{"id":1315,"date":"2021-12-09T22:27:55","date_gmt":"2021-12-10T03:27:55","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1315"},"modified":"2022-04-06T16:48:52","modified_gmt":"2022-04-06T20:48:52","slug":"rain","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/changes-2\/rain\/","title":{"rendered":"Read Aloud: Rain"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n        <strong>Written and illustrated by Manya Stojic<br><\/strong>\n\n\t\t\t\n\t\t\t<p><strong>Text Type:<\/strong> Info-fiction: Narrative\u2014Cumulative Story<br><\/p>\n\t\t\t\n\t\t\t<p><strong>Summary:<\/strong> In this cumulative story, a group of animals living in the African grasslands <strong><\/strong>sense the coming of the rainy season. With the rains come many changes in their environment. The rainy season leads to yet another dry season, showing the cyclical nature of the seasons. <\/p>\n\t\n\t\t\t<p><strong>Text Features<\/strong><br>\n\t\t\t\n\t\t\t\u2022 irregular placement and size of text<br>\n\t\t\t\u2022 sensory verbs and adjectives\n\t\t\t<br>\n\t\t\t\u2022 punctuation: periods, commas, exclamation marks, quotation marks <br>\n\t\t\t<\/p>\n\t\n\t\t\t<p><strong>Visual Literacy<\/strong><br>\n\t\t\t\t\n\t\t\t\u2022 illustrations<br>\n\t\t\t\u2022 varying font sizes for emphasis<\/p>\n\t\n\t\t\t<p><strong>Strategy Teaching<\/strong><br>\n\t\t\t\t\n\t\t\t\u2022 integrated throughout the lesson<br>\n\t\t\t\u2022 prompts focus on a range of strategies (Making Connections, Predicting, Inferring,<br>\n\t\t\t&nbsp;&nbsp; Analyzing, Sequencing, Synthesizing, Evaluating, Self-Monitoring)<br>\n\t\t\t\u2022  comprehension purpose for listening highlights Analyzing <\/p>      <p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\t\t\t\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\n\t\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">In your drawings the other day you showed some\ndifferent ways we dress for different kinds of\nweather and different seasons. Did anyone think\nabout how trees and other plants change in different\nseasons? Trees, flowers, and animals are living things,\njust like us. They change and adapt to conditions.\nLiving things all need food, air, water, and shelter.<\/p>\n\t\t\t\t\n\t\t\t\tExplain to students that you will be reading a book about animals that live in a different part of the world\u2014in Africa. Tell students that in the book they will see how the weather and seasons affect these animals as they go about their daily lives.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> Use a globe to locate a few countries that have rainy and dry seasons (e.g., Taiwan, India, Kenya, Australia), similar to the climate described in the book. If a student&#8217;s family comes from such a country, be sure to locate it on the globe. \n\t\t\t<\/p>\n\t\t\t<strong><i>Activating and Building Prior Knowledge<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">As you look closely at the\ncover of our book, what is\nthe first thing you notice?\nWhat do you know about\nbaboons or monkeys?<\/p>\n\t\t\t\t\n\t\t\t\tShow the students the front cover of <em>Rain <\/em> and read the name of the author\/illustrator. Show the back cover. Ask students what they know about this book by looking carefully at the cover and thinking about the title. You may choose to reread the title for the students. [Analyzing\/making connections]<br>\n\t\t\t\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Do you know where baboons\ncome from? What do you\nknow about the weather in\nAfrica? Does the title of the\nbook help us?<\/p>\n\t\t\t\t\n\t\t\t\tIn your discussion, reference the globe again if a student mentions a country where monkeys or baboons are found. Locating Africa, even if not mentioned by students, affords an opportunity to activate their background knowledge of the weather and seasons found on that continent. [Making connections\/analyzing] <\/li>\n\t\t\t<\/ul>\n\t\t\t     <ul>\n<li><p class=\"speach-bubble left\">\nBy looking at this cover, what do you think\nthe big idea in this story is going to be?\nWould rain be good for baboons? Why? Why\nnot? Since we know baboons live in Africa,\nwhat other animals might be included in this\nbook? Would rain help or harm these\nanimals? Why do you think that?<\/p>\n\t\t\t\t\n\t\t\t\tInvite students to make predictions about the contents of the book by accessing their background knowledge and considering the book cover. [Predicting\/making connections<br>\/analyzing\/inferring]<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<p><strong>Teaching Tip:<\/strong> If students do not establish that it is a baboon on the cover but rather a monkey, clarify that it is a particular monkey called a baboon that comes from Africa. It is noted for its long, dog-like muzzle, cheek pouches, and front and back legs of almost equal length. You may wish to show a photograph of a baboon to students for extra support.