{"id":1356,"date":"2021-12-13T20:35:09","date_gmt":"2021-12-14T01:35:09","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1356"},"modified":"2022-04-06T16:49:31","modified_gmt":"2022-04-06T20:49:31","slug":"happiness","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/expressing-myself-2\/happiness\/","title":{"rendered":"Shared Reading: Happiness"},"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\n<p><strong>Written by Tara Harte<\/strong><br>\n<strong>Illustrated by Cynthia Nugent<\/strong><\/p><p>\n\t\t\t<strong>Text Type<\/strong>: Fiction: Narrative\u2014Poem<br>\n\t\t\t<\/p><p><strong>Summary:<\/strong> Students learn a list of things that makes one little girl feel happy.<\/p>\n\t\n\t\t\t<p><strong>Text Features<\/strong> <br>\n                        <strong>Print Concepts<\/strong> <br>\n\t\t\t\u2022 poem format<br>\n\t\t\t\u2022 punctuation: commas <br>\n\t\t\t\u2022 speech bubble<\/p>\n\t\n\t\t\t<p><strong>Visual Literacy<\/strong> <br>\n\t\t\t\u2022 environmental print<br>\n\t\t\t\u2022 happy face symbol (emoticon) used as a dot for the letter \u2018i\u2019<br>\n\t\t\t\u2022 artwork and photos represent text<\/p>\n\n<\/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\t<p>\n\t\t\t\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\t&nbsp;&nbsp; (Analyzing, Sequencing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Monitoring)<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/synthesizing<\/p>\n\t\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;comprehending vocabulary from pictures and text<\/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 and understand the poem <br>\n\t\t\t\u2022 make connections across ideas from the Read Aloud and the first Shared Reading piece<br>\n\t\t\t\u2022 discuss the text with a partner (on-topic)<br>\n\t\t\t\u2022 analyze and synthesize based on the information (visual and print) <br>\n\t\t\t\u2022 participate in the singing of a song<strong><\/strong><\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 30 minutes<\/p>\n\n\t\n\n\t\t\t<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\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 more have we learned about\nhow we can express ourselves? Tell\nyour partner one thing we can do\nto let others know how we are\nfeeling or what we are thinking.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students what they learned about how they can express themselves through verbal and non-verbal means. [Making connections]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">We are going to learn more\nabout how we can let others\nknow how we feel and how\nwe express those feelings.<\/p>\n\t\t\t\t\n\t\t\t\tTell students that they are going to learn more about how they can express themselves. \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\">Look at the front cover of this\nbook. What do you see that is\ndifferent about the way the title\nis written? What does that symbol\nmean? Where have you seen it\nbefore? What do you think the\nbook will be about?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the front cover of <em>Happiness,<\/em> and together read the title and the author\u2019s name. Ask them if they notice anything about how the title is written. Ask them what they think the book will be about. [Predicting\/inferring]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">What do you think this illustration is? Were\nour guesses about the book okay or do we\nneed to rethink them? In looking at these\ntwo illustrations, what do you think will\nmake this author happy?<\/p>\n\t\t\t\t\n\t\t\t\tShow the back cover and together read the text on the back. Connect the information on the front and back covers through discussion. [Making connections\/predicting \/self-monitoring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\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 this story, \nlets find out\nwhat is making the\nauthor happy.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the book with you to find out what makes the author happy. [Analyzing\/synthesizing]\n\t\t\t<\/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\t\n\t\t\t<ul>\n\t\t\t<li>Read each page with the class, stopping to discuss vocabulary and information in the illustrations. Discussions can be whole class or partner. Discuss content by offering prompts:<br>\n\t\t\t<\/li>\n\t\t\t<ul class=\"nomargin\">\n\t\t\t<li>(p. 2) What is making the author happy? [Analyzing]<\/li>\n\t\t\t<li>(p. 2) How is she showing that she is happy? [Analyzing\/synthesizing]<\/li>\n\t\t\t<li>(p. 3) What is the box? [Making connections\/analyzing]<\/li>\n\t\t\t<li>(p. 3) Do you know anyone who plays a guitar? Who? [Making connections]<\/li>\n\t\t\t\t\n<li><p class=\"speach-bubble left\">She added a speech\nbubble to her picture\nof the cat. This shows\nus that the cat is\npurring.