{"id":1541,"date":"2022-01-03T20:10:38","date_gmt":"2022-01-04T01:10:38","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1541"},"modified":"2022-03-29T10:37:50","modified_gmt":"2022-03-29T14:37:50","slug":"emotions-interactions-card-6-man-and-boy-on-wheels","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-6-man-and-boy-on-wheels\/","title":{"rendered":"Card #6: Man and Boy on Wheels"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t<p><strong>Oral Language Teaching Strategy:<\/strong><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\"><br>Encourage Partner Talk<\/a> Encourage students to talk through their ideas with a partner before sharing their ideas with the group. <\/p>\n\t\t\t<p><strong>Time:<\/strong> one 30-minute lesson or two 15-minute lessons<br>\n\t\t\t<strong>Materials:<\/strong> Emotions\/Interactions Card #6<br>\n\t\t\t<strong>Grouping:<\/strong> whole class or small group<br>\n\t\t\t<strong>Assessment:<\/strong> <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\">Grade One Oral Language Assessment Scale<\/a><\/p>\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<p><\/p><h3 id=\"FOCUSING_ON_THE_PICTURE\">FOCUSING ON THE PICTURE<\/h3>[Analyzing\/inferring] <p><\/p>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t\n<p class=\"speach-bubble left\">What do you see in the picture? \nWhat do you think is happening? \nWhat makes you think that?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the picture. Seat them in a way that facilitates partner talk. Give students some time to really look at the picture and think about what is happening. Provide prompts if necessary.\n\n\t\t\t<\/li>\n\t\t\t<li>\n<p class=\"speach-bubble speach-bubble-long left\">Sharing ideas with a partner \nhelps us make sense of our ideas.<\/p>\n\t\t\t\t\n\t\t\t\tInvite students to share their thinking with a partner.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>          \n<p class=\"speach-bubble left\">As you talk to your partner, I want \nyou to think about who the people are \nin the picture. How do you think they \nknow each other? What are they \ndoing? Where do you think they are?<\/p>\n\t\t\t\t\n\t\t\t\tOffer prompts to stimulate the discussion and ideas:\n\t\t\t<ul>\n\t\t\t<li>Who are the people in the picture? Let\u2019s give them names.<\/li>\n\t\t\t<li>How do you think they know each other? Why do you think that?<\/li>\n\t\t\t<li>Where do you think they are? <\/li>\n\t\t\t<li>Where do you think they are going? Why?<\/li>\n\t\t\t<li>How are wheels helping the man and the boy in the picture?<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Provide time for partner discussion then have a few of the partners share their thinking with the larger group, ensuring that both partners\u2019 thinking is shared.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> The think-pair-share strategy is an excellent strategy to encourage partner talk. Providing lots of opportunities for children to share their thinking with partners can help shy students feel comfortable to share their ideas in a safe environment. Partner talk also encourages students to listen to other\u2019s ideas and build upon their own thinking.\n\t\t\t<\/p>\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\t\t\t<h3 id=\"GOING_DEEPER\">GOING DEEPER<\/h3>[Inferring\/evaluating] \n\t\t\t<ul>\n\t\t\t<li>\n\t\t\tOffer open-ended prompts that focus the students on the emotions and interactions portrayed in the picture:\n\t\t\t<ul>\n\t\t\t<li>How is the boy feeling? What makes you think this?<\/li>\n\t\t\t<li>How is the man feeling? What makes you think this?<\/li>\n\t\t\t<li>They are using wheels to move, but the wheels are different. What is the difference between the wheels on the wheelchair and scooter?<\/li>\n\t\t\t<li>\n<p class=\"speach-bubble left\">The man in this picture is in a \nwheelchair. Why do you think \nhe is in a wheelchair? What is \ndifferent about using a scooter \ncompared to using a \nwheelchair? What helps to \npower a scooter? A wheelchair?<\/p>\n\t\t\t\t\n\t\t\t\tWhy do you think the man is in the wheelchair?<\/li>\n\t\t\t<li>What do you think they are thinking?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Have students discuss these prompts with a partner.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<p><strong>Teaching Tip:<\/strong> Encouraging students to find a different partner allows them to hear different perspectives and avoids students only sharing with their \u2018friends.\u2019<\/p>\n\t\t\t<p><strong>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<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t\t<h3 id=\"CONNECTING\">CONNECTING<\/h3>\n\t\t\t<p><strong>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<p>[Making connections]<\/p>\n\t\t\t<ul>\n\t\t\t<li>\n<p class=\"speach-bubble left\">I love to ride my bike around the park in \nmy neighbourhood. I love the way the wind \nblows my hair and how I can decide how \nfast to go. Does anyone want to share their \nstory about something they like to ride?\n<\/p>\n\t\t\t\t\n\t\t\t\tShare your own experiences with students about riding a scooter or bike to prompt their connections to the picture. <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li> Ask students to connect their personal experiences with the emotions and interactions portrayed in the picture. Prompts might include: <\/li>\n\t\t\t<ul>\n\t\t\t<li>Have you ever used a scooter? A wheelchair?<\/li>\n\t\t\t<li>What is the difference between the two?<\/li>\n\t\t\t<li>What do you like to ride? (bicycle, skateboard, scooter, wheelchair\u2026)<\/li>\n\t\t\t<li>Who do you go riding with?<\/li>\n\t\t\t<li>Where do you like to go? Why?<\/li>\n\t\t\t<li>How do you feel when you are doing this?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n\t\t\t<h3 id=\"PREDICTING\">PREDICTING<\/h3>[Predicting]\n\n<p class=\"speach-bubble left\">What might happen next in \nthis picture? What do you \nthink the man and boy will do \nnext? Why do you think this?<\/p>\n\t\n\t\n\t\t\t<ul>\n\t\t\t<li>          Allow time for students to discuss with a partner what they think might happen next in the picture. Encourage them to build on the discussions that have taken place. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t\t\t<h3 id=\"LESSON_EXTENSIONS\">LESSON EXTENSIONS<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Discuss how wheels can help us. Create a chart together listing all the ways that wheels helps us.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Revisit the chart and read it as a shared reading text.<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>During gym class, have students use floor scooters to move through an obstacle course. Before students use the scooters, ask what they think will be easy and difficult to do on a scooter moving through the obstacle course. After everyone has finished the obstacle, ask them the same question. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Seven\" class=\"section\">\n\n\t\t\t<h3 id=\"FOLLOW-UP_ACTIVITIES\">FOLLOW-UP ACTIVITIES<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>Have a variety of recyclables including different types of wheels available at the science centre for students to make things that move. Have students explain their creations and how their creation moves to you or another student.<\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>Have students draw a picture of themselves using a scooter, a wheelchair, or a bike. Have them write a sentence about their picture or explain their picture to you or another student.<\/p>\n\t\t\t<\/li><\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Oral Language Teaching Strategy:Encourage Partner Talk Encourage students to talk through their ideas with a partner before sharing their ideas with the group. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #6 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] What do [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3256,"parent":1522,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1541","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1541","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=1541"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1541\/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\/3256"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1541"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}