{"id":1565,"date":"2022-01-03T22:37:52","date_gmt":"2022-01-04T03:37:52","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1565"},"modified":"2022-03-29T11:32:12","modified_gmt":"2022-03-29T15:32:12","slug":"sequence-cards-13-14-15-wheres-mom","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/sequences\/sequence-cards-13-14-15-wheres-mom\/","title":{"rendered":"Cards #13, 14, 15: Where’s Mom?"},"content":{"rendered":"\n
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Summary:<\/strong> A mom and her son are choosing books at the library. Mom walks to another area and the boy turns around to find that she is gone.<\/p> \n\t\t\t\n\t\t\tOral Language Teaching Strategy:<\/strong>
Model Good Language Use<\/a> Clarify and model good language use, without correcting, when individuals need support.\n

\n\t\t\t<\/p>

Time:<\/strong> one 30-minute or two 15-minute lessons
\n\t\t\tMaterials:<\/strong> Sequence Cards #13, 14, 15
\n\t\t\tGrouping:<\/strong> whole class or small group
\n\t\t\tAssessment:<\/strong> Grade One Oral Language Assessment Scale<\/a>\n\t\t\t<\/p>\n\n<\/div>

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FOCUSING ON THE PICTURES<\/h3>\n\t\t\t[Analyzing\/inferring]
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  • Cover the number on the bottom left-hand corner of each picture and display the pictures prominently (e.g., along the ledge of the chalkboard) but not in proper sequence. \n\t\t\t<\/li>\n\t\t\t
  • Have students sit so they can clearly see all three pictures. Ask these questions to deepen their observations:\n\t\t\t
      \n\t\t\t
    • What is happening in each picture?<\/li>\n\t\t\t
    • Who are the people in the pictures? <\/li>\n\t\t\t
    • \n

      Today we will look at a series of pictures. These \npictures tell a story. When you look at the \npictures, I want you to think about what is \nhappening in each picture and in what order the \npictures should be. Which picture should be first? \nWhich picture should be second? Third? Why?<\/p>\n\t\t\t\t\n\t\t\t\tWhat is changing in each picture?\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t

    • After students have had time to closely analyze the pictures, have them work with a partner to discuss their thinking and what order they think the pictures go in.
      \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t
        \n\t\t\t
      • Offer prompts to stimulate discussion:<\/li>\n\t\t\t
          \n\t\t\t
        • Where do you think they are? What clues tell you that? <\/li>\n\t\t\t
        • Who is the little boy? <\/li>\n\t\t\t
        • Who do you think the woman is in two of these pictures? <\/li>\n\t\t\t
        • What is happening in each picture?<\/li>\n\t\t\t
        • What clues can we use to figure out what is happening in these pictures?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t
        • Once students have had time to discuss their thinking with their partners, have a few students share their thinking with the class. Then ask for a volunteer to move the pictures to show the order in which they think the events took place. \n\t\t\t

          Luke:<\/strong> This picture \ngo here.

          Teacher:<\/strong> Luke, are you are saying that you \nthink this picture goes first? Can \nyou tell us why you think the \npicture goes first?<\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

          Teaching Tip:<\/strong> To support students, use signs labelled \u2018first,\u2019 \u2018next,\u2019 and \u2018finally\u2019 for students to place each picture under. Write the labels in the following colours to give students a visual cue: green for \u2018first,\u2019 yellow for \u2018next,\u2019 and red for \u2018finally\u2019 to model a stoplight.\n\t\t\t<\/p>\n\t\t\t

            \n\t\t\t
          • After several students share their thinking, decide as a group the correct order in which the events took place. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>
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            GOING DEEPER<\/h3>[Inferring\/evaluating]
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            • Offer open-ended prompts to focus students on the emotions and interaction portrayed in the picture:\n\t\t\t
                \n\t\t\t
              • How is the boy feeling in the first picture? Why do you think that? <\/li>\n\t\t\t
              • Do the boy\u2019s feelings change in the next pictures? Why or Why not?<\/li>\n\t\t\t
              • What do you think the boy is thinking in the first picture? Second picture? Third picture? What makes you think that?<\/li>\n\t\t\t
              • What has changed between the first and last picture? <\/li>\n\t\t\t
              • Where do you think the boy\u2019s Mom went?<\/li>\n\t\t\t
              • How would you feel if this happened to you?\n\t\t\t

                Teacher:<\/strong> If you were this boy, what \nwould you do? How do you \nthink you would feel?

