behind the heading. I think the\ncreator of the poster placed the roadway there\ndeliberately so I would follow it while I was\nreading. Let&#8217;s start reading at the top of the\nroadway and then stop at each photograph to look\ncarefully at the picture before reading the\ncaptions underneath.<\/p>\n\t\t\t\t\n\t\t\t\tRead the title, \u2018Stop at the Safety Village.\u2019 Think aloud about what section to read next. <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Read the text with enthusiasm and expression, pausing at the photographs to allow everyone to read the photograph first and then the accompanying caption.\n\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Pause to clarify any vocabulary that students may find challenging, such as \u2018responsible.\u2019   \n\t\t\t<\/li>\n\t\t\t<li>Discuss the content of the poster using the following questions:\n\t\t\t\t<ul>\n\t\t\t\t\t<li>What does the first photograph show us? (boy stopped at a traffic light) [Analyzing] <\/li>\n\t\t\t\t\t<li>What safety lessons do you think the girl in the car is learning? [Analyzing] <\/li>\n\t\t\t\t\t<li>Which safety rules is the girl on the bike following? [Analyzing] <\/li>\n\t\t\t\t\t<li>Why is the girl in the photograph climbing out of her window? [Analyzing] <\/li>\n\t\t\t\t\t<li>Who can attend the Safety Village display? [Analyzing] <\/li>\n\t\t\t\t\t<li>What time does it open? [Analyzing]<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t  <\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-After-One\"><\/div>\n\t\t\t<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s see if we can recall the details\nabout the Safety Village. We will use\nthe 5 Ws (who?, what?, when?, where?,\nand why?) to help us think about the\ninformation provided on the poster. Who\ncan attend the Safety Village? What\nwould you learn at the Safety Village?\nWhen is it open? Where is it located?\nWhy would you want to attend?<\/p>\n\t\t\t\t\n\t\t\t\tReview the information and details about the Safety Village. [Analyzing]<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">How accurate were our predictions\nabout the information on the poster?\nWhich text features did we see on the\nposter?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss the predictions made prior to reading the text. Refer to the charts and check off the text features identified on the poster.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\t\t\t<h2 id=\"SECOND_READING\">SECOND READING<\/h2>\n\t\n\t\t\t<strong>Reading Strategies<br>\t\t\t\n                        Comprehension<\/strong><br>\n\t\n\t\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\t&nbsp;&nbsp;(Self-Monitoring, Analyzing, Making Connections, Evaluating, Synthesizing)<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/evaluating<\/p>\n\t\n\t\t\t<strong>Working with Words<\/strong><br>\n\n                        <p>\u2022 learning high-frequency words<\/p>\n\t\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 analyze and evaluate the persuasiveness of the poster<br>\n\t\t\t\u2022 discuss with a partner (on-topic)<\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 15 minutes<\/p>\n\t\t\t<div id=\"Section-Before-Two\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING1\">BEFORE READING<\/h3>\n\t\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong><br>\n\t\t\t<ul>\n\t\t\t<li>Ask students what they learned about rules and responsibilities from the poster about the Safety Village. Have students share their ideas with a partner and then invite a few students to discuss their thoughts with the class. [Self-monitoring]<\/li>\n\t\t\t<\/ul>\n\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Who made this poster? Why do you\nthink this poster was created? Who is\nthe audience for this poster? Who do\nthe creators want to read the poster?\nHow do you know?<\/p>\n\t\t\t\t\n\t\t\t\tReview the purpose of the poster (to advertise the Safety Village) and the audience that the poster is trying to attract (children and their families\u2014uses photographs of young children and invites them to \u2018bring your family\u2019). <\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">As we reread the poster, I want you to think about the information displayed on the poster and decide whether it would be a good idea for families to attend the Safety Village. Are the rules being taught at the Safety Village important ones for children and families?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the text with you to determine if the poster persuades them (makes them believe\/think) it is a good idea to attend the Safety Village. [Analyzing\/evaluating] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-During-Two\"><\/div>\n\n\t\t\t<h3 id=\"DURING_READING1\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Encourage participation as you read the text again. Invite individual students to use a pointer to track the print as the class reads together. <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Pause at each subheading to discuss the following questions:\n\t\t\t<ul>\n\t\t\t<li>Why is it necessary to learn about traffic signals? [Analyzing\/evaluating] <\/li>\n\t\t\t<li>What are the \u2018rules of the road\u2019? [Making connections] <\/li>\n\t\t\t<li>Are bike safety rules important for children your age? Why or why not? [Analyzing\/evaluating] <\/li>\n\t\t\t<li>Is fire safety essential for all family members? Would this be a good thing to learn about? [Analyzing\/evaluating] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-After-Two\"><\/div>\n\n\t\t\t<h3 id=\"AFTER_READING1\">AFTER READING<\/h3>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Talk to your partner about the safety\nrules the poster is advertising as part of\nthe Safety Village. Why are these rules\nimportant for children to learn? Which\nof these safety rules would you like to\nlearn more about? Do we need these\nrules? What would happen if people did\nnot follow these rules?