{"id":1414,"date":"2021-12-28T01:00:10","date_gmt":"2021-12-28T06:00:10","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1414"},"modified":"2022-03-24T14:55:19","modified_gmt":"2022-03-24T18:55:19","slug":"clean-up-litter","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/caring-for-the-world\/clean-up-litter\/","title":{"rendered":"Shared Reading: Clean Up Litter"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\n\t\t<strong><i>Clean Up Litter <\/i> is printed on <strong>Polyart<\/strong>\u00ae, a synthetic paper that is resistant to spills and tearing. <strong>Polyart<\/strong> is highly durable and can withstand years of classroom use. It is also non-toxic and recyclable. Please note that lamination will harm the material.<\/strong>\n\t<br>\n\t\t<br>\n\t\t<strong>Text Type:<\/strong> Non-fiction: Persuasive \u2014 Poster <br>\n\t\t<br>\n\t\t<p><strong>Summary:<\/strong> This poster advertises a clean-up day in the schoolyard. Students are given reasons for picking up litter and some tips on how to do it safely.<br><\/p>\n\t\t<p><strong>Text Features<\/strong><br>\n\t\t<strong>Print Concepts<\/strong><br>\n\t\t\u2022 poster format with headlines and inset boxes: print format not consistent<br>\n\t\t\u2022 punctuation: periods, bullets<br>\n\t\t\u2022 checklist of what to wear for the clean-up<br><\/p>\n\t\t<p><strong>Visual Literacy<\/strong><br>\n\t\t\u2022 speech bubble (raccoon speaks)<br>\n\t\t\u2022 illustrations to support the text, e.g., child dressed appropriately for the clean-up<\/p>\n\n\n\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n<br>\n<h2 id=\"FIRST_READING\">FIRST READING<\/h2>\n\t\t<strong><i>Reading Strategies<\/i><br>\n\t\t\t<i>Comprehension<\/i><\/strong><br>\n\t\t\t<p>\n\t\t\u2022 a range of comprehension strategies is integrated throughout the lesson <br>\n\t\t(Analyzing, Sequencing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Monitoring)<br>\n\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/synthesizing<\/p>\n\t\t<p><strong><i>Working with Words<\/i><\/strong><br>\n\t\t\u2022&nbsp;comprehending vocabulary from context and pictures<\/p>\n\t\t<p><strong><i>Assessment Opportunities<\/i><\/strong><br>\n\t\tNote each student&#8217;s ability to:<br>\n\t\t\u2022 attend to and understand the text layout in a poster<br>\n\t\t\u2022 joins in with echo reading<br>\n\t\t\u2022 make connections across ideas from the Read Aloud and the first Shared <br>\n\t\tReading piece<br>\n\t\t\u2022 predict and infer based on the information (visual and print) on the poster<br>\n\t\t\u2022 discuss the text with a partner (on-topic)  <\/p>\n\t\t<p><strong><i>Time:<\/i><\/strong> approximately 25 minutes<\/p>\n\t\t<p>&nbsp;<\/p>\n\n\n <div id=\"Section-Before-One\" class=\"section\"><\/div>\n\n<h3 class=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Does litter help things grow? Why or why not? What did people do with litter in <i>Somebody Cared for a Flower<\/i>? Why did they do that?<\/p>\n\t\t\t\n\t\t\tAsk students what they learned about litter in the last story. <br>\n\t\t[Self-monitoring]<br>\n\t\t<br>\n                <br>\n\t\t<\/li>\n\t\t<li><p class=\"speach-bubble left\">Now we are going to think about ways we can clean up our world so that it&#8217;s not dirty.<\/p>\n\t\t\t\n\t\t\tTell students that they are going to learn more about litter and how we can take better care <br>\n\t\tof our world.<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">What do you think this poster is telling us? What gives you some clues? Why do you think someone made this poster?<\/p>\n\t\t\t\n\t\t\tShow the students the poster and ask them what they think the poster is about. [Predicting]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Were we close? Did we think it was about cleaning up litter? Which clues were the best?<\/p>\n\t\t\t\n\t\t\tRead aloud the headline \u2018Clean Up Litter\u2019 and the supporting headline \u2018Have a day to clean up litter in your schoolyard.\u2019 Check predictions made previously.<\/li>\n\t\t<\/ul>\n\t\t<br>\n\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li>Ask students to read the poster with you to find out what it is telling us about having a day to clean up litter. [Analyzing\/synthesizing]<\/li>\n\t\t<\/ul>\n\t\t<p>&nbsp;<\/p>\n\n\n <div id=\"Section-During-One\" class=\"section\"><\/div>\n\n\n\t\t<h3 class=\"DURING_READING\">DURING READING<\/h3>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">It&#8217;s not like reading a book. We need to look in this box for information. And this balloon tells us what the raccoon says. Let&#8217; read the headlines for the poster again.