{"id":1349,"date":"2021-12-13T17:37:52","date_gmt":"2021-12-13T22:37:52","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1349"},"modified":"2022-04-06T16:49:23","modified_gmt":"2022-04-06T20:49:23","slug":"the-dot","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/expressing-myself-2\/the-dot\/","title":{"rendered":"Read Aloud: The Dot"},"content":{"rendered":"\n
\n\n\t\t\t\n
\n\n\t\t\t\n\t\t\tWritten by Peter H. Reynolds<\/strong>

\n\t\t\tText Type:<\/strong> Fiction: Narrative\u2014Realistic Story\n\t\t\t

\n\t\t\t

Summary:<\/strong> This book shows how an intuitive teacher provides a student with the confidence to create and express herself through her art. In turn, this student shows confidence in another student.
<\/p>\n\t\n\t\t\t

Text Features<\/strong>
\n\t\t\t\u2022 quotation marks
\n\t\t\t\u2022 exclamation marks
\n\t\t\t\u2022 text in childlike printing<\/p>\n\t\t\t

Visual Literacy<\/strong>
\n\t\t\t\u2022 simple illustrations
\n\t\t\t\u2022 words in capital letters
\n\t\t\t\u2022 environmental print<\/p>\n\t\n\t\t\t

Strategy Teaching<\/strong>
\n\t\t\t\u2022 integrated throughout the lesson
\n\t\t\t\u2022 prompts focus on a range of strategies (Analyzing, Sequencing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Monitoring)
\n\t\t\t\u2022 the comprehension purpose for listening highlights Analyzing\/making connections <\/p>\n\t\n\t\t\t

Assessment Opportunities<\/strong>
\n\t\t\tNote each student’s ability to:
\n\t\t\t\u2022 attend to story reading
\n\t\t\t\u2022 participate in partner and whole-class discussions
\n\t\t\t\u2022 understand the inquiry question
\n\t\t\t\u2022 make connections between Vashti\u2019s experiences and their own experiences in expressing themselves through art<\/p>\n\t\n\t\t\t

Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\t\t\t\n\n<\/div>

\n\n\t

BEFORE READING<\/h3>\n\t\n\t\t\tEstablishing the Inquiry Focus<\/i><\/strong>
\n\t\t\t
    \n\t\t\t
  • Explain that you will read to the students a book that shows how one little girl expressed herself through her art, her words, and her body language. \n\t\t\t<\/li>\n

  • What do you see in the\nillustration? Does it remind you of\nanything? What do you think the\nperson is doing? Why? Why do you \nthink the title is the dot?<\/em><\/p>\n\n\t\t\t\tShow students the front cover of the dot<\/em> and read the title and the name of the author. Discuss the picture. [Analyzing\/making connections\/predicting]\n\t\t\t<\/li>\n\t\t\t

  • Point to the way the author\u2019s name is printed around the outside of the dot. Tell the students that the title page is also written in an interesting way and you will show them that page, as well.\n\t\t\t<\/li>\n

  • Why do you think that this\ndot is on the back cover?\nWhat do you think the book\nwill be about?<\/p>\n\t\t\t\t\n\t\t\t\tShow the students the back cover. Discuss the reason for the same illustration of the dot. [Predicting]<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\tActivating and Building Background Knowledge<\/i><\/strong>\n\t\t\t

      \n

    • Think about what you like\nto draw when you are at\nhome or in art class. Do you\nhave one favourite thing to\ndraw, or do you draw many\ndifferent things?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students what they like to draw at home or in art class. Ask students to turn and tell a partner one thing they like to draw. [Making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\tSetting a Purpose for Listening<\/i><\/strong>\n\t\t\t

        \n

      • As you listen, think about\nwhat the little girl is doing\nand how she is expressing\nherself through body\nlanguage and what she says.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to listen to find out about a little girl who did not think she could draw anything and what happens. [Analyzing\/making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div>

        \n\t\n

        DURING READING<\/h3>\n\t\t\t
          \n\t\t\t
        • \n\t\t\t

          This book has such interesting but simple illustrations that you will want to pause frequently (every page) to discuss what the girl and her teacher say, and the illustrations that show their body language. Alternate between asking students to discuss as a whole group and with partners.<\/p>\n\t\t\tPrompts for discussion include:\n\t\t\t

            \n\t\t\t
          • What feeling is Vashti expressing through her body language? [Analyzing\/making connections]<\/li>\n\t\t\t
          • Why do you think the teacher said Vashti\u2019s drawing was a \u2018polar bear in a snowstorm?\u2019 [Inferring]<\/li>\n\t\t\t
          • How is Vashti feeling when she jabs the paper? What body language tells us that? What in the illustration shows us action? [Making connections\/analyzing]<\/li>\n\t\t\t
          • How does the teacher encourage Vashti to draw? [Synthesizing\/analyzing]<\/li>\n\t\t\t
          • How does Vashti change over the week? [Synthesizing\/analyzing]<\/li>\n\t\t\t
          • What do you notice about the change in her body language? [analyzing]<\/li>\n\t\t\t
          • What are the changes in what she says? [Analyzing\/synthesizing]<\/li>\n\t\t\t
          • Where do you see her doing her drawing? Why do you think she changes where she is drawing? [Analyzing\/inferring]<\/li>\n\t\t\t
          • What two colours make purple? [Analyzing]<\/li>\n\t\t\t
          • What does Vashti put on each of her pieces of artwork? [Analyzing]<\/li>\n\t\t\t
          • What do you think will happen when the little boy says, \u2018I can\u2019t draw a straight line with a ruler\u2019? [Predicting]<\/li>\n\t\t\t
          • As Vashti is looking at the little boy\u2019s squiggle, what do you think she will say? [Predicting]<\/li>\n\t\t\t
          • How do you think Vashti was feeling at the end of the story? How can you tell? [Synthesizing\/inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div>
            \n\n\t\t