\n\t\t\t<\/p>\n\t\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">As we read, think about how the\nbaboons and other animals are\naffected by the rain. Be sure to listen\ncarefully and look closely at the\nillustrations. I wonder if the baboons\nlike the rain or weather it is a\nproblem for them.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to listen as you read to find out if their predictions of the big idea was right. [Analyzing] <strong><\/strong><\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\t\t\t<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>As you read the text to students, pause frequently to discuss the text and illustrations. Pause on each page to discuss the text and illustrations with students. Alternate between asking students to discuss as a whole group and with partners. Prompts for discussion could include:\n\t\t\t<ul>\n\t\t\t<li><em>(pages that begin \u201cIt was hot.\u201d) <\/em> What do you notice about the illustration on these pages? [Analyzing] <\/li>\n\t\t\t<li>Are all the words the same size? Why do you think the author is using bigger and smaller type sizes? [Analyzing\/inferring] <\/li>\n\t\t\t<li><em>(pages showing the porcupine) <\/em>What does the porcupine say about the rain? How do you think she&#8217;s feeling? [Analyzing\/ inferring\/making connections] <\/li>\n\t\t\t<li><em>(pages showing the zebras) <\/em>The zebras say that they can see the rain. What do they see that tells them that the rain is coming? What do you think might happen next in the story? [Inferring\/making connections\/predicting] <\/li>\n\t\t\t<li><em>(pages showing the baboons) <\/em>Now the text says \u201cThunder boomed.\u201d How did our predictions compare with the text on these pages? [Analyzing] <\/li>\n\t\t\t<li>What animals have we met in the book, so far, that live in Africa? <strong><\/strong>Did it surprise you to see any of the animals? [Analyzing\/sequencing\/making connections] <strong><\/strong><\/li>\n\t\t\t<li>What do you notice about the words on this page? Why do you think the author has made the words \u2018hear&#8217; <em><\/em>and \u2018rhino&#8217; so big? <strong><\/strong>[Analyzing\/ evaluating\/inferring] <strong><\/strong><\/li>\n\t\t\t<li><em>(pages showing the rhinoceros) <\/em>What sense does the rhino use to tell that the rain is here? What senses did the other animals use? [Analyzing\/ synthesizing] <strong><\/strong><\/li>\n\t\t\t<li>Who is the rhino going to tell about the rain? How do you know what animal we will see on the next pages? [Analyzing\/predicting\/synthesizing] <strong><\/strong><\/li>\n\t\t\t<li><em>(pages showing the lion) <\/em>How do you think the lion feels about the rain? How can you tell? [Inferring] <\/li>\n\t\t\t<li><em>(pages beginning \u201cIt rained and it rained\u2026\u201d) <\/em>How does the illustration on these pages let us know that the rain keeps coming and coming? [Analyzing\/synthesizing]<\/li>\n\t\t\t\t\n<li><p class=\"speach-bubble left\">When I turned\nthe page, what\nsurprise did we\nget?<\/p>\n\t\t\t\t\n\t\t\t\t(pages showing green grasses growing) What is different about the illustration on these pages compared to the rest of the book? [Analyzing\/ synthesizing]<br>\n\t\t\t<\/li>\n\t\t\t<li><em>(pages showing the lion under the green leaves) <\/em>When the lion tells us he \u2018can enjoy the shade of these big, green leaves,&#8217; what has happened because of the rain? Do you think there will be other animals that find the rain has helped them? In what ways? <strong><\/strong>[Inferring\/predicting\/making connections] <strong><em><\/em><\/strong><\/li>\n\t\t\t<li><em>(pages showing the rhino in the mud) <\/em>How does your prediction compare with what the rhino says on this page? [Analyzing] <\/li>\n\t\t\t<li><em>(page showing the zebras drinking) <\/em>What changes do you notice about what the animals are doing, now that the rains have stopped? What changes have you noticed about the animals&#8217; environment? [Analyzing] <\/li>\n\t\t\t<li><em>(pages showing the porcupine with the other smiling animals) <\/em>How does the porcupine know that the rain will come back? Do you think it will come back? Why? [Inferring\/analyzing\/making connections] <\/li>\n\t\t\t<li><em>(pages beginning \u201cThe sun shone \u2026\u201d) <\/em>What does the text and illustration on this page remind you of? [Analyzing\/making connections] <\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> If students don&#8217;t notice the similarities between the beginning and ending of the book, return to the illustrations on the first couple of pages to aid their memories. <\/p>\n\t\t\t\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">What clues is the\nauthor giving us that\nthe rain will come back?