<\/p>\n\t\t\t\t\n\t\t\t\tPair students to discuss the types of learning that would occur at the Safety Village and why these rules are important for students and families. Have pairs share their ideas with the class. [Analyzing\/<br>\n\t\t\tevaluating\/synthesizing]<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Based on the information provided on the\nposter, do you think it would be a good\nidea for families to attend the Safety\nVillage? Why or why not? Do you think\nit would be a good idea for your family\nto attend a display like this one? Why\nor why not?<\/p>\n\n\t\t\t\tHave students discuss with a partner whether the Safety Village would be beneficial for families to attend. Ask students to record their opinions then discuss as a class. Create a chart outlining students&#8217; reasons for and against. [Evaluating\/making connections] <\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>This text includes nine words on the Grade One high-frequency word list: \u2018be,\u2019 \u2018could,\u2019 \u2018from,\u2019 \u2018other,\u2019 \u2018out,\u2019 \u2018people,\u2019 \u2018stop,\u2019 \u2018you,\u2019 and \u2018your.\u2019 Introduce each one separately and have students be word detectives, looking for the words throughout the text. <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Present high-frequency words in sentences and have students find them in the text. Use the digital version of the text and have students circle, underline, or highlight the words in the text using the \u2018tools\u2019 bar. Talk about the special features of the words and any tricky parts. Count the letters in each word and count the sounds in each word. <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Invite students to chant the spelling of the high-frequency words in a variety of ways:\n\t\t\t<ul>\n\t\t\t<li> \u201cclap it\u201d\u2014look at the word and clap the letters while saying them <\/li>\n\t\t\t<li> \u201cslap it\u201d \u2014look a the word, slap their legs for each letter while saying it <\/li>\n\t\t\t<li>\u201csnap it\u201d \u2014look at the word, snap fingers for each letter while saying it <\/li>\n\t\t\t<li> Then say each word together with a cheer. <br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>For other lessons to highlight high-frequency words, check pages 49\u201368 in the <em>Grade One Working with Words Guide<\/em>.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t\t<h2 id=\"THIRD_READING\">THIRD READING<\/h2>\n\t\t\t<strong>Reading Strategies<br> \n                        Comprehension<\/strong><br>\n\t\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson <br>\n\t\t\t&nbsp;&nbsp;(Analyzing, Evaluating)<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/evaluating<\/p>\n\t\n\t\t\t<strong>Working with Words<\/strong><br>\n\n\t\t\t<p>\u2022 finding action words (verbs)<\/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 analyze and evaluate features of the poster for effectiveness<br>\n\t\t\t\u2022 demonstrate understanding of verbs through dramatization<\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 15\u201320 minutes<\/p>\n\n\t<div id=\"Section-Before-Three\"><\/div>\n\t\n\t\t<h3 id=\"BEFORE_READING2\">BEFORE READING<\/h3>\n\t\t\t\n\t\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">The people who made this poster wanted\nto make sure you looked at it because\nthey believe learning about safety rules\nis important. Was the information on the\nposter convincing? Did it persuade you of\nthe importance of attending the Safety\nVillage display?<\/p>\n\t\t\t\t\n\t\t\t\tReview the purpose of the poster (to persuade people to attend a Safety Village to learn about safety rules) and whether the information on the poster was persuasive or convincing to the reader. [Evaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">What might the creator of a poster use\nto attract our attention? Would\nphotographs grab your attention? Would\npictures and bright colours grab your\nattention?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss techniques the author of a poster might use to attract the audience&#8217;s attention. <\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">When creating this poster, the author\nused many things to grab our attention\u2014\nto get us to view and read the poster.\nAs we read today, make a list of the\nfeatures you think the author used\neffectively to capture the reader and\nmake the poster memorable.