{"id":1373,"date":"2021-12-15T11:28:57","date_gmt":"2021-12-15T16:28:57","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1373"},"modified":"2022-04-06T16:49:56","modified_gmt":"2022-04-06T20:49:56","slug":"10-things-i-can-do-to-help-my-world","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/i-can-make-a-difference-2\/10-things-i-can-do-to-help-my-world\/","title":{"rendered":"Read Aloud: 10 Things I Can Do to Help My World"},"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<p><strong>Written and illustrated by Melanie Walsh<\/strong><\/p>\n\t\t\t\n\t\t\t<strong>Text Type:<\/strong> Non-fiction: Description\u2014Report<br><p>\n\t\t\t\n\t\t\t<\/p><p><strong>Summary:<\/strong> This book suggests ten simple actions that readers can do to make a positive difference in our environment.<\/p>\n\t\t\t<p><strong>Text Features<\/strong> <br>\n\t\t\t\u2022 irregular placement and orientation of text<br>\n\t\t\t\u2022\tpunctuation: ellipses <br>\n\t\t\t\u2022\tpartial\/cut-out pages<\/p>\n\t\t\t<p><strong>Visual Literacy<\/strong> <br>\n\t\t\t\u2022 illustrations<br>\n\t\t\t\u2022\tenvironmental print<\/p>\n\t\t\t<p><strong>Strategy Teaching<\/strong> <br>\n\t\t\t\u2022 integrated throughout the lesson<br>\n\t\t\t\u2022\tprompts focus on a range of strategies (Analyzing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating)<br>\n\t\t\t\u2022\tthe comprehension purpose for listening highlights Analyzing<\/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 reading<br>\n\t\t\t\u2022\tparticipate in partner and whole-class discussions<br>\n\t\t\t\u2022\tunderstand the inquiry question<br>\n\t\t\t\t<\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes \n\t\t\t<\/p>\n\t\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li> Explain to students that you are going to read a book that suggests ten actions that everyone can do to make a difference in keeping our world healthy. Tell students that the book will help them understand what some of the ways are that they can make a difference\u2014and some of the actions they may already do!\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t\t\n\t\t\t<li><p class=\"speach-bubble left\">Here it says \u2018Fun and Easy Eco-Tips.\u2019 What \ndo you think the term \u2018Eco-Tips\u2019 has to do \nwith the title of the book? What do you \nnotice on the front cover? Why do you \nthink there is a light bulb inside the zero \nof the \u201810\u2019? What does \u2018Recycled\u2019 mean in \n\u2018Made from 100% Recycled Paper\u2019?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the front cover of <em>10 Things I Can Do to Help My World<\/em> and read the title and the name of the author\/illustrator. Point out the other text on the cover (\u2018Fun and Easy Eco-Tips,\u2019 \u2018This Book Is Made from 100% Recycled Material\u2019), and discuss the terms \u2018Eco-Tips\u2019 and \u2018Recycled.\u2019 [Analyzing\/making connections\/predicting]\n\t\t\t<\/li>\n\t\t\t<li>Point to the way the author\u2019s name is printed around the outside of the zero, and not in a straight line. Tell the students that you will show them other examples of print like this inside the book.\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">What do you think might be \non the list of ten things that \nthe author will tell us we \ncan do to help the world?<\/p>\n\t\t\t\t\n<p class=\"speach-bubble left\">Think about the list we made. What \nhave you done at home or here at \nschool to help the world be cleaner, \nhealthier, or safer? What does your \nfamily do? What do we do in the \nclassroom? <\/p>\n\t\t\t\tShow students the back cover and read the print inside the light bulb. Have students predict what the ten tips might be. Make a list on chart paper of students\u2019 suggestions. [Predicting]\n\t\t\t\n\n\t\t\t<\/li>\n\t\t\t<li>Ask students what they do at home or at school to help the world by making it cleaner and healthier for all living things. Ask students to turn and tell a partner one thing they do to help the world. [Making connections]<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t\n\t<strong><i>Setting a Purpose for Listening<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">As we read and look at the \nillustrations, let\u2019s listen for \nthe ten things that she says \nwe can do to help the world. \nThen we will compare them \nwith our predictions.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to listen to find out what the ten things are that the author is going to tell us will help make a difference to the world. [Analyzing]\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<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>The illustrations and ellipses in the text give many opportunities for students to infer and make predictions. Pause on each page to discuss the text and illustrations with the students. Alternate between asking students to discuss as a whole group and with partners. \n\t\t\t<\/li>\n\t\t\t<li>Prompts for discussion include:\n\t\t\t<ul>\n\t\t\t<li><em>(pages showing light bulb and insects)<\/em> What do you think the narrator is talking about remembering on the first page? [Predicting\/inferring]\n\t\t\t<\/li>\n\t\t\t<li><em>(pages showing light bulb and insects)<\/em> Why might there be insects flying around near the light bulb? [Inferring\/making connections]<\/li>\n\t\t\t<li><em>(pages showing only insect eyeballs)<\/em> Why do you think the illustration shows only eyeballs on this page? [Inferring\/analyzing]<\/li>\n\t\t\t<li><em>(pages showing sink and water flowing)<\/em> What do you think the narrator will try? [Predicting\/inferring]<\/li>\n\t\t\t<li><em>(pages showing empty sink)<\/em> Why do you think this text about saving water was placed on the illustration in this way? [Inferring]<\/li>\n\t\t\t<li><em>(pages showing empty sink)<\/em> What does the narrator say we should<br> do when we brush our teeth? [Analyzing]\n\t\t\t<p class=\"speach-bubble left\">Let\u2019s pretend we are brushing our teeth like \nshe says. Pretend we are putting our \ntoothpaste on, brushing our teeth, and then \nturning on the tap to rinse our brush and \nmouth. Then turn off the tap.