{"id":2508,"date":"2022-01-17T20:17:47","date_gmt":"2022-01-18T01:17:47","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=2508"},"modified":"2022-04-13T15:22:59","modified_gmt":"2022-04-13T19:22:59","slug":"map-card-35-park-map","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/oral-language-kit\/conversation-cards\/maps\/map-card-35-park-map\/","title":{"rendered":"Card #35: Park Map"},"content":{"rendered":"\n<div id=\"Section-One\" class=\"section\">\n\n\n       <p><strong>Oral Language Teaching Strategy:<\/strong><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/ol_teachingstrategies.pdf\" target=\"_blank\" rel=\"noopener\"><br>Promote Piggy-Backing<\/a> Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another person\u2019s ideas). \n      <\/p>\n      <p><strong>Time:<\/strong> one 30-minute lesson or two 15-minute lessons<br>      &#8211;\n      <strong>Materials:<\/strong> <br>\n        &#8211; Map Card #35 <br>\n        &#8211; Turtle and Frog BLM<br>\n       <strong>Grouping:<\/strong> whole class or small group<br>        \n       <strong>Assessment:<\/strong>\n\t<a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\"> Kindergarten Oral Language Assessment Scale<\/a>\n        <br>      \n        <\/p>\n       \n<\/div>\n\n<div id=\"Section-Two\" class=\"section\">        \n      \n<h3 id=\"FOCUSING_ON_THE_PICTURE\">FOCUSING ON THE PICTURE<\/h3>\n      <p>[Analyzing\/inferring]\n      <\/p>\n      <ul>\n        <li>          \n          <p>\n\t\t\t<\/p><p class=\"speach-bubble left\">What do you see in the map? What do you think is happening?<\/p>\n\t\t\t\n\t\t\tShow students the map. Ask them to look at it carefully and think about what they think is happening.<br>\n          <p><\/p>\n        <\/li>\n        <li>\n          <p>After students have had adequate time to examine the map, invite them to share their ideas with a partner.&nbsp; <\/p><\/li>\n        <p class=\"speach-bubble left\">It is important to listen to what your partner is saying because sometimes they notice things we didn&#8217;t see and have different ideas than us. By listening to your partner, you can add to their ideas. That&#8217;s why discussions are so great. They allow our thinking to grow.<\/p>\n\t\t\t\n\t\t\t<li>Provide time for partner discussion and then invite a few partners to share their thinking. Ask them if their partner helped them see things they hadn\u2019t noticed on their own. <br>\n        <\/li>\n      <\/ul>\n[Analyzing\/inferring]\n<br>\n<br>\n<ul>\n  <li>Offer prompts to stimulate discussion:<\/li>\n  <ul>\n    <li>What do you think this map shows? Why do you think so?<\/li>\n    <li>Who are all the people in this map? <\/li>\n    <li>How would you move around this place?<\/li>\n    <li>What clues can we use to figure out what is happening in this map? <\/li>\n  <\/ul>\n  <br>\n<\/ul>\n       \n<\/div>\n<div id=\"Section-Three\" class=\"section\">        \n      \n<p><\/p><h3 id=\"GOING_DEEPER\">GOING DEEPER<\/h3>[Inferring\/evaluating]<p><\/p>\n<ul>\n  <li>\n    <p><\/p><p class=\"speach-bubble left\">Now that we have had time to look at this map, let&#8217;s begin to explore. Let&#8217;s start over in the left corner where the woman with the purple hat is running. Can everyone see her? Marlo can you come up and point to her?<\/p>\n\t  \n\t  Tell the students that you are going to use the map to explore the park.<br>\n      <p><\/p>\n    <\/li>\n  <li> Hold up the turtle figure (see the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/oralanguage\/frog_turtle_blm.pdf\" target=\"_blank\" rel=\"noopener\">Turtle and Frog BLM<\/a>) for students to follow as you explore the park. Tell a story such as the following about the turtle and act it out as you move the figure around the map: <\/li>\n<br>  \n  \n    <p>\u2003\u2003\u2003\u2003\u2003Now that turtle is on our map, I am going to tell you a story.