{"id":1334,"date":"2021-12-11T22:23:14","date_gmt":"2021-12-12T03:23:14","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1334"},"modified":"2022-04-06T16:49:00","modified_gmt":"2022-04-06T20:49:00","slug":"what-do-you-do-in-the-cold","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/changes-2\/what-do-you-do-in-the-cold\/","title":{"rendered":"Shared Reading: What Do You Do in the Cold?"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n        <strong>Written by Deb Loughead<br><\/strong>\n       <strong> Illustrated by Laura Watson<br><\/strong>\t\n<br>\n\t\t\t<p><strong>Text Type:<\/strong> Fiction: Narrative\u2014Question-and-Answer <\/p><p>\n\t\t\t<\/p><p><strong>Summary:<\/strong> A young frog asks various friends about what they do when the weather grows cold in order to find out what he should do in the cold. Each animal and plant describes a different way in which they adapt to the change in seasons. <\/p><p>\n\n\t\t\t<\/p><p><strong>Text Features<\/strong><br>\n\t\t\t<strong>Print Concepts<\/strong><br>\n\t\t\t\u2022 consistent placement of text<br>\n\t\t\t\u2022  four lines of text with return sweep<br>\n\t\t\t\u2022  italics<br>\n\t\t\t\u2022  question-and-answer format<br>\n\t\t\t\u2022 repeated question \u2018What do you do\u2026?&#8217;<br>\n\t\t\t\u2022 punctuation: question mark, period, quotation marks<\/p>\n\n\t\t\t<p><strong>Visual Literacy<\/strong> <br>\n\t\t\t\u2022 text placement in white boxes<br>\n\t\t\t\u2022 detailed illustrations<br>\n\t\t\t\u2022 thought bubbles<br>\n\t\t\t\u2022 labels for living things on back cover\n\n\n<\/p><\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<h2 id=\"FIRST_READING\">FIRST READING<\/h2>\n\t\n\t\t\t<strong>Reading Strategies<br>\n\t\t\tComprehension<\/strong><br>\n\t\t\n\t\t\t<p>\u2022 a range of strategies are integrated throughout the lesson [Making Connections, Predicting, Self-Monitoring, Analyzing, Synthesizing, Evaluating, Inferring]<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing<\/p>\n\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\n\t\t\t\u2022 predicting vocabulary to be used based on background knowledge<br>\n\t\t\t\u2022 comprehending vocabulary from context clues and illustrations <\/p>\n\n\t\t\t<p><strong>Assessment Opportunities<\/strong><br>\n\t\t\tNote each student&#8217;s ability to:<br>\n\t\t\t\u2022 attend to and understand the text<br>\n\t\t\t\t\u2022 make connections between the text, the other Shared Reading text, and the Read Aloud<br>\t\n\n\t\t\t\u2022 predict and infer based on visuals and text<br>\n\t\t\t\u2022 analyze illustrations for information <br>\n\t\t\t\u2022 have on-topic discussions with a partner<br>\n\t\t\t\u2022 comprehend vocabulary from context clues and illustrations<\/p>\n\n\t\t\t<p><strong>Time:<\/strong> approximately 25\u201335 minutes\n\t\t\t<\/p>\n\n\t<div id=\"Section-Before-One\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\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\">We have read two texts now that have\ntaught us how living things change\nbecause of daily and seasonal changes.\nWhat are some of these changes we\nhave read about?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think about what they have learned so far about how daily and seasonal changes affect living things. [Self-monitoring\/synthesizing]<br>\n\t\t\t        <\/li>\n\t\t\t<li>Provide an opportunity for students to share their understandings with a partner before sharing with the whole group. Offer prompts to keep the discussion focused:<\/li>\n\t\t\t<ul>\n\t\t\t<li>When we read <em>Rain<\/em>, we learned about the seasons in a grassland in Africa. What seasons do they have there? [Analyzing] <\/li>\n\t\t\t<li>In the book <em>Daytime, Nighttime <\/em> we learned about different living things and how day and night affect their activities. What were some of the things we learned? [Analyzing\/synthesizing] <br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> Display the other two texts to help support students in their thinking as they recall their learning. <\/p>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Today we are going to\nread a book about how\nthe changing of seasons\naffects many different\nliving things\u2014things many\nof us see near our homes.<\/p>\n\t\t\t\t\n\t\t\t\tTell students we are going to be learning more about how the change of seasons, in particular, affect some other living things. [Making connections\/predicting] <strong>\n\t\t\t<\/strong><\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>     <ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">What are you thinking as you look\nat the cover of this book? What\nquestions are you asking yourself?