<\/p>\n\t\n\t\t\t<\/li>\n\t\t\t<li><em>(pages showing turned-off TV)<\/em> What other appliances could we unplug at home when we are not using them? [Making connections]<\/li>\n\t\t\t<li><em>(pages showing dog being walked) <\/em>Looking at the illustration, what is another good reason to walk to school? [Inferring]<\/li>\n\t\t\t<li><em>(pages showing garbage and different containers)<\/em> What do you think the narrator will say she helps to do, based on the illustration? [Predicting]<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t\t<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Tell your partner one or two \nthings the text says that we \ncan do to help the world.<\/p>\n\t\t\t\t\n\t\t\t\tInvite students to work with a partner to review some of the ten things the author said she does to help the world. [Analyzing]\n\t\t\n\t\t\t<\/li>\n\t\t\t<li>Lead a whole-class discussion on each of the \u201c10 Things\u201d and their effects on the Earth. You may wish to chart the actions and their effects for later reference.        <\/li>\n\t\t\t<\/ul>\n\t\n\t\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=\"251\" height=\"36\" scope=\"col\"><p>Action to Make a Difference<\/p><\/th>\n\t\t\t<th width=\"267\" scope=\"col\"><p>Effect on Earth<\/p><\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"27\"><p>&nbsp;1. Turn off lights when not in a room<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Saves energy<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"26\"><p>&nbsp;2. Keep tap off when brushing teeth<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Saves water (18 glasses of water)<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"22\"><p>&nbsp;3. Put garbage in garbage can<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Keeps world safe and clean<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td><p>&nbsp;4. Feed the birds in winter<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Helps them get ready for spring nesting<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td><p>&nbsp;5. Use both sides of paper<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Reduces number of trees used to make paper<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"22\"><p>&nbsp;6. Unplug TV when not in use<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Saves energy<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td><p>&nbsp;7. Make toys from things at home<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Reuse materials before we throw them away<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td><p>&nbsp;8. Walk to school<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Saves gas (energy), cuts air pollution<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"20\"><p>&nbsp;9. Plant seeds and help them grow<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Plants keep air clean and healthy<\/p><\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"34\"><p>&nbsp;10. Recycle and compost waste<\/p><\/td>\n\t\t\t<td><p>&nbsp;&#8211; Uses less energy to recycle than to\n\t\t\treplace it with &nbsp;&nbsp;&nbsp;&nbsp;new<\/p><\/td>\n\t\t\t      <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">What did we have on our \nlist that is also in the \ntext? What other actions \nwere on our list that \ndidn\u2019t appear in the book?<\/p>\n\t\t\t\t\n\t\t\t\tHave students compare the list the class predicted in the Before Reading activity with the author\u2019s list of ten things. [Making connections: comparing]\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">What action do you already \ndo or would like to do to \nhelp the world? Stand up \nand show a partner how you \nwould do this. Act it out!<\/p>\n\t\t\t\t\n\t\t\t\tHave students act out for a partner one of the actions they already do or would like to do to help the world. [Making connections]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>As a group, create new words for a \u2018make a difference\u2019 song about picking up garbage to the tune of Fr\u00e8re Jacques or another familiar song. Write the words for students to follow along, for example:<\/li>\n\t\t\t<\/ul>\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<td width=\"259\" height=\"92\"><p>&nbsp;Pick up litter. Pick up litter.<br>\n\t\t\t&nbsp;One by one. One by one.<br>\n\t\t\t&nbsp;Pop it in the big bag.<br>\n\t\t\t&nbsp;Pop it in the big bag.<br>\n\t\t\t&nbsp;Clean our yard. Clean our yard.<\/p><\/td>\n\t\t\t<td width=\"259\"><p>Pick up garbage. Pick up garbage.<br>\n\t\t\tPlop, plop, plop. Plop, plop, plop.<br>\n\t\t\tDrop it in the big can. <br>\n\t\t\tDrop it in the big can. <br>\n\t\t\tMake it safe. Make it safe.<\/p><\/td>\n\t\t\t<\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\t\t<ul>\n\t\t\t<li>You may also wish to write another song with students for one of the other tips (e.g., walk to school, use both sides of the paper). On further repetitions of the song, students can act it out as they sing along. <\/li>\n\t\t\t<\/ul>\n\t\t\t\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t\t\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>You may decide to explore some other visual resources before you reread<em> 10 Things I Can Do to Help My World<\/em> (e.g., those suggested in the following section, Extending the Inquiry, or others you find).<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Throughout the book, the smaller \ntext follows along the outlines of \nobjects or is placed in other \ninteresting ways. Why do you \nthink the author did that? What \ndo you think of it?