<\/p>\n\t\t\t\n\t\t\tLook over the whole poster with the students and point out key sections, as print does not follow a consistent arrangement on a poster.<br>\n\t\t<em><br>\n\t\t<br>\n\t\t<\/em><\/li>\n\t\t<\/ul>\n\t\t<p><strong>Teaching Tip:<\/strong> There are many new text features in this poster so you could consider using echo reading to offer extra support to the students. Read a small section of text, invite students to read it following your model, and keep alternating. When the students feel more comfortable in later readings, they will be able to join in more confidently.<\/p>\n\t\t<ul>\n\t\t<li>Read each inset with the class, showing the students where to start reading and tracking the print with a pointer. Discuss content by offering prompts:<br>\n\t\t<\/li>\n\t\t<ul>\n\t\t<li>Why do you think you need to wear a hat, sunscreen, and gloves? [Inferring\/synthesizing]<\/li>\n\t\t<li>Why do you think that litter isn&#8217;t safe for animals like the raccoon? [Inferring]<\/li>\n\t\t<li>What kinds of garbage will they need to pick up here on the poster? [Analyzing] <\/li>\n\t\t<li>What kinds of garbage might need to be picked up in our schoolyard? [Making connections] <br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<li><p class=\"speach-bubble left\">It asks YOU to pick up litter and it shows a picture of a child ready to pick up litter, so what do you think &#8216;Do your part&#8217; means?<\/p>\n\t\t\t\n\t\t\tClarify any vocabulary that may limit comprehension, e.g., \u2018safety,\u2019 and \u2018Do your Part\u2019 using pictures and contextual support.<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<p>&nbsp;<\/p>\n\n\n <div id=\"Section-After-One\" class=\"section\"><\/div>\n\n<h3 class=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t<ul>\n\t\t<li>\n\t\t<p><\/p><p class=\"speach-bubble left\">How can we clean up litter and keep our world clean? Why is it important to do this?<\/p>\n\t\t\t\n\t\t\tAsk students to discuss with a partner what they learned about cleaning up litter. Invite a few students to share their thoughts with the class.<br>\n\t\t<p><\/p>\n\t\t<\/li>\n\t\t<li>          Ask students to bring one piece of litter to the classroom for the next lesson. They could pick it up from the classroom or school hallways, or bring it from home. They should take a look around and notice if there was a lot of litter or just a little litter in the spot where they found it. [Making connections\/analyzing: researching]          <\/li>\n\t\t<\/ul>\n\t\t<p><strong>Teaching Tip:<\/strong> Remind them to bring a piece that is small and not too dirty! Caution them never to pick up anything sharp.<\/p>\n\n\n\n\n\n <\/div>\n <div id=\"Section-Three\" class=\"section\">\n<br>\n<h2 id=\"SECOND_READING\">SECOND READING<\/h2>\n\t\t<strong><i>Reading Strategies<\/i><br>\n\t\t\t<i>Comprehension<\/i><\/strong><br>\n\t\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\u2022 the comprehension purpose for reading focuses on Evaluating <\/p>\n\t\t<p><strong><i>Working with Words<\/i><\/strong><br>\n\t\t\u2022&nbsp;matching words<br>\n\t\t\u2022 awareness of word and letter concepts<\/p>\n\t\t<p><strong><i>Assessment Opportunities<\/i><\/strong><br>\n\t\tNote each student&#8217;s ability to:<br>\n\t\t\u2022 make connections between the litter they found and the poster<br>\n\t\t\u2022 attend to print in the poster layout<br>\n\t\t\u2022 attend to visual\/text features, e.g., a speech bubble, checkmarks on the list, <br>\n\t\tlarge type for headlines<br>\n\t\t\u2022 evaluate if the poster catches people&#8217;s attention (give a reason)<br>\n\t\t\u2022 match words <\/p>\n\t\t<p><strong><i>Time:<\/i><\/strong> approximately 25 \u2013 30  minutes<\/p>\n\t\t<p><br>\n\n\n <\/p><div id=\"Section-Before-Two\" class=\"section\"><\/div>\n\n<h3 class=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li>Ask students what they learned about taking care of the world from the poster. Students can share ideas with a partner and then invite a few students to discuss their thoughts with the class. [Self-monitoring]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Was it the only piece of litter there? What did you think about the litter? Could it have hurt the animals?<\/p>\n\t\t\t\n\t\t\tInvite each student to get out their piece of litter. Ask them to share with a partner what the litter was and where they found it. They can also share their observations about other litter in the area. [Making connections]<\/li>\n\t\t<\/ul>\n\t\t\n&emsp;&emsp;&ensp;You can invite students to stick their litter on a piece of chart paper and write a headline together, e.g.,<br> \n&emsp;&emsp;&ensp;\u2018We found this litter!