{"id":1382,"date":"2021-12-15T14:45:13","date_gmt":"2021-12-15T19:45:13","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1382"},"modified":"2022-04-06T16:50:04","modified_gmt":"2022-04-06T20:50:04","slug":"art-for-the-birds","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/i-can-make-a-difference-2\/art-for-the-birds\/","title":{"rendered":"Shared Reading: Art for the Birds"},"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 by Tara Harte<\/strong><br>\n\t<strong>Illustrated by Kara-Anne Fraser<\/strong> <\/p>\n\t\t\t<strong>Text Type:<\/strong> Fiction: Narrative\u2014Realistic Story<br><p>\n\t\t\t\n\t\t\t<\/p><p><strong>Summary:<\/strong> A group of students learn what they can do to help protect wild birds from flying into the windows of their classroom, and encourage others to take the same action.<\/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 conventions of a letter<br>\n\t\t\t\u2022\tpunctuation: exclamation marks, question marks, quotation marks<br>\n\t\t\t\u2022\twords in capitals for emphasis<\/p>\n\t\t\t<p><strong>Visual Literacy<\/strong><br>\n\t\t\t\u2022 letter format for one page<br>\n\t\t\t\u2022\tthought bubble\n\n<\/p><\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<h2 id=\"FIRST_READING\">FIRST READING<\/h2>\n\t\t\t<strong>Reading Strategies<br> \n                        Comprehension<\/strong>\n\t\t\t<p>\n\t\t\t\u2022 a range of comprehension strategies is integrated throughout the lesson<br> &nbsp;&nbsp;(Analyzing, Sequencing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Monitoring)<br>\n\t\t\t\u2022\tthe comprehension purpose for reading focuses on Analyzing\/synthesizing<\/p>\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\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 story <br>\n\t\t\t\u2022\tmake connections across ideas from the Read Aloud and the first Shared Reading piece<br>\n\t\t\t\u2022\tdiscuss the text with a partner (on-topic)<br>\n\t\t\t\u2022\tanalyze and synthesize based on the information (visual and print) <\/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\">Do our actions affect the \nworld in different ways? Give \nme an example of one action \nwe can do or have done to \nhelp the environment. Where \ndid we learn that? How does \nthat action help the world?<\/p>\n\t\t\t\t\n\t\t\t\tBriefly review with students what they have already learned about actions that make a difference to the world. [Making connections]\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">We are going to learn \nabout how we can help \nmake the world a safer \nplace for living things.<\/p>\n\t\t\t\t\n\t\t\t\tTell students that we are going to learn more about how one action can help make the world a safer place. \n\t\t\t<\/li><\/ul>\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Look at the front cover of this \nbook. What do you think the \ntitle \u2018Art for the Birds\u2019 might \nmean? Why? What do you think \nthis book will be about?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the front cover of <em>Art for the Birds<\/em> and together read the title and author\u2019s and illustrator\u2019s names. Ask them to predict what the book will be about. [Predicting\/inferring]\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">How do you think the title of the book \nrelates to what we just read? Have \nyou ever had a bird fly into your \nwindow at home? Did you find out \nwhy? Did you do anything so that it \nwouldn\u2019t happen again? What do you \nthink the students could do to help?<\/p>\n\t\t\t\t\n\t\t\t\tShow the back cover and read together the text on the back. Connect the information on the front and back covers through discussion. [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 speach-bubble-long left\">As we read this story, let\u2019s \ntry to find out if the class \nwas able to help, and, if so, \nhow they did so.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read to find out what the students did to help the bird. [Analyzing\/synthesizing]<br>\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>\n\t\t\tRead each page with the class, pausing to discuss new vocabulary and information. You may wish to alternate between discussing with the whole class and having partners discuss together. Discuss content by offering prompts:\n\t\t\t<\/li>\n\t\t\t<ul>\n\t\t\t<li>(p. 2) What does the word \u2018THUMP\u2019 mean in the story? What happened? [Analyzing\/inferring]<\/li>\n\t\t\t<li>(p. 4) What could have happened to the bird? [Inferring\/making connections]<\/li>\n\t\t\t<li>(p. 4) Who is the \u2018I\u2019 in the story, or who is telling the story? [Analyzing\/inferring]<\/li>\n\t\t\t<li>(p. 5) How do we know who is saying what? [Analyzing]<\/li>\n\t\t\t<li>(p. 6) What caused the bird to fly into the window? [Analyzing]<\/li>\n\t\t\t<li>(p. 7) How do we know when a question is being asked? [Analyzing\/making connections]<\/li>\n\t\t\t<li>(p. 10) What action do the students want to take to help birds? [Synthesizing\/analyzing]<\/li>\n\t\t\t<li>(p. 12) Did the students\u2019 actions work? Why, or why not? [Analyzing\/synthesizing\/inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<li><p class=\"speach-bubble left\">How do we know what \u2018saw \nthe sky in the window\u2019 \nmeans? What is another way \nof saying that?