<\/p>\n\t\t\t\t\n\t\t\t\tWhen you reread <em>10 Things I Can Do to Help My World<\/em>, emphasize visual and textual comprehension. Ask students to think of the author\u2019s way of printing the reason around an object and how effective this is. [Evaluating]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Review the relationship between the larger and smaller text in the book (the smaller text gives supporting reasons for doing each action). Discuss how the supporting reasons help readers understand the message of the text. As you reread the text, invite students to share any additional supporting reasons they can think of for each action. [Making connections\/synthesizing]\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">What is an electrical appliance \nthat you can see in the classroom? \nWhat did the author indicate we \nshould do about electrical \nappliances when we are not using \nthem? Show me how we could \nrecycle here in the classroom.<\/p>\n\t\t\t\t\n\t\t\t\tReview vocabulary for comprehension, expanding on students\u2019 comprehension of concepts (e.g., \u2018efficient,\u2019 \u2018valuable,\u2019 \u2018energy,\u2019 \u2018reduce,\u2019 \u2018electrical appliances,\u2019 \u2018use energy,\u2019 \u2018air pollution,\u2019 \u2018exercise,\u2019 \u2018keep the air clean,\u2019 \u2018recycle,\u2019 \u2018compost,\u2019 \u2018replace\u2019).\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t\t\t<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\t\t<p> Young students explore and research in multiple ways. Consider 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><\/p><p class=\"speach-bubble left\">Let\u2019s sort the recycling. \nWhere would each of \nthese items go for \nrecycling? What are they \nmade of?<\/p>\n\t\t\t\t\n\t\t\t\tProvide copies of <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/icanmakeadiff\/wheredoigo_blm.pdf\" target=\"_blank\" rel=\"noopener\">Where Do I Go? BLM<\/a>  to pairs or small groups of students. Ask students to cut out pictures of items from magazines or grocery store flyers, then place them in the appropriate places on the BLM.\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>As a group, think of other eco-tips that students could take action on to save energy, reduce waste, help wildlife, and reduce pollution. Add these ideas to the chart and leave the chart posted for the remainder of the unit. \n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Invite students to use puppets to act out any of the eco-tips from your class list. Provide time for pairs of students to practise acting out a tip, then have them perform their dramatizations for the class.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Individual or pairs of students may play environmentally themed online games, such as:<\/p>\n\t\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/www.abcya.com\/games\/recycling_game\" target=\"_blank\" rel=\"noopener\">Litter Critters\u2014Learn to Sort and Recycle<\/a>  (Note that this game uses British terms and pronunciations.)\n\t\t\t<\/li>\n\t\t\t<li><a href=\"https:\/\/www.turtlediary.com\/game\/recycling-waste.html\" target=\"_blank\" rel=\"noopener\"> Recycling for Kids\u2014Recycling Waste <\/a><\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Share songs and poems with students about helping the Earth. Some examples are:\n\t\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=loeHhmUh-nE\" target=\"_blank\" rel=\"noopener\">Reduce, Reuse, Recycle (The 3 R\u2019s)<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=D8BwXp7ICs0\" target=\"_blank\" rel=\"noopener\">Think Ecologically\u2026 Reduce, Reuse, Recycle<\/a>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Read other books about making a difference to your students and make them available in the classroom so that students can look through them individually or with a partner. Encourage students to talk about their learning and to ask questions. Suggestions include:\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<ul>\n\t\t\t<li><em>Love Your World: How to Take Care of the Plants, the Animals, and the Planet<\/em> by Dawn Sirett: DK Publishing, 2009 (Non-fiction: kid-friendly tips on how to make a difference by helping take care of the planet)<\/li>\n\t\t\t<li><em>George Saves the World by Lunchtime<\/em> by Jo Readman: Eden Project Books, 2006 (Fiction: a little boy and his grandfather figure out what they can do to \u201csave the world\u201d by lunchtime.)<\/li>\n\t\t\t<li><em>The Earth Book<\/em> by Todd Parr: Little, Brown Books for Young Readers, 2010 (Fiction: tips for kids about little things that they can do to make a difference to the Earth)<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<li>Ask students to design posters to show one of the ten things one could do to make the world a better place. Have students label their poster. Posters can be displayed or made into a class book.<\/li>\n\t\t\t<\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written and illustrated by Melanie Walsh Text Type: Non-fiction: Description\u2014Report Summary: This book suggests ten simple actions that readers can do to make a positive difference in our environment. Text Features \u2022 irregular placement and orientation of text \u2022 punctuation: ellipses \u2022 partial\/cut-out pages Visual Literacy \u2022 illustrations \u2022 environmental print Strategy Teaching \u2022 integrated [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3300,"parent":1263,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1373","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1373","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=1373"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1373\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1263"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3300"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1373"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}