\nWhat do you think is happening in\nthis illustration? What season do\nyou think it is in this illustration?\nHow do you know?<\/p>\n\t\t\t\t\n\t\t\t\tShow the students the front cover of the book. Ask them to think about how this story might unfold, looking at the illustration of the frog and the girl. [Predicting\/self-monitoring\/inferring\/\n\t\t\tmaking connections]<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">\nWere we right? Do we need to change\nour predictions now that we know the\ntitle of the book? Do you think this\nbook is going to be non-fiction or\nfiction? What makes you think that?<\/p>\n\t\t\t\t\n\t\t\t\tRead the title to the students and point out the question mark (if no student makes reference to it first). Ask the students to think about what the girl and frog might be saying to each other and how this might help us understand what might happen in the book. [Making connections\/predicting\/inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Do these labelled illustrations make you\nwant to change your predictions about\nthe contents of the book? How might\nyou change your predictions? What\nquestions are you asking yourself? I\nwonder if we are going to be learning\nabout what these living things do when\nthe cold weather comes.<\/p>\n\t\t\t\t\n\t\t\t\tShow students the back cover of the book and read the labels. Have students predict why these living things are labelled on the back cover. [Predicting\/inferring\/making connections] <strong><br>\n\t\t\t<\/strong><\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">What are some words that the author\nmight use in this text? What are some\nthings we know about these living things\nand what they do in the winter? What\ndo we know about winter weather?<\/p>\n\t\t\t\t\n\t\t\t\tInvite students to make predictions about some of the words they might hear in the text. Print the words on a whiteboard or chart paper (e.g., \u2018snow,&#8217; \u2018white,&#8217; \u2018sleep,&#8217; \u2018fly away,&#8217; \u2018leaves fall,&#8217; \u2018ground,&#8217; \u2018dress,&#8217; \u2018warm&#8217;). [Predicting\/making connections] <\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">I think I am going to learn about the\nliving things on the back and what\nthey do in the cold. I wonder if I&#8217;ll\nlearn what the girl on the front cover\ndoes in the cold, too.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to listen as you read the story to find out what the living things do in the cold. [Analyzing] <\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-During-One\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">When I want you to help\nme read, I will put a\npiece of coloured acetate\nover the words I want you\nto read with me.<\/p>\n\t\t\t\t\n\t\t\t\tAs this is a first reading, many students may not chime in with you. Tell students that you will let them know when you want them to read. As students are ready, let them read the words \u2018What do you do&#8217; to help reinforce the question-and-answer format. Place a piece of coloured acetate over the text to signal that it is for the students to read. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> Cutting an appropriate length of acetate in a bright colour and placing it on top of the text is an easy way of letting students know they are invited to read along with you. After students have read the text, simply remove the strip and go back to using a pointer or reading wand.\n\t\t\t<\/p>      <ul>\n\t\t\t<li>Discuss content by offering prompts:\n\t\t\t<ul>\n\t\t\t<li><em>(pages 2-3) <\/em> Frog asked a question. Why do you think Papa frog didn&#8217;t tell him the answer? Why does he want the little frog to go and ask his friends? [Inferring\/analyzing] <\/li>\n\t\t\t<li><em>(page 6) <\/em> What do you notice about the illustration? Do you think that what is happening in the thought bubble is actually happening in the story? [Analyzing\/inferring] <\/li>\n\t\t\t<li><em>(page 7) <\/em> Looking at this illustration, who do you think the frog is going to talk to next? Do you know what kind of tree this is? What do you think the tree&#8217;s answer will be? [Analyzing\/making connections\/predicting] <\/li>\n\t\t\t<li><em>(page 8) <\/em> Were our predictions right? What else did the tree say? [Self-monitoring\/analyzing] <\/li>\n\t\t\t<li><em>(page 9) <\/em> What colour is the hare in this illustration? Do you remember what colour the hare was on the