\u2019\u2002Alternatively, you may wish to ask the students to sort the litter into categories,<br> \n&emsp;&emsp;&ensp;e.g., plastic and paper.<br>\n\t\t<br>\n\t\t<\/p>\n\t\t\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Have you seen a poster? Why do you think people make posters? Where do they leave them?<\/p>\n\t\t\t\n\t\t\tAsk students to search their background knowledge to think of a poster they have seen before. [Making connections]<br>\n\t\t<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li> <p class=\"speach-bubble left\">Why do you think this poster was made? It&#8217;s hanging in our classroom. Could it hang anywhere else? Why do you think that?<\/p>\n\t\t\t\n\t\t\tConnect their knowledge to <br>\n\t\tthe <em>Clean Up Litter<\/em> poster.<br>\n\t\t<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">The people who made the poster wanted to make sure you looked at it because it&#8217;s important to them that you think about cleaning up litter.<\/p>\n\t\t\t\n\t\t\tAsk students to read the poster with you to see how it catches your attention. [Evaluating] <\/li>\n\t\t<\/ul>\n\t\t<p><br>\n\t\t<\/p>\n\n\n <div id=\"Section-During-Two\" class=\"section\"><\/div>\n\n\n\t\t<h3 class=\"DURING_READING\">DURING READING<\/h3>\n\t\t<p><strong>Teaching Tip:<\/strong> Again, you may choose to do echo reading with the class or you could invite them to join in as you read<strong>. <\/strong>Choose the method<br> that meets the needs of your students.<\/p>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Why do you think the headline &#8216;Clean Up Litter&#8217; is written so big?<\/p>\n\t\t\t\n\t\t\tRead the headlines with the class, tracking the print as you read, and discuss how they catch your attention. [Analyzing\/inferring\/evaluating]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li>          Read each of the sections of print with the students and use prompts to help students think about the text features. [Analyzing\/inferring\/evaluating]\n\t\t<\/li>\n\t\t<ul>\n\t\t<li>How do the reasons for picking up the litter stand out?<\/li>\n\t\t<li>Where does it show us the raccoon is talking?<\/li>\n\t\t<li>Why do you think there are checkmarks on the \u2018Safety Tips\u2019 list?<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<li><p class=\"speach-bubble left\">Point to where we will start reading here. Where is the first word?<\/p>\n\t\t\t\n\t\t\tAsk students to show you where they start reading in the inset boxes and bubble. [Print concept\/tracking]<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<br>\n\t\t\n\t\t<\/ul>\n\n\n <div id=\"Section-After-Two\" class=\"section\"><\/div>\n\n<h3 class=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t<ul>\n\t\t<li>Ask students how the poster caught their attention. They can discuss this in pairs and then a few students can share their ideas with the class.<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li><p class=\"speach-bubble left\">Think first, is litter a problem? How do you know?<\/p>\n\t\t\t\n\t\t\tAsk the question \u2018Is litter a problem in our world?\u2019 Ask students to discuss the question with a partner and then discuss it as a whole group. [Evaluating]        <br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Working with Words<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">What is the first letter of the word? What is the last letter of the word? What two letters can you see in the middle of the word? Can you see &#8216;litter&#8217; with a big (capital) L at the beginning? What sound do you hear at the beginning of &#8216;litter&#8217;?<\/p>\n\t\t\t\n\t\t\tFind the word &#8216;litter&#8217; and ask some students to point out all the times they can see &#8216;litter&#8217; on the poster. Take the opportunity to weave in concepts about words and letters. [Word matching and word\/letter concepts.<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li><p class=\"speach-bubble left\">If this says &#8216;pick,&#8217; can you find &#8216;pick&#8217; on the next line?<\/p>\n\t\t\t\n\t\t\tPoint out the repeated word pattern \u2018Pick up litter because it\u2019 and ask students to find the words that make that pattern in the other two sentences. Break it down to word-by-word matching. [Word matching]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li><p class=\"speach-bubble left\">Let&#8217;s clap for each word I read. &#8216;Do Your Part&#8217;&#8230; three claps. Now you try.