<\/p>\n\t\t\t\t\n\t\t\t\t(page beginning \u201cThe red soil was hot and dry\u201d) What do you think will happen next? Why do you think so? What do you notice about the ending of this story compared to the beginning? [Predicting\/synthesizing] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t\t<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>Invite students to briefly retell what happened in the story. Flip through the pages to help students recall the order in which the animals appeared. [Sequencing]\n\t\t\t<\/p>\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Tell your partner about what\nchanges the rain brought to the\nland and the animals in the story.\nDid the animals like the rain or\nwas it a problem for them?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to share with a partner what effects the rain had on the land and the animals. [Analyzing\/synthesizing\/inferring]\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Do you think it would be easy for the animals to find food just before the rains came? Why or why not? How do you think they might be feeling as the hot weather continues and they are waiting for the rainy season?<\/p>\n\t\t\t\t\n\t\t\t\tAs a class, discuss how the animals might have been feeling before the rains came. [Inferring\/analyzing\/\n\t\t\tsynthesizing]\n\t\t\t<\/li>\n\t\t\t<li>Discuss the different ways in which the animals in the story knew the rain was coming. Invite students to share how they use their senses to experience rain. Ask them to write a sentence using a sentence starter such as \u2018I see\u2026,&#8217; \u2018I hear\u2026,&#8217; \u2018I smell\u2026,&#8217; \u2018I taste\u2026,&#8217; or \u2018I feel\u2026.&#8217; [Analyzing\/making connections] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t\t\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\t\t<ul>\n\t\t\t<li>You may decide to explore some other visual resources with students (e.g., those suggested in the next section or others you find) before you reread <em>Rain. <\/em>Students may enjoy seeing video clips, live recordings of the sounds made by some of the animals in the book, and Webcam videos of animals of the African savannah. [Making connections] \n\t\t\t<\/li>\n\t\t\t<li>When you reread <em>Rain, <\/em>emphasize visual and textual comprehension. Provide time for students to compare the seasons where they live to the seasons in Africa where the animals in the book live. [Making connections]\n\t\t\t<\/li>\n\t\t\t<li>As you read, talk about the different sense used and described by each animal and what needs of the animals are met by the rain (e.g., shade for the lion, mud for the rhino). [Analyzing\/inferring]\n\t\t\t<\/li>\n\t\t\t<li>Highlight and discuss the author&#8217;s use of sensory verbs (\u2018crashed,&#8217; \u2018sniffed,&#8217; \u2018whispered,&#8217; \u2018flashed,&#8217; \u2018boomed,&#8217; \u2018cried,&#8217; \u2018splashed,&#8217; \u2018gushed,&#8217; \u2018gurgled,&#8217; \u2018shouted&#8217;), <em><\/em>which help to create vivid pictures in readers&#8217; minds. Where possible, have the students act out the verbs (e.g., \u201cShow me how a porcupine might sniff.\u201d) You may also wish to have students demonstrate the contrast between a \u201cwhispered\u201d word, a \u201cshouted\u201d word, and a \u201ccried\u201d <em><\/em>word. Students may use the word \u2018rain&#8217; to demonstrate the contrast.\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">\nWhy do you think the author made\nsome words so much bigger? When\nyou see them in regular size print, do\nyou get the same understanding or\nfeeling? Explain your thinking.<\/p>\n\t\t\t\t\n\t\t\t\tRevisit the use of varying font sizes and discuss with students why the author has included these features. Print out the text of one of the pages in regular font, on a whiteboard or chart paper, and ask the students if the text still has the same effect on them. Encourage students to explain their thinking.\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=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\t\t<p>Young students explore and research in multiple ways. Consider some of the following suggestions to extend the inquiry. <\/p>\n\t\t\t<ul>\n\t\t\t<li>Show students video clips and pictures of how living things adapt to daily and seasonal changes. Some websites you may wish to consider to include:\n\t\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/www.google.com\/earth\" target=\"_blank\" rel=\"noopener\">Google Earth<\/a><strong>: <\/strong>Search various types of environments and terrains (e.g., desert, Far North, rain forest). Preview available video clips from the menu and share appropriate links with students. Note: you will need to download Google Earth to your computer to access the website. <\/li>\n<li><p class=\"speach-bubble left\">I wonder why&#8230;? That\nmakes me wonder about&#8230;? I wonder how&#8230;? Why do you think&#8230;? I wonder if&#8230;?