<\/p>\n\t\t\t\t\n\t\t\t\t(p. 4) What did the author add to her picture to help us understand how she feels? [Analyzing\/making connections\/synthesizing]<\/li>\n\t\t\t<li>(p. 5) Have you ever been camping? Did you have a campfire? Was it like this one? [Making connections]<\/li>\n\t\t\t<li>(p. 6) What is your favourite kind of pie? Who makes it? [Making connections]<\/li>\n\t\t\t<li>(p. 7) How is the author letting us know she is happy? [Synthesizing]<\/li>\n\t\t\t<li>(p. 7) How does the illustration relate to the words? [Synthesizing\/analyzing]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n<li><p class=\"speach-bubble left\">How do we know what\n&#8216;guitar\u2019 means? What\nkind of a guitar is this?\nHow does it compare\nwith the one you know?<\/p>\n\t\t\t\t\n\t\t\t\tClarify any vocabulary that may limit students\u2019 comprehension, such as \u2018guitar,\u2019 \u2018purr,\u2019 \u2018campfire,\u2019 \u2018cherry,\u2019 using picture and contextual support.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t\n\n\n\t\t\t<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\t\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">What made the author happy?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to discuss with a partner what makes this author happy. [Synthesizing\/analyzing]<br>\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Tell your partner one thing\nthat makes you happy. Is it\nthe same as the author&#8217;s?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to tell a partner what makes them happy. [Making connections]<br>\n\t\t\t<\/li>\n\t\t\t<li>Play the \u201cHappiness\u201d song on the Media Key or online and have students sing along as you point to the text on page 8.\n\t\t\t<\/li>\n\t\t\t<li>Have students draw one thing that makes them happy. Post their artwork with any others they have previously made for this unit.<\/li>\n\t\t\t<\/ul>     \n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\t\t\t<h2 id=\"SECOND_READING\">SECOND READING<\/h2>\n\t\n\t\t\t<strong>Reading Strategies<br>\n\t\t\tComprehension<\/strong><br>\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\/analyzing<\/p>\n\t\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;learning high-frequency 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 make connections between illustrations and words<br>\n\t\t\t\u2022 participate in discussion of the inquiry question<br>\n\t\t\t\u2022 identify high-frequency words<\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\n\t<div id=\"Section-Before-Two\" class=\"section\"><\/div>\n\n\t\t<h3 id=\"BEFORE_READING1\">BEFORE READING<\/h3>\n\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 left\">What is one way\nthat you show that\nyou are happy?<\/p>\n\t\t\t\t\n\t\t\t\tRemind the students that you are looking at ways they can express themselves. [Making connections]\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 are our five senses? Smell is one\nof our five senses. I love the smell of\nfresh-cut grass. It reminds me of\nsunny summer days and makes me feel\nhappy. Tell your partner one feeling\nthat you have and how it relates to\none of your senses.<\/p>\n\t\t\t\t\n\t\t\t\tReview the five senses. Ask students what are some of the feelings that we have that relate to our five senses. Model if necessary. [Making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul><strong><i>Setting a Purpose for Reading<\/i><\/strong><br>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">What does the\nauthor say makes\nher happy for each of her\nfive senses? How does she\nexpress that feeling?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the poem to find out how the author used her five senses to express her happiness. [Making connections\/analyzing]\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\n\t\t\t<h3 id=\"DURING_READING1\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\tRead the poem and discuss the words and the illustrations on the pages. Use prompts as needed to help focus students on each of the five senses and on the related feeling. [Analyzing]\n\t\t\t<ul>\n\t\t\t<li>What did the author tell us that related to her seeing? [Analyzing]<\/li>\n\t\t\t<li>How did she let us know what made her happy to taste? [Analyzing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"Section-After-Two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"AFTER_READING1\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n<p class=\"speach-bubble speach-bubble-long left\">How did the author&#8217;s feeling\nof happiness relate to one of\nher five senses? How did she\ntell us about that feeling? Did\nshe use words only?