<\/p>\n\t\t\t\n\t\t\tRead and clap for each word. Start with easy phrases, e.g., \u2018Do Your Part,\u2019 \u2018Wear a hat,\u2019 and \u2018Wear gloves.\u2019 Clapping for each word becomes harder when words have more than one syllable. [Awareness of word]<br>\n\t\t<\/li>\n\t\t<\/ul>\n\n\n\n<\/div>\n<div id=\"Section-Four\" class=\"section\">\n\t<br>\n<h2 id=\"THIRD_READING\">THIRD READING<\/h2>\n\t\t<strong><i>Reading Strategies<\/i><br>\n\t\t\t<i>Comprehension<\/i><\/strong><br>\n\t\t\t<p>\u2022 a range of comprehension strategies is integrated throughout the lesson<br>\n\t\t\u2022 the comprehension purpose for reading focuses on Analyzing\/making connections<strong><\/strong><\/p>\n\t\t<p><strong><i>Working with Words<\/i><\/strong><br>\n\t\t\u2022&nbsp;high-frequency word recognition<\/p>\n\t\t<p><strong><i>Assessment Opportunities<\/i><\/strong><br>\n\t\tNote each student&#8217;s ability to:<br>\n\t\t\u2022 join in with the reading<br>\n\t\t\u2022 demonstrate understanding of clean-up techniques through mime <br>\n\t\t\u2022 apply information from the poster to planning a class clean-up project<br>\n\t\t\u2022 recognize high-frequency words<\/p>\n\t\t<p><strong><i>Time:<\/i><\/strong> approximately 25 minutes for the shared reading lesson, plus 20 minutes of modelled\/shared writing to plan a chart for a kindergarten clean-up session. Time will then be needed for an active clean-up of a section of the schoolyard. (All of these lessons and activities do not need to occur on the same day.)<\/p>\n\t\t<p><br>\n\n\n\n <\/p><div id=\"Section-Before-Three\" class=\"section\"><\/div>\n\n<h3 class=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\t<strong><i>Revisiting the Inquiry Focus<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Tell your partner one reason for not littering. I could tell my partner, &#8220;You shouldn&#8217;t litter because animals may think its food.&#8221;<\/p>\n\t\t\t\n\t\t\tAsk students why people should not litter. Model the giving of a reason. [Evaluating]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">I could ask Dov what kind of litter he is picking up and if it&#8217;s hard work. What could you ask him?<\/p>\n\t\t\t\n\t\t\tAsk students to mime or act out how they would clean up litter from the schoolyard. Ask some students to share their actions with the class. The other students could then ask the actors some questions. Model how to ask questions.<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Setting a Purpose for Reading<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li>Tell students that the class will have a clean up litter day in their schoolyard, so they should read to find out what to do. [Analyzing\/making connections]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\n\n <div id=\"Section-During-Three\" class=\"section\"><\/div>\n\n<h3 class=\"DURING_READING\">DURING READING<\/h3>\n\t\t<ul>\n\t\t<li>Read the poster with the students, inviting them to join in with the reading. <br>\n\t\t<\/li>\n\t\t<li>\n\t\tPause to discuss the directions and tips given by the poster to help you have a clean-up day in your schoolyard. Offer prompts:\n\t\t<\/li>\n\t\t<ul>\n\t\t<li>How does the \u2018Safety Tips\u2019 checklist help us? Do you always need to wear sunscreen? Why or why not? Do you always need to wear gloves\/a hat? Why? [Evaluating\/making connections]<\/li>\n\t\t<li>What kind of bag would you need? [Evaluating\/making connections]<\/li>\n\t\t<li>What kinds of litter do you think we\u2019ll find in our schoolyard? Will it be the same as the litter on the poster? [Predicting\/making connections]<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/ul>\n\t\t<p><br>\n\t\t<\/p>\n\n\n\n <div id=\"Section-After-Three\" class=\"section\"><\/div>\n\n<h3 class=\"AFTER_READING\">AFTER READING<\/h3>\n\t\t<ul>\n\t\t<li>Ask students to meet with a partner and discuss what they think they need to plan for a clean-up day. Offer prompts:\n\t\t<ul>\n\t\t<li>What will students need to wear?<\/li>\n\t\t<li>What will we use to collect the garbage in? <br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<li>Extend comprehension by using the poster to plan an active clean-up of the schoolyard.\n\t\t<ul>\n\t\t<li>Use chart paper and modelled\/shared writing techniques to plan a <br>\n\t\tclean-up day.<\/li>\n\t\t<li> Consider the date and time, what to wear, where to pick up garbage, the types of bags to use, and especially the reasons for doing it. <\/li>\n\t\t<li> Use small drawings to illustrate the chart and make it easier for young students to follow, e.g., include a picture of gloves in the \u2018What Shall We Wear?