{"id":1582,"date":"2022-01-04T00:41:51","date_gmt":"2022-01-04T05:41:51","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1582"},"modified":"2022-03-29T11:52:15","modified_gmt":"2022-03-29T15:52:15","slug":"i-spy-card-20-on-the-street","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-20-on-the-street\/","title":{"rendered":"Card #20: On the Street"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n \n Oral Language Teaching Strategy:<\/strong>
\n\t\t Extend and Check the Meaning<\/a> Expand on the language and details in students\u2019 communication to check the meaning.

\n <\/p>

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> I-Spy Card #20
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> 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 students the card and ask them to think about what they see and what they think is happening in the picture.\n <\/li>\n
  • Invite each student to 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?<\/li>\n
    • Where do you think they are? What clues in the picture make you think that way? <\/li>\n
    • What time of day is this event taking place? What clues in the picture tell you this? <\/li>\n
    • What season is it? What makes you think that? <\/li>\n
    • We don\u2019t know exactly what is happening, but it is okay to suggest different things that make sense and fit the picture.\n

      Elsa:<\/strong> That man \nhas a lunch.

      Teacher:<\/strong> Do you think the man \nis carrying his lunch \nbag or his daughter\u2019s \nlunch bag?

      Elsa:<\/strong> I think it\u2019s for \nhis daughter.

      Teacher:<\/strong> Why do \nyou think \nthat?<\/p>\n\t\t \n\t\t <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n \n\n<\/div>

      \n\n

      GOING DEEPER<\/h3>[Inferring\/evaluating] \n
        \n
      • \n Play a classroom game of \u2018I Spy\u2019 with the students to introduce the I-Spy format.\n <\/li>\n
      • Discuss with students the set up of this I-Spy card by drawing their attention to the questions: \u201cCan you find these?\u201d Explain how these smaller pictures are in the larger picture.\n <\/li>\n
      • With students, try to locate the items shown on the right side of the card under \u201cCan you find these?\u201d As you are looking for the exact matches have students explain the strategies they used to find the match.\n <\/li>\n
      • \n

        There\u2019s a question inside the \nblue oval that says, \u201cHow many \nsigns have the letter \u2018s\u2019?\u201d Talk \nto a partner about a strategy \nyou could use to find signs with \nthe letter \u2018s\u2019 in the picture.<\/p>\n\t\t \n\t\t Before asking students to count all the signs in the picture that contain the letter \u2018s,\u2019 do a quick picture walk of the signs in the picture so students are aware of where all the signs are. Ask students to think of strategies they could use to locate the letter \u2018s\u2019 in the picture.\n <\/li>\n <\/ul>\n

        Teaching Tip:<\/strong> As students look for signs in the picture that contain the letter \u2018s,\u2019 encourage them to use spatial relationship words such as \u2018next to,\u2019 \u2018beside,\u2019 \u2018in front of,\u2019 to describe the sign\u2019s location in the picture.\n <\/p>\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 picture with the students.<\/p>\n

        [Making connections]<\/p>\n

          \n
        • Ask students to connect their personal experiences with the actions and events in the picture. Prompts might include:\n
            \n
          • Describe a time when you went for a walk in your neighbourhood. Where were you going? What did you see?<\/li>\n
          • What are the places in your neighbourhood that you walk to? School? Bus stop? Store?\n <\/li>\n <\/ul>\n <\/li>\n
          • Let\u2019s look at each different event in the picture and think about ways that we can describe these events. \n <\/li>\n

            Athavan:<\/strong> I went on a \nplane once.

            Teacher:<\/strong> What in this \npicture made \nyou think about \nthat Athavan?

            Athavan:<\/strong> Well there\u2019s a \nsign that has a \nplane on it.

            Teacher:<\/strong> So when you saw the \nplane on that sign it \nreminded you of when \nyou went on an airplane?<\/p>\n\t\t \n\t\t \n \n <\/ul>\n\n<\/div>

            \n\n

            PREDICTING<\/h3>[Predicting] \n
              \n
            • Look at the scenarios in the picture and ask what might happen next, e.g., \u201cThe boy is crossing the street. What do you think he will do next?\u201d Choose another scenario and have students talk with a partner about what might happen next. Invite students to share their thinking with the group.\n <\/li>\n
            • \n

              We think this picture takes \nplace in the morning time. \nWhat do you think this \npicture would look like at \nthe end of the day?<\/p>\n\t\t \n\t\t Ask students to think what this scene might look like if it was at another time of the day.\n <\/li>\n <\/ul>\n \n\n<\/div>

              \n\n

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

                Use the picture as the basis for a shared writing lesson. Invite the students to share the stories they told during the predicting section of the lesson while you record their ideas. Use the shared writing as a shared reading text and reread it with the students. Place the shared writing text in an area where students can read it during centre time.\n <\/p>\n <\/li>\n

              • \n

                Have students pretend that they are in the picture. Ask them to think about where they are, e.g. in front of the school doors, beside the coffee shop. Then choose a student and have the other students guess where that child is in the picture. Or, have students try this activity in partners.\n <\/p>\n <\/li>\n <\/ul>\n\n<\/div>

                \n\n

                FOLLOW-UP ACTIVITIES<\/h3>\n
                  \n
                • Invite students to select one scenario from the picture to act out.\n <\/li>\n
                • Provide a collection of \u2018I Spy\u2019 books at the book centre.\n <\/li>\n
                • Post photos of signs from the local neighbourhood. Display a question, \u201cHow many signs have the letter \u2018s\u2019 in them?\u201d Invite students to create their own questions to ask other students.\n <\/li>\n
                • Display the picture in a prominent area and invite students to play a game of \u2018I Spy\u2019 using the card with a partner.<\/li>\n <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                  Oral Language Teaching Strategy: Extend and Check the Meaning Expand on the language and details in students\u2019 communication to check the meaning. Time: one 30-minute lesson or two 15-minute lessons Materials: I-Spy Card #20 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] Show students the […]<\/p>\n","protected":false},"author":6,"featured_media":3278,"parent":1577,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1582","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1582","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=1582"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1582\/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\/3278"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}