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to tell a partner about one of the five senses and what the author associated with that sense. [Analyzing\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Chart each of the five senses on the board along with the thing connected to each sense that made the author happy.<\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th>Sense<\/th>\n\t\t\t<th>Item Listed<\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"31\">&nbsp;see<\/td>\n\t\t\t<td>&nbsp;friends<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"31\">&nbsp;hear<\/td>\n\t\t\t<td>&nbsp;Mom playing guitar<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"31\">&nbsp;touch<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"31\">&nbsp;smell<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"31\">&nbsp;taste<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t            <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">How did the author express\nherself? Did she express\nherself in more than just\nwords? What else did she do\nto express herself?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss the inquiry question in relation to the poem.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<strong><i>Working with Words<\/i><\/strong><br>\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 book: \u2018when,\u2019 \u2018see,\u2019 \u2018her,\u2019 \u2018him.\u2019 Identify one word, such as \u2018her,\u2019 reread the text containing the word, and frame it with a cardboard word frame, a rectangle of coloured acetate, or Wikki Stix. Note that there are also several review words from the kindergarten list: \u2018play,\u2019 \u2018I,\u2019 \u2018my,\u2019 \u2018and,\u2019 and \u2018a.\u2019<br>\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">What is the first letter of the\nword? How many letters are in\nthe word? Let&#8217;s say them\ntogether and clap for each\nletter; w&#8230; h&#8230; e&#8230; n&#8230; says\n&#8216;when.&#8217; Now, let&#8217;s tap our desk\nfor each letter. Touch our\nelbow for each letter.<\/p>\n\t\t\t\t\n\t\t\t\tChoose another of the high-frequency words to outline and find as the text is reread. Do a brief activity to help students remember the word. Reread the text to find each place where it exists. [High-frequency words] \n<\/li>\n\t\t\t<li>Choose other activities to introduce high-frequency words and practise them. (See the \u2018Rhythm to Introduce Five New Words of the Week\u2019 lesson plan, p. 52, or the \u2018Building New Sentences from Word Wall Words\u2019 lesson plan, pp. 63\u201364, in the <em>Grade One Working with Words Guide<\/em>.)<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t<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 comprehension strategies is integrated throughout the lesson<br>\n\t\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/synthesizing\/evaluating<\/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 help with sharing ideas <br>\n\t\t\t\u2022 demonstrate understanding of the different methods used to illustrate the text<br>\n\t\t\t\u2022 recognize high-frequency words<br>\n\t\t\t\u2022 build words<\/p>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\n\t\n\n\t\t<h3 id=\"BEFORE_READING2\">BEFORE READING<\/h3>\n\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 have read three books about how\npeople can express themselves. What\nways did we find that someone could\nuse to express himself or herself in\neach of these books?<\/p>\n\t\t\t\t\n\t\t\t\tShow the three books that have been used for the unit and have students discuss how each one showed someone expressing himself or herself. [Making connections\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul><strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">Tell your partner one way you\nhave used to express a feeling\nor an idea. Did you use your\nbody and face to express\nyourself? Or did you say\nsomething in a certain way?