{"id":1546,"date":"2022-01-03T20:43:14","date_gmt":"2022-01-04T01:43:14","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1546"},"modified":"2022-03-29T10:50:01","modified_gmt":"2022-03-29T14:50:01","slug":"emotions-interactions-card-8-group-in-the-garden","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-8-group-in-the-garden\/","title":{"rendered":"Card #8: Group in the Garden"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n

Oral Language Teaching Strategy:<\/strong>
\n Promote Piggy-Backing<\/a> Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another person\u2019s ideas). <\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #8, digital camera if available
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a><\/p>\n\n<\/div>

\n\n

<\/p>

FOCUSING ON THE PICTURE<\/h3>\n [Analyzing\/inferring]

<\/p>\n

    \n
  • \n \n

    I am listening to you and adding my \nthoughts to your ideas. That\u2019s why \nconversations are so important; they \nhelp us to share what we know.<\/p>\n\t\t \n\t\t Before introducing the picture to the group, ask students about their experience working in a garden. Encourage students with background knowledge to share what they know. To model piggy backing, ask questions and add additional comments to the responses.
    \n <\/li>\n <\/ul>\n

    Teaching Tip:<\/strong> If background experience is limited, provide some information to the class about how to grow and care for vegetables. You may choose to do this conversation card after the class has planted seeds or after a trip to a farm. <\/p>\n

      \n
    • Show students the picture. Ask them to look at it and think about what they see. Provide a minute for students to look at the picture without interruption. <\/li>\n <\/ul>\n
        \n
      • \n

        As Coby shares his idea, try to add to \nhis idea by asking a question or adding \nyour own comment about what he said.<\/p>\n\t\t \n\t\t Provide time for partner discussion and then invite a few partners to share their thinking with the group. Encourage other students to piggy-back onto those comments with their own ideas.
        \n <\/li>\n <\/ul>\n

          \n
        • Offer prompts to stimulate discussion:\n
            \n
          • Where do you think this picture was taken? Why do you think that?<\/li>\n
          • What time of the year is it? What clues are you using from the picture to figure that out?<\/li>\n
          • What might the people in the picture be saying? Who would be saying that?<\/li>\n
          • What does the girl have in her hand? What do you think this is for? <\/li>\n
          • Why is the man touching the plant?\n <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>
            \n\n

            GOING DEEPER<\/h3>[Inferring\/evaluating] \n
              \n
            • \n

              Sometimes, we have feelings but \nthey don\u2019t always show on our \nfaces. Let\u2019s look carefully at each \nperson in the picture and think \nabout how they are feeling.<\/p>\n\t\t \n\t\t \n Provide an opportunity for students to focus on the emotions and interaction portrayed in the picture. Use these questions as prompts:\n

                \n
              • How do you think these people are feeling? Why do you think that?<\/li>\n
              • Look at each person\u2019s face. Describe how they might be feeling. Why are they feeling that way?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                  \n
                • Point to each person in the picture and ask a student how they think that person feels and why. Encourage another student to piggy back on the first student\u2019s response. <\/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
                  • Ask students to connect their personal experiences to the image on the card. Prompt the students\u2019 knowledge by asking these questions:\n
                      \n
                    • Does this picture remind you of anything?<\/li>\n
                    • What do you already know about gardening?<\/li>\n
                    • Have you ever helped to plant flowers or vegetables? Who did you do this with?<\/li>\n
                    • Have you ever felt the same as one of these children in the picture? What made you feel that way? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                        \n \n

                        Johnathan, does your Grandmother still have \na garden? What does she grow in her garden?<\/p>\n\t\t \n\t\t

                      • Offer specific prompts that build on a student\u2019s comment.\n <\/li>\n <\/ul>\n\n<\/div>
                        \n\n

                        PREDICTING<\/h3>[Predicting]\n\t\n\t\n
                          \n
                        • Ask students to think about what might happen next in this picture. As students share their ideas build on what they are saying. <\/li>\n <\/ul>\n\t\n

                          Dagmara:<\/strong> The man is checking \nto see if the plant is \ndry. Then they will \nwater the plant.

                          Teacher:<\/strong> Do you think they \nwill water all the \nplants in the garden?<\/p>\n

                            \n
                          • Brainstorm possible scenarios that may occur. Make sure to ask students why they think this will happen, ensuring they are building on the picture and the discussions that have taken place.
                            \n <\/li>\n <\/ul>\n\n<\/div>
                            \n\n

                            LESSON EXTENSIONS<\/h3>\n
                              \n
                            • Use the picture as the basis for a shared writing lesson about the senses. Together, create a chart to list all the things you can see, smell, feel, taste, and hear in a garden. <\/li>\n <\/ul>\n
                                \n
                              • To encourage close observation, ask the students to create a tableau of the picture. Display the picture so everyone can see it. Choose groups of 5 students and ask them to arrange themselves in the same way as the people in the picture. Once the tableaus are created, you might take a digital picture. <\/li>\n <\/ul>\n
                                  \n
                                • Create a poem patterned after \u20185 Little Monkeys\u2019 called \u2018Five Little Gardeners.\u2019 For example:

                                  \n

                                  \nFive little Gardeners
                                  \nAll around the plants
                                  \nOne stood up and walked away.

                                  \nFour helpful gardeners
                                  \nAll around the plants,
                                  \nOne jumped up and hopped away.<\/p>\n<\/blockquote> \n <\/li>\n <\/ul>\n
                                    \n
                                  • Return to the poem and read it as a shared reading text.
                                    \n <\/li>\n \n <\/ul>\n\n<\/div>
                                    \n\n

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

                                      Post the chart describing the garden senses at the reading centre and invite students to read the chart on their own. <\/p>\n <\/li>\n <\/ul>\n

                                        \n
                                      • \n

                                        Post the digital photos showing the tableaus and the Conversation Card. Invite students to compare the tableaus to the Conversation Card.<\/p>\n <\/li>\n

                                      • Put freshly-planted seeds at the science centre and invite students to watch them grow over a two-week period. Have students draw and make notes of the observations. This experience could be the basis for a shared writing lesson. <\/li>\n <\/ul>\n
                                          \n
                                        • Provide a collection of garden books for students to explore. <\/li>\n <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                          Oral Language Teaching Strategy: Promote Piggy-Backing Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another person\u2019s ideas). Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #8, digital camera if available Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] I am listening […]<\/p>\n","protected":false},"author":6,"featured_media":3254,"parent":1522,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1546","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1546","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=1546"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1546\/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\/3254"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1546"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}