back cover of the book? What do you think we will see and read when we turn the page? [Self-monitoring\/making connections\/predicting] <\/li>\n\t\t\t<li><em>(page 10) <\/em> Were our predictions right? What did we learn on this page? [Self-monitoring\/analyzing]<\/li>\n\t\t\t<li><em>(page 11) <\/em> What do you think about what the frog asks the girl on this page? Do you think he&#8217;s making a correct prediction? What makes you think that? [Inferring\/making connections\/analyzing]<\/li>\n\t\t\t<li><em>(page 12) <\/em> Were our predictions correct? How do we know? [Self-monitoring\/analyzing] <\/li>\n\t\t\t<li><em>(page 15) <\/em> What do you think the frog has decided about what he is supposed to do in the cold? What helped him to figure out the answer? [Inferring\/making connections\/analyzing]<\/li>\n\t\t\t<li><em>(page 16) <\/em> Why do you think the frog looks so happy on this page? Do you think he is right? What does the thought bubble in the illustration tell you? [Inferring\/analyzing] <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t<div id=\"Section-After-One\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">We learned how different\nliving things are affected\nby the cold days of winter.\nWhat did each of them do\nto be ready for the cold?<\/p>\n\t\t\t\t\n\t\t\t\tRevisit the purpose for reading, asking volunteers to tell about what the different living things do when the cold weather comes. [Analyzing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Do a quick sketch of the living thing\nyou think is the most interesting.\nInclude details to show what you\nknow and what you learned about\nwhat they do in the cold.<\/p>\n\t\t\t\t\n\t\t\t\tHave each student choose one living thing from the text and then do a quick sketch of how that living thing spends the cold days of winter. Ask students to consider if they learned new information, or there was a fact that surprised them in the book. Suggest they include the information in their sketch. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Play the song \u201cWhat Do You Do in the Cold?\u201d from the Media Key or online, as students are doing their sketches.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Have students share their sketches with a partner, explaining the details they included.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> After students share their sketches, they can write the question \u2018What Do You Do in the Cold?&#8217; as a title and add a label for their living thing, as on the back cover of the text. Display student artwork on the bulletin board titled \u2018How do daily and seasonal changes affect living things?,&#8217; as begun in the Introducing the Inquiry Unit lesson. <\/p>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">What is different about the girl\nand what she does in the cold?\nIs she less affected by daily and\nseasonal changes? Why do you\nthink so? What can humans do\nthat animals can&#8217;t do?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss with students what is different about what the girl does in the cold and what other living things do. [Analyzing\/evaluating] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t\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>\n\t\t\tComprehension<\/strong><br>\n\t\t\t<p>\n\t\t\t\u2022 a range of strategies are integrated throughout the lesson [Analyzing, Making Connections, Self-Monitoring, Evaluating, Inferring, Synthesizing]<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing and Evaluating <\/p>\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;learning high-frequency words<br>\n\t\t\t\u2022 rhyming words<br>\n\n\t\t\t\u2022 letter identification<\/p>\n\t\t\t<p><strong>Assessment Opportunities<\/strong><br>\n\t\t\tNote each student&#8217;s ability to:<br>\n\t\t\t\u2022 attend to and understand the text<br>\n\t\t\t\u2022 join in with the reading<br>\n\t\t\t\u2022 recognize words that rhyme<br>\n\t\t\t\u2022 evaluate the frog&#8217;s ability to find and analyze information<\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 20\u201330 minutes<\/p>\n\t\t\t<p><strong>Teaching Tip:<\/strong> Consider playing the song \u201cWhat Do You Do in the Cold?\u201d as the students congregate as a whole group. <\/p>\n\n\t<div id=\"Section-Before-Two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING1\">BEFORE READING<\/h3>\n\t\n\t\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Ask students to think about what they have learned from the text about how living things are affected by seasonal changes. Students can share their ideas with a partner and then a few students may share with the whole group. [Synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>Ask students to choose a character from the text (little frog, Papa frog, Canada goose, oak tree, snowshoe hare, girl, painted turtle) and dramatize what that character does in the cold.