<\/p>\n\t\t\t\t\n\t\t\t\tAsk partners to tell about one of the ways they express themselves. Is it different or similar to one we read about? [Making connections]<\/li>\n\t\t\t<\/ul>\n\t\t       <strong><i>Setting a Purpose for Reading<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Tell students that we are going to reread <em>Happiness<\/em> to determine how the author illustrated each of the people or things that made her happy. [Analyzing\/synthesizing\/evaluating] <\/li>\n\t\t\t<\/ul>\n\n\n\t<div id=\"Section-During-Three\" class=\"section\"><\/div>\n\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\tRead each page with time to pause and explore the illustration provided. Provide prompts when needed.\n\t\t\t<ul>\n\t\t\t<li>(p. 2) What has the author used to illustrate friends? [Analyzing\/making connections]<\/li>\n\t\t\t<li>(p. 2) How do you know how they are feeling? How do you feel when you are with your friends? [Inferring\/making connections]<\/li>\n\t\t\t<li>(p. 3) Why would the author use a shoebox to illustrate her mom playing the guitar? What is on the shoebox? [Analyzing\/inferring\/evaluating]<\/li>\n\t\t\t<li>(pp. 4\u20135) What is the difference in the way the two illustrations are made? [Making connections\/evaluating]<\/li>\n\t\t\t<li>(pp. 4\u20135) What does the author add to the illustrations to help her express her feeling of happiness? [Inferring\/analyzing\/synthesizing\/making connections]<\/li>\n\t\t\t<li>(p. 7) When we look at the illustration that the author did of herself, what can we tell about her? [Analyzing\/inferring\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n\t<div id=\"Section-After-Three\" class=\"section\"><\/div>\n\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 did you think about the\nillustrations that the author\nused? Which was your\nfavourite and why?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to tell a partner about their favourite illustration and why it is their favourite. Have students share a few with the whole class. [Synthesizing\/evaluating]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">On page 2, the author used\nphotographs to show her happiness\nwith her friends. What else did she\nuse? How else could she have shown\nher friends if she did not have\nphotographs? What would you use to\nshow happiness with your friends?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss how the author expressed herself through words and illustrations. [Evaluating]\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">Lets look at each\nillustration and decide\nif it works, or if it\ncould be done\ndifferently and why.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss with students the choice of illustration for each idea and the appropriateness of each of those choices. [Evaluating]\n\t\t\t<\/li>\n\t\t\t<li>Play the \u201cHappiness\u201d song on the Media Key or online and together sing the <em>s<\/em>ong while you or a student track the print on page 8 of the text.<br>\n\t\t\t<\/li>\n\t\t\t<li>Discuss the different ways that we can express ourselves, both in words and actions.\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>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_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 pp. 155\u2013158 in the <em>Grade One Working with Words Guide<\/em>. [Building words]<\/li>\n\t\t\t<\/ul>\n\t\n\t\t\t<p><strong><i>Key Word:<\/i><\/strong> happiness<br>\n\t\t\t<strong><i>Context:<\/i><\/strong> <em>Happiness<\/em>, cover, title page, and page 8<\/p>\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\t\n\t\t\t<td width=\"73\" valign=\"top\">a<br>\n\t\t\tI<\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">an<br>\n\t\t\tin<br>\n\t\t\the<br>\n\t\t\tas<br>\n\t\t\tis<\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">has<br>\n\t\t\this<br>\n\t\t\tshe<br>\n\t\t\then<br>\n\t\t\tpen<br>\n\t\t\tpin<br>\n\t\t\tnip<br>\n\t\t\thip<br>\n\t\t\tsip<br>\n\t\t\tsap<br>\n\t\t\tnap&nbsp;&nbsp;&nbsp;&nbsp; <\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">hens<br>\n\t\t\tpens<br>\n\t\t\tpins<br>\n\t\t\tsnip<br>\n\t\t\tship<br>\n\t\t\tshin <br>\n\t\t\t<br><\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">happen&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">happiness<\/td>\n\t\t\t    <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n \n\t\n\t\n\t\t\t<strong><i>Word Pattern Sorts<\/i><\/strong>\n\t\n\t\n\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th width=\"112\" height=\"37\" valign=\"top\">Words starting with \u2018h\u2019 <\/th>\n\t\t\t<th width=\"131\" align=\"left\" valign=\"top\">rhyming pattern \u2018ip\u2019<\/th>\n\t\t\t<th width=\"128\" align=\"left\" valign=\"top\">rhyming pattern \u2018in\u2019<\/th>\n\t\t\t<th width=\"160\" align=\"left\" valign=\"top\">rhyming pattern \u2018en\u2019<\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"90\" valign=\"top\">he<br>\n\t\t\thas<br>\n\t\t\this<br>\n\t\t\then<br>\n\t\t\thip<br>\n\t\t\thens<br>\n\t\t\thappen<br>\n\t\t\thappiness<\/td>\n\t\t\t<td align=\"left\" valign=\"top\"><p>hip<br>\n\t\t\tship<br>\n\t\t\tsip<br>\n\t\t\tnip<br>\n\t\t\tsnip\n\t\t\t<\/p><\/td>\n\t\t\t<td align=\"left\" valign=\"top\">in<br>\n\t\t\tpin<br>\n\t\t\tshin<\/td>\n\t\t\t<td align=\"left\" valign=\"top\"><p>hen<br>\n\t\t\tpen<br>\n\t\t\thappen&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/p><\/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<\/i><br>\n\t\t\t<\/strong>&#8211;&nbsp;dip (<em>Grace will take a dip in the pool.)