{"id":1518,"date":"2022-01-02T22:56:18","date_gmt":"2022-01-03T03:56:18","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1518"},"modified":"2022-03-29T10:05:31","modified_gmt":"2022-03-29T14:05:31","slug":"conversation-cards","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/conversation-cards-2\/conversation-cards\/","title":{"rendered":"Card #1: Unhappy Girl with Parents"},"content":{"rendered":"\n
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Oral Language Teaching Strategy:<\/strong>
\n\t\t\tModel Good Language Use<\/a> Clarify and model good language use, without correcting, when individuals need support. <\/p>\n\t\t\t

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n\t\t\tMaterials:<\/strong> Emotions\/Interactions Card #1
\n\t\t\tGrouping:<\/strong> whole class or small group
\n\t\t\tAssessment:<\/strong> Grade One Oral Language Assessment Scale<\/a> <\/span><\/span><\/p>\n\t\t\t\n\n\n<\/div>

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FOCUSING ON THE PICTURE<\/h3>\n\t\t\t

[Analyzing\/inferring] <\/p>\n\t\t\t

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  • \n\t\t\t

    What do you think is happening in this \npicture? How do you think the girl is feeling? \nWhy?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the picture. Ask them to look at it and think about what they see. Provide prompts if necessary. \n\n\t\t\t<\/li>\n\t\t\t

  • After students have had time to closely analyze the picture, invite them to share their thinking with a partner. Remind students what good listeners look and sound like.
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  • Have a few of the students share their thinking with the larger group. Record their ideas on sentence strips and support students in using correct language structures when necessary.
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    Anzara:<\/strong> The girl mad.

    Teacher:<\/strong> So you think the girl is \nangry. Why do you \nthink the girl is angry?<\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

      \n\t\t\t
    • Offer prompts to stimulate discussion:\n\t\t\t
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      • Who are the people in the picture?<\/li>\n\t\t\t
      • Where do you think they are?<\/li>\n\t\t\t
      • What do you think is happening? Why do you think that?<\/li>\n\t\t\t
      • Since we don\u2019t know exactly what is happening, we can use clues to figure out what is happening in this picture. What clues do you see?<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n<\/div>
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        GOING DEEPER<\/h3>\n\t\t\t

        [Inferring\/evaluating] <\/p>\n\t\t\t

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        • How do you think the parents are \ntalking to each other? Are they \ntalking gently? Excitedly? Angrily?\n<\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t\tOffer open-ended prompts that focus the students on the emotions and interactions portrayed in the picture:\n\t\t\t

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          • How do you think the girl is feeling? What clues tell you this?<\/li>\n\t\t\t
          • Do you think she is feeling more than one thing? Why? (sad, mad, frustrated \u2026)<\/li>\n\t\t\t
          • What do you think her parents are saying? What makes you think that?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

            Teaching Tip:<\/strong> Rephrasing student comments is a positive way to model language structures and demonstrate that you are really listening to what a student is saying.<\/p>\n\t\t\t

            You may conclude the lesson at this point and do the second part on the next day, or you may decide to continue and do Connecting and Predicting as part of the first lesson. <\/strong>\n\t\t\t<\/p>\n\n\n<\/div>

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            CONNECTING<\/h3>\n\t\t\t

            Teaching Tip:<\/strong> If you decide to do Connecting and Predicting on the second day, begin your lesson by reviewing the picture with the students.<\/p>\n\t\t\t

            [Making connections]<\/p>\n\t\t\t

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            • Ask students to connect their personal experiences with the emotions and interactions portrayed in the picture. Prompts might include: <\/li>\n\t\t\t
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              • Have you ever felt like this girl?<\/li>\n\t\t\t
              • What happened to make you feel that way?<\/li>\n\t\t\t
              • What do you do to feel better when you are feeling this way?<\/li>\n\t\t\t
              • Who helps you feel better? What do they do to make you feel\tbetter? \n\t\t\t\t\n\t\t\t\t

                Think of a time when you felt \nreally unhappy. How did that \nfeel? What did you do? Did \nanyone help you to feel better?<\/p>\n\t\t\t\t\n\t\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\t\t\t

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                • Offer specific prompts that fit the discussion you have had with the group.
                  \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n<\/div>
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                  PREDICTING<\/h3>\n\t\t\t

                  [Predicting] <\/p>\n\t\t\t

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                  • \n\t\t\t

                    <\/p>

                    What do you think will happen next? \nWhy do you think this?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think about what could happen next in this picture. \n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

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                    • \n\t\t\t

                      Create a chart labelled \u2018Before,\u2019 \u2018During,\u2019 and \u2018After.\u2019 Brainstorm with students possible scenarios that may occur. Write down possible predictions under the headings to practise modelling good language use. After you write a prediction ask students, \u201cDoes that sentence sound right?\u201d \n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n<\/div>

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                      LESSON EXTENSIONS<\/h3>\n\t\t\t
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                      • Use the picture as the basis for a shared writing lesson. Brainstorm with students three to five sentences about the picture, specifically the emotions portrayed. Have students come up to help you write certain words. Read each new sentence and ask students if the sentence sounds right.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t
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                        • Read students a book such as, Today I Feel Silly: And Other Moods That Make My Day<\/em> by Jamie Lee Curtis. Divide the class into groups and give each group a mood and have them create a poster about that mood. With the class determine what each mood looks like, sounds like, and feels like. Then discuss the criteria for what each poster could look like. After students have finished their poster, post them and have a gallery walk with the class. Invite students to use sticky notes to add comments to the posters. <\/li>\n\t\t\t<\/ul>\n\t\t\t
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                          • As a class, create a list of words that mean \u2018angry\u2019 on chart paper. Emphasize not only the words but ways that we might express each feeling, such as yelling, loud voice, and red face.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n<\/div>
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                            FOLLOW-UP ACTIVITIES<\/h3>\n\t\t\t
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                            • \n\t\t\t

                              Have supplies available for students to make paper bag puppets. Ask students to create a puppet that shows a specific emotion like angry or sad. After they are done, invite students to use their puppets to create a quick skit. Have other students guess what emotion the puppet is showing.<\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

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                              • \n\t\t\t

                                Gather a collection of books at the reading centre about feelings. Invite students to sort the books into different categories according to the feelings being explored in the book. <\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

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                                • Have students create a poster that lists the things that can help them when feel better they are feeling unhappy. Display the posters so students can refer to them when they are feeling unhappy.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                  Oral Language Teaching Strategy: Model Good Language Use Clarify and model good language use, without correcting, when individuals need support. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #1 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] What do you think is […]<\/p>\n","protected":false},"author":6,"featured_media":3290,"parent":1522,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1518","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1518","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=1518"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1518\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1522"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3290"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1518"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}