<\/p> \n\t\t\t\t\n\t\t\t\tClarify any vocabulary that may be problematic for students\u2019 comprehension (e.g., \u2018THUMP,\u2019 \u2018saw the sky in the window\u2019), using picture and contextual support.\n\t\t\t<\/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 speach-bubble-long left\">What did this class do? Why \ndid they do it? What was \nthe important thing that \ntheir action did for birds?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to discuss with a partner what they have learned about how the students solved the problem. [Analyzing\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p class=\"speach-bubble speach-bubble-long left\">Where did we read something else \nabout a way to help birds? What did \nthat text suggest to help the birds?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students if they can remember another way to help birds from another book that they have recently read. [Making connections]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p class=\"speach-bubble speach-bubble-long left\">How did the class\u2019s actions \nmake a difference to the world? \nWhat will happen because of \nthe actions they took?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think about the story in relation to the inquiry question: How can my actions make a difference? [Making connections\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Have students create pieces of art for their classroom windows. To tie in with <em>How to be an Eco Class<\/em>, encourage students to reuse scrap materials to make their art. If desired, students may cut out and colour or cut and paste materials on to a copy of the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/icanmakeadiff\/artforthebirds_blm.pdf\" target=\"_blank\" rel=\"noopener\">Art for the Birds BLM<\/a>. \n\t\t\t<\/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\t\t<strong>Reading Strategies<br>\n\t\t\tComprehension<\/strong>\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 Analyzing\/synthesizing<\/p>\n\t\t\t<p><strong>Working with Words<\/strong><br>\n\t\t\t\u2022&nbsp;learning high-frequency 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 make connections between illustrations and words<br>\n\t\t\t\u2022\tanalyze and synthesize information<br>\n\t\t\t\u2022\tevaluate the action taken<br>\n\t\t\t\u2022\trecognize high-frequency words<\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n\t\t\t<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><br>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">What is one thing you think \nyou can do to make a \ndifference in the world? What \nare other things we have \nlearned about that can make \na difference?<\/p>\n\t\t\t\t\n\t\t\t\tRemind the students that you are looking at ways that an action can make a difference to the world. [Making connections]\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Tell your partner one way that the \nclass had a positive effect on the \nworld. I could tell my partner, \u201cThe \nart saved the windows from getting \nbroken.\u201d What will you tell your \npartner?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students if they think that the students in the story took action that had a positive effect on the world. Model a response, giving a reason for your opinion. [Evaluating]\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\">When we read the story the first \ntime, we found out what happened \nwith the bird and the class, but how \ndid the book tell us that? As we \nread the book again, think about \nwhere the text and art give us \ndifferent information that helps us \nunderstand the story.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to read the story with you and look for places where the illustrations give more information about the story. [Analyzing\/synthesizing]\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\tRead the story and discuss how the illustrations give additional information about the story throughout. Use prompts to help focus students. [Analyzing\/inferring\/evaluating]\n\t\t\t<ul>\n\t\t\t<li>(pp. 2\u20133) How do we know what and where the \u2018THUMP\u2019 is? What information does the illustration give? [Analyzing]<br>\n\t\t\t<\/li>\n\t\t\t<li>(p. 3) What do you think those stars on the window mean? [Inferring] <\/li>\n\t\t\t<li>(p. 4) What tells us that the bird is hurt? [Analyzing\/inferring]<\/li>\n\t\t\t<li>(p. 7) What information does the illustration give us about the bird on this page? [Analyzing]<\/li>\n\t\t\t<li>(pp. 8\u20139) How do we know what the girl means by saying that they could make window art? What information does the illustration give us? [Inferring\/analyzing]<\/li>\n\t\t\t<li>(pp. 8\u20139) Which is the most effective way of telling us about the window art? [Evaluating]\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\t\t\t<p class=\"speach-bubble left\">How did we know about \nthe bird and if it was \nhurt? How did the author \ntell us?