{"id":1379,"date":"2021-12-15T12:49:04","date_gmt":"2021-12-15T17:49:04","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1379"},"modified":"2022-04-06T16:50:00","modified_gmt":"2022-04-06T20:50:00","slug":"how-to-be-an-eco-class","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/i-can-make-a-difference-2\/how-to-be-an-eco-class\/","title":{"rendered":"Shared Reading: How to be an Eco Class"},"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<p><strong>Text Type:<\/strong> Non-fiction: Persuasive\u2014Guide<\/p>\n\t\t\t<p><strong>Summary:<\/strong> This guide was created by Mrs. Robertson\u2019s Grade 1 \u201cEco Class\u201d to give tips to others about how to be an environmentally-friendly class.<\/p>\n\t\t\t<p><strong>Text Features<\/strong><br>\n\t\t\t\t<strong>Print Concepts<\/strong><br>\n\t\t\t\u2022 use of number sign and numerals in headings<br>\n\t\t\t\u2022\tpunctuation: exclamation marks <br>\n\t\t\t\u2022\tsome text in letter format<\/p>\n\t\t\t<p><strong>Visual Literacy<\/strong><br>\n\t\t\t\u2022 illustrations and photos support text<br>\n\t\t\t\u2022\tenvironmental print<\/p>\n\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<h2 id=\"FIRST_READING\">FIRST READING<\/h2>\n\t\t\t<p><strong>Reading Strategies<br>\n\t\t\t\tComprehension<\/strong><br><\/p>\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, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Montoring)<br>\n\t\t\t\u2022\tthe comprehension purpose for reading focuses on Analyzing<\/p>\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;comprehending vocabulary from context and pictures<\/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 \tattend to print<br>\n\t\t\t\u2022\tjoin in with reading<br>\n\t\t\t\u2022\tanalyze visual information and infer meaning from the pictures<br>\n\t\t\t\u2022\task and respond to questions<br>\n\t\t\t\u2022\tapply the inquiry question to classroom and school activities<\/p>\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\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong><br>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">We learned in <em>10 Things I Can Do to Help My World<\/em> about ways to keep the Earth clean and safe. Share with a partner one thing the text told us we could do to make a difference.<\/p>\n\t\t\t\t\n\t\t\t\tRemind students that we have been talking about how each of us can make a difference to our world by trying to reuse and use less materials. [Making connections]\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">I know that when I plant my \nvegetables each year, the plants \nwill help to clean the air and that \nhelps all of us breathe better. \nWhat are some things we could \ndo in our class to have a positive \neffect on the world?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think about what we have learned about how to be less harmful to the environment. [Making connections]\n\t\t\t<\/li><\/ul>\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Now we are going to read \nabout a class that decided \nto help the world by making \nless garbage. <\/p>\n\t\t\t\t\n\t\t\t\tPrepare the way for further inquiry by introducing the topic of how people might help the world by creating less garbage.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Where does garbage go after \nit has been collected? What \nhappens to it? Why would \nmaking less garbage help the \nworld? Tell a partner.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to discuss with a partner why making less garbage would help the world. Encourage students to think about where garbage goes after it is collected. [Synthesizing\/analyzing]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">What do you think \u2018Eco Class\u2019 \nmeans? What did the eco-tips in \nthe last book have to do with? \nWhat do you think this text might \nbe about?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the front cover of <em>How to be an Eco Class <\/em>and read together the title and text on the poster that the children are holding. Provide prompts to discuss the possible content of the text. [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>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">We are going to read some \ntips on what an Eco Class \nwould look like and how to \nbe an Eco Class. <\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read with you to find out what an Eco Class is and how to be one. [Analyzing]\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\t<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>          Begin reading <em>How to be an