<\/em><br>\n\t\t\t&#8211;&nbsp;fin <em>(The fish has a fin.)<\/em><br>\n\t\t\t&#8211;&nbsp;ten <em>(Let\u2019s count to ten.)<\/em><br>\n\t\t\t&#8211;&nbsp;happy <em>(Charlotte is happy.)<br>\n\t\t\t<\/em><br>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<strong><i>Transfer to a Writing Context<\/i><\/strong>\n\t\t\t<br>\n\t\t\t&#8211;  then <em>(I want to write \u2018Then we will go to gym.\u2019 Which rhyming pattern will help me spell \u2018then\u2019?)<\/em><br>\n\t\t\t&#8211; tin <em>(I want to write \u2018I will need a tin of soup.\u2019 Which rhyming pattern will help me spell \u2018tin\u2019?)<\/em><br>\n\t\t\t&#8211; help <em>(I want to write \u2018Help me clean up the floor.\u2019 Which letter does \u2018help\u2019 start with?)<\/em> chip <em>(I want to write \u2018There is a &nbsp;&nbsp;&nbsp;chip on the floor.\u2019 Which rhyming pattern will help me spell \u2018chip\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\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> 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 as teaching can be more individualized.<\/p>\n\t\t\t<p>In each rereading, select ideas from the following three areas based on the needs of your students:<\/p>\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\">Where do I start to read on\nthis page? What is the first\nword? Show me the first letter\nof that word. What do I read\nafter that word? Where do I start\nthe next page?<\/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) \u2018B\u2019 and small \u2018b,\u2019 e.g., on page 2. [Print concepts] \n\t\t\t<\/li>\n\t\t\t<li>Focus on the environmental print and how it helps you understand the story, e.g., \u2018soil,\u2019 \u2018Poppy,\u2019 \u2018Sunflower\u2019 on page 7, and &#8216;our garden\u2019 on page 11. [Visual literacy]<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Focusing on Comprehension<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Encourage students to participate in using the pointer to track print. Students\u2019 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>Point out the text on page 2 and ask students what the punctuation at the end of the line is called. Explain that this is a comma and is used after each idea in a list poem. Reread the poem on page 8 noting how the commas separate the ideas. Discuss why a period is used at the end of the last line to finish the poem.\n\t\t\t<\/li>\n\n<li><p class=\"speach-bubble left\">Can you show the big &#8216;H&#8217; to\nme? Now find me a little\nletter &#8216;h.&#8217;<\/p>\n\t\t\t\t\n\t\t\t\tLook at capital and small letters in the text, e.g., the big \u2018H\u2019 in \u2018Happiness\u2019 as it is the title and the small \u2018h\u2019 in \u2018him\u2019 or \u2018happy\u2019 or within the word \u2018when.\u2019\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\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.\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">When we look at page 8, we see that\neach of the items is a list of things that\nmakes the author happy. She could have\nstarted with the statement \u2018I feel happy\u2019\nand then listed each of the things. Let&#8217;s\nread it that way together to see if it\nmakes any difference.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss how the poem is made from a list but that the order could be changed. [Analyzing\/evaluating]\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>You can choose any of the other high-frequency words from the poem (e.g., \u2018you,\u2019 \u2018when,\u2019 \u2018cat,\u2019) for lessons. (See the \u2018Finger Printing\u2019 lesson plan, p. 49, or the \u2018Morning Message: What Word Do You See?\u2019 lesson plan on pp. 55\u201356 in the <em>Grade One Working with Words Guide<\/em> for lesson ideas.)\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Make &#8216;when.&#8217; When\nwe are happy, we\ncan sing.