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to share what information they learned from the illustrations in the book, and briefly discuss how the illustrations helped them understand the text. [Analyzing\/synthesizing]\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Invite students to share their opinions on the illustrations, explaining which of the illustrations they like best and giving supporting reasons for their choice. You may wish to have students write a sentence or two to explain their thoughts.<\/p>\n\t\t\t<\/li>\n\t\t\t<li>Ask students to volunteer ideas for other elements of the story they would have liked to have seen illustrated. Students may work together in pairs to create the \u2018missing\u2019 illustrations.\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>There are several words from the Grade One high-frequency word list that appear in the book: \u2018for,\u2019 \u2018into,\u2019 \u2018how,\u2019 \u2018help,\u2019 \u2018by,\u2019 \u2018was,\u2019 \u2018us,\u2019 \u2018when,\u2019 \u2018said,\u2019 \u2018see,\u2019 \u2018what,\u2019 \u2018saw,\u2019 \u2018on,\u2019 \u2018would,\u2019 \u2018there,\u2019 \u2018 if,\u2019 \u2018other,\u2019 \u2018they,\u2019 \u2018could,\u2019 \u2018make,\u2019 \u2018that,\u2019 \u2018big,\u2019 \u2018them,\u2019 \u2018not,\u2019 \u2018of,\u2019 \u2018school,\u2019 \u2018our,\u2019 \u2018but,\u2019 \u2018then,\u2019 \u2018away,\u2019 \u2018made,\u2019 \u2018so,\u2019 \u2018you,\u2019 \u2018did,\u2019 \u2018will,\u2019 \u2018from,\u2019 \u2018be.\u2019 Identify one word (e.g., \u2018said\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. Reread, having students finding the word \u2018said\u2019 wherever it exists.\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">What is the first letter of the \nword? How many letters are in \nthe word? Let\u2019s say them \ntogether and clap for each \nletter, o-t-h-e-r says \u2018other.\u2019 <\/p>\n\t\t\t\t\n\t\t\t\tChoose another one of the high-frequency words to outline and find as the text is reread. Do a brief activity to help them remember the word. [High-frequency words]\n\t\t\t<\/li>\n\t\t\t<li>Choose activities to introduce high-frequency words and practise them. (See \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>.)<\/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>\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 Sequencing<\/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\thelp with sharing ideas <br>\n\t\t\t\u2022\tunderstand the sequence of events that led to the action<br>\n\t\t\t\u2022\trecognize high frequency words<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>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">We have read three texts about \nhow people can make a \ndifference in the world. What \nare some of the actions that \nwe\u2019ve read about?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students if they think our actions can make a difference. Relate this to all three texts that have been read in this unit, showing the covers of the texts. [Making connections\/evaluating\/synthesizing]&lt;\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\">Tell your partner what the class \nin the story did to make the \nschool a safer place for birds. \nTry to tell the story in the \norder the events happened.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to tell a partner in sequence what the students did to create a safer environment for the birds. [Making connections\/sequencing]\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\t\t\t<li>Tell students that we are going to reread to determine in what order the events happened, and how the problem was solved. [Analyzing\/sequencing]<\/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>Divide the class into groups and assign each group a character in the book (the narrator, the teacher, Malick, Katie). Read each page, prompting each group to read together their character\u2019s text. Ask the entire class to read the letter on page 11 together.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Pause at each page and discuss what happened first, second, third, and so on. You may wish to make jot notes on the board or chart. <br>\n\t\t\t<b>Note:<\/b> You may consider using the \u2018Retell Text Organizer\u2019 on page 115 of the <em>Grade One Writing Guide<\/em> to organize the sequence of events.