{"id":1568,"date":"2022-01-03T23:11:58","date_gmt":"2022-01-04T04:11:58","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1568"},"modified":"2022-03-29T11:38:19","modified_gmt":"2022-03-29T15:38:19","slug":"sequence-cards-21-22-23-these-are-mine","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/sequences\/sequence-cards-21-22-23-these-are-mine\/","title":{"rendered":"Cards #21, 22, 23: These Are Mine"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n

Summary:<\/strong> A boy at the library doesn\u2019t want to share his books with another child.
\n\t<\/p>\n \n\tOral Language Teaching Strategy:<\/strong>
\n Encourage Partner Talk<\/a> Encourage students to talk through their ideas with a partner before sharing their ideas with the group.

\n <\/p>

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Sequence Cards #21, 22, 23
\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\t\n\t<\/div>

\n\n

FOCUSING ON THE PICTURES<\/h3>\n

Teaching Tip:<\/strong> The Think\/Pair\/Share strategy allows students to have time to think on their own (Think), then share their thinking with a partner (Pair). Once partners have shared with each other, the students are well prepared to share their thinking with the larger group (Share).<\/p>\n [Analyzing\/inferring]\n

    \n
  • Cover the number in the left-hand corner on each card in the sequence before beginning this lesson. \n <\/li>\n
  • Show students Card # 21. allow them time to look closely at the picture and then have them discuss what is happening in the picture with a partner.\n <\/li>\n <\/ul>\n
      \n
    • Offer the following prompts to stimulate discussion:\n\n
        \n
      • Who is the child in this picture?<\/li>\n
      • Where do you think he is? What clues in the photograph make you think that? <\/li>\n
      • What do you think is happening? Why do you think that? <\/li>\n
      • \n\t\t\t\n\t\t\t\n

        I\u2019m going to give you a few minutes by \nyourself to think by yourself about \nwhat is happening in this picture. Then \nI\u2019m going to ask you to share your \nideas about the picture with a partner. \nFinally, we\u2019ll have partners share their \nthinking with the whole group. <\/p>\n\t\t\t\n\t\t\tWe don\u2019t know exactly what is\n happening, but it is okay to suggest different things that make sense and fit the picture.<\/li>\n <\/ul>\n <\/li>\n

      • Provide time for partner discussion and then invite a few partners to share their thinking with the group.<\/li>\n\n<\/ul><\/div>
        \n\n

        GOING DEEPER<\/h3>

        [Inferring\/evaluating]<\/p>\n

          \n\n\n
        • Show the students Card # 22 and have them use the think\/pair\/share strategy to develop ideas about what is happening in the second picture. Offer prompts that focus the students on the emotions and interaction portrayed in the picture:\n
            \n
          • How do you think the boy is feeling in the first picture? The second picture? What makes you think that?<\/li>\n
          • What do you think the girl is saying to the boy?<\/li>\n
          • What do you think the girl is feeling? Why?<\/li>\n
          • How would you feel if you were the boy? The girl? Why?\n <\/li>\n <\/ul>\n <\/li>\n
          • After students have shared their thinking, ask them to put the two cards in the order they think the events took place. \n

            Alison:<\/strong> I think that the boy reading \nhis library books comes first \nbecause he looks like he has \nlots of books.

            Bryan:<\/strong> Yes, but I think the \ngirl brought him some \nbooks so that picture \nshould come first.

            Teacher:<\/strong> I liked how you were sharing \nyour ideas and reasons with \nyour partners. Now let\u2019s \nshare our ideas altogether. <\/p>\n\t\t \n\t\t \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

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

            [Making connections]<\/p>\n

              \n
            • Display the two sequence cards and ask students to connect their personal experiences with what is happening in the cards. Prompts might include:\n
                \n
              • Where are the places that you like to read?<\/li>\n
              • Where can we get books to read?<\/li>\n
              • How do we share books in our class? \n

                Laura:<\/strong> I get books from the book store and sometimes from the library like the kids in the picture.

                Paul:<\/strong> I like to read in my room.<\/p>\n\t\t \n\t\t <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>

                \n\n

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

                  Have the students look at Cards # 21 and 22 and predict what might happen next.\n <\/p>\n <\/li>\n

                • \n

                  Invite students to share their thinking with a partner before asking students to share their thinking with the group.\n <\/p>\n <\/li>\n

                • Show students Card # 23 and ask if their predictions were correct.\n \n <\/li>\n <\/ul>\n
                    \n \n

                    Teacher:<\/strong> Here is the final card in the \nstory. Was your prediction or \nguess right? Does this card \nchange your thinking about the \nstory?

                    Devon:<\/strong> I\u2019m surprised that \nthe girl is grabbing \nthe books. I don\u2019t \nthink that\u2019s very nice.<\/p>\n\t\t \n\t\t

                  • Discuss as a group what story was told in the three pictures. \n <\/li>\n\n

                    Is the boy \nsharing his books \nwith the girl?<\/p>\n\n<\/ul><\/div>

                    \n\n

                    LESSON EXTENSIONS<\/h3>\n
                      \n
                    • Use the pictures as the basis of a shared writing lesson. Place the cards in the order that the events took place and have students provide two to three sentences about each scene. As students share their ideas be sure to include sequencing words such as \u2018first,\u2019 \u2018then,\u2019 \u2018next,\u2019 and \u2018finally.\u2019\n <\/li>\n
                    • Use the shared writing as a shared reading text and reread it with the students.\n <\/li>\n
                    • Show students Cards #21 and 22 and as a group think of alternative endings to the story. <\n <\/li>\n <\/ul>\n\n<\/div>
                      \n\n

                      FOLLOW-UP ACTIVITIES<\/h3>\n
                        \n
                      • Provide students with a variety of puppets and the conversation cards so they can retell the story through role-playing. Encourage students to think about alternative endings to the story.\n <\/li>\n
                      • Post the cards in a prominent place and invite students to retell the story to a partner. Encourage the use of sequencing words.\n <\/li>\n
                      • Post the shared writing text at the reading centre for students to read on their own or in partners.\n <\/li>\n
                      • Display Cards # 21 and 22 and invite students to draw an alternate ending to the story. 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":"

                        Summary: A boy at the library doesn\u2019t want to share his books with another child. Oral Language Teaching Strategy: Encourage Partner Talk Encourage students to talk through their ideas with a partner before sharing their ideas with the group. Time: one 30-minute lesson or two 15-minute lessons Materials: Sequence Cards #21, 22, 23 Grouping: whole […]<\/p>\n","protected":false},"author":6,"featured_media":8063,"parent":1563,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1568","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1568","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=1568"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1568\/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\/8063"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1568"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}