\u2019 list. <\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong>Teaching Tip:<\/strong> When planning the clean-up, you may decide to partner with a class of older students. Each kindergarten student can have an older buddy to pick up litter with. Remember to assign a specific area for the litter picking.\n<br>\n<br>\n\t\t<ul>\n\t\t<li>After the clean-up, ask the students to evaluate \u2018doing their part\u2019 to keep the world clean. Also, ask them how they think the litter problem could be solved. Offer prompts: [Self-monitoring\/evaluating]\n\t\t<ul>\n\t\t<li>How did the clean-up work out? <\/li>\n\t\t<li>Did you need to pick up lots of litter? How hard was it?<\/li>\n\t\t<li>Let&#8217;s look back at our plan. How did that work out? Did you need to wear a hat, etc.? <\/li>\n\t\t<li>Does the schoolyard look better?<\/li>\n\t\t<li>Could you do a litter clean-up anywhere else? [Making connections]<\/li>\n\t\t<li>How could we stop all this litter in the schoolyard?<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Working with Words<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">We&#8217;ve found the word &#8216;it&#8217; here. Can you find it again?<\/p>\n\t\t\t\n\t\t\tAsk students to look at the poster and frame each of the five Kindergarten high-frequency words (&#8216;a,&#8217; &#8216;do,&#8217; &#8216;in,&#8217; &#8216;is,&#8217; &#8216;it&#8217;) with a cardboard cut-out frame, a coloured acetate rectangle, or Wikki Stix. Reread the section of the text that includes the word so that a context is provided. If the word is repeated in the poster, ask students to match up the two or three examples (&#8216;it&#8217; and &#8216;a&#8217; occur more than once, and you could also point out the big (capital) letter in &#8216;Do&#8217;). [High-frequency word recognition]<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li><p class=\"speach-bubble left\">Make &#8216;is.&#8217; Tell your friends why litter IS not safe for us. Take the last letter off &#8216;in&#8217;&#8230; (Demonstrate in the pocket chart.)<\/p>\n\t\t\t\n\t\t\tProvide students with letter cards and ask them to build each word in turn. Model making the words with large-size letter cards in the pocket chart. Always provide a contextual sentence. Using the sentence from the poster will work well. [Word building]<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<p><strong>Teaching Tip:<\/strong> Reproducible <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/lettercards-large.pdf\" target=\"_blank\" rel=\"noopener\">large letter cards<\/a> and <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/lettercards.pdf\" target=\"_blank\" rel=\"noopener\">small letter cards<\/a> can be found in the <em>Kindergarten Working with Words Guide<\/em> on pp. 111\u2013128.<\/p>\n\t\t<ul>\n\t\t<li>After the clean-up, ask the students to evaluate \u2018doing their part\u2019 to keep the world clean. Also, ask them how they think the litter problem could be solved. Offer prompts: [Self-monitoring\/evaluating]\n\t\t<ul>\n\t\t<li>How did the clean-up work out? <\/li>\n\t\t<li>Did you need to pick up lots of litter? How hard was it?<\/li>\n\t\t<li>Let&#8217;s look back at our plan. How did that work out? Did you need to wear a hat, etc.? <\/li>\n\t\t<li>Does the schoolyard look better?<\/li>\n\t\t<li>Could you do a litter clean-up anywhere else? [Making connections]<\/li>\n\t\t<li>How could we stop all this litter in the schoolyard?<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<\/ul>\n\n\n  <\/div>\n  <div id=\"Section-Five\" class=\"section\">\n\n\n\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\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 on the poster.<\/p>\n\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.<br>\n\t\t<\/p><br>\n\t\t<strong><i>Print Concepts, Book Handling, and Media Awareness<\/i><\/strong>\n\t\t<ul>\n\t\t<li><p class=\"speach-bubble left\">Show me the first word. Point to the first letter in that word. Where do we move to now? (Movement to the next line)<\/p>\n\t\t\t\n\t\t\tEncourage students to participate in <br>\n\t\tusing 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]<br>\n\t\t<\/li>\n\t\t<li>Attend to &#8216;big&#8217; letters and &#8216;little&#8217; letters, e.g., There&#8217;s a big (capital) &#8216;P&#8217; in \u2018Pick\u2019 (point to it). Can you find a small letter &#8216;p&#8217; here? (Point to \u2018up.