{"id":1554,"date":"2022-01-03T21:41:08","date_gmt":"2022-01-04T02:41:08","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1554"},"modified":"2022-03-29T11:19:23","modified_gmt":"2022-03-29T15:19:23","slug":"emotions-interactions-card-11-gran-and-girl","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-11-gran-and-girl\/","title":{"rendered":"Card #11: Gran and Girl"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n

Oral Language Teaching Strategy:<\/strong>\n
\nModel Eye Contact When Listening<\/a> Model powerful listening by making eye contact with the person who is speaking to you. <\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #11
\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] \n
    \n
  • \n Show students the photo and give them time to look closely at the picture. Ask them to think about what they see and what they think is happening. <\/li>\n <\/ul>\n
      \n
    • \n

      When I talk with my partner I want to \nsit knee-to-knee and eye-to-eye so I can \nlisten carefully to what they are telling \nme. To make sure that I understand what \nthey said I repeat what they said.<\/p>\n\t\t \n\t\t Invite students to share their ideas about the picture with a partner. Begin by demonstrating how to listen to a partner by discussing what is happening in the picture with a student. Be sure to face the student so you are sitting knee-to-knee and eye-to-eye. Paraphrase what the student says to you to ensure you understand what they said.\n <\/li>\n <\/ul>\n

        \n
      • Provide time for partner discussions and then invite a few partners to share their thinking. <\/li>\n <\/ul>\n
          \n\t\t \n\t\t
        • Offer prompts to stimulate discussion:\n

          Teacher:<\/strong> The people in this \npicture interest me \nbecause they look like \nthey might be related.

          Tanya:<\/strong> Like a grandma and \na granddaughter.

          Joseph:<\/strong> My grandma and I like to look at things \ntogether too, just like in the picture.<\/p>\n

            \n
          • Where do you think these people are? How do you know?<\/li>\n
          • Who do you think these people are? Why do you think that?<\/li>\n
          • What is happening in the photo? <\/li>\n
          • What time of year is this photo taken in? What makes you think that? <\/li>\n
          • Who is doing the talking in this photo? How can you tell? <\/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

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

              Nicholas:<\/strong> The little girl looks curious because \nshe doesn\u2019t know what it is.

              Yani:<\/strong> The Grandmother looks \nexcited to show the \ngirl the caterpillar.

              Teacher:<\/strong> Good observations, \nbut what makes you \nthink that?<\/p>\n

                \n
              • How does the child feel in this picture? <\/li>\n
              • How do you know?
                \n How does the adult feel? Why do you think that?<\/li>\n
              • What do you think they are thinking about this discovery?<\/li>\n
              • How might you react if you found this insect? Why would you have this type of reaction? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\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,
                \n begin your lesson by reviewing the picture with the students and their responses from the previous session.<\/p>\n

                [Making connections]<\/p>\n

                  \n
                • \n

                  When others share \nthings with you \nhow do you feel?<\/p>\n\t\t \n\t\t Ask students to connect their personal experiences to the situation in the picture. Remind students that as they share with a partner that they should sit knee-to-knee and eye-to-eye. Prompts could include:\n

                    \n
                  • When was a time that you made a discovery? How did you react?<\/li>\n
                  • Who did you share your discovery with? <\/li>\n
                  • How do you feel when you share something with someone you like? How does the other person feel?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n

                    Teaching Tip:<\/strong> As students share their ideas with the group be sure to model how to make eye contact with the speaker.
                    \n <\/p>\n \n<\/div>

                    \n\n

                    PREDICTING<\/h3>[Predicting]\n
                      \n\t\t \n\t\t
                    • Ask students what they think could have happened before the photograph was taken. Additional predicting prompts could include:\n \n\t\t

                      Katie:<\/strong> I think that the \nlady would be \nsaying, \u201cLook here, \nthis bug is wiggling \nup the stick.\u201d

                      Teacher:<\/strong> So you think that they \nwould be talking about \nhow the insect moves.<\/p>\n

                        \n
                      • Imagine you were able to listen in on this conversation. Tell me what you think their conversation might sound like. <\/li>\n
                      • What might they decide to do with the caterpillar once they are finished looking at it? What would you do? <\/li>\n
                      • What might the girl and grandma do after they are done looking at the caterpillar?
                        \n <\/li>\n <\/ul>\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. Create a brief story where students provide sentences to explain what happened before the scene, during the scene, and after the scene. During the shared writing experience help students to expand their vocabulary by thinking of other and more exciting words for \u2018scared\u2019 or \u2018happy.\u2019 <\/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
                            • Read The Very Hungry Caterpillar<\/em> by Eric Carle as a read aloud. Before reading the book, ask students to think about what happens at the beginning, middle, and end of the story. After you read the story, ask students to tell you what happened at the beginning, middle, and end of the story. Write down the retelling on chart paper. Post it at the reading centre for students to read on their own.\n <\/li>\n <\/ul>\n\n<\/div>
                              \n

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

                                Provide a copy of the shared writing text in the literacy centre so students can return to it at a later time. <\/p>\n <\/li>\n <\/ul>\n

                                  \n
                                • \n

                                  With a partner or in small groups, have students role play the shared writing story using puppets or by acting out the characters themselves. Invite students to share their retellings with the class.<\/p>\n <\/li>\n

                                • Provide students with a variety of \u2018emoticons\u2019 on cards. With a partner or in small groups, have students take turns selecting one of the cards and acting out the emotion that is indicated on the card. The rest of the students need to guess which emotion the student is showing. The student who guesses the correct emotion first gets to select the next card. <\/li>\n <\/ul>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                  Oral Language Teaching Strategy: Model Eye Contact When Listening Model powerful listening by making eye contact with the person who is speaking to you. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #11 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] Show […]<\/p>\n","protected":false},"author":6,"featured_media":3288,"parent":1522,"menu_order":11,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1554","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1554","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=1554"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1554\/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\/3288"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1554"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}