<\/p>\n\t\t\t\t\n\t\t\t\tProvide students with letter cards and have them build the high-frequency words in partners. Model making the words in the pocket chart. Always provide a contextual sentence. [Word building] <br>\n\t\t\t<p><strong>Note:<\/strong> 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>  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>  can be found in the <em>Grade One Working with Words Guide<\/em>, pp. 155\u2013172.<\/p>\n\t\t\t<\/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 of the fluent reading and audio cloze version of the text and the song can be placed in the classroom for independent exploration.<\/p>\n\t\t\t\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t\t\t<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\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\tSelect other books about how we can express ourselves to read to the class, such as:\n\t\t\t<ul>\n\t\t\t<li><em>The Feelings Book<\/em> by Todd Parr: Little, Brown Books for Young Readers, 2005 (Fiction: a book that highlights the wide range of moods we all experience)<\/li>\n\t\t\t<li><em>The Story Blanket<\/em> by Ferida Wolff and Harriet May Savitz: Anderson Press London, 2009 (Fiction: a lady in a village expresses her love for the villagers by knitting them things they need)<\/li>\n\t\t\t<li><em>Wemberly Worried <\/em>by Kevin Henkes: Greenwillow Books, 2000 (Fiction: Wemberly the mouse and another little mouse express their worry through their dolls, and thus overcome their worry about starting school)\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Play music on the Media Key or online about expressing feelings, such as Raffi\u2019s music:<\/li>\n\t\t\t<ul class=\"nomargin\">\n\t\t\t<li>\u201cIf You\u2019re Happy and You Know It\u201d in <em>The Best of Raffi: The Millennium Collection<\/em>, 2003<\/li>\n\t\t\t<li><em>Let\u2019s Play<\/em>, 2002 (Raffi created new lyrics for \u201cIf You\u2019re Happy and You Know It\u201d\u2014\u2018If you\u2019re bananas and you know it, let it ring\u2019 and \u2018If you\u2019re beautiful and you know it, shout hooray.\u2019)\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<li>Select from the following songs\/videos about feelings for the students to sing:<\/li>\n\t\t\t<ul class=\"nomargin\">\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=ZHS7vCdBeus\" target=\"_blank\" rel=\"noopener\">Emotions Hokey Pokey Song<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=a1NIWCr0R-k\" target=\"_blank\" rel=\"noopener\">Feelings \u2013 Word Power Song <\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=FrsM9WggCdo\" target=\"_blank\" rel=\"noopener\">If You Are Happy<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=tpDlWsuUZGQ\" target=\"_blank\" rel=\"noopener\">Barney: If You Are Happy and You Know It<\/a><\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Note:<\/strong> Some of these may be more appropriate if you are dealing with several feelings later in the year:<\/p>\n\t\t\t<ul>\n\t\t\t<li>Play an e-book about feelings, such as the following:<\/li>\n\t\t\t<ul class=\"nomargin\">\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=nUubMSfIs-U\" target=\"_blank\" rel=\"noopener\">Pete the Cat\u2014I Love My White Shoes<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=Eu-Ztd0XMUo&amp;feature=related%20\" target=\"_blank\" rel=\"noopener\">Big Heart Kids: I Feel<\/a>\n\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<li>Choose a puppet from the selection of puppets in the Oral Language Kit to represent a person. Ask students to tell a partner what that person would say about what makes him or her happy.<\/li>\n\t\t\t<\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div> \n","protected":false},"excerpt":{"rendered":"<p>Written by Tara Harte Illustrated by Cynthia Nugent Text Type: Fiction: Narrative\u2014Poem Summary: Students learn a list of things that makes one little girl feel happy. Text Features Print Concepts \u2022 poem format \u2022 punctuation: commas \u2022 speech bubble Visual Literacy \u2022 environmental print \u2022 happy face symbol (emoticon) used as a dot for the [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3314,"parent":1258,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1356","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1356","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=1356"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1356\/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\/3314"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1356"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}