{"id":1352,"date":"2021-12-13T19:13:00","date_gmt":"2021-12-14T00:13:00","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1352"},"modified":"2022-06-20T13:20:30","modified_gmt":"2022-06-20T17:20:30","slug":"move-like-the-animals","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/expressing-myself-2\/move-like-the-animals\/","title":{"rendered":"Shared Reading: Move Like the Animals"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t\n\t\t\t<strong>Written by Ray Leoni<\/strong> <br>\n\t<strong>Text Type<\/strong>: Non-fiction: Description\u2014Questions\n<br>\n\t\t\t\n\t\t\t<strong>Summary:<\/strong> This book invites everyone to show how they feel by moving like the animals in the book.<br><br>\n\t\n\t\t\t<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 repetitive text<br>\n\t\t\t\u2022 punctuation: question marks and ellipses<\/p>\n\t\t\t<p><strong>Visual Literacy<\/strong> <br>\n\t\t\t\u2022 photos that support text\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                        Comprehension<\/strong><br>\n\t\t\t<p>\n\t\t\t\u2022 a range of comprehension strategies is integrated throughout the lesson<br>(Analyzing, Sequencing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Monitoring]<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Making connections\/inferring<\/p>\n\t\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;&nbsp;comprehending vocabulary from context and pictures<\/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 attend to print<br>\n\t\t\t\u2022 join in with reading<br>\n\t\t\t\u2022 analyze visual information and infer meaning from the pictures<br>\n\t\t\t\u2022 respond to questions<br>\n\t\t\t\u2022 apply the inquiry question to how we express ourselves <\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\t\t\t\n\n\t<div id=\"Section-Before-One\" class=\"section\"><\/div>\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 speach-bubble-long left\">What were some of the ways that we\nsaid we could show how we feel? We\nhave read about a little girl expressing\nherself through the artwork that she\ndid. How did she show us her feelings?<\/p>\n\t\t\t\t\n\t\t\t\tRemind students that they have been talking about how they can express their feelings or ideas. Ask students to think about what they have learned about how to show what they think and feel. [Making connections]\n\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">Tell your partner\nhow you think we\nexpress ourselves by\nhow we move.<\/p>\n\t\t\t\t\n\t\t\t\tStudents can discuss with a partner how the movement of the body might show how we feel. \n\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">Now we are going to find out\nhow we can express ourselves\nthrough our body movement.<\/p>\n\t\t\t\t\n\t\t\t\tPrepare the way for further inquiry about how to express oneself through movement.\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 animal do we see on the\ncover? Do you have a cat? How does\nit move? How do you think this cat\nis moving? Show me how you could\nmove like this animal. What are you\nfeeling when you move like that?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the front cover of <em>Move Like the Animals<\/em> and read the title together. Read the author\u2019s name<em>. <\/em>Provide prompts to discuss the possible content of the text. [Making connections\/predicting]\n\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">What is this animal?\nHow might it move?<\/p>\n\t\t\t\t\n\t\t\t\tLook at the back cover, read the sentence, and discuss each picture and how that animal might move. [Making connections\/predicting]\n\t\t\t<\/li>\n\t\t\t<\/ul>\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\">As we read about each\nanimal, think about\nhow it would feel to\nmove like that animal.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read with you to imagine how it might feel to move like each of the animals. [Making connections\/inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t<div id=\"Section-During-One\" class=\"section\"><\/div>\n\n\t\t<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\n\t\n\t\t\t<ul>\n\t\t\t<li>          Begin reading <em>Move Like the Animals<\/em> and invite the students to join in. Track print with a pointer. (Joining in may be more limited on the first page, but the repetitive text will help many join in quickly.)          <\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> There are new features (e.g., question marks, ellipses) on each page of this text, so you may consider discussing them as they come up.<\/p>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Is this a statement or is it asking\nus a question? How do you think\nthe cat is moving? How do you\nthink it would feel to move like\nthe cat?<\/p>\n\t\t\t\t\n\t\t\t\tPause to look at the picture of the cat. Read the text, stopping at the ellipsis to ask how it looks like the cat is moving before reading the end of the sentence. [Predicting]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">How do you think I should show the\ncat moving through the grass? Will it\njump, spring, or tiptoe quietly through\nthe grass? Lets pretend we are cats\ntiptoeing through the grass.