<br> \n\u2003\u2003\u2003\u2003\u2003Turtle is lost. He needs to find his home but he doesn\u2019t have a<br> \n\u2003\u2003\u2003\u2003\u2003very good sense of direction so we have to help him. Turtle is<br> \n\u2003\u2003\u2003\u2003\u2003slowly moving <strong>forward<\/strong> when he hears a girl squealing as she<br>\n\u2003\u2003\u2003\u2003\u2003goes <strong>down<\/strong> a slide. Where do we need to move turtle now? <\/p>\n<br>\n  <li>\n    <p>Have a student come up and move the turtle to the playground. <\/p>\n<br>\n      <p>\u2003\u2003\u2003\u2003\u2003Do you think the turtle\u2019s home is the playground? No? Okay turtle,<br> \u2003\u2003\u2003\u2003\u2003we have to keep moving. As turtle moves <strong>across<\/strong> the playground<br>\n\u2003\u2003\u2003\u2003\u2003towards the teeter totter, he hears a dog barking and hides<br>\n\u2003\u2003\u2003\u2003\u2003<strong>behind<\/strong> a tree. Turtle waits <strong>behind<\/strong> the tree until the dog and<br> \n\u2003\u2003\u2003\u2003\u2003children pass and then he begins to walk <strong>towards<\/strong> the parking lot.<br> \n\u2003\u2003\u2003\u2003\u2003Turtle looks at the parking lot and says to himself, \u201cIs this my home?\u201d<br> \n\u2003\u2003\u2003\u2003\u2003Do you think the parking lot is turtle\u2019s home? No, we better keep<br> \n\u2003\u2003\u2003\u2003\u2003looking. Turtle turns <strong>left<\/strong> and then turns <strong>right<\/strong>. As he moves <strong>along<\/strong><br> \n\u2003\u2003\u2003\u2003\u2003the path, he hears kids playing. What are they playing? Who could<br> \n\u2003\u2003\u2003\u2003\u2003come up and show me where turtle is now? How do you think Ahmed<br> \n\u2003\u2003\u2003\u2003\u2003knew that? That\u2019s right; he was listening carefully and following directions.<br> \u2003\u2003\u2003\u2003\u2003Way to go, Ahmed! I see sand in the baseball diamond but I don\u2019t think<br> \n\u2003\u2003\u2003\u2003\u2003this would be a good place for turtle to live. What do you think? <br>\n      <\/p>\n<br>\n    \n    <\/li>\n  <li>Have students turn to an elbow-partner and share their thinking. Ask a few partners to share their ideas with the group.<br>\n<br>   \n      <p>\u2003\u2003\u2003\u2003\u2003Turtle decides to take a <strong>sharp left<\/strong>, <strong>towards<\/strong> the soccer field.<br> \n\u2003\u2003\u2003\u2003\u2003Suddenly he hears water. He turns <strong>left<\/strong> and heads <strong>towards<\/strong> the<br> \n\u2003\u2003\u2003\u2003\u2003water fountain. As turtle gets <strong>closer<\/strong> to the fountain, the sound of<br> \n\u2003\u2003\u2003\u2003\u2003spraying water gets very loud. Turtle doesn\u2019t like loud noises. This<br> \u2003\u2003\u2003\u2003\u2003isn&#8217;t where turtle lives. Turtle is feeling very sad. Will he ever find<br> \n\u2003\u2003\u2003\u2003\u2003his home? As turtle stands by the fountain, he hears a familiar<br> \n\u2003\u2003\u2003\u2003\u2003sound\u2014ducks quacking. Turtle remembers that he shares his<br> \n\u2003\u2003\u2003\u2003\u2003home with the ducks that live in the park but he doesn\u2019t know<br> \n\u2003\u2003\u2003\u2003\u2003where the sound is coming from. Can you help turtle find his way<br> \n\u2003\u2003\u2003\u2003\u2003back to the pond?&nbsp; <br>\n      <\/p>\n\n<br>\n    <\/li>\n  <li>Have students turn to their elbow partner and work together to find a way home for turtle. Remind them to use directional words such as \u2018left,\u2019 \u2018right,\u2019 \u2018behind,\u2019 \u2018across,\u2019 etc. Have a few partners share how turtle could get home. Follow their directions exactly, helping them to see if their directions worked.<strong><em>&nbsp;<br>\n  <\/em><\/strong> <\/li>\n  <li>Invite students to tell another story by taking turns to move the frog figure around the map (see the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/oralanguage\/frog_turtle_blm.pdf\" target=\"_blank\" rel=\"noopener\">Turtle and Frog BLM<\/a>) . <\/li>\n<\/ul>\n<p><strong>Teaching Tip:<\/strong> All positional words are in bold. You may choose to introduce the terms beforehand to ensure that students understand the positional words.