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the text with you to identify the techniques used by the author to attract the reader&#8217;s attention. [Analyzing\/evaluating]<\/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>Display the poster and have students begin reading by doing a quick visual scan. Ask the following questions:\n\t\t\t<ul>\n\t\t\t<li>What was the first thing you looked at? Why? What attracted your attention? [Analyzing] <\/li>\n\t\t\t<li>What colours are used on the poster? [Analyzing] <\/li>\n\t\t\t<li>Does the author use any symbols? [Analyzing] <\/li>\n\t\t\t<li>Are there any pictures or photographs? Where are they placed? [Analyzing] <\/li>\n\t\t\t<li>Are the images of children or adults? [Analyzing] <\/li>\n\t\t\t<li>Are there words or slogans on the poster? [Analyzing] <\/li>\n\t\t\t<li>Is the poster easy to read or is it cluttered? [Analyzing] <\/li>\n\t\t\t<li>Is the foreground more colourful than the background? [Analyzing] <br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Have students reread the printed portions of the poster and direct students\u2019 thinking by asking:\n\t\t\t<ul>\n\t\t\t<li>Are there any words that are used repeatedly on the poster? <\/li>\n\t\t\t<li>Is the lettering the same colour or different colours? <\/li>\n\t\t\t<li> Is the print the same size on all parts of the poster? <\/li>\n\t\t\t<li>What kinds of words are used in the captions?<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-After-Three\"><\/div>\n\n<h3 id=\"AFTER_READING2\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Invite students to share their observations of the techniques used by the author to capture the readers\u2019 attention. Note the features suggested by students on sticky notes and place them on specific section of the poster. If you are using the digital version of the text, use the \u2018post-it\u2019 feature on the toolbar to type and post students\u2019 comments. Ensure that students note the following:\n\t\t\t<ul>\n\t\t\t<li>Stop sign\u2014special symbol of safety <\/li>\n\t\t\t<li> catchy head <\/li>\n\t\t\t<li>eye-catching images (photographs of appropriate-aged children) <\/li>\n\t\t\t<li>use of symbols\u2014stop sign, roadway, black-and-yellow road tape <\/li>\n\t\t\t<li>slogan\u2014\u2018Be responsible!\u2019 <\/li>\n\t\t\t<li>bright colours in foreground and softer colours in background <\/li>\n\t\t\t<li>roadway symbol ties the poster images together <\/li>\n\t\t\t<li>easy-to-read lettering that stands out against the background<\/li>\n\t\t\t<li>variety of type sizes, styles, and colours\u2014used to make important information stand out <\/li>\n\t\t\t<li>repetition of words \u2018learn,\u2019 \u2018rules,\u2019 and \u2018safe\/safety\u2019 and phrase \u2018need to know\u2019\u2014use of convincing language <\/li>\n\t\t\t<li>captions explain photos <br>\n\t\t\t[Analyzing\/evaluating] <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li><\/ul>\n\t\t\t\n\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\n\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s read through the text again and\nfind the action words (verbs) that the\nauthor used in the print section of the\nposter. Why do you think the author\nused so many \u2018action words\u2019?<\/p>\n\t\t\t\t\n\t\t\t\tRead through the text again to find the verbs (action words) used by the author (e.g., \u2018know,\u2019 \u2018stop,\u2019 \u2018learn,\u2019 \u2018knowing,\u2019 \u2018helps,\u2019 \u2018stay,\u2019 \u2018need,\u2019 \u2018cross,\u2019 \u2018get,\u2019 \u2018getting,\u2019 \u2018riding,\u2019 \u2018escape,\u2019 \u2018bring\u2019).\n\t\t\t<\/li>\n\t\t\t<li>Have students brainstorm actions for each of the above verbs. Read the text again and pause after each verb to have students \u2018act out\u2019 the word.<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\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. Over time, share the pointer with students in turn, so that they demonstrate how to track print in the text. <\/p>\n\t\t\t<p><strong>Teaching Tip: <\/strong> Rereadings can occur with a whole-class group or in small groups. If you have students who need more support, consider a small-group session to provide more individualized assistance. \n\t\t\tIn each rereading, select ideas from the following three areas based on the needs of your students:\n\t\t\t<\/p>\n\t\t\t\n\t\t<strong><i>Print Concepts, Book Handling, and Text Features<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s begin reading by scanning the poster\nfirst. Now where do we start reading?\nWhere is the first letter in that word?\n(Point to this letter.) Where do we move\nto now? (Return sweep to the next line.) Let&#8217;s\nread the next caption. Where do we move to\nnow? (Return sweep to the next line.)\nWhere should we read now?<\/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]<\/li>\n\n<li><p class=\"speach-bubble speach-bubble-long left\">Because the author is trying to convince the\nreader\/viewer to attend the Safety Village, he\nuses exclamation points in two places on the\nposter. Let&#8217;s see if we can find these marks and\nuse our voices to show the excitement that the\nauthor intended. What other type of punctuation\nthas the author used? Why are periods used? What\ntypes of sentences need a period? Why are there\nparts of the poster without any punctuation?<\/p>\n\t\t\t\t\n\t\t\t\tDraw students\u2019 attention to the use of periods for statements and commands and exclamation points to show excitement.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t <strong><i>Focusing on Comprehension<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Bring in various types of posters. Model how to compare one of the posters with <em>Stop at the Safety Village <\/em> by using the following questions:\n\t\t\t<ul>\n\t\t\t<li>What is the purpose of the poster? <\/li>\n\t\t\t<li>Who is the audience for the poster? <\/li>\n\t\t\t<li>What techniques have been used to attract the readers\u2019 attention? <\/li>\n\t\t\t<li>What information is included on the poster? <\/li>\n\t\t\t<li>Do you think the poster is effective?