{"id":1456,"date":"2021-12-30T00:45:34","date_gmt":"2021-12-30T05:45:34","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1456"},"modified":"2022-02-14T15:58:08","modified_gmt":"2022-02-14T20:58:08","slug":"unit-support","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/i-am-special\/unit-support\/","title":{"rendered":"Unit Support"},"content":{"rendered":"\n
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INTRODUCTION TO THE UNIT<\/h2>\n\t\t

The Read Aloud and two Shared Reading texts in this unit focus on recognizing personal interests, strengths, and accomplishments. Students will be engaged in inquiring about what makes each person special.<\/p>\n\t\t

The Read Aloud text, I Like Myself<\/em>, helps students understand what the little girl likes about herself and why. This will lead students to discuss themselves and what they like about themselves.<\/p>\n\t\t

One Shared Reading text, Benny\u2019s Special Day<\/em>, demonstrates how a new friend helped figure out what is special about Benny. The other Shared Reading text, See What We Can Do!<\/em>, is a descriptive scrapbook that shows what each child thinks is special about himself or herself by showing what he\/she can do.<\/p>\n\t\t

Opportunities for oral language activities and playful learning are intermingled throughout the unit as students discuss what is special about themselves, draw their special characteristics, use stick puppets to re\u2013enact a story, and make masks to discuss who they are. Contextual Working with Words lessons accompany each Shared Reading text and can be done with the class or with a small group of students with similar needs. A brief text\u2013type writing study invites students to draw and describe what is special about themselves (Description: Descriptive Labelling). The mentor text to support this writing project is See What We Can Do!<\/em><\/p>\n\t\t

For details about the unit, see the I Am Special Plan\u2013at\u2013a\u2013Glance Chart<\/a>.<\/strong><\/p>\n\t\t

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Inquiry Question<\/h3>
\n\t\tCritical thinking is stimulated when we have a key question to focus our thoughts. This inquiry question can lead us to ask new questions, seek possible answers, and problem\u2013solve to look for a solution. It draws us deeper into an issue and helps us to make connections. The inquiry question for this unit is \u201cWhat makes me special?\u201d<\/strong>

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Students explore the inquiry question by considering how others view them and how they view themselves. Throughout the unit, students will focus on how we look at ourselves, and what are our personal interests, strengths, and accomplishments. As the unit concludes, students will be able to respond to the inquiry question by providing examples of what makes them special. They will be exposed to the idea that sometimes others help us figure out what makes us special.<\/p>\n\t\t

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ELL Note<\/h3>
\n\t\tThis unit provides a wonderful opportunity to tap into the English Language Learner\u2019s (ELL\u2019s) unique experiences and strengths. Show a variety of pictures of children helping around the house, playing sports or musical instruments, as well as real objects such as a dish towel, a ball, cutlery, and crayons so the ELL can readily identify interests and the skills he\/she possesses.

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The illustrations in I Like Myself<\/em> and Benny\u2019s Special Day<\/em> can be used to teach colour words, parts of the body, and descriptive words and actions. To facilitate comprehension of the language in Benny\u2019s Special Day<\/em>, play \u2018Follow the Leader,\u2019 reviewing vocabulary from the story such as: \u2018run,\u2019 \u2018bark,\u2019 \u2018fly through the air,\u2019 \u2018twirl,\u2019 \u2018smile,\u2019 \u2018frown,\u2019 \u2018be scary,\u2019 \u2018look at the ground,\u2019 and so on. <\/p>\n\t\t

If available, an adult or older student volunteer, fluent in the ELL\u2019s language, can partner with the ELL and explain the stories, page by page, in the student\u2019s first language. Together they can discuss what is happening, what is funny, and what the student is thinking while you observe to what extent the ELL is engaged, demonstrates fluency, and comprehends the text. This same volunteer can find out more details about the student\u2019s special skills and then help the student write a sentence in both the student\u2019s first language and English to accompany the student\u2019s artwork. <\/p>\n\t\t

Note when each student is doing something special, for example, \u201cLee you\u2019re speaking Mandarin with David. It\u2019s so special to be able to speak another language!\u201d Then attach a large sticky note that says, \u201cLee speaks Mandarin\u201d to a chart titled, \u2018How We Are Special.\u2019<\/p>\n\t\t

The theme of the block centre and art centre during the unit can be, \u2018Create Something Special,\u2019 and photos can be taken of students in action. While students are working, play the song, Benny\u2019s Special Day<\/em>, as background music so they can absorb the rhythm and words. Involve ELLs in dramatic play by having them manipulate puppets while other students do the speaking. Once the ELL gains confidence, he or she can take on a speaking role.<\/p>\n\n<\/div>

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MONITORING PROGRESS<\/h2>\n\t\tYou will have numerous opportunities to observe students as they inquire through talk, dramatization, movement, artwork, and play.

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