{"id":1556,"date":"2022-01-03T22:20:49","date_gmt":"2022-01-04T03:20:49","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1556"},"modified":"2022-03-29T11:24:30","modified_gmt":"2022-03-29T15:24:30","slug":"emotions-interactions-card-12-kids-at-computer","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-12-kids-at-computer\/","title":{"rendered":"Card #12: Kids at Computer"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n \n

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

Time:<\/strong> 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #12
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong>\n\t\t Grade One Oral Language Assessment Scale<\/a>\n <\/p>\n\n<\/div>

\n\n

FOCUSING ON THE PICTURE<\/h3>\n [Analyzing\/inferring]\n
    \n
  • Show the picture to the students and ask them to think about what is happening. Prompts might include:\n
      \n
    • What is happening in the picture? What are the girls doing?<\/li>\n
    • \n

      What do you \nthink is \nhappening here?<\/p>\n\t\t\t\n\t\t\tWhat do the children\u2019s faces tell us? How do you think they are feeling?\n <\/li>\n <\/ul>\n <\/li>\n

    • After students have had time to closely examine the picture, have them share their thinking with a partner.\n <\/li>\n
    • Provide time for partner discussion and then select several students to share their thinking with the group.\n <\/li>\n
    • Offer prompts to stimulate discussion:\n
        \n
      • Who do you think these girls are? How do you think they know each other?<\/li>\n
      • Where do you think they are? What clues tell you 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 \n <\/li>\n <\/ul>\n\n<\/div>
        \n\n

        GOING DEEPER<\/h3>[Inferring\/evaluating]\n
          \n
        • Offer prompts that focus the students on the emotions and interaction shown in the picture. As students give responses be sure to clarify their meaning and respond to their message.\n
            \n
          • What do you think they\u2019re doing on the computer?<\/li>\n
          • What might they be looking at?<\/li>\n
          • \n

            Tammy when you said that one girl is \nbig and one is small, did you mean \nthat you think one girl is older and \nthe other girl is younger?<\/p>\n\t\t \n\t\t How do these girls know one another? Why do you think that?\n <\/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.\n <\/strong>\n <\/p>\n\n<\/div>

            \n \n

            CONNECTING<\/h3>\n\tTeaching Tip:<\/strong> If you decide to do Connecting and Predicting on the second day, begin your lesson by reviewing the picture with the students.\n

            [Making connections]<\/p>\n

              \n
            • Ask students to make personal connections to the situation in the picture. Prompts might include:<\/li>\n
                \n
              • Why do you think these girls are using a computer? Describe a time when you used a computer.<\/li>\n
              • What are some things you do on a computer?<\/li>\n
              • How do you feel when you use a computer? Are these girls feeling the same way?\n \n <\/li>\n <\/ul>\n
              • \n

                When you said that you use a \nlibrary computer, did you mean \nthat you have used a \ncomputer in the school library \nor the public library?<\/p>\n\t\t \n\t\t Listen to the students\u2019 responses and clarify their message.\n <\/li>\n <\/ul>\n\n<\/div>

                \n\n

                PREDICTING<\/h3>[Predicting] \n
                  \n
                • \n

                  What do you think \nthe girls will do \nnext? Why do you \nthink that?<\/p>\n\t\t \n\t\t Have students predict what might happen after the scene shown in the picture.\n <\/li>\n

                • Brainstorm possible scenarios that may occur. Be sure that you clarify student\u2019s answers so that their messages are fully understood.\n <\/li>\n
                • Invite students to choose one scenario and act it out with partners.\n <\/li>\n <\/ul>\n\n<\/div>
                  \n\n

                  LESSON EXTENSIONS<\/h3>\n
                    \n
                  • Invite the class to participate in a shared writing experience based on this picture. Begin by writing a sentence starter such as, \u201cThis girl is playing a game on the computer.\u201d Together, build the story. Have students share the pen as you record the story. Students who are not sharing the pen can help spell the words.\n <\/li>\n
                  • Create a list of activities that the students like to do with their friends, sisters, or brothers.\n <\/li>\n <\/ul>\n\n<\/div>
                    \n\n

                    FOLLOW-UP ACTIVITIES<\/h3>\n
                      \n
                    • Display the shared writing text in a prominent area for students to read during centre time or when going on a \u2018reading walk\u2019 around the room.\n <\/li>\n
                    • Post the list of activities that students like to do with their friends and invite students to draw a picture of their favourite activity. Have students write a sentence about their picture or explain their picture to you or another student.
                      \n <\/li>\n
                    • Students can use puppets and props to act out their favourite activity.<\/li>\n <\/ul>\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: 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #12 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] Show the picture to the students and […]<\/p>\n","protected":false},"author":6,"featured_media":3287,"parent":1522,"menu_order":12,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1556","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1556","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=1556"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1556\/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\/3287"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1556"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}