Eco Class<\/em> and invite the students to join in. Track print with a pointer. (Joining-in will likely be limited on the first reading as the text is unfamiliar.) <\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> There are many new features (letter format, exclamation marks, numbered tips, environmental print) on each page of this text. You may consider using echo reading to offer extra support to the students as they read. Read a tip, invite students to read it following your model, and keep alternating. Students who are more comfortable will be able to join in more quickly. <\/p>\n\t\t\t<ul>\n\t\t\t<li>Pause to look at the pictures and discuss the ideas after the conclusion of each complete thought (i.e., at the end of each tip). Vary between asking students to discuss as a whole group and with partners.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><b>Note:<\/b> In Tip #2, although the items discussed as garbage are recyclable in many locations, they still contribute to the amount of waste generated. You may wish to explain to students that it takes a lot of energy to create these materials, collect them in recycling programs, and finally, to recycle them into new materials.\n\t\t\t\n\t\t\t<\/p>\n\t\t\t<ul>\n\t\t\t<li>Discuss concepts in the text by offering prompts:\n\t\t\t<ul>\n\t\t\t<li>Who is the letter written to? [Inferring]]<\/li>\n\t\t\t<li>What does Mrs. Robertson\u2019s class want us to do? [Inferring\/synthesizing]<\/li>\n\t\t\t<li>How does the illustration in the first tip relate to the statement in Tip #1? [Analyzing\/inferring]<\/li>\n\t\t\t<li>Does Tip #2 relate to the first tip? How? [Synthesizing]<\/li>\n\t\t\t<li>Can we do Tip # 3 and Tip #4 in our classroom? How could we do these? Where would we put such a box? [Making connections]<\/li>\n\t\t\t<li>Why do think the text says we should follow Tip #5? [Inferring\/analyzing]<\/li>\n\t\t\t<li>Do you have a brother or sister? Why might Tip #6 not work for all families? [Evaluating\/making connections]\n\t\t\t\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., \u2018guide,\u2019 \u2018lunch box,\u2019 \u2018reusable container,\u2019 \u2018relatives,\u2019 \u2018announcements\u2019). Use the photos 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\t\t\t<p class=\"speach-bubble left\">What is one of the tips to be \nan Eco Class? Does our class \nalready follow any of these \ntips? Which one(s)? <\/p>\n\t\t\t\t\n\t\t\t\tRecall with students that they found out some tips to becoming an Eco Class from the guide. Invite students to share one of the tips with the group. [Analyzing]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Ask students to draw a picture of one thing that the class does to reuse materials. Have students write one sentence about their pictures. Later, student drawings can be collected into a book or displayed on a bulletin board. [Making connections]\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Re-sing the song(s) charted during the lesson for <em>10 Things I Can Do to Help My World<\/em> such as \u201cPick up litter.\u201d<\/p>\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\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\tthe comprehension purpose for reading focuses on Making connections\/evaluating<\/p>\n\t\t\t<p><strong>Print Concepts<\/strong><br>\n\t\t\t\u2022&nbsp;exclamation marks<\/p>\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;learning high-frequency words\n\t\t\t<\/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 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 remember provided tips<br>\n\t\t\t\u2022 evaluate provided tips<\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\t\t\t\n\t\n<div id=\"Section-Before-Two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING1\">BEFORE READING<\/h3>\n\t\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Looking at our pictures, we can \nsee that each shows an action \nthat can make a difference to the \nworld. Tell a partner about one \nreusing idea you see in a picture \nand how it makes a difference to \nour world.<\/p>\n\t\t\t\t\n\t\t\t\tHave students look at some of the pictures they created showing how they reuse materials in the classroom. Ask students to discuss with a partner one thing that they see in the pictures and how that action makes a difference to the world. [Making connections\/synthesizing]\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\t\t\t<li><p class=\"speach-bubble left\">Tell your partner \none tip from the \nguide on how to be \nan Eco Class.