<\/li>\n\t\t\t<\/ul>\n\t<strong><i>Activating Prior Knowledge<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">We know the word &#8216;snow&#8217;\nwas in the book because\nthe frog asked the girl if\nshe stays inside when it\nstarts to snow.<\/p>\n\t\t\t\t\n\t\t\t\tShow students the list of words that they predicted would be in the text in the previous lesson. With the students, circle any words they know were read last day. Have students connect back to the specific context in the book. [Analyzing\/making connections] <strong><br>\n\t\t\t<\/strong><\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong><br>    <ul>\n<li><p class=\"speach-bubble left\">As we read the story this\ntime, we&#8217;ll think about how\nthe little frog figures out\nwhat he&#8217;s supposed to do in\nthe cold.<\/p>\n\t\t\t\t\n\t\t\t\tAsk the students to read the text with you and this time think about how the frog figures out what he should do in the cold. [Analyzing\/evaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t<div id=\"Section-During-Two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"DURING_READING1\">DURING READING<\/h3>\n\t\n\t\t\t<p><strong>Teaching Tip:<\/strong> All students can be invited to join in on this read. You may choose to use the acetate strip again for the repeated text \u2018What do you do.&#8217; You may wish to use echo reading for other parts of the text to allow more students to participate. \n\t\t\t<\/p>\n\t\t\t<ul>\n\t\t\t<li> Read the text with the students and track the print as you read. Use prompts such as the following to help focus students: <strong><\/strong>\n\t\t\t<ul>\n\t\t\t<li><em>(pages 2-3) <\/em> What does Papa frog tell the little frog to do? [Analyzing]<\/li>\n\t\t\t<li><em>(pages 2-3) <\/em> What do the quotation marks tell us about the text on these pages? How do you know who is speaking on each page? [Analyzing\/inferring]<\/li>\n\t\t\t<li><em>(pages 4-5) <\/em>What does the frog ask the Canada goose on this page? [Analyzing]<\/li>\n\t\t\t<li><em>(page 6) <\/em> How does the Canada goose reply to the frog&#8217;s question? Why do you think the frog goes on to ask his other friends what they do in the cold? <em>(because he can&#8217;t fly away from the cold; he doesn&#8217;t eat plants) <\/em> [Analyzing\/inferring\/making connections]<\/li>\n\t\t\t<li><em>(page 7) <\/em> What does the frog ask the oak tree? Why do you think he asks the tree <em>where <\/em>he&#8217;ll be? What do you know about trees that makes this a funny question? [Analyzing\/inferring\/making connections]<\/li>\n\t\t\t<li><em>(page 8) <\/em>Do you think the frog thinks that he should do the same thing as the oak tree in the cold? Why or why not? [Evaluating\/inferring]<\/li>\n\t\t\t<li><em>(page 9) <\/em> What question does the frog ask the hare? Do you think this is a good question for him to ask? [Analyzing\/evaluating]<\/li>\n\t\t\t<li><em>(page 12) <\/em> What do the hare and girl do in the cold that the frog can&#8217;t do? [Analyzing\/making connections]<\/li>\n\t\t\t<li><em>(page 15) <\/em>What does the little frog think he should do in the cold? Why do you think the turtles&#8217; response sounds like a good idea to him? [Analyzing\/inferring] <strong><\/strong> <\/li>\n\t\t\t<li><em>(page 16) <\/em>Do you think the little frog is right about what he should do in the cold? Why or why not? [Evaluating] <strong><\/strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t\n\n\t\t<h3 id=\"AFTER_READING1\">AFTER READING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>Have students share their ideas about how frog figured out what he should do in the cold. Offer prompts to keep the discussion focused:\n\t\t\t<ul>\n\t\t\t<li>What did the frog do to find out what his friends do in the cold? Did he always ask the same question? [Analyzing] <\/li>\n\t\t\t<li>Do you think the frog asked good questions to find out what he wanted to know? Why or why not? [Evaluating] <\/li>\n\t\t\t<li>Do you think frog&#8217;s friends did a good job of describing what they do in the cold? Why? [Evaluating] <\/li>\n\t\t\t<li>Which friends made it very clear that a frog could not do what they do? Explain your thinking. [Analyzing\/evaluating] <\/li>\n\t\t\t<li>What were you thinking as the girl told him what she does?