<\/p>\n\t\t\t\t\n\t\t\t\tUse the cat puppet from the Oral Language Kit to demonstrate how the cat might move.\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">Lets move like the elephant,\nstomping the ground. Why\ndo you think he may be\nstomping? How is he feeling?\nHow are you feeling?<\/p>\n\t\t\t\t\n\t\t\t\tAfter students look at each animal, make predictions about its movement and then read to the end of the sentence. Then have students act out the action of the animal. You might use the elephant and horse puppets when you are reading those pages.\n\t\t\t<\/li>\n\t\t\t<li>        Discuss each animal and their movements by offering prompts:\n\t\t\t<ul>\n\t\t\t<li>(p. 2) Will we move quietly or loudly when we tiptoe through the grass? [Analyzing\/inferring]<\/li>\n\t\t\t<li>(p. 3) Do elephants stomp? How do we stomp? How does it feel to stomp? Why might we stomp? [Making connections\/evaluating]<\/li>\n\t\t\t<li>What was the one animal that you felt you were most like? [Making connections\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Clarify any vocabulary that may limit comprehension, e.g., \u2018tiptoe,\u2019 \u2018stomp,\u2019 \u2018crawl,\u2019 \u2018leap,\u2019 \u2018scurry,\u2019 or \u2018gallop.\u2019 Use the pictures and puppets to support the discussion where appropriate. <\/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\t\t\t<ul>\n\t\t\t<li>\n<p class=\"speach-bubble left\">How did you feel as\nyou were moving like\nthe cat? The elephant?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students how they felt as they moved like the animals.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>Play the music on the Media Key or online for each animal in <em>Move Like the Animals,<\/em> one at a time. Alternatively, display the digital book on an interactive whiteboard. Play the music and then begin the video for each animal. The music will play concurrently with the video of the animals as it moves. Note: You may need to replay the video a few times as some are quite brief. Discuss how the music makes students feel about the animal\u2019s movement.Ask them to move like each animal.Have the students change their actions to fit the next animal for which you play the music.\n\t\t\t\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">If I have the cat and I show and tell\nyou that the cat is stretching and\npurring, then each of you will stretch\nand purr. If I want you to jump like\nthe cat, I will show the cat jumping\nand you will jump, too.<\/p>\n\t\t\t\t\n\t\t\t\tIn small groups, have students choose one of the puppets from the Oral Language Kit (e.g., horse, cat, or elephant) to show how it would move. Rotate the puppet through the group, so each student can illustrate how the animal might move. As a student shows a movement, each person in the group moves the same way.\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\tShow students other videos about how animals move, such as:\n\t\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=zT1Zl84AxXk\" target=\"_blank\" rel=\"noopener\">Move Like an Animal\u2014Jenks<\/a><\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\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                        Comprehension<\/strong><br>\n\t\t\t\t\n\t\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Making connections\/predicting<\/p>\n\t\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\t\n\t\t\t\u2022&nbsp;learning high-frequency words<br>\n\t\t\t\u2022 ellipses and question marks<\/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 show interest in the inquiry<br>\n\t\t\t\u2022 participate in reading <br>\n\t\t\t\u2022 recognize high-frequency words<br>\n\t\t\t\u2022 demonstrate understanding by dramatizing the actions of animals<\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\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\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">As we looked at each animal in the book and\nfound out how it moved, we were expressing\nhow we felt about the way that animal\nmoved. How did we do that? Did we say\nwords? Did we show it in movement? Tell your\npartner about what we did and how we did it,\ngiving one example.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss how students were expressing themselves last day. [Making connections\/\n\t\t\tsynthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\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\">Tell your partner about\nyour favourite animal\nand how it moves. What\ndo you feel about that \nway of moving?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think about their favourite animal, how it moves, and how it would feel to be like that animal when it moves. \n\t\t\t<\/li>\n\t\t\t<\/ul><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 read the text again,\nthink about what other\nkinds of movements each of\nthe animals could do.