{"id":1579,"date":"2022-01-04T00:14:37","date_gmt":"2022-01-04T05:14:37","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1579"},"modified":"2022-03-29T11:49:05","modified_gmt":"2022-03-29T15:49:05","slug":"i-spy-card-19-at-the-mall","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/i-spy\/i-spy-card-19-at-the-mall\/","title":{"rendered":"Card #19: At the Mall"},"content":{"rendered":"\n
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Oral Language Teaching Strategy:<\/strong>
Offer Prompts and Frameworks to Reluctant Talkers<\/a> Offer encouragement, low-key prompts, and adequate thinking time to elicit conversation from shy students.<\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> I-Spy Card #19
\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

Teaching Tip:<\/strong> To encourage students who are shy or reluctant to participate in whole class discussions you may want to do this lesson with a small group instead of the whole class. Providing students thinking time before sharing their thinking with a partner or the group will help shy students share more readily. <\/p>

\n [Analyzing\/inferring]<\/p>\n

    \n
  • \n Show students the card and give them time to really look at it and think about what they see and what they think is happening in the picture.\n <\/li>\n
  • Invite each student to take a few minutes to think about their response and then have them share their ideas about the picture with a partner.\n <\/li>\n
  • Provide time for partner discussion and then invite a few partners to share their thinking with the group.\n <\/li>\n
  • Offer the following prompts to stimulate discussion:\n
      \n
    • Who are the people in this picture? What makes you think that?<\/li>\n
    • Where do you think they are? What clues in the picture make you think that way? <\/li>\n
    • What do you think is happening? <\/li>\n
    • \n

      I went to the mall on the weekend with \nmy family. We were looking for new \nshoes for my daughteer. Where would I \ngo in this picture to find shoes?<\/p>\n\t\t \n\t\t We don\u2019t know exactly what is happening, but it is okay to suggest different things that make sense and fit the picture.\n <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>

      \n\n

      GOING DEEPER<\/h3>[Inferring\/evaluating] \n
        \n
      • \n Offer prompts to deepen students’ observations and connections to the picture:\n
          \n
        • Look at the family in the centre of the picture. What do you think they are feeling? What clues tell you this?<\/li>\n
        • How does the child entering the toy store feel? Why do you think that?<\/li>\n
        • What would you say if you were this child?\n <\/li>\n <\/ul>\n <\/li>\n\n
        • \n

          These small pictures can be found in \nthe larger picture. When you find \nthe small picture, put your hand up. \nThat will give everybody a chance to \nlook for the small pictures.<\/p>\n\t\t \n\t\t Ask the students if they have ever played the game \u2018I Spy.\u2019 Then show them the small pictures at the side of the card. \n <\/li>\n

        • With your students try to locate the items from the question \u2018Can you find these?\u2019 As you are looking for the exact matches encourage students to use spatial relational words such as \u2018beside,\u2019 \u2018over by,\u2019 and \u2018next to\u2019 to describe where they found the match.\n <\/li>\n
        • Review with students the second question \u2018How many shoes do you see?\u2019 Encourage students to think about where they would find shoes in the picture and how they could keep a record of how many shoes they have counted. \n

          Teacher:<\/strong> Think about how we \nwill answer the \nquestion \u2018How many \nshoes do you see?\u2019

          Anthony:<\/strong> We could just count \nthe number of shoes \nin the shoe store.

          Marianne:<\/strong> I think we need to \ncount all the people \ntoo because they \nare wearing shoes.

          Teacher:<\/strong> Those are both good \nideas! We need to \ncombine both ideas to \nanswer the question. \nHow could we do this?<\/p>\n\t\t \n\t\t \n <\/li>\n \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 <\/p>\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 picture with the students and see if they can find the objects again.<\/p>\n

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

            \n
          • \n

            I went to the mall last \nweek to buy a jacket for \nwinter. I went to several \ndifferent stores before I \nfound one I liked.<\/p>\n\t\t \n\t\t Describe to the group an experience that you\u2019ve had that might be similar to the one shown in the picture.\n <\/li>\n

          • Ask students to connect their personal experiences with the actions and events in the picture. Prompts might include:\n
              \n
            • What do you buy at the mall?<\/li>\n
            • What kinds of stores does your mall have?<\/li>\n
            • Tell us about the last time you went to the mall. What did you do? \n

              Maureen:<\/strong> We went to the mall \non Saturday to find \nme a new pair of \nskates for hockey.

              Teacher:<\/strong> Maureen which store \nat the mall did you \nbuy your skates at?

              Maureen:<\/strong> We went to the sports store. At the sports store \nthey sell hockey skates, \njackets, and hockey sticks.<\/p>\n\t\t\t\n\t\t\t<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>

              \n\n

              PREDICTING<\/h3>[Predicting] \n
                \n
              • Have students think about the events that are taking place in the card. Invite students to make predictions using prompts such as:\n
                  \n
                • We see lots of signs in the mall, select one of these signs and think about what you would find inside that store.<\/li>\n
                • Think about one person you see in this picture and why they might be at the mall. Be ready to share the story about that person.<\/li>\n
                • \n

                  What do you think the girl will do \nnext? What might she say to her \ndad? What might the dad say to \nher? What might the girl do to \nfeel better? What advice would \nyou give this girl?<\/p>\n\t\t \n\t\t What else could be in the mall that we don\u2019t see in this picture?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n \n

                  Teaching Tip:<\/strong> Invite students to use a puppet to share their story. Using a puppet can sometimes encourage reluctant talkers to share their ideas. <\/p>\n \n\n<\/div>

                  \n\n

                  LESSON EXTENSIONS<\/h3>\n
                    \n
                  • \n

                    Return to the question \u2018How many shoes do you see?\u2019 and ask students if they can think of other questions to ask. Record their questions on chart paper. Return to the questions and read them as a shared reading text. Have students answer the questions.\n <\/p>\n <\/li>\n

                  • \n

                    Use the picture as a basis for a shared writing lesson. Begin by focusing on a specific scenario in the picture (child going to toy store) and discuss what might happen next. After collecting ideas from students, create three or four sentences together.\n <\/p>\n <\/li>\n

                  • \n

                    Teach the students how to play the game \u2018I Spy\u2019 and then take turns playing the game in the classroom.\n <\/p>\n <\/li>\n

                  • \n

                    Invite students to think of an item in the picture. Next ask students to guess one another\u2019s item by asking questions.\n <\/p>\n <\/li>\n

                  • \n

                    Take photos of store signs at the local mall or collect bags from the various stores. Show the students the photos or bags and ask what kind of store it is and what they can buy there.<\/p>\n <\/li>\n <\/ul>\n \n\n<\/div>

                    \n\n

                    FOLLOW-UP ACTIVITIES<\/h3>\n
                      \n
                    • Post the card in a prominent area and invite students to create stories about the different people in the picture. Depending on the students\u2019 learning style, invite them to retell the story through writing, pictures, or by telling the story to you or a friend.\n <\/li>\n
                    • Invite students to create questions about the picture just like the question in the blue oval. Have students write their questions on paper and post them beside the card.\n <\/li>\n <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                      Oral Language Teaching Strategy: Offer Prompts and Frameworks to Reluctant Talkers Offer encouragement, low-key prompts, and adequate thinking time to elicit conversation from shy students. Time: one 30-minute lesson or two 15-minute lessons Materials: I-Spy Card #19 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE Teaching […]<\/p>\n","protected":false},"author":6,"featured_media":3280,"parent":1577,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1579","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1579","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=1579"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1579\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1577"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3280"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1579"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}