<br>\n\t\t\t[Self-monitoring] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">How is the little frog feeling\nwhen he goes back to tell Papa\nfrog what he figured out? Why\ndo you think so? If you were the\nfrog, how would you be feeling?<\/p>\n\t\t\t\t\n\t\t\t\tLook at page 15 again with students and ask them why they think the frog looks so happy in the illustration. [Inferring\/making connections] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Revisit      the list of predicted words. Together, discuss if there are more words      from the list that appeared in the book, and if so, circle them. Ask      students to share a few additional words that they remember are in the      text, and write these words in a different colour. Say these new words \u2018as      slow as a snail\u2019 (see the \u2018As Slow as a Snail\u2019 lesson on page 28 of the <em>Grade One Working with Words Guide<\/em>.)      Have students break the words down into their phonemes as you record them      on the list.    \n\t\t\t<\/li><\/ul>\n\t\t\t<ul>\n\t\t\t<li>Find the word <strong> \u2018 <\/strong>cold&#8217; <strong><em><\/em><\/strong>on <strong><\/strong>page 2 <strong><em><\/em><\/strong>and highlight it with a frame, Wikki Stix, or an acetate strip. <strong><em><\/em><\/strong>Explain that it rhymes with \u2018told.&#8217; Say both words clearly. Have students predict the first letter in the word \u2018told.&#8217; Then have students locate the word and frame it. Continue to have students predict the first letters of other rhyming words and then locate them in the story (\u2018bird\/heard,&#8217; \u2018ground\/found,&#8217; \u2018tree\/be,&#8217; \u2018fall\/tall,&#8217; \u2018hare\/where,&#8217; \u2018girl\/swirl,&#8217; \u2018day\/play,&#8217; \u2018friends\/ends,&#8217; \u2018ground\/sound,&#8217; \u2018frog\/log,&#8217; \u2018deep\/sleep&#8217;). <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Build words from the high-frequency word \u2018will <em>. <\/em>&#8216; <strong><em><\/em><\/strong>Identify the word in the context of the book (e.g., pp. 7, 14, 16). Make each new word in a pocket chart. Demonstrate how you take \u2018will&#8217; and make it \u2018pill&#8217; by changing the beginning letter: taking the \u2018w&#8217; away and changing it to a \u2018p.&#8217; Encourage students to help you decide what letters you need at the beginning of \u2018will&#8217; to make other words that end with \u2018-ill&#8217; (e.g., \u2018sill,&#8217; \u2018mill,&#8217; \u2018frill,&#8217; \u2018bill,&#8217; \u2018hill,&#8217; \u2018dill,&#8217; \u2018still&#8217;).\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>Return      to the text and have students locate other high-frequency words<strong><\/strong>(e.g., \u2018do,\u2019 \u2018you,\u2019 \u2018we\u2019).For      each word, have students predict the initial consonant and then search the      pages to find the word. Then, frame the word or highlight it with a strip      of acetate, emphasizing the letters it begins with and ends with. If      students need extra support with letter identification, say each word      after it is located, then chant with students the letter names as you      point to them. Then, say the word once more together as you slide your      finger under the word, moving from the first to the last letter. <\/li>\n\t\t\t<\/ul>\n\t\t\t\n<\/div><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<br>\n\t\t\tComprehension<\/strong><br>\n\t\t\t<p>\n\t\t\t\u2022 a range of strategies are integrated throughout the lesson [Making Connections, Analyzing, Synthesizing, Evaluating, Inferring] <br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing<\/p> \n\t\n\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;high-frequency word recognition<br>\n\t\t\t\u2022 rhyming words<br>\n\t\t\t\u2022 building words <\/p>\n\t\n\t\t\t<p><strong>Assessment Opportunities<\/strong><br>\n\t\t\tNote each student&#8217;s ability to:<br>\n\t\t\t\u2022 join in with the reading <br>\n\t\t\t\u2022 analyze text and illustrations for information<br>\n\t\t\t\u2022 recognize featured high-frequency words <br>\n\t\t\t\u2022 recognize words that rhyme<br>\n\t\t\t\u2022 build words<\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 25\u201330 minutes<\/p>\n\t\t\t<p> <span class=\"author\"><b>Teaching Tip:<\/b><\/span> Consider playing the song \u201cWhat Do You Do in the Cold?\u201d as students congregate as a group. <\/p>      \n\n<div id=\"Section-Before-Three\" class=\"section\"><\/div>\n\n\t\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\">We know that different\nplants, animals, and people\nchange what they do when\nthe weather changes. Why\ndo you think this might be?