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Show students how to record similarities and differences using a Venn diagram. Have students choose a partner. Instruct the pair to select a poster, compare this poster with <em>Stop at the Safety Village<\/em>, and record their comparison on a Venn diagram.        \n\t\t\t<\/li>\n\t\t\t<li>Display the digital cloze version of the text. Working with the whole class or with a small group of students, reread together and encourage students to supply the missing words (spaces for words highlighted in yellow). You may decide to pause to consider word predictions and prompt, \u201cDoes that make sense?\u201d or \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet&#8217;s check that out.\u201d An option on the toolbar allows you to create your own cloze versions of the text to meet the needs of the students you are working with. Click on the \u2018Help\u2019 button to find out how to use the different features of the digital texts.<\/li>\n\t\t\t<\/ul>\n\t\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Here is the word \u2018stop\u2019 from the poster.\nIf I take off the first letter, I have\n&#8216;op.\u2019 How can I make the word \u2018hop\u2019 in\nthe sentence \u2018bunnies like to hop&#8217;? Say\nthe word \u2018hop\u2019 slowly and think about\nwhat sound you hear at the beginning of\nthe word. Which letter should I choose?<\/p>\n\t\t\t\t\n\t\t\t\tTake a word from the text (e.g., \u2018stop\u2019) and build rhyming words with large-sized letter cards in the pocket chart. (See 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>  on pages 159\u2013172 of the <em>Grade One Working with Words Guide<\/em>.) You may also encourage students to make the words with small letters. (See the reproducible<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 pages 155\u2013158 of the <em>Grade One Working with Words Guide.<\/em>) Some possible rhyming words to use: \u2018bop,\u2019 \u2018chop,\u2019 \u2018drop,\u2019 \u2018flop,\u2019 \u2018hop,\u2019 \u2018plop,\u2019 \u2018prop,\u2019 \u2018shop,\u2019 \u2018top.\u2019\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p>\n\t\t\t<strong>Teaching Tip:<\/strong> After several rereadings, the poster and the Media Key with the fluent and cloze readings can be placed in the classroom for independent exploration.      <\/p>\n\t\t\t\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t\t\t<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\t\t<p>You may consider using some of the following suggestions to extend the inquiry. <\/p>\n\t\t\t<ul>\n\t\t\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. \n\t\t\t<\/li>\n\t\t\t\t\n\t\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<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&#8211; reasons: health, safety, care about others, fair division of work<\/td>\n\t\t\n\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\t\n\t<\/tr><tr><td>Stop at the Safety Village <\/td>\n\t<td>&nbsp;<\/td>\n\t<td>&nbsp;<\/td>\n\t<td>yes<\/td>\n\t<td> &#8211; bike safety, rules of the road, traffic signals, fire safety<br>\n\t\t&#8211; reasons: protection, safety, respect for others <\/td>\n\t\t\t\t\n\t\t\t\n\t\t\t<\/tr><\/tbody><\/table>\n\n<\/figure>\n\n\t\t\t\n\t\t\t\n\t\t\t\n\n\n\t<\/ul>\n\n<ul>\n\t\t\t<li>Display the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/health_safety_rules.pdf\" target=\"_blank\" rel=\"noopener\">Health and Safety Rules<\/a>. Read the rules together and ensure that students understand each rule. Then organize students into small groups of four and provide each group with a copy of the health and safety rules, a large piece of paper, scissors, and glue. Instruct students to read the list of rules together, cut the list apart, and sort the rules into categories. Once the group agrees on the categories, students can glue the rules onto the large piece of paper, indicating each grouping with a label. \n\t\t\t<\/li>\n\t\t\t<li>Post each group\u2019s work and conduct a gallery walk to share the groupings. Hold a whole group discussion on the value of health and safety rules and the consequences of not following them. <br>\n\t\t\t<\/li>\n\t\t\t<li>Provide students with puppets from the Oral Language Kit and invite them to act out scenarios where characters are following safety rules or disobeying rules. In each scenario, students should provide advice or praise that promotes the importance and necessity of the rule.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Stop at the Safety Village is printed on Polyart\u00ae, a synthetic paper that is resistant to spills and tearing. Polyart is highly durable and can withstand years of classroom use. It is also non-toxic and recyclable. Please note that lamination will harm the material. Text Type: Non-fiction: Persuasive\u2014Poster Summary: The Stop at the Safety Village [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3305,"parent":1251,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1298","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1298","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=1298"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1298\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1251"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3305"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1298"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}