{"id":1571,"date":"2022-01-03T23:45:12","date_gmt":"2022-01-04T04:45:12","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1571"},"modified":"2022-03-29T11:40:57","modified_gmt":"2022-03-29T15:40:57","slug":"sequence-cards-26-27-28-come-play-with-us","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/sequences\/sequence-cards-26-27-28-come-play-with-us\/","title":{"rendered":"Cards #26, 27, 28: Come Play with Us"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n

Summary:<\/strong> Two boys are playing together when a girl invites one of the boys to play soccer. When he leaves, the remaining boy is left alone.
\n\t<\/p>\n\n Oral Language Teaching Strategy:<\/strong>
\n\t\t Extend and Check the Meaning<\/a> Expand on the language and details in students’ communication to check the meaning.

<\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Sequence Cards #26, 27, 28
\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\n<\/div>

\n\n

FOCUSING ON THE PICTURE<\/h3>\n [Analyzing\/inferring]\n \n
    \n
  • Show students the pictures. Ask them to look closely at the pictures and think about what each card is telling them.\n <\/li>\n
  • \n

    Where do you think the \nboys are? What tells you \nthat? How are they \nfeeling? How do you know?<\/p>\n\t\t \n\t\t Focus students’ attention on the first picture by asking them to think about what is happening in the picture.
    \n <\/li>\n

  • Offer prompts to stimulate discussion:\n
      \n
    • Who are these children? Let’s give them names.<\/li>\n
    • What are they doing in the first picture?<\/li>\n
    • What do you think the girl is saying in the second picture?<\/li>\n
    • Is she talking to both boys? What makes you think that?<\/li>\n
    • Where is the boy going?<\/li>\n
    • How is the other boy feeling? How do you know?\n <\/li>\n <\/ul>\n <\/li>\n
    • Have students share their thinking with a partner. Provide time for partner discussion then invite several partners to share their thinking with the group.\n <\/li>\n
    • Repeat this process until all three pictures have been discussed making sure that everyone has had a chance to share their thinking.\n <\/li>\n
    • \n

      Lila, I heard you say, \u201cThe boys \nwere playing then not playing.\u201d \nDid you mean that the boys were \nplaying together at the beginning \nand then at the end they weren\u2019t \nplaying together?<\/p>\n\t\t \n\t\t As the students answer the questions be sure to extend the responses and check their meaning.\n <\/li>\n

    • After students have looked at all the individual pictures have them think about what all the pictures are telling them. Discuss as a group the story that is taking place in the pictures.<\/li>\n <\/ul>\n \n\n<\/div>
      \n\n

      GOING DEEPER<\/h3>[Inferring\/evaluating]\n
        \n
      • Offer these prompts that focus students on the emotions and interaction portrayed in the pictures:\n
          \n
        • How do you think the boy in the blue shirt is feeling in the first picture? Second picture? Third picture? What clues tell you this?<\/li>\n
        • How is the boy in the red shirt feeling in each picture? Why do you think that?<\/li>\n
        • How do their feelings change over the pictures? <\/li>\n
        • What do you think the girl said to the boy in the second picture to make him leave?
          \n

          Denny:<\/strong> She said, \n\u201cSoccer ball.\u201d

          Teacher:<\/strong> Denny, do you mean \nshe asked the boy if \nhe wanted to play \nsoccer with her?

          Denny:<\/strong> Yes, because she\u2019s \ncarrying a soccer ball.<\/p>\n\t\t \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. <\/strong><\/p>\n \n\n<\/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 with the students.
          \n <\/p>\n

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

            \n
          • Have students draw on their personal experiences to make connections to the children in this picture. Encourage students to put themselves in the place of each child in the pictures. Prompt might include:\n
              \n
            • Have you ever felt like the boy on the ride? <\/li>\n
            • How do you think the boy’s feelings changed from the first picture to the last picture?<\/li>\n
            • Why do you think the boy went off with the girl? How was he feeling?<\/li>\n
            • How was the girl feeling? <\/li>\n
            • How could they have included the other boy?<\/li>\n
            • What kinds of games or activities do you do at the park?\n <\/li>\n <\/ul>\n <\/li>\n
            • \n

              Did you mean that the boy \nliked soccer so much that he \nwanted to stop playing with the \nride and play soccer instead?<\/p>\n\t\t \n\t\t Offer specific prompts that extend and check the meaning of student responses.\n <\/li>\n <\/ul>\n\n<\/div>

              \n\n

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

                What do you think will happen \nnext? What do you think the boy \non the ride will do? What would \nyou do if you were in his position?<\/p>\n\t\t \n\t\t Ask students to think about what might happen next. \n <\/li>\n

              • Brainstorm with students what the boy might do or say next. Be sure to ask students why they think this way. Choose one scenario and write it down on chart paper.\n <\/li>\n
              • Invite students to role-play the scenario in small groups.\n <\/li>\n <\/ul>\n\n<\/div>
                \n\n

                LESSON EXTENSIONS<\/h3>\n
                  \n
                • Show students the first two pictures as a starting point and then together create another ending as a shared writing lesson. Return to the text and reread it as a shared reading text.
                  \n <\/li>\n
                • Ask students, \u201cHow can you be a good friend on the playground?\u201d Write down their responses on chart paper. Together read the responses then post the chart paper at the reading centre for students to read on their own during centre time.
                  \n <\/li>\n
                • Read some books about friendship with students. Here are some great titles:\n
                    \n
                  • Rosie and Michael<\/em> by Judith Viorst<\/li>\n
                  • The Best Friends Book<\/em> by Todd Parr<\/li>\n
                  • Just My Friend and Me<\/em> by Mercer Mayer\n <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>
                    \n\n

                    FOLLOW-UP ACTIVITIES<\/h3>\n
                      \n
                    • Invite students to role play what happened in the sequence of pictures using puppets or by acting as the characters. Have them create and act out an alternate ending.
                      \n <\/li>\n
                    • Take photos of different parts of the school playground. Post the photos and have students vote for their favourite part of the playground using stickers or sticky notes. Review the results with the students. Based on the results, create a pictograph.
                      \n <\/li>\n
                    • Display the first two and have students draw their own version of the final scene. Students can write a sentence about their picture or explain it to you or another student.<\/li>\n <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                      Summary: Two boys are playing together when a girl invites one of the boys to play soccer. When he leaves, the remaining boy is left alone. Oral Language Teaching Strategy: Extend and Check the Meaning Expand on the language and details in students’ communication to check the meaning. Time: one 30-minute lesson or two 15-minute […]<\/p>\n","protected":false},"author":6,"featured_media":8061,"parent":1563,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1571","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1571","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=1571"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1571\/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\/8061"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1571"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}