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to consider why living creatures change their behaviour when the weather changes. [Inferring]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<strong><i>Activating Prior Knowledge<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">When the season changes from summer to\nfall, I start to wear a coat when I go outside\nand I don&#8217;t go swimming in the lake anymore\nbecause it&#8217;s too cold. How do you change\nyour behaviour when the season changes, for\nexample, from fall to winter?<\/p>\n\t\t\t\t\n\t\t\t\tRevisit the class display on how daily and seasonal changes affect living things. Ask students to think about how they change their own behaviour when the seasons change. Have some students share their ideas with the entire group. [Making connections] <\/li>\n\t\t\t<\/ul>\n\n\t\t\t\n\t\t\t<strong>Setting a Purpose for Reading<\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">As we read the book this time, we&#8217;ll\nlook for the seasonal changes that\nhappen outside in the fall and\nwinter. Remember to look for clues\nin the text and illustrations.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to note changes that happen in the environment in the fall and winter as they read the text. Remind students to consider information in both the text and illustrations. [Analyzing] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> You may wish to use the digital version of the text for this reading.<\/p>\n\n\t<div id=\"Section-During-Three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"DURING_READING2\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>All students can be invited to join in on this read, as the text is now more familiar to students. You may wish to emphasize how you use the punctuation in the text to read fluently. Discuss the text by offering prompts such as the following:\n\t\t\t<ul>\n\t\t\t<li><em>(pages 4-5) <\/em>How do you know what season it is in the story? [Inferring\/making connections] <\/li>\n\t\t\t<li><em>(page 6) <\/em>What does the text tell us about how the environment changes in the winter? [Analyzing\/inferring] <\/li>\n\t\t\t<li><em>(page 8) <\/em> What seasonal change does the oak tree tell the frog about on this page? [Analyzing] <\/li>\n\t\t\t<li><em>(page 14) <\/em>What other seasonal change do you notice on this page? What do the turtles do because of this change? [Analyzing\/inferring] <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t<div id=\"Section-After-Three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"AFTER_READING2\">AFTER READING<\/h3>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">What information did the author give\nabout the seasonal changes that happen\nin the fall and winter? Share your ideas\nwith a partner. Think about how you\nmight act out the seasonal changes.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to discuss with a partner what seasonal changes they noticed in the text and illustrations of the book. Remind them to explain their ideas to their partner. [Evaluating\/synthesizing] <\/li>\n\t\t\t<li>As students share back with the whole group, have pairs of students act out a seasonal change for the rest of the group to guess (e.g., leaves falling from trees, air growing cold, water turning to ice, snow falling or covering ground).\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Working with Words<\/i><\/strong><br>\n\t\t\t<ul>\n\t\t\t<li>As students read the small versions of the text, have them locate featured high-frequency words and mark them with sticky notes. Later, have students show you the words they know.<br>\n\t\t\t<\/li>\n\t\t\t<li>For a <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/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>  on pp. 159\u2013172 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 pages 155\u2013158 of the <em>Grade One Working with Words Guide<\/em>. Make each new word in a pocket chart. [Building words]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong><i>Key Word:<\/i><\/strong> ground <br>\n\t\t\t<strong><i>Context:<\/i><\/strong> <em>What Do You Do in the Cold?