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to try to remember one of the positive tips from the guide and tell a partner about it.\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\t\t\t<li><p class=\"speach-bubble left\">As we read the text again, think \nabout how easy or difficult it \nwould be for our class to follow \neach of these tips. <\/p>\n\t\t\t\t\n\t\t\t\tAsk the students to think about how easy or difficult it would be for the class to follow these tips and become an Eco Class, as you read the text again. [Making connections\/evaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n\t<div id=\"Section-During-Two\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"DURING_READING1\">DURING READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>As you reread the text, invite students to join in.<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Is this something that our \nclass could do? What would \nwe have to think about in \norder to follow this tip?<\/p>\n\t\t\t\t\n\t\t\t\tPause at the end of each tip to discuss if it would be possible for the class to follow it, and what you\u2019d have to think about in order to follow it. [Making connections\/evaluating]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">How will this tip help \nmake a difference to \nthe world? <\/p>\n\t\t\t\t\n\t\t\t\tPause at the end of each tip to discuss how following it would make a difference to the world. [Synthesizing]\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<h3 id=\"AFTER_READING1\">AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Do you think it would be easy or \ndifficult to follow these tips? \nWhich would be the hardest to \ndo? Why? Whose help might you \nneed to follow the tip?<\/p>\n\t\t\t\t\n\t\t\t\tReview your discussion during the reading, discussing how easy or difficult it would be to follow each tip to be an Eco Class. Record students\u2019 answers on a chart, such as the one below. You may also invite students to share the pen with you to record information on the chart.\n\t\t\t<\/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<th width=\"40%\" height=\"31\" scope=\"col\"><p>Tip<\/p><\/th>\n\t\t\t<th width=\"20%\" scope=\"col\"><p>Easy\/Hard<\/p><\/th>\n\t\t\t<th width=\"40%\" scope=\"col\">Need Help? Whose?<\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"31\">&nbsp;<\/td>\n\t\t\t<td>&nbsp;<\/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;<\/td>\n\t\t\t<td>&nbsp;<\/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;<\/td>\n\t\t\t<td>&nbsp;<\/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;<\/td>\n\t\t\t<td>&nbsp;<\/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;<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">What other things, other than making less garbage, could we do in our classroom to be an eco-friendly class? Think back to the siggestions from our Read Aloud, <em>10 Things I Can Do to Help My World<\/em>. How easy or difficult would it be to follow those tips, and whose help might we need?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think of other things that we presently do or could do to be an Eco Class. List their suggestions on a chart.\n\t\t\t<\/li>\n\t\t\t<li>Have students discuss making a difference in small groups. Ask members of each group to take turns showing one action they could do that would make a difference in the classroom.\n\t\t\t<\/li>\n\t\t\t<li>While working in other subject areas, remind students of the tips and encourage them to follow the suggestions (e.g., collecting reusable paper in a \u2018Use-it-Again\u2019 box, bringing reusable drink and lunch containers).\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Print Concepts<\/i><\/strong>\n\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Let\u2019s reread the poster on the front \ncover. What punctuation mark is at \nthe end? How do we read something \nto show that excitement in our \nvoice? Let\u2019s try it together. Now \nread it with a partner.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss the use of exclamation marks and how we read a sentence that ends in an exclamation mark. Start with the poster that the students are holding on the front cover and then the last sentence in the first letter.\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 word list that appear in the text: \u2018how,\u2019 \u2018be,\u2019 \u2018this,\u2019 \u2018you,\u2019 \u2018on,\u2019 \u2018how,\u2019 \u2018make,\u2019 \u2018our,\u2019 \u2018have,\u2019 \u2018your,\u2019 \u2018school,\u2019 \u2018Don\u2019t,\u2019 \u2018or,\u2019 \u2018more,\u2019 \u2018Then,\u2019 \u2018them,\u2019 \u2018of,\u2019 \u2018Get,\u2019 \u2018brother,\u2019 \u2018sister,\u2019 \u2018home,\u2019 \u2018one,\u2019 \u2018so,\u2019 \u2018what,\u2019 \u2018not,\u2019 and \u2018just.