<\/p>\n\t\t\t\t\n\t\t\t\tAsk the students to think about new movements that each animal could do. [Making connections\/predicting]\n\t\t\t<\/li>\n\t\t\t<\/ul>      \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\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>As you reread the text invite students to join in.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n<p class=\"speach-bubble speach-bubble-long left\">Is this the only way\na cat moves? How\nelse could it move?<\/p>\n\t\t\t\t\n\t\t\t\tPause at the end of each page to discuss what other movements that animal might do. [Analyzing\/making connections\/predicting]\n\t\t\t<\/li>\n\n\n\n\t\t\t<li>\t\t\t\n\t\t\t\t<p class=\"speach-bubble speach-bubble-long left\">Thomas said that a cat\ncan roll on the ground.\nLet\u2019s pretend we are\nrolling on the ground\nlike a cat.<\/p>\n\t\t\t\t\n\t\t\t\tHave students demonstrate the new movement suggested for each of the animals. [Making connections\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n\t<div id=\"Section-After-Two\" class=\"section\"><\/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\">Tell your partner another movement that\none of the animals could do. Show your\npartner that movement and tell how you\nfeel when you act it out. Act it out together.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss other movements that the animals could make.\n\t\t\t<\/li>\n\t\t\t<li>Have students choose their favourite animal and one of the suggested movements for that animal. Ask them to draw the animal moving and write a word or sentence about the feeling the movement is expressing.\n\t\t\t<\/li>\n\t\t\t<li>Post the students\u2019 artwork along with their first paintings related to <em>the dot<\/em>.\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">Tell your partner about\nyour two art pieces\nand how you feel about\neach. How are they\ndifferent?<\/p>\n\t\t\t\t\n\t\t\t\tHave students discuss their two art pieces with a partner. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Print Concepts<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>\n<p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s reread the page about the cat. Look how\nwe have the three dots after the word \u2018you\u2019. We\npaused and thought about the picture before we\nread the rest of the sentence. How does that\nsentence end? Why is there a question mark\nthere? Let&#8217;s look at this picture of a rabbit. How\ncould we make a similar sentence for the rabbit?\nHelp me spell the words.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss the use of ellipses and question marks and how we read a sentence that contains them. Show them a picture of a different animal and ask how we could write a similar sentence using an ellipsis and a question mark. Write the new sentence on the board or chart paper.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>There are several words from the grade one high-frequency wordlist that appear in the text: \u2018you,\u2019 \u2018how,\u2019 \u2018when,\u2019 \u2018cat,\u2019 and \u2018jump.\u2019 Identify one word, e.g., \u2018you,\u2019 reread the text containing the word, and frame it with a cardboard word frame, a rectangle of coloured acetate, or Wikki Stix.\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Look at the word \u2018you.\u2019 What letter does if\nstart with? How many letters are in the\nword? Let\u2019s call out each letter as I point to\nit. Y&#8230; O&#8230; U&#8230; says &#8216;you&#8217; Now, let&#8217;s clap\nand chant the letters.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to identify the selected high-frequency word on the next page as the text is reread. Do a brief activity to help them remember the word. (See the \u2018Rhythm to Introduce Five New Words of the Week\u2019 lesson plan in the <em>Grade One Working with Words Guide<\/em>, p. 52.)\n\t\t\t<\/li>\n\t\t\t<li>Use the high-frequency words in the morning message as seen in the \u2018Morning Message: What Word Do You See?\u2019 lesson plan (\u2018be,\u2019 \u2018can,\u2019 \u2018like\u2019, \u2018have,\u2019 \u2018one) in the <em>Grade One Working with Words Guide<\/em>, pp. 55\u201356.\n\t\t\t<\/li>\n\t\t\t<li>You may wish to provide more hands-on practice by having students build high-frequency words with magnetic letters. (See the independent practice suggestions in the <em>Grade One Working with Words Guide<\/em>, pp. 129\u2013130.)\n\t\t\t<\/li>\n\t\t\t<li>You may wish to focus on the target high-frequency words during transition time, e.g., students move into the line to go to gym when they can read one of the target words. (See the \u2018Transition Time Word Wall Practice\u2019 lesson plan in the <em>Grade One Working with Words Guide<\/em>, pp. 57\u201358.)       <\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\t\n\n\t\t\t<h2 id=\"THIRD_READING\">THIRD READING<\/h2>\n\t\n\t\t\t<strong>Reading Strategies<br> \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\u2022 the comprehension purpose for reading focuses on Evaluating\/synthesizing<\/p>\n\t\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;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 synthesize how our body movements show how we feel<br>\n\t\t\t\u2022 build words from letters<\/p>\n\t\t\t<p><strong>Time:<\/strong> two sessions of approximately 25 minutes<\/p>\n\n\n\t<div id=\"Section-Before-Three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING2\">BEFORE READING<\/h3>\n\t\n\t\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">\nWhat have we learned\nabout how we can express\nourselves? Tell your partner\nwhat we can say or how we\ncan show we are happy.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students what they have learned about how we express ourselves. Have students tell a partner what ways we use to express our ideas and feelings. [Making connection\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul><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 do you think is the\nbest way to share our ideas\nand feelings? Talking,\nthrough our body language\nor movement, or both? Why?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students which way they think is most effective in expressing ourselves. [Making connections\/evaluating\/synthesizing]\n\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">When you are going out for recess,\nhow do you go? Do you move fast or\nslow? Do you scurry or crawl? Why?\nWhen you are getting up in the\nmorning, how do you move? When you\nare going to the park, how do you\nmove? Why? How do you feel in each\nof these cases?<\/p>\n\nDiscuss how students move and why they move in a certain way<em>.<\/em>\n\t\t\t<\/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 read the text again, think of\nthe reason that the animal is\ntiptoeing or stomping or jumping.\nHow do you think the animal feels?\nWhy is it stomping or jumping?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think about why the animal might be doing the action that is shown in each of the pictures. [Evaluating\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\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>\n\t\t\t<p>Read the text together, encouraging student participation in the reading.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\tPause at the end of each page to discuss why students think the animal\u2019s movement is described as it is. Offer prompts when needed:\n\t\t\t<ul>\n\t\t\t<li>(p. 2) Why is the cat tiptoeing? Why would you tiptoe? [Inferring\/predicting\/making connections]<\/li>\n\t\t\t<li>(p. 3) How would the elephant move if it was feeding time? If there was a tiger nearby? [Inferring\/making connections\/synthesizing]<\/li>\n\t\t\t<li>(p. 4) Why do turtles crawl? [Making connections\/synthesizing]<\/li>\n\t\t\t<li>(p. 5) How do you feel when you leap? Why does an animal leap? [Making connections\/inferring]<\/li>\n\t\t\t<li>(p. 7) Do horses only gallop? How else do they move? Why? [Making connections]\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-Three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"AFTER_READING2\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n<p class=\"speach-bubble left\">Talk to your partner\nabout the way the cat\nis moving. Why might it\nbe moving that way?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students why they think the animal is moving as it is in each photo. Look back at the pages to remind students about each action.[Evaluating\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>\n<p class=\"speach-bubble left\">\nIf Tia and I felt that the horse\nwas galloping because it was going\nfor food, then Tia could be the\nhorse and I could stand with my\nhand out and be the food. Then\nwe&#8217;ll change roles so the other\nperson acts as the animal.<\/p>\n\t\t\t\t\n\t\t\t\tHave partners act out the movement of the animal and the reason for that movement. Model with one student.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>For a <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/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<\/em> <em>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_smalllettercards.pdf\" target=\"_blank\" rel=\"noopener\">small letter cards<\/a> on pp. 155\u2013158 and <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 in the <em>Grade One Working with Words Guide<\/em>. [Building words] <\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong><i>Key Word:<\/i><\/strong> elephant<br>\n\t\t\t<strong><i>Context:<\/i><\/strong> <em>Move Like the Animals<\/em>, page 3<\/p>\n\t\n\t\t\t<strong><i>Building Words<\/i><\/strong>\n\t\n\t\t\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\n\t\t\t<td width=\"42\" valign=\"top\">a<\/td>\n\t\t\t<td width=\"69\" align=\"left\" valign=\"top\">an<br>\n\t\t\tat<br>\n\t\t\the&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/td>\n\t\t\t<td width=\"50\" align=\"left\" valign=\"top\">ant<br>\n\t\t\tpal<br>\n\t\t\tlap<br>\n\t\t\tnap<br>\n\t\t\tpan<br>\n\t\t\tnet<br>\n\t\t\tpet<br>\n\t\t\tpat<br>          pen<br>            ate <br><br><\/td>\n\t\t\t<td width=\"53\" align=\"left\" valign=\"top\">hate<br>\n\t\t\tlate<br>\n\t\t\thelp<br>\n\t\t\tpale<br>\n\t\t\ttale<br>\n\t\t\tpeel<br>\n\t\t\tplan<br>\n\t\t\tpant <br><\/td>\n\t\t\t<td width=\"52\" align=\"left\" valign=\"top\">plane<br>\n\t\t\tplant<br>\n\t\t\tplate          &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <br>\n\t\t\t<br><\/td>\n\t\t\t<td width=\"138\" align=\"left\" valign=\"top\">elephant<\/td>\n\t\t\t<\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\t\t\n\t\n\t\n\t\n\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 width=\"117\" height=\"46\"><p>Words starting with &#8216;p&#8217;<br>\n\t\t\t<\/p>\n\t\t\t<\/th><th width=\"117\"><p>rhyming pattern &#8216;apt&#8217;<br>\n\t\t\t<\/p>\n\t\t\t<\/th><th width=\"117\"><p>rhyming pattern &#8216;ate&#8217;<br>\n\t\t\t<\/p>\n\t\t\t<\/th><th width=\"117\"><p>rhyming pattern &#8216;et&#8217;<br>\n\t\t\t<\/p><\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"94\" valign=\"top\">pal&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<br>\n\t\t\tpan&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<br>\n\t\t\tpat&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <br>\n\t\t\tpen&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;<br>\n\t\t\tpet<br>\n\t\t\tpale<br>\n\t\t\tpant<br>\n\t\t\tpeel<br>\n\t\t\tplan<br>\n\t\t\tplane<br>\n\t\t\tplant<br>\n\t\t\tplate<p><\/p><\/td>\n\t\t\t<td valign=\"top\">lap<br>\n\t\t\tnap<\/td>\n\t\t\t<td valign=\"top\">ate<br>\n\t\t\thate<br>\n\t\t\tlate<br>\n\t\t\tplate\n\t\t\t<p><\/p><\/td>\n\t\t\t<td valign=\"top\">net<br>\n\t\t\tpet            <br><\/td>\n\t\t\t          <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\n\t\t\t<p>\n\t\t\t<strong><i>Transfer to a Reading Context<br>\n\t\t\t<\/i><\/strong>\n\t\t\t&#8211; gate <em>(Please close the gate after we go.)<\/em><br>\n\t\t\t&#8211; cap <em>(Did you see my cap anywhere?)<\/em><br>\n\t\t\t&#8211; wet <em>(The rag is wet.)<\/em><br>\n\t\t\t&#8211; pup <em>(We have a new pup called Dusty.)<\/em><br>\n\t\t\t<br>\n\t\t\t<strong><i>\n\t\t\tTransfer to a Writing Context<\/i><\/strong>\n\t\t\t<br>\n\t\t\t&#8211; map <em>(I want to write \u2018Please show me the map of our neighbourhood.\u2019 Which rhyming pattern will help me spell \u2018map\u2019?)<\/em><br>\n\t\t\t&#8211; paper <em>(I want to write \u2018Thomas will get the paper for me.\u2019 Which letter does \u2018paper\u2019 start with?)<\/em><br>\n\t\t\t&#8211; skate <em>(I want to write \u2018We will not skate on the sidewalk.\u2019 Which rhyming pattern will help me spell \u2018skate\u2019?)<\/em><br>\n\t\t\t&#8211; upset <em>(I want to write \u2018I am upset that we did not clean the floor.\u2019 Which rhyming pattern will help me spell \u2018upset\u2019?)<\/em>      <\/p>\n\t\t\t\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t\t\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\n\t\t\t<p>Many texts benefit from being reread with students to enable the books to become familiar and to increase participation in the shared reading. Over time, share the pointer with students in turn, so that they demonstrate how to track print in the big book.<\/p>\n\t\n\t\t\t<p><strong>Teaching Tip:<\/strong> Rereading 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.<\/p>\n\t\t\tIn each rereading, select ideas from the following three areas based on the needs of your students:\n\t\t\t<br><br>\n\n<strong><i>Print Concepts, Book Handling, and Text Features<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">Where do we start to read the\ntitle? Point to the first letter in\nthat word. What is the next word?\nWhere do we move now?\n(Movement to the next 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<li>Look at the big (capital) and small (lower case) \u2018Hh,\u2019 e.g., on page 3. <br>\n\t\t\t[Print concepts]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">What do we do when we see\nthe three dots? That&#8217;s right, we\npause.<\/p>\n\t\t\t\t\n\t\t\t\tLook at the ellipses on each page. <br>\n\t\t\t[Print concepts]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">What is this mark called?\nWhy is it there? What does\nour voice do when we see a\nquestion mark?<\/p>\n\t\t\t\t\n\t\t\t\tLook at the question marks on each page. <br>\n\t\t\t[Text features]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<strong><i>Focusing on Comprehension<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Reread to focus on the point of view of the animals in the photos. Offer prompts:\n\t\t\t<ul>\n\t\t\t<li>How do you think the cat (elephant, turtle, lion, ant, horse, kangaroo) feels? [Analyzing\/inferring\/predicting]<\/li>\n\t\t\t<li>What do you think is making them feel that way? [Inferring]<\/li>\n\t\t\t<li>What would make them feel or act differently? [Making connections\/predicting\/evaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\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\u2019s 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\u2019 button to find out how to use the different features of the digital texts.