{"id":1551,"date":"2022-01-03T21:18:23","date_gmt":"2022-01-04T02:18:23","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1551"},"modified":"2022-03-29T11:05:46","modified_gmt":"2022-03-29T15:05:46","slug":"emotions-interactions-card-10-boy-caught-fish","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-10-boy-caught-fish\/","title":{"rendered":"Card #10: Boy Caught Fish"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n \n

Oral Language Teaching Strategy:<\/strong>
\nUse Open-Ended Prompts<\/a> Use open-ended prompts that invite thoughtful reflections and deeper responses.
\n <\/p>\n

Time:<\/strong> one 30-minute or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #10
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a><\/p>\n<\/div>

\n\n

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

    Take a minute to look at this picture. Be \nvery quiet and think about everything \nthat you see. After we\u2019ve all had a \nchance to think, I\u2019m going to ask you \nthis question: What do you see?<\/p>\n\t\t \n\t\t Show the class the picture and begin the lesson with an open-ended prompt. \n\n <\/li>\n

  • Provide a minute of silence as students look closely at the picture and think about what they see.<\/li>\n <\/ul>\n
      \n
    • \n

      Jimmy, you said you saw a fish. Can \nyou tell us what the fish looked like?<\/p>\n\t\t \n\t\t Before asking for responses, remind students to listen as their classmates talk about what they see. As students share their ideas, encourage them to elaborate. <\/li>\n <\/ul>\n

        \n
      • Offer prompts to stimulate the discussion and ideas:\n
          \n
        • What do you think is happening in this picture?<\/li>\n
        • Where do you think this boy is? Why?<\/li>\n
        • What is the boy looking at? What makes you think that?<\/li>\n
        • Who do you think is with this boy? Who took the picture?<\/li>\n
        • Where was this picture taken? Why do you think that?<\/li>\n
        • What time of year was the picture taken? What clues tell you that?\n <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>
          \n\n

          GOING DEEPER<\/h3>[Inferring\/evaluating] \n
            \n
          • \n\n\n Offer open-ended prompts that focus the students on the emotions portrayed in the picture:\n\n\t\t \n
              \n
            • \n

              I think this boy \nlooks happy. How \ndo I know that?<\/p>\nHow is this boy feeling? What makes you think that?<\/li>\n

            • How would you feel if you were this boy? Why?<\/li>\n
            • What do you think this boy was thinking when this picture was taken? <\/li>\n
            • Why do you think the boy is fishing in the cold weather?<\/li>\n
            • Do you think this boy is dressed for safety on the water? Why? <\/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\n<\/p><\/div>

              \n\n

              CONNECTING<\/h3>\n\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

              [Making connections]<\/p>\n

                \n
              • To activate students\u2019 prior knowledge, begin by sharing a personal connection you have about an activity that made you happy. Ask students to connect their personal experiences with the picture. Prompts might include: <\/li>\n
                  \n
                • Think of a time when you were happy. What were you doing?<\/li>\n
                • What kinds of things do you like to do outside?<\/li>\n
                • \n

                  Can you tell us about a time \nwhen you were as happy as \nthe boy in this picture?<\/p>\n\t\t \n\t\t How do you feel when you do something you like?<\/li>\n

                • Describe a time when you went fishing. How did it make you feel?<\/li>\n <\/ul>\n \n <\/ul>\n\n<\/div>
                  \n\n

                  <\/p>

                  PREDICTING<\/h3>[Predicting]

                  <\/p>\n

                    \n
                  • \n

                    What do you think the boy will \ndo right after this picture is \ntaken? Why do you think that?<\/p>\n\t\t \n\t\t Ask students to think about what might have happened right before and right after this picture was taken. Be sure to ask them why they think this. \n <\/li>\n <\/ul>\n

                      \n
                    • Brainstorm possible scenarios with students, making sure they are building on the picture and discussion that have taken place. <\/li>\n <\/ul>\n
                        \n
                      • Write a story with the class using the picture as the beginning of the story. Return to the story and read it as a shared reading text.\n
                        \n <\/li>\n <\/ul>\n\n<\/div>
                        \n\n

                        LESSON EXTENSIONS<\/h3>\n
                          \n
                        • Write the words \u2018wave,\u2019 \u2018fish,\u2019 and \u2018mitts\u2019 on chart paper or a white board. With students create silly sentences using words that rhyme. For example: \u2018wave,\u2019 \u2018Dave,\u2019 \u2018cave,\u2019 \u2018brave\u2019: Dave was very brave when the wave took him into the cave.\n <\/li>\n <\/ul>\n
                            \n
                          • Tell students that they are going to be a TV news person who has been asked to interview the boy in the picture about his fish. Together create questions to ask the boy. Once questions are written down, provide an opportunity for students to take turns interviewing their partner. \n <\/li>\n <\/ul>\n
                              \n
                            • Encourage students to think about the sounds that the boy might be hearing. As students think of sounds, brainstorm ways that the sound could be made, e.g., the sound of wind could be made by waving Bristol board up and down.\n <\/li>\n <\/ul>\n\n<\/div>
                              \n\n

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

                                Post the sentences with the words \u2018wave,\u2019 \u2018tap,\u2019 \u2018fish,\u2019 and \u2018mitts\u2019 in a prominent area of the room so students can read them during centre time.<\/p>\n <\/li>\n <\/ul>\n

                                  \n
                                • \n

                                  Display the picture and encourage students to write down what the boy might say after he caught the fish on post-it notes. Have them place the sticky notes on the picture. Return to the picture and read the sticky notes as a shared reading text. <\/p>\n <\/li>\n <\/ul>\n

                                    \n
                                  • Invite students to draw a picture of an activity that makes them happy. Have them write a sentence about their picture or explain their picture to you or another student.<\/li>\n <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                    Oral Language Teaching Strategy: Use Open-Ended Prompts Use open-ended prompts that invite thoughtful reflections and deeper responses. Time: one 30-minute or two 15-minute lessons Materials: Emotions\/Interactions Card #10 Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] Take a minute to look at this picture. Be very quiet and think about everything […]<\/p>\n","protected":false},"author":6,"featured_media":3289,"parent":1522,"menu_order":10,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1551","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1551","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=1551"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1551\/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\/3289"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1551"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}