\u2019 Identify one word (e.g., \u2018how\u2019), reread the text containing the word, and frame it with a cardboard word frame, a rectangle of coloured acetate, water-soluble highlighter, or Wikki Stix.\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Look at the word \u2018how.\u2019 What letter \ndoes it start with? How many \nletters are in the word? Let\u2019s tap \nthe word with our finger, giving one \ntap for each letter, h\u2013o\u2013w&#8230; says \n\u2018how.\u2019<\/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 \u2018Soft Shoe Tap\u2019 lesson, <em>Grade One Working with Words Guide<\/em>, page 53.)\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>The high-frequency word \u2018be\u2019 is one of the words used in the lesson \u2018Rhythm to Introduce Five New Words of the Week\u2019 on page 52 of the <em>Grade One Working with Words Guide<\/em>.\n\t\t\t<\/li>\n\t\t\t<li>You may wish to provide more hands-on practise by having students build high-frequency words with magnetic letters to be reassembled. (See \u201cIndependent Practice\u201d section in the <em>Grade One Working with Words Guide<\/em>, page 127.)\n\t\t\t<\/li>\n\t\t\t<li>Focus on the target word during transition time, for example, have students move into the line to go to gym when they can read one of the target high-frequency words. (See \u2018Transition Time Word Wall Practice\u2019 lesson in the <em>Grade One Working with Words Guide<\/em>, page 57.)<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t\t<h2 id=\"THIRD_READING\">THIRD READING<\/h2>\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\tthe comprehension purpose for reading focuses on Evaluating<\/p>\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;building words<\/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 join in with the reading<br>\n\t\t\t\u2022\tsynthesize how actions make a difference<br>\n\t\t\t\u2022\tevaluate the effectiveness of the guide<br>\n\t\t\t\u2022\tbuild words from letters<\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\t\t\t<div id=\"Section-Before-Three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"BEFORE_READING2\">BEFORE READING<\/h3>\n\t\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong><br>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">What have we learned about \nhow we can make a difference to \nthe world by what we do? Tell \nyour partner. <\/p>\n\t\t\t\t\n\t\t\t\tAsk students what they have learned about how our actions can make a difference to the world. [Making connections\/evaluating\/synthesizing] Have students tell a partner what they think.\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\t\t\t<li><p class=\"speach-bubble left\">What was one thing that we \nthought we could do as a class \nto be an Eco Class? What could \nyou do to help the class be an \nEco Class?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students what they have learned about how they can make a difference to the world through their actions in the class. [Making connections\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>Ask students to think about other guides they may have read or looked at in the past. You may wish to show students one of these texts to refresh their memories. Point out to students that many guides try to get readers to do something, or act in a certain way. Tell students that these are called persuasive texts. [Making connections\/synthesizing]<\/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><li><p class=\"speach-bubble left\">As we read the text again, think \nabout whether or not it makes \nyou want our class to be an Eco \nClass, too. After we read, we\u2019ll \ntalk about whether the guide is \npersuasive or not.<\/p>\n\t\t\t\t\n\t\t\t\tHave students consider as they read if they find that the guide is convincing and persuasive for them to become an Eco Class, too. [Evaluating]\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>          Read the story together, encouraging student participation in the reading. Most students should be joining in more confidently during this third reading.