            AFTER READING<\/h3>\n\t\n\t\t\t
              \n

            • Tell your partner how Vashti started\ndrawing, what she said about\ndrawing, and how her body language\nlet us know what she was thinking.<\/p>\n\t\t\t\t\n\t\t\t\tInvite students to work with a partner to discuss Vashti, the artist. [Analyzing\/synthesizing] <\/li>\n

            • How was Vashti feeling when she\ndrew her first dot? What did the\nteacher do to help Vashti start to\ndraw? What was the major thing\nthat made the difference to Vashti?\nHow did Vashti feel at the art show?<\/p>\n\t\t\t\t\n\t\t\t\tAs a class, discuss the way the teacher helped Vashti begin to draw. [Analyzing\/synthesizing]\n\t\t\t<\/li>\n

            • \nOn this page, think of a way that\nyou can use Vashti’s idea of only\ndot or dots to make a picture. Lets\nsee how many ways and how many\ndifferent colours we can use to\nshow a dot or dots on a page.<\/p>\n\t\t\t\t\n\t\t\t\tProvide students with a piece of paper and a variety of crayons or paints and have them draw or paint something using only dots. Encourage them to try something different with their dots. \n\t\t\t<\/li>\n

            • Tell what you were thinking\nwhen you did your painting.\nWhy did you choose that colour\nor how did you decide where\nto put the dot on the page?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to share their work in small groups.\n\t\t\t<\/li>\n

            • Let’s see how many different colours were\nused for the dots. How were the dots\ndifferent? Each of you expressed yourself\nin a different way just by using a dot.\nHow did you feel about your painting?<\/p>\n\t\t\t\t\n\t\t\t\tDisplay each student\u2019s picture and discuss the different ways that the dot and the colours were used.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div>

              \n\n\t\t\t

              FURTHER READINGS<\/h2>\n\t\n\t\t\t
                \n\t\t\t
              • You may decide to explore some other visual resources before you reread the dot <\/em>(e.g., those suggested in the following section, Extending the Inquiry, or others you find).<\/em>\n\t\t\t<\/li>\n

              • What did the art display at\nthe school provide for\nstudents and parents? What\neffect did it have on the\nlittle boy?<\/p>\n\t\t\t\t\n\t\t\t\tWhen you reread the dot<\/em>, emphasize visual and textual comprehension. Ask students to think about the display of Vashti\u2019s art and if it was effective. [Evaluating\/inferring]
                \n\t\t\t<\/li>\n

              • What would it mean to be\n‘glued to the chair?\u2019 Was Vashti\nreally glued to the chair?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss comprehension of vocabulary concepts, e.g., \u2018glued to the chair,\u2019 \u2018watercolours,\u2019 \u2018made a splash,\u2019 or \u2018squiggle.\u2019 <\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div>

                \n\n\t\t\t

                EXTENDING THE INQUIRY<\/h2>\n\t\n\t\t\t

                Young students explore and research in multiple ways. Consider using some of the following suggestions to extend the inquiry.<\/p>\n\t\t\t

                  \n\t\t\t
                • Provide objects that are a \u2018dot\u2019 shape (e.g., lids of jars, coasters, paper cups, or anything in a circle) for students to use to draw and cut out. Have them make collages on a page. They can create different dot shapes out of different colours and materials (e.g., magazines, cloth, construction paper).\n\t\t\t<\/li>\n\t\t\t
                • Display the collages. Discuss how the students expressed themselves by how they designed their page. Have student partners discuss why they chose that particular display and how they felt about it.\n\t\t\t<\/li>\n\t\t\t
                • Read other books about expressing oneself through art to your students and place them in the reading centre so that students can look through them individually or with a partner. Encourage students to talk about their learning and to ask questions. Suggestions include:\n\t\t\t
                    \n\t\t\t
                  • Augustine<\/em> by M\u00e9lanie Watt: Kids Can Press, 2008 (Fiction: a penguin moves and misses all her familiar things and friends, but she uses art to discover how to express herself and break the ice with her new classmates)<\/li>\n\t\t\t
                  • The Cloud<\/em> by Hannah Cumming: Child\u2019s Play (International) Ltd., 2010 (Fiction: a quiet, withdrawn girl in art class appears to have a cloud over her head, but one determined classmate helps her come out of herself as they work on an art piece together)<\/li>\n\t\t\t
                  • Beautiful Oops! <\/em>by Barney Saltzberg: Workman Publishing, 2010 (Fiction: a mistake creates something beautiful, encouraging artistic expression)<\/li>\n\t\t\t<\/ul><\/li><\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                    Written by Peter H. Reynolds Text Type: Fiction: Narrative\u2014Realistic Story Summary: This book shows how an intuitive teacher provides a student with the confidence to create and express herself through her art. In turn, this student shows confidence in another student. Text Features \u2022 quotation marks \u2022 exclamation marks \u2022 text in childlike printing Visual […]<\/p>\n","protected":false},"author":6,"featured_media":3297,"parent":1258,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1349","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1349","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=1349"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1349\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1258"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3297"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1349"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}