<\/p>\n\t\t\t\t\n\t\t\t\t<a href=\"https:\/\/kids.nationalgeographic.com\/kids\/\" target=\"_blank\" rel=\"noopener\">National Geographic for Kids Website<\/a><strong>: <\/strong>Click on \u2018Animals,&#8217; then \u2018Browse all creatures,&#8217; and \u2018Go.&#8217; Select animals from the list who adapt to the seasons (e.g., American Bullfrog, Canada Goose) and read together the information, viewing photos and videos. Encourage students to talk about the clips they view and to ask questions that may be answered by other sources. [Self-monitoring<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Read other books about how living things (people, animals, and plants) adapt to daily and seasonal changes. Make these resources available in the classroom, so that students can look through them individually or with a partner. Encourage students to talk about their learning and to ask questions. <br>\n\t\t\tSuggestions include:<br>\n\t\t\t<ul>\n\t\t\t<li><em>Are Trees Alive?<\/em> by Debbie S. Miller: Bloomsbury USA, 2003 (Non-fiction: trees are compared to the human body) <\/li>\n\t\t\t<li><em>A Dandelion&#8217;s Life <\/em> by John Himmelman: Children&#8217;s Press, 2001 (Non-fiction: a description of a dandelion&#8217;s life cycle) <\/li>\n\t\t\t<li>Canada Close Up Series (including <em>Canada&#8217;s Arctic Animals<\/em>; <em> Canada&#8217;s Wetland Animals <\/em>; <em>Canada&#8217;s Woodland Animals<\/em>) by Chelsea Donaldson: Scholastic Canada (Non-fiction: engaging information about a bevy of animals in Canada)<\/li>\n\t\t\t<li><em>Wild Paws: Cubs All Alone <\/em> by Susan Hughes: Scholastic Canada, 2004 (Fiction: How can the Wild Paws crew help two bear cubs alone in the woods?) <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<ul>\n\t\t\t<li>Another Season Series (including <em>It&#8217;s Winter<\/em>; <em> It&#8217;s Spring<\/em>) <em><\/em>by Jimmy Pickering: Scholastic, Inc. 2005 (Non-fiction: joyous season-themed picture books)<\/li>\n\t\t\t<li><em>Chameleon Chameleon <\/em>by Joy Cowley: Scholastic Inc. 2005 (Non-fiction: delightful details about this captivating creature) <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Invite students to use some of the puppets (e.g., tiger could represent the lion, elephant could represent the rhinoceros) to reenact a scene from the text. Place the text nearby as a reference. Simple paper bag puppets or stick puppets can be made to represent the other animals. <br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Ask students to paint or draw pictures of the jungle showing the dry season and the rainy season. Have them fold their paper in half and label each side \u2018Dry Season&#8217; and \u2018Rainy Season&#8217;). Remind students to include details, just as the author did, to illustrate each season. Alternatively, students can work together to construct two 3-dimensional models of jungle seasons: one representing the dry season and the other the rainy season. A large box lid or thin piece of wood can be used for the base of the model. Model for students how to make plants, rocks, and trees that will stand up. <br>\n\t\t\n\t\t\t<\/li>\n\t\t\t<li>Individually, or as a group, have students track and record changes in weather conditions from day to day (you may also wish to have them record changes in weather between the morning and afternoon each day). Together, look for any patterns that develop and discuss the changes in conditions.<\/li>\n\t\t\t<\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written and illustrated by Manya Stojic Text Type: Info-fiction: Narrative\u2014Cumulative Story Summary: In this cumulative story, a group of animals living in the African grasslands sense the coming of the rainy season. With the rains come many changes in their environment. The rainy season leads to yet another dry season, showing the cyclical nature of [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3298,"parent":1254,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1315","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1315","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=1315"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1315\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1254"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3298"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1315"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}