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>      Pause on each page to discuss how the text, photos, and illustrations help persuade readers to follow the tips and become an Eco Class. [Inferring\/evaluating] Offer prompts such as:\n\t\t\t<\/li>\n\n\t\t\t<ul>\n\t\t\t<li>What words in the first letter to readers help to persuade you to follow the tips? [Analyzing]<\/li>\n\t\t\t<li>Why does the bag look sad in Tip #1? How does the illustration help get the message of Tip #1 across? [Inferring\/synthesizing]<\/li>\n\t\t\t<li>What reason is given in Tip #2 to persuade you to use reusable containers? [Analyzing]<\/li>\n\t\t\t<li> Does the photo in Tip #2 make you want to bring drinks in reusable containers? Why or why not? [Inferring]<\/li>\n\t\t\t<li>In Tip #5 and Tip #6, how do the photos and text help to make you want to follow the tips? [Inferring\/evaluating]<\/li>\n\t\t\t<li>In the letter on the last page, what words help to persuade you to become an Eco Class, too? [Analyzing]\n\t\t\t<\/li>\n\t\t\t<\/ul>\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><p class=\"speach-bubble left\">Does this guide make you \nwant our class to become \nan Eco Class? Why do \nyou think so?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students whether or not they think the guide is persuasive\u2014if it makes them want to become an Eco Class, too. Encourage students to give supporting reasons for their answers. [Evaluating]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>Invite students to share which element(s) of the text (letters, tips, photos, illustrations) they found to be most persuasive in becoming an Eco Class. [Evaluating]\n\t\t\t<\/li>\n\t\t\t<li>Have students use props or their bodies to represent items from the text (e.g., reusable drink container, piece of paper, \u201cUse-It-Again Box,\u201d mug, school announcement, litter). Each student uses the voice of the object to try to persuade people to follow the tip concerning that item. Encourage students to give supporting reasons for their argument. Students may deliver their arguments to a partner, small group, or the whole class.\n\t\t\t\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 Grade One Working with Words Guide<\/em>, pp. 71\u201374. See also the reproducible <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/www_largelettercards.pdf\" target=\"_blank\" rel=\"noopener\">large letter cards<\/a>  on pp. 159\u2013172 and <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/www_smalllettercards.pdf\" target=\"_blank\" rel=\"noopener\">small letter cards<\/a>  on pages 155\u2013158 of the <em>Grade One Working with Words Guide<\/em>. [Building words]<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong><i>Key Word:<\/i><\/strong> garbage<br>\n\t\t\t<strong><i>Context:<\/i><\/strong> <em>How to be an Eco Class<\/em>, pages 2 and 4<\/p>\n\t\t\t<strong><i>Building Words<\/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<td width=\"1\" height=\"167\" valign=\"top\"><p><br>\n\t\t\t<\/p><\/td>\n\t\t\t<td width=\"33\" valign=\"top\">a <\/td>\n\t\t\t<td width=\"32\" valign=\"top\">be <\/td>\n\t\t\t<td width=\"41\" align=\"left\" valign=\"top\">age<br>\n\t\t\tare<br>\n\t\t\tbaa<br>\n\t\t\tbar<br>\n\t\t\tegg<br>\n\t\t\tbeg<br>\n\t\t\tbag<br>\n\t\t\tgab<br>\n\t\t\tgag<br>\n\t\t\trag<\/td>\n\t\t\t<td width=\"40\" align=\"left\" valign=\"top\">brag<br>\n\t\t\tgrab<br>\n\t\t\tArab<br>\n\t\t\tbare<br>\n\t\t\tbear<br>\n\t\t\tgage<br>\n\t\t\trage<\/td>\n\t\t\t<td width=\"53\" align=\"left\" valign=\"top\">ragbag <\/td>\n\t\t\t<td width=\"80\" align=\"left\" valign=\"top\">garbage<\/td>\n\t\t\t   <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\t\t<strong><i>Word Pattern Sorts<\/i><\/strong>\n\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th height=\"26\" valign=\"top\">Words starting with \u2018g\u2019 <\/th>\n\t\t\t<th align=\"left\" valign=\"top\">rhyming pattern \u2018ag\u2019<\/th>\n\t\t\t<th align=\"left\" valign=\"top\">rhyming pattern \u2018ab\u2019<\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"90\" valign=\"top\">gab<br>\n\t\t\tgag<br>\n\t\t\tgage<br>\n\t\t\tgrab<br>\n\t\t\tgarbage<\/td>\n\t\t\t<td align=\"left\" valign=\"top\">gag <br>\n\t\t\trag<br>\n\t\t\tbag<br>\n\t\t\tbrag<br>\n\t\t\tragbag<\/td>\n\t\t\t<td align=\"left\" valign=\"top\">gab<br>\n\t\t\tgrab<br>\n\t\t\ttab<\/td>\n\t\t\t  <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\t\t<p>\n\t\t\t\n\t\t\t<strong><i>Transfer to a Reading Context<\/i><br>\n\t\t\t<\/strong>&#8211;\ttag <em>(Will you play tag with me at recess?)<\/em><br>\n\t\t\t&#8211;\tcab <em>(Walk! Do not take a cab.)<\/em><br>\n\t\t\t&#8211;\tgo <em>(Let\u2019s go to the park.)<\/em><br><br>\n\t\t\t<strong>\n\t\t\t<i>Transfer to a Writing Context<\/i><\/strong>\n\t\t\t<br>\n\t\t\t&#8211; jab <em>(I want to write \u2018I do not want to jab the pencil into the paper.