<\/p>\n\t\t\t\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><p class=\"speach-bubble left\">What happened first in the \nstory? Then what happened \nsecond, or next? Try to tell \nyour partner the story in the \norder that the events happened.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to tell a partner the order of events in the story. [Sequencing]\n\t\t\t<\/li>\n\t\t\t<li>Divide the class into groups of five to reread and then practise and perform a dramatic retelling of the story in their own words. Assign a role (narrator, Malick, Mr. Sloane, Katie, the principal) to each student. \n\t\t\t<\/li>\n\t\t\t<li>Refer to the \u2018Action to Make a Difference\/Effect on Earth\u2019 chart created during the lesson for <em>10 Things I Can Do to Help My World<\/em>. Ask students for suggestions for other actions to add to the chart, based on what they read in <em>Art for the Birds<\/em>. Encourage students to share the pen with you as you write.\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> principal<br>\n\t\t\t<strong><i>Context:<\/i><\/strong> <em>Art for the Birds<\/em>, page 10<\/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=\"2\" height=\"125\" valign=\"top\"><p><br>\n\t\t\t<\/p><\/td>\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<\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">can<br>\n\t\t\tcar<br>\n\t\t\tcap<br>\n\t\t\tlap<br>\n\t\t\trap<br>\n\t\t\tnap<br>\n\t\t\tran<br>\n\t\t\tpan<br>\n\t\t\tpal<br>\n\t\t\tnip<br>\n\t\t\trip<br>\n\t\t\tlip<br>\n\t\t\tpin<\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">clap<br>\n\t\t\tclip<br>\n\t\t\tpain<br>\n\t\t\tpair<br>\n\t\t\tplan<\/td>\n\t\t\t<td width=\"75\" align=\"left\" valign=\"top\">principal<\/td>\n\t\t\t <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\n\t\t\t<strong><i>Word Pattern Sorts<\/i><\/strong><br>\n\t\t\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 \u2018p\u2019 <\/th>\n\t\t\t<th align=\"left\" valign=\"top\">rhyming pattern \u2018ip\u2019<\/th>\n\t\t\t<th align=\"left\" valign=\"top\">rhyming pattern \u2018ap\u2019<\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td height=\"90\" valign=\"top\">pal<br>\n\t\t\tpan<br>\n\t\t\tpin<br>\n\t\t\tplan<br>\n\t\t\tpain<br>\n\t\t\tpair<br>\n\t\t\tprincipal<\/td>\n\t\t\t<td align=\"left\" valign=\"top\"><p>clip<br>\n\t\t\trip<br>\n\t\t\tlip<br>\n\t\t\tnip<br>\n\t\t\t<\/p><\/td>\n\t\t\t<td align=\"left\" valign=\"top\"><p>lap<br>\n\t\t\tcap<br>\n\t\t\tnap<br>\n\t\t\trap<br>\n\t\t\tclap\n\t\t\t<\/p><\/td>\n\t\t\t <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\n\t\t\t<strong><i>Transfer to a Reading Context<\/i><br>\n\t\t\t<\/strong>&#8211; slap <em>(Tom will slap the puck in the net.)<\/em><br>\n\t\t\t&#8211; ship <em>(We will sail on the ship.)<\/em> <br>\n\t\t\t&#8211; Peter <em>(Peter went to the office.)<\/em> <br>\n\t\t\t<br>\n\t\t\t<strong>\n\t\t\tTransfer to a Writing Context<\/strong>\n\t\t\t<br>\n\t\t\t&#8211;\tmap <em>(I want to write \u2018Can we find Edmonton on the map.\u2019 Which rhyming pattern will help me spell \u2018map\u2019?)<\/em><br>\n\t\t&#8211;\tflip <em>(I want to write \u2018I will flip the pancakes now.\u2019 Which rhyming pattern will help me spell \u2018flip\u2019?)<\/em><br>\n\n\t\t\t&#8211;\tpark <em>(I want to write \u2018Let\u2019s go to the park now.\u2019 Which letter does \u2018park\u2019 start with?)<\/em>\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\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 text.<\/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 class or a group of students:<\/p>\n\n\t\t\t<strong><i>Print Concepts, Book Handling, and Text Features<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<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?<\/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><p class=\"speach-bubble left\">What punctuation marks tell us \nthat someone is speaking? \nWhere are the quotation marks \nfor what Malick said? What \ndoes he say?<\/p>\n\t\t\t\t\n\t\t\t\tTogether with students, examine the characters\u2019 dialogue in the story, looking for quotation marks.\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">There is a big \u2018W\u2019 in \u2018We\u2019 as it \nstarts the sentence on page 4. \nCan you show it to me? Now find \nme a small letter \u2018w.\u2019 <\/p>\n\t\t\t\t\n\t\t\t\tAttend to big (capital) and small letters in texts. \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>Display the digital cloze version of the text on the CD. 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\t\t\t<li><p class=\"speach-bubble left\">How did the students tell the \nprincipal about their idea? In \nwhat order did they give the \ninformation? What reasons did \nthey give? Do you think the \nletter was convincing to the \nprincipal? Why or why not?