<\/p>\n<p><strong>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.  <br>\n  <br>\n<\/strong><\/p>\n       \n<\/div>\n<div id=\"Section-Four\" class=\"section\">        \n      \n<h3 id=\"CONNECTING\">CONNECTING<\/h3>\n<p><strong>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]<br>\n<br>\n<ul>\n  <li>\n    Ask students to connect their personal experiences with a local park. Prompts might include:\n    <ul>\n      <li>Do you have a favourite park?<\/li>\n      <li>What types of things are in the park?<\/li>\n      <li>What is your favourite thing to do at the park? Why?<\/li>\n      <li>With whom do you go to the park with?<\/li>\n      <li>What wildlife do you see at the park?<br>\n        <br>\n      <\/li>\n    <\/ul>\n  <\/li>\n  <\/ul>\n       \n<\/div>\n<div id=\"Section-Five\" class=\"section\">        \n      \n<h3 id=\"PREDICTING\">PREDICTING<\/h3>[Predicting]<br>\n<br>\n<ul>\n  <li>\n\t  <p class=\"speach-bubble left\">What do you think will happen next? Why do you think this?<\/p>\n\t  \n\t  Ask students to think about what could happen after the scene shown in this map.<br>\n<\/li><\/ul>\n       \n<\/div>\n<div id=\"Section-Six\" class=\"section\">        \n      \n<h3 id=\"LESSON_EXTENSIONS\">LESSON EXTENSIONS<\/h3>\n<ul>\n  <li>\n    <p>Bring students outside to the playground with paper and pencils. Working in pairs, have them sketch something in the playground (e.g., swings, slide, bench). Students can cut out their pictures and use them to create a map of the school playground. (You might choose to have students paint their pictures first). This activity could be extended by helping students create a label of what they drew. Students can use the turtle puppet to point out objects in the playground map during centre time.<\/p>\n  <\/li>\n  <li>\n  <p>Take a nature walk to a local park and invite students to look for wildlife. Have students explain where they saw wildlife, encouraging them to use positional words.<\/p>\n  <\/li>\n  <li>\n    <p>Introduce simple mapping to your students. Have them create a map of their classroom, the school, or the streets around the school.&nbsp; <\/p>\n  <\/li>\n<\/ul>\n       \n<\/div>\n<div id=\"Section-Seven\" class=\"section\">        \n\n<br>\n<h3 id=\"FOLLOW-UP_IN_CENTRES\">FOLLOW-UP IN CENTRES<\/h3> \n<ul>\n  <li>\n    <p>Create a mapping centre where simple maps are displayed with word cards such as \u2018next to,\u2019 \u2018over by,\u2019 \u2018under,\u2019 \u2018beside,\u2019 etc., so that students can try to manoeuvre their way around the map. <\/p>\n  <\/li>\n  <li>\n  <p>Invite students to use puppets to act out activities in the park as they describe them orally.<\/p>\n  <\/li>\n  <li>  Students can create simple icons that they feel represent their neighbourhood such as apartments, houses, trees, parks, school, etc. Once a variety of icons have been created, a community map can be assembled.  <br>\n<\/li>\n<\/ul>\n\t\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Oral Language Teaching Strategy:Promote Piggy-Backing Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another person\u2019s ideas). Time: one 30-minute lesson or two 15-minute lessons &#8211; Materials: &#8211; Map Card #35 &#8211; Turtle and Frog BLM Grouping: whole class or small group Assessment: Kindergarten Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] What do [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3457,"parent":2506,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-2508","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/2508","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=2508"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/2508\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/2506"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3457"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=2508"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}