\u2019 Which rhyming pattern will help me spell &nbsp;&nbsp;\u2018jab\u2019?)<\/em><br>\n\t\t\t&#8211;\tget <em>(I want to write \u2018Thomas will get the paper for me.\u2019 Which letter does \u2018get\u2019 start with?)<\/em><br>\n\t\t\t&#8211;\tflag <em>(I want to write \u2018We need to draw our flag.\u2019 Which rhyming pattern will help me spell \u2018flag\u2019?)<\/em><\/p>\n\t\t\t\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\t\t\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\t\t<p>Many texts benefit from being reread with students to enable the books to become familiar and to increase participation in the shared reading. Over time, share the pointer with students in turn, so that they demonstrate how to track print in the big book.<\/p>\n\t\t\t<p><strong>Teaching Tip:<\/strong> Rereadings can occur with a whole-class group or in small groups. If you have students who need more support, consider a small-group session using the small versions of the text to provide more individualized assistance.<\/p>\n\t\t\t<p>In each rereading, select ideas from the following three areas, based on the needs of your students:<\/p>\n\t\t\t\n\t\t\t<strong><i>Print Concepts, Book Handling, and Media Awareness<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<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 \nword? Where 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\n\n\t\t\t<\/li>\n\t\t\t<li>Ask students to find and note the differences between the big (capital) \u2018G\u2019 and small (lower case) \u2018g\u2019 (e.g., on page 2). [Print concepts]\n\t\t\t<\/li>\n\t\t\t<li>Locate environmental print in the text (e.g., cover, pp. 3, 4, 5, 7). Discuss how the environmental print helps readers understand the text. [Visual literacy]\n\t\t\t<\/li>\n\t\t\t<li>Focus on the use of question marks in the text (e.g., back cover letter). [Print concepts]<\/li>\n\t\t\t<\/ul>\n\t\t\t\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 characters portrayed in the illustrations. Offer prompts:<\/li>\n\t\t\t<ul><li>What do you think the characters in the illustrations are thinking in Tip #2? [Inferring]<\/li>\n\t\t\t<li>What could the boy in the photo on page 4 say to the characters in the Tip #2 illustration to help them understand? [Evaluating]<\/li>\n\t\t\t<li>How would you explain the expressions on the characters\u2019 faces in Tip #5? [Analyzing\/inferring]\n\t\t\t<\/li>\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.<\/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 (\u2018be,\u2019 \u2018how,\u2019 \u2018this,\u2019 \u2018you,\u2019 \u2018on,\u2019 \u2018make,\u2019 \u2018our,\u2019 \u2018have,\u2019 \u2018your,\u2019 \u2018school,\u2019 \u2018or,\u2019 \u2018out,\u2019 \u2018of,\u2019 \u2018more,\u2019 \u2018then,\u2019 \u2018them,\u2019 \u2018get,\u2019 \u2018brother,\u2019 \u2018sister,\u2019 \u2018home,\u2019 \u2018one,\u2019 \u2018so,\u2019 \u2018what,\u2019 \u2018not,\u2019 and \u2018just\u2019) for lessons. (See the \u2018Rhythm to Introduce Five New Words of the Week\u2019 lesson on page 52 or \u2018Building New Sentences from Word Wall Words\u2019 lesson on page 63 of the <em>Grade One Working with Words Guide<\/em>.)\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Here is the word \u2018how\u2019 from our story. \nIf I take off the first letter, I have \nthe word \u2018ow.\u2019 How can I make the \nword \u2018cow\u2019 in the sentence \u2018The cow \nran to the barn.\u2019? Say the word \u2018cow\u2019 \nslowly and ask what sound is heard at \nthe beginning of the word. Which \nletter should I choose?<\/p>\n\t\t\t\t\n\t\t\t\tTake a word from the story (e.g., \u2018how\u2019) and build rhyming words with large-sized 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 pages 159\u2013172 in 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 pages 155\u2013158 in the <em>Grade One Working with Words Guide<\/em>.) Some possible rhyming words to use: \u2018brow,\u2019 \u2018cow,\u2019 \u2018plow,\u2019 \u2018pow,\u2019 \u2018prow,\u2019 \u2018wow,\u2019 \u2018vow,\u2019 and \u2018allow.\u2019\n\t\t\t<\/li>\n\t\t\t<li>Try oral rhyming of words from the story, for example, show the word \u2018get,\u2019 say the word, and ask students to think of rhyming words (\u2018bet,\u2019 \u2018forget,\u2019 \u2018fret,\u2019 \u2018headset,\u2019 \u2018jet,\u2019 \u2018let,\u2019 \u2018met,\u2019 \u2018net,\u2019 \u2018pet,\u2019 \u2018set,\u2019 \u2018vet,\u2019 \u2018wet,\u2019 \u2018yet,\u2019 \u2018fishnet\u2019). Ask students to think of a sentence for each rhyming word they come up with. 