{"id":1532,"date":"2022-01-03T19:01:39","date_gmt":"2022-01-04T00:01:39","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1532"},"modified":"2022-03-29T10:28:18","modified_gmt":"2022-03-29T14:28:18","slug":"emotions-interactions-card-4-kids-with-leaves","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/conversation-cards-2\/emotions-interactions-card-4-kids-with-leaves\/","title":{"rendered":"Card #4: Kids with Leaves"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n \n

Oral Language Teaching Strategy:<\/strong>
\n Connect with the Student\u2019s Message<\/a> Listen and respond to the meaning behind the student\u2019s communication. <\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #4
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a><\/p>\n\n<\/div>

\n\n

FOCUSING ON THE PICTURE<\/h3>\n

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

    \n
  • \n Show students the picture and ask them to think about what they think is happening in the picture.
    \n <\/li>\n
  • Once students have had a chance to closely analyze the picture, invite them to share their ideas about the picture with a partner. <\/li>\n <\/ul>\n
      \n
    • Provide time for partner discussions and then invite a few partners to share their thinking with the group.
      \n <\/li>\n <\/ul>\n
        \n
      • \n\t\t Offer the following prompts to stimulate discussion:\n\t\t

        Henry:<\/strong> I think park \nor playground.

        Teacher:<\/strong> You think that the \nchildren could be at \neither a playground \nor a park?

        Henry:<\/strong> Yes, because there is \na fence and a path, \njust like the park by \nmy apartment building.<\/p>\n\t\t \n\t\t \n

          \n
        • Who are these children? Let\u2019s give them names.<\/li>\n
        • Where do you think these children are?<\/li>\n
        • What season is shown in this picture? How do you know?<\/li>\n
        • How do these children know each other? Why do you think that?<\/li>\n
        • We don\u2019t know exactly what is happening. It\u2019s okay to suggest different things that make sense and fit with the picture.<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>
          \n\n

          GOING DEEPER<\/h3>\n\t

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

            \n
          • \n As students provide their insights into the picture pose additional prompts that focus the students on the emotional connections in the picture:\n\n

            Jennifer:<\/strong> I think that the children \nare happy because they \nare outside.

            Teacher:<\/strong> Jennifer do you \nthink that being \noutside can make \npeople happy?

            Jennifer:<\/strong> Yes, I like being \noutside and playing. \nIt\u2019s lots of fun.<\/p>\n

              \n
            • How do you think the children are feeling? How do you know?<\/li>\n
            • How does this picture make you feel?<\/li>\n
            • How do you think the children\u2019s mood changed after they played with the \tleaves? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n

              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 <\/p>\n\n<\/div>

              \n\n

              CONNECTING<\/h3>\n

              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

              [Making connections]<\/p>\n

                \n \n\t\t \n\t\t \n\t\t
              • Ask students to connect their personal experiences to the situation in the picture. Prompts might include: \n\n

                Athavan:<\/strong> We rake leaves.

                Teacher:<\/strong> You rake leaves in \nyour yard at home?<\/p>\n\n<\/li>\n

                  \n
                • What do you like doing in the fall?<\/li>\n
                • Where can you find leaves in your neighbourhood?<\/li>\n
                • Have you ever played in the leaves?<\/li>\n
                • What are some things we have to do in the fall to get ready for colder weather? (rake leaves, put summer clothes away, get warmer clothes ready)<\/li>\n <\/ul>\n <\/ul>\n\n<\/div>
                  \n

                  PREDICTING<\/h3>[Predicting] \n
                    \n \n\t\t \n\t\t
                  • Ask students to think about how this picture would be different if it was taken at another time. Ask these questions:\n\n

                    Adelle:<\/strong> I think that if it were \nspringtime the leaves \nwould be different.

                    Teacher:<\/strong> So you think that \nthe leaves are \ndifferent in \ndifferent seasons.

                    Adelle:<\/strong> Yes, they would green.\n<\/p>\n

                      \n
                    • What might these children be doing if it was raining\/snowing outside?<\/li>\n
                    • What would be different in this picture if it was another season like winter or spring? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                        \n
                      • With students create a story using this photo as the ending of the story.\n <\/li>\n <\/ul>\n\n<\/div>
                        \n\n

                        LESSON EXTENSIONS<\/h3>\n
                          \n
                        • Use the picture as the basis of a shared writing lesson. Collect ideas from the student and build two to three sentences about the scene.\n <\/li>\n <\/ul>\n
                            \n
                          • Use the shared writing as a shared reading text and reread it with the students.<\/li>\n <\/ul>\n
                              \n
                            • Brainstorm words that describe leaves in the fall (dry, crunchy, floating, falling, red, yellow, brown). Write these words on cards and show students how to create a found poem by moving the cards around. For example,

                              \n\n
                              \nRed, Yellow
                              \nDry, Crunchy,
                              \nFloating,
                              \nFloating,
                              \nFalling, Falling
                              \nTo the Ground.\n<\/blockquote>\n \n <\/li>\n <\/ul>\n\n<\/div>
                              \n\n

                              FOLLOW-UP ACTIVITIES<\/h3>\n
                                \n
                              • \n

                                Post a copy of the shared writing text at the literacy centre so students can read it on their own.<\/p>\n <\/li>\n <\/ul>\n

                                  \n
                                • \n

                                  Display cards with words that describe fall on them so students can create their own found poems. Have students write their poems and put their names at the bottom. Post the poems or use them as shared reading texts. <\/p>\n <\/li>\n <\/ul>\n

                                    \n
                                  • Bring in fall leaves for the science centre. Have students observe the leaves using a magnifying glass. Invite students to draw or write their observations on a chart. <\/li>\n <\/ul>\n
                                      \n
                                    • Invite students to draw pictures of themselves playing outside during their favourite season.<\/li>\n <\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                      Oral Language Teaching Strategy: Connect with the Student\u2019s Message Listen and respond to the meaning behind the student\u2019s communication. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #4 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] Show students the picture and ask […]<\/p>\n","protected":false},"author":6,"featured_media":3258,"parent":1522,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1532","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1532","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=1532"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1532\/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\/3258"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1532"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}