<\/em> pages 6, 14 <\/p>\n\t\t\t<strong><i>Building Words<\/i><\/strong>\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\">go<br>\n\t\t\ton<br>\n\t\t\tdo           \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\">gun<br>\n\t\t\trun<br>\n\t\t\tdug<br>\n\t\t\tdog<br>\n\t\t\tnod\n\t\t\t<\/td>\n\t\t\t<td width=\"46\" valign=\"top\">round<\/td>\n\t\t\t<td width=\"46\" valign=\"top\">ground<\/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\t\t<strong><i>Word Pattern Sorts<\/i><\/strong>\n\t\n\t\n\t\t\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th height=\"34\" valign=\"bottom\"> Words starting <br>\n\t\t\twith \u2018g&#8217; <\/th>\n\t\t\t<th height=\"34\" valign=\"bottom\"> rhyming pattern \u2018ound&#8217; <\/th>\n\t\t\t<th width=\"108\" valign=\"bottom\"> rhyming pattern \u2018un&#8217; &nbsp; <\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td width=\"126\" height=\"50\" valign=\"top\">go<br>\n\t\t\tgun<br>\n\t\t\tground\n\t\t\t<\/td>\n\t\t\t<td width=\"121\" valign=\"top\">ground<br>\n\t\t\tround<\/td>\n\t\t\t<td valign=\"top\">gun<br>\n\t\t\trun<br>\n\n\t\t\t<\/td>\n\t\t\t<\/tr>\n\t\t\t<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\t\t<p>\n\t\t\t<em><strong>Transfer to a Reading Context<br>\n\t\t\t<\/strong><\/em>\n\t\t\t&#8211; sun (<em>It is hot in the sun.<\/em>) <br>\n\t\t\t&#8211; get (<em>It will get cold soon.<\/em>) <br><br>\n\t\t\t<em><strong>\n\t\t\tTransfer to a Writing Context<\/strong><\/em>\n\t\t\t<br>\n\t\t\t&#8211; sound (<em>I want to write, <\/em>\u2018 <em>I could hear the sound of the Canada goose.&#8217; Which pattern will help me spell \u2018sound&#8217;?<\/em>)<br>\n\t\t\t&#8211; green (<em>What letter does \u2018green&#8217; start with? I want to write, \u2018I like the smell of green grass in summer.&#8217;<\/em>)<\/p>\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<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\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 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 class or a group of students: \n\t\t\t<\/p>\n\t\t\t\n\n\t\t\t<strong><i>Print Concepts, Book Handling, and Text Features<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">Show me the first word.\nPoint to the first letter in\nthat word. Where do we\nmove now? (Movement to\nnext line.)<\/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] \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Point out the use of quotation marks in the text and remind students of how we know who is speaking on each page (look at the illustrations for clues; know that the frog is asking the questions). Orgnaize students into two groups, with one group reading the little frog&#8217;s dialogue, and the other group reading the other characters&#8217; dialogue. [Print concepts\/text features] <\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Focusing on Comprehension<\/i><\/strong><ul>\n\t\t\t<li>Assign roles to individual students, based on the characters in the book. Play the song \u201cWhat Do You Do in the Cold?\u201d, having students act out their roles, according to the words of the song. You may wish to pause the music between each verse to cue the next performer. Have another group of students then perform the actions to the story in the same way; then another group, until all students have had a turn to act out a role in the story for the class.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>As you read through the text, guide students to make inferences about <em>why <\/em> each living thing adapts in that way to the cold. For example, on page 4, students can infer that Canada geese need to eat plants, so they have to fly away in the winter because most plants don&#8217;t grow at that time. [Inferring]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>Display the digital cloze version of the text on the Media Key. Working with the whole class or with a small group, reread together and encourage students to supply the missing words (spaces for the 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 tool bar 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&#8217; button to find out how to use the different features of the digital texts. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<strong><i>Working with Words<\/i><\/strong><br>\n\n\t\t\t<ul>\n\t\t\t<li>Review upper- and lower-case letters with students using pages where both versions appear (e.g., \u2018B&#8217; and \u2018b&#8217; on p. 6; \u2018W&#8217; and \u2018w&#8217; on p. 7; \u2018D&#8217; and \u2018d&#8217; on p. 9). You may wish to ask students to go through the rest of the book.<br>\n\t\t\t<\/li>\n\t\t\t<li>Together with students, look for all of the rhyming words in the text. Note the similarities and differences in spelling patterns. As an extension, you may wish to brainstorm other rhyming words that use the same patterns.