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 guide, the six small guides, along with the Media Key of the fluent reading and audio cloze version of the text, can be placed in the classroom for independent exploration. You may wish to choose some puppets to represent the characters or items in the book as well. They can be used for rereading and practising print tracking, for building fluency of an increasingly familiar text, and for extending comprehension through story 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\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>Continue to discuss how each person can take an action that will have a positive influence on the world around us. Highlight some of the actions your students do during the course of the unit and year to be eco-friendly.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>Prepare a list of actions that can either reduce waste or not reduce waste to read to students. Tell the students that when you read an action that reduces waste (e.g., use both sides of the paper), they need to start hopping in one spot. When you read an action that doesn\u2019t reduce waste (e.g., use only one side of the paper), students stop hopping. Carry on reading through your list, having students listen closely to know when to stop and start hopping.\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Let\u2019s make our own \u2018How to be \nan Eco Class\u2019 guide to tell others \nabout how we reduce waste, \nreuse, and recycle in our \nclassroom.<\/p>\n\t\t\t\t\n\t\t\t\tStudents may work together to create a class guide on \u2018How to be an Eco Class,\u2019 based on eco-friendly activities in their own classroom. Print out digital photographs of the students participating in the activities, and have students assemble and write their own \u2018How to\u2019 guide.\n\t\t\t<\/li>\n\t\t\t<li>Read aloud other stories that demonstrate how to be aware of, and care for, our environment and reuse materials. Some suggestions include:<\/li>\n\t\t\t<ul>\n\t\t\t<li><em>The Three R\u2019s: Reuse, Reduce, Recycle<\/em> by N\u00faria Roca: Barron\u2019s Educational Series, Inc., 2007 (Fiction: the three R\u2019s describes ways to reduce waste and pollution)<\/li>\n\t\t\t<li><em>Earth Day\u2014Hooray<\/em>! by Stuart J. Murphy: HarperCollins, 2004 (Fiction: a school celebrates Earth Day, participating in many environmentally friendly activities)<\/li>\n\t\t\t<li><em>Where Does the Garbage Go?<\/em> by Paul Showers: Programs and Genres, 1993 (Non-fiction: shows how garbage is processed, explaining the problem of too much garbage and some solutions)<\/li>\n\t\t\t<li><em>Recycle That!<\/em> by Fay Robinson: Children\u2019s Press, 1995 (Non-fiction: explains how many items can be recycled rather than put in the garbage)<\/li>\n\t\t\t<li><em>Michael Recycle<\/em> by Ellie Bethel: Worthwhile Books, 2008 (Fiction: Michael Recycle is a superhero who teaches a town about recycling and its importance\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<li>Share other games and videos with students on the topic of reusing materials and reducing waste in the classroom:\n\t\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/kids.nationalgeographic.com\/games\/action-adventure\/article\/recycle-roundup-new\" target=\"_blank\" rel=\"noopener\">Recycle Roundup<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=qrEPSACrLmA&amp;feature=related\" target=\"_blank\" rel=\"noopener\">Recycle Guys: Littering Is Wrong<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/www.youtube.com\/watch?v=JYZt-axrlk0&amp;feature=related\" target=\"_blank\" rel=\"noopener\">Recycle Guys: Recycled Content Products<\/a>  <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Text Type: Non-fiction: Persuasive\u2014Guide Summary: This guide was created by Mrs. Robertson\u2019s Grade 1 \u201cEco Class\u201d to give tips to others about how to be an environmentally-friendly class. Text Features Print Concepts \u2022 use of number sign and numerals in headings \u2022 punctuation: exclamation marks \u2022 some text in letter format Visual Literacy \u2022 illustrations [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3311,"parent":1263,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1379","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1379","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=1379"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1379\/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\/3311"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1379"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}