<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Working with Words<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>    You can choose any of the high-frequency words (\u2018when,\u2019 \u2018how,\u2019 \u2018jump,\u2019 \u2018you,\u2019 and \u2018cat\u2019) for lessons. (See the \u2018Soft Shoe Tap\u2019 lesson plan on p. 53, or the \u2018Building New Sentences from Word Wall Words\u2019 lesson plan on pp. 63\u201364 in the <em>Grade One Working with Words Guide<\/em>.)   \n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Here is the word \u2018when\u2019 from our book. If I take\noff the first two letters, I have \u2018en.\u2019 How can I\nmake the word &#8216;ten\u2019 in the sentence, &#8216;Ten cows\nran to the barn.&#8217;? Say the word \u2018ten\u2019 slowly.\nWhat sound is heard at the beginning of the\nword? Which letter should I choose?<\/p>\n\t\t\t\t\n\t\t\t\tTake a word from the story (e.g., \u2018when\u2019) and build rhyming words with large-size 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 pp. 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 pp. 155\u2013158 in the <em>Grade One Working with Words Guide<\/em>.) Some possible rhyming words to use include \u2018Ben,\u2019 \u2018den,\u2019 \u2018hen,\u2019 \u2018men,\u2019 \u2018pen,\u2019 \u2018ten,\u2019 \u2018then,\u2019 \u2018pigpen,\u2019 \u2018playpen\u2019 and \u2018amen.\u2019\n\n\t\t\t<\/li>\n\t\t\t<li>Try oral rhyming of words from the text, for example, Show the word \u2018jump,\u2019 say the word, and ask students to think of rhyming words (\u2018lump,\u2019 \u2018plump,\u2019 \u2018pump,\u2019 \u2018slump,\u2019 \u2018stump,\u2019 \u2018ump,\u2019 \u2018thump,\u2019 and \u2018trump\u2019). Ask students to think of a sentence for each rhyming word. They can work in partners as they put each word in a sentence.<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> After several rereadings, the big book, the six small books, along with the Media Key with the fluent reading and audio cloze version of the text can be placed in the classroom for independent exploration. You may wish to provide some puppets to represent some or all of the animals in the text. They can be used for rereading and practising print tracking, for building fluency of an increasingly familiar text, and for extending comprehension through text retelling.<\/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\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>\n\t\t\t<p>Continue to discuss how each person can express themselves through verbal and non-verbal means. Highlight some of the actions that you see your students do to express themselves throughout the year.<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\tRead aloud other stories that demonstrate how we express ourselves verbally or non-verbally. Some suggestions include:\n\t\t\t<ul>\n\t\t\t<li><em>Anh\u2019s Anger<\/em> by Gail Silver: Plum Blossom Books, 2009 (Fiction: Anh\u2019s grandfather helps him deal with his anger by having him dance, play, sit, and breathe, creating a way for Anh to express his anger)<\/li>\n\t\t\t<li><em>Brontorina<\/em> by James Howe: Candlewick Press, 2010 (Fiction: a dinosaur learns to express herself through dance)\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Have students choose other animals and decide what movements they would make and how they, the animals, would feel if they were doing those movements. You may wish to use some of the other puppets from the Oral Language Kit (rabbit, dinosaur, tiger, crocodile) or pictures that you have of other animals to stimulate discussion. Students can research the movements appropriate for these animals and then discuss how it would feel to move in that way.\n\t\t\t<\/li>\n\t\t\t<li>Choose texts from the original <em>Literacy Place for the Early Years <\/em>such as <em>Is This a Moose? <\/em>Or \u201cCall Me Polar Bear\u201d in <em>Bubblegum, Books, and Bugs<\/em> to reread or read with students to determine how each of the animals moves and how that would feel.  \n\t\t\t<\/li>\n\t\t\t<li>Share other animal activity Websites with the students.<\/li>\n\n\t\t\t<\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Written by Ray Leoni Text Type: Non-fiction: Description\u2014Questions Summary: This book invites everyone to show how they feel by moving like the animals in the book. Text Features Print Concepts \u2022 consistent placement of text \u2022 repetitive text \u2022 punctuation: question marks and ellipses Visual Literacy \u2022 photos that support text FIRST READING Reading Strategies [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3301,"parent":1258,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1352","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1352","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=1352"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1352\/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\/3301"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1352"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}