\n\t\t\t\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\n\t\t\t<p>You may consider using some of the following suggestions to extend the inquiry.<br>\n\t\t\t<\/p>\n\t\t\t<ul>\n\t\t\t<li>Provide non-fiction texts, selected Internet sites, and\/or magazines that feature other living things and how they are affected by daily and seasonal changes. Give students simple recording sheets for noting the information they find by writing, drawing, and labelling. <br>\n\t\t\t<\/li>\n\t\t\t<li>Encourage students to use plastic miniatures of a Canada goose, turtles, rabbits (if possible, one white and one brown), a girl figure (if possible, with winter clothes to add), trees (one with leaves and one without, along with a few fabric leaves), a snowman (could be made of modelling clay), and frogs in dramatic play. Using the miniatures, students can demonstrate their understanding of how these living things are affected by seasonal changes. Additional materials, such as a piece of blue fabric for water, cotton batting for snow, a few small rocks, and pieces of sticks for logs can be provided to students to help them show more detailed understanding. <\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong><\/strong><\/p>\n\t\t\t<p><strong>Teaching Tip:<\/strong> You may wish to provide miniatures of other living things that are familiar to your students as well, encouraging students to think about what those creatures do in the cold. <\/p>\n\t\t\t<ul>\n\t\t\t<li>Ask students to create collages, starting by making an outline drawing (such as in a colouring book) of a particular season using pencil and a large piece of drawing paper. Encourage students to include one or two living things in their drawing, along with background details, as modelled in the text. Then have students trace over the pencil lines with a black marker\u2014this will help highlight the important parts of the drawing. Ask students to choose a few parts of the drawing (e.g., a tree) to fill in as a collage. For the collage sections, provide different-coloured papers for students to cut into pieces and glue inside the marker-lined sections. Students may wish to use whole pieces or cut many small pieces to fill the shapes. Crayons can be used to colour in sections of the drawing not covered by the cut-up paper. <br>\n\t\t\t<\/li>\n\t\t\t<\/ul><p><strong>Teaching Tip:<\/strong> Show students a simple colouring book to demonstrate how lines are used to show the important parts of an object or character. <br>\n\t\t\t<\/p><ul>\n\t\t\t<li>Select other books about animals, plants, or people adapting their behaviour due to a change of season, such as:\n\t\t\t<ul>\n\t\t\t<li><em>It&#8217;s Moving Day! <\/em> by Pamela Hickman: Kids Can Press, 2008 (Fiction: as the seasons change, a small burrow becomes a temporary home for many different animals) <\/li>\n\t\t\t<li><em>Time to Sleep <\/em> by Denise Fleming: Henry Holt and Co., 2001 (Fiction: animals prepare for a long winter&#8217;s hibernation) <\/li>\n\t\t\t<li><em>Pie in the Sky <\/em> by Lois Ehlert: Harcourt, 2004 (Fiction: a father and child watch their backyard cherry tree as it changes throughout the seasons) <\/li>\n\t\t\t<li><em>Farm <\/em> by Elisha Cooper: Orchard Books, 2010 (Info-fiction: follows a farming family&#8217;s life over the course of a year) <\/li>\n\t\t\t<li><em>The Seaons of Arnold&#8217;s Apple Tree <\/em> by Gail Gibbons: Houghton Mifflin Harcourt, 2001 (Info-fiction: Arnold enjoys the different pleasures of his apple tree as the seasons pass) <\/li>\n\t\t\t<li><em>Busy Animals: Learning About Animals in Autumn <\/em> by Lisa Bullard: Picture Window Books, 2010 (Non-fiction: on a walk through a nature reserve, readers encounter many animals as they prepare for winter)<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Deb Loughead Illustrated by Laura Watson Text Type: Fiction: Narrative\u2014Question-and-Answer Summary: A young frog asks various friends about what they do when the weather grows cold in order to find out what he should do in the cold. Each animal and plant describes a different way in which they adapt to the change [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3302,"parent":1254,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1334","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1334","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=1334"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1334\/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\/3302"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}