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to recall how the students in the story communicated their idea to the principal. Reread the letter together and then discuss how the students structured their letter to explain the problem and solution. [Analyzing\/evaluating]<br>\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<li>Discuss why the students in the book may have chosen their designs for their window art. Invite students to speculate on whether the designs are appropriate or not, and make suggestions on other possible designs to use. <\/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 other high-frequency words (\u2018into,\u2019 \u2018how,\u2019 \u2018help,\u2019 \u2018for,\u2019 \u2018by,\u2019 \u2018was,\u2019 \u2018us,\u2019 \u2018when,\u2019 \u2018said,\u2019 \u2018see,\u2019 \u2018what,\u2019 \u2018saw,\u2019 \u2018on,\u2019 \u2018would,\u2019 \u2018there,\u2019 \u2018other,\u2019 \u2018they,\u2019 \u2018could,\u2019 \u2018that,\u2019 \u2018big,\u2019 \u2018them,\u2019 \u2018not,\u2019 \u2018make,\u2019 \u2018our,\u2019 \u2018but,\u2019 \u2018then,\u2019 \u2018away,\u2019 \u2018made,\u2019 \u2018so,\u2019 \u2018you,\u2019 \u2018school,\u2019 \u2018did,\u2019 \u2018from,\u2019 \u2018will,\u2019 \u2018be\u2019) for lessons. (See the \u2018Finger Printing\u2019 lesson on page 49 or \u2018Morning Message: What Word Do You See?\u2019 on page 55 in the <em>Grade One Working with Words Guide<\/em> for lesson ideas.)\n\t\t\t<\/li>\n\t\t\t<li><p class=\"speach-bubble left\">Make the word \u2018said.\u2019 Tell me \nwhat we learned that Katie said.\n(Demonstrate in the pocket chart.)<\/p>\n\t\t\t\t\n\t\t\t\t<p>Provide students with letter cards and have them build the high-frequency words in partners. Model the making of the words in the pocket chart. Always provide a contextual sentence. [Word building]<\/p>\n\t\t\t\n\t\t\t<b>Note: <\/b>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>, pages 155\u2013172. <\/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, and the audio CD of the fluent reading and audio cloze version of the text 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\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>    Ask students to go to a buddy class to talk to their buddy about what each person can do to make a difference in the world. They can ask their buddy about what their class is doing to make a difference.   \n\t\t\t<\/li>\n\t\t\t<li>Have students explain to a partner what they drew as a piece of window art and why they chose that design. [Making connections\/evaluating]\n\t\t\t<\/li>\n\t\t\t<li>Ask students to choose a puppet from the selection of puppets in the Grade 1 Oral Language Kit to represent a character from the book. Have each student then retell a partner what that character said in the story.\n\t\t\t<\/li>\n\t\t\t<li>Encourage students to talk to their families about what each of them can do at home to help make a difference in the world, or more specifically, how to keep wildlife safe.\n\t\t\t<\/li>\n\t\t\t<li>Select other books about how our actions can make a difference to read to the class such as:\n\t\t\t<ul>\n\t\t\t<li><em>The Curious Garden<\/em> by Peter Brown: Little, Brown Books for Young Readers, 2009 (Fiction: a book that highlights what one boy does to help plants to grow thus transforming a part of a city)\n\t\t\t<\/li>\n\t\t\t<li><em>Panda Bear, Panda Bear, What Do You See?<\/em> by Bill Martin Jr.: Henry Holt and Company, 2003 (Info-fiction: a rhyming text introducing various endangered animals)<\/li>\n\t\t\t<li><em>Caribou Crossing: Animals of the Arctic National Wildlife Refuge<\/em> by Andrea Helman: Sasquatch Books, 2009 (Non-fiction: a visit to an arctic wildlife refuge, showing how the wildlife depend on their habitat and one another to survive)<\/li>\n\t\t\t<li><em>Planet Patrol, A Kids\u2019 Action Guide to Earth Care<\/em> by Marybeth Lorbiecki: Two-Can Publishing, 2005 (Non-fiction: a guide to protecting the environment) Note: choose small sections of the text to read to the class.<\/li>\n\t\t\t<li><em>Heroes of the Environment<\/em> by Harriet Rohmer: Chronicle Books, 2009 (Non-fiction: collection of short accounts describing how individuals have helped the environment in various ways)<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Tara Harte Illustrated by Kara-Anne Fraser Text Type: Fiction: Narrative\u2014Realistic Story Summary: A group of students learn what they can do to help protect wild birds from flying into the windows of their classroom, and encourage others to take the same action. Text Features Print Concepts \u2022 conventions of a letter \u2022 punctuation: [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3319,"parent":1263,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1382","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1382","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=1382"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1382\/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\/3319"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1382"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}