\u2019)<\/li>\n\t\t<\/ul>\n\t\t<br>\n\t\t<strong><i>Focusing on Comprehension<\/i><\/strong>\n\t\t<ul>\n\t\t<li>Reread to compare what the poster told you to do when cleaning up the schoolyard and what the students actually did. [Making connections: comparing]<br>\n\t\t<\/li>\n\t\t<li>Reread to explore the reasons for cleaning up the schoolyard. Are there more reasons? [Inferring\/synthesizing\/evaluating]<br>\n\t\t<\/li>\n\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 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 digital texts.<\/li>\n\t\t<\/ul><br>\n\t\t<strong><i>Working with Words<\/i><\/strong><br>\n\t\t<ul>\n\t\t<li>Direct students\u2019 attention to words from the poster such as \u2018animals,\u2019 \u2018hat,\u2019 \u2018keeps,\u2019 \u2018pick,\u2019 \u2018clean.\u2019 Have students say the words v-e-r-y s-l-o-w-l-y to help them break down the words into phonemes. (See the &#8216;Speaking as Slow as a Snail&#8217; lesson in the <em>Kindergarten Working with Words Guide<\/em>, p. 28.) [Phonemic and phonological awareness]<br>\n\t\t<\/li>\n\t\t<li> Build words from the high-frequency words &#8216;it&#8217; and &#8216;in.&#8217; Identify the words in the context of the poster. Make each word in the pocket chart. Demonstrate how you can say &#8216;in&#8217; and make it &#8216;pin&#8217; by adding a &#8216;p&#8217; at the beginning. Encourage the students to help you and suggest what letter could be added to make &#8216;tin&#8217; and so on. You may decide to work on this concept as a whole-group activity using the pocket chart, or you may distribute letter cards and ask the students to build the words with you.  (See the reproducible <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/lettercards-large.pdf\" target=\"_blank\" rel=\"noopener\">large letter cards<\/a> and <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/lettercards.pdf\" target=\"_blank\" rel=\"noopener\">small letter cards<\/a> in the <em>Kindergarten Working with Words Guide<\/em> on pp. 111\u2013128.) <\/li>\n\t\t<\/ul>\n\n<\/div>\n<div id=\"Section-Six\" class=\"section\">\n<br>\n<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>You may consider using some of the following suggestions to extend the inquiry.<br>\n\t\t<ul>\n\t\t<li>Ask students to go to other classes in the school to tell them about why we need to clean up our world and to encourage them to use garbage cans and pick up litter. (Students could go in small groups together with their older buddies whom you may have included in the schoolyard clean-up day.)<br>\n\t\t<\/li>\n\t\t<li>Make a collage of the schoolyard before and after litter clean-up. Cut paper off a roll of paper and pin it to the wall. Divide the paper into \u2018Before Our Clean-Up\u2019 and \u2018After Our Clean-Up.\u2019 Some students can paint the background while other students make cut-out paintings of themselves cleaning up litter. Other items can be stuck on (e.g., pieces of plastic to represent garbage bags, bits of paper, empty pop cans.) <br>\n\t\t<\/li>\n\t\t<li>Plan a role-playing session where students act out what they would say if they saw somebody littering. The students can work in pairs with one person pretending to litter and the other person helping the litterbug to make a better decision. Model the role-play to support students, and encourage politeness and offering a solution, e.g., &#8220;Maybe you didn&#8217;t know that there&#8217;s a garbage can over there.&#8221; Students can try this out in the drama centre (acting it out themselves or using puppets) and some can present their ideas to the class.<br>\n\t\t<\/li>\n\t\t<li>Encourage students to re-enact a litter clean-up day at the sand table.<\/li>\n\t\t<\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Clean Up Litter is printed on Polyart\u00ae, a synthetic paper that is resistant to spills and tearing. Polyart is highly durable and can withstand years of classroom use. It is also non-toxic and recyclable. Please note that lamination will harm the material. Text Type: Non-fiction: Persuasive \u2014 Poster Summary: This poster advertises a clean-up day [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3507,"parent":33,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1414","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1414","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=1414"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1414\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/33"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3507"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1414"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}