                Thomas:<\/strong> Bad.

                Teacher:<\/strong> Thomas, if you were \nthis boy you would \nfeel badly? Why?<\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

                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>

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                CONNECTING<\/h3>\n\t\t\t

                Teaching Tip:<\/strong> If you decide to do Connecting and Predicting on the second day, begin your lesson by reviewing the pictures with the students.<\/p>\n\t\t\t

                [Making connections]<\/p>\n\t\t\t

                  \n\t\t\t
                • Tell the students about a time when you got lost as a child and how you felt in order to prompt the students\u2019 connections to the story shown in the pictures.\n\t\t\t<\/li>\n\t\t\t
                • \n

                  Have you ever lost \nsight of your parent? \nWhat did you do? \nWhat should you do?<\/p>\n\t\t\t\t\n\t\t\t\tHave students draw on their personal experiences to make connections to the boy in this picture by offering specific prompts that fit the discussion you have had with the students.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\n<\/div>

                  \n\n\t\t\t

                  <\/p>

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

                    \n<\/p>

                    What do you think will happen \nnext? Why do you think this? Do \nyou think the boy will find his \nmother? How do you think the boy \nwill feel when he finds his mom?<\/p>\n\t\t\t\t\n\t\t\t\tShow students the last picture and ask them, \u201cWhat might happen next?\u201d Be sure students are building upon what has happened in the pictures to make their predictions. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>

                    \n\n\t\t\t

                    LESSON EXTENSIONS<\/h3>\n\t\t\t
                      \n\t\t\t
                    • Take students to the school library and select several students to act out the events in the pictures. This will deepen their understanding of how the Mom disappeared without the boy knowing.\n\t\t\t<\/li>\n\t\t\t
                    • \n

                      Talia, you said \u201cWhere\u2019s my \nmom?\u201d (Write: \u2018Where\u2019s \nmy mom?\u2019) Does that look \nand sound right?<\/p>\n\t\t\t\t\n\t\t\t\tTogether create speech or thought bubbles on large sticky notes for each picture as a shared writing lesson. Model correct language structure when needed. After you write each speech bubble have students reread the sentence as you point to each word. \n\t\t\t<\/li>\n\t\t\t

                    • Use the shared writing text as a shared reading text and reread with the students.\n\t\t\t<\/li>\n\t\t\t
                    • Use the pictures as the basis for writing a retell with students, e.g., First<\/strong> the boy was looking for a book he liked. Next<\/strong>, he found a book he really liked and sat down on the floor to read it. He was so focused on the book he was reading, he didn\u2019t notice his Mom go to another aisle. Finally<\/strong>, he realized his Mom was gone and went looking for her. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>
                      \n\n\t\t\t

                      FOLLOW-UP ACTIVITIES<\/h3>\n\t\t\t
                        \n\t\t\t
                      • Create blank speech bubbles that you can laminate. Post the pictures and the blank speech bubbles and have students write their own speech bubbles using an erasable marker.\n\t\t\t<\/li>\n\t\t\t
                      • Have students use puppets to retell the story in the pictures. Post sequencing words, e.g., \u2018first,\u2019 \u2018next,\u2019 \u2018then,\u2019 and \u2018finally,\u2019 and encourage students to use them in their retelling.\n\t\t\t<\/li>\n\t\t\t
                      • Display the last picture and invite students to make a prediction by asking them to draw what they think will happen next. Have students write a sentence about their picture or explain it to you or another student.<\/li>\n\t\t\t<\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                        Summary: A mom and her son are choosing books at the library. Mom walks to another area and the boy turns around to find that she is gone. Oral Language Teaching Strategy: Model Good Language Use Clarify and model good language use, without correcting, when individuals need support. Time: one 30-minute or two 15-minute lessons […]<\/p>\n","protected":false},"author":6,"featured_media":8065,"parent":1563,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1565","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1565","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=1565"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1565\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1563"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/8065"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1565"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}