{"id":451,"date":"2021-09-22T11:40:26","date_gmt":"2021-09-22T15:40:26","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=451"},"modified":"2022-02-25T14:18:08","modified_gmt":"2022-02-25T19:18:08","slug":"frog-song-pages-8-9","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/oral-language-kit\/all-together-now\/frog-song-pages-8-9\/","title":{"rendered":"The Frog Song (pages 8\u20139)"},"content":{"rendered":"\n<div id=\"Section-One\" class=\"section\">\n\n\t<strong>Traditional<\/strong><br>\n        <strong>Illustrated by Charlene Chua<\/strong><br>\n        <strong>Text Type:<\/strong> Fiction: Poetry\u2014nonsense song\/poem\n\t<\/div>\n\n<br>\n\n\t\n      <p><span class=\"Blue_hi-lite\">\n        <\/span><span class=\"Blue_hi-lite_noItalics\"><strong>Oral Language Teaching Strategy:<\/strong><\/span>  <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/ol_teachingstrategies.pdf\" target=\"_blank\" rel=\"noopener\">Connect with the Student\u2019s Message<\/a> Listen and respond to the meaning behind the student\u2019s communication.<br>\n  <br>\n  <span class=\"Blue_hi-lite_noItalics\"><strong>Time:<\/strong><\/span> 20 minutes <br>\n  <span class=\"Blue_hi-lite_noItalics\"><strong>Materials:<\/strong><\/span><br>\n    &#8211; <em>All Together Now<\/em>, pages 8\u20139<br>\n    &#8211; Frog puppet<br>\n    &#8211; Media Key or Online: \u201cThe Frog Song\u201d audio<br>\n    <span class=\"Blue_hi-lite_noItalics\"><strong>Grouping:<\/strong><\/span> whole class and partners<br>\n    <span class=\"Blue_hi-lite_noItalics\"><strong>Assessment:<\/strong><\/span>  <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\">Kindergarten Oral Language Assessment Scale<\/a> See especially the section on Phonological and Phonemic Awareness.<br>\n      <\/p>\n\n\n   \n\n<div id=\"Section-Two\" class=\"section\">\n\n\n      <h2 id=\"FIRST_READING\"><span class=\"heading2\">FIRST READING<\/span>      <\/h2>\n      <h3 id=\"BEFORE_SINGING_AND_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" id=\"beforeRd\"><\/a><\/span>BEFORE SINGING AND READING\n      <\/h3>\n      <ul>\n        <li>Show the students the double-page illustration that accompanies the song.      <\/li>\n      <\/ul>\n      <ul>\n        <li>\n\t\t\t<p class=\"speach-bubble left\">Hello, I&#8217;m a frog who lives in this pond. I&#8217;m going to share a silly song with you that frogs in our pond like to sing.<\/p>\n\t\t\t\n\t\t\tWear the frog puppet and use the puppet to introduce and accompany the lesson. Introduce the topic with the puppet and let it peep over the top or around the side of the big book.<\/li>\n      <\/ul>\n<h3 id=\"Activating_and_Building_Background_Knowledge\"><em class=\"Blue_hi-lite\">Activating and Building Background Knowledge\n      <\/em><\/h3>\n      <ul>\n        <li>\n\t\t\t<p class=\"speach-bubble left\"><strong>Frog puppet<\/strong>: So you can see where I live. What do ou think of my home? is it like yours?<\/p>\n\t\t\t\n\t\t\tUse the puppet to ask the students what they know about frogs, and use the illustrations to stimulate ideas. Have students discuss their ideas with an elbow partner and then ask some students to share their ideas with the class. [Evaluating\/making connections]<\/li>\n      <\/ul>\n      <ul>\n        <li>As you listen to the students discuss with a partner and share ideas with the class, clarify if meaning is unclear and respond to the student\u2019s message intent.\n\t\t\t\n\t\t\t<p class=\"speach-bubble top\">\n\t\t\t\t<strong>Kayla<\/strong>: I can&#8217;t swim!<br>\n\t\t\t\t<br>\n\t\t\t\t<strong>Teacher<\/strong>: So are you thinking that my home in the pond isn&#8217;t a good home for you? Why is your home better?\n\t\t\t<\/p>\n\t\t\t\n\t\t\t<\/li>\n      <\/ul>\n      <h3 id=\"Setting_a_Purpose\"><em><span class=\"Blue_hi-lite\">Setting a Purpose<\/span>\n      <\/em><\/h3>\n      <ul>\n        <li>\n\t\t\t<p class=\"speach-bubble left\">Join in singing with me and the other frogs as soon as you like. As you sing, think about why my frog friends sing this song.<\/p>\n\t\t\t\n\t\t\tUse the frog puppet to explain to students that they should listen to the song and join in as soon as they like. Ask them to think about why the frogs sing this song. [Inferring\/synthesizing]<\/li>\n      <\/ul>\n\n       <\/div>\n\n<div id=\"Section-Three\" class=\"section\">\n\n\n      <h3 id=\"DURING_SINGING_AND_READING\">\n        <span class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"duringRd\" id=\"duringRd2\"><\/a><\/span>DURING SINGING AND READING<\/span>\n      <\/h3>\n      <ul>\n        <li>Play the song and use the puppet to encourage singing along, especially when the song is sung a second time and the chorus is repeated.<br>\n        <\/li>\n        <li> Focus on comprehension by offering prompts:\n          <ul>\n            <li>What sounds do the frogs make? [Analyzing\/inferring]<\/li>\n            <li>Do they all agree about the kinds of sounds they make? Why do you think that? [Synthesizing\/evaluating]<\/li>\n            <li>What do you think they feel like when they sing this song? [Inferring] <br>\n             <\/li>\n          <\/ul>\n        <\/li>\n        <li>Focus on clarifying meaning and understanding each student\u2019s intended message during discussions. Consider offering a structured framework to help the student clarify.\n\t\t\t\n\t\t\t<p class=\"speach-bubble top\">\n\t\t\t\t<strong>Mike<\/strong>: They feel not sad?<br>\n\t\t\t\t<br>\n\t\t\t\t<strong>Teacher<\/strong>: So you think when they sing they feel happy?\n\n\t\t\t<\/p>\n\n          \n        <\/li>\n\n        <li>\n          <p>Replay the song and track the print in the big book. As you replay, clap to <br>\n            the rhythm of the song and encourage the students to join in. [Phonological awareness]<\/p>\n        <\/li>\n        <li>\n          <p>Read the song, tracking the print in the big book. Ask the students to clap to hear each segment of \u2018la-di-da-di-da\u2019 and each word in \u2018Blink, blink, blink.\u2019 [Phonological awareness] \n          <\/p>\n        <\/li>\n      <\/ul>\n      <h3 id=\"Adding_Playful_Movements\"><em><span class=\"Blue_hi-lite\">Adding Playful Movements<\/span>\n      <\/em><\/h3>\n      <ul>\n        <li>Replay the song and teach students the actions:\n          <br><br>\n              <p><em>\u2003\u2003Gack-gung<\/em> went the little green frog one day&#8230;<br>\n                <em>\u2003\u2003(arms akimbo, do a half-squat on each <\/em>gack-gung<em>)<br>\n                <\/em>\u2003\u2003And his eyes went <em>blink, blink, blink<br>\n                \u2003\u2003(blink eyes, but also open and shut hands beside eyes with each<\/em> blink<em>, for emphasis)<br>\n                <\/em><br>\n                \u2003\u2003We all know frogs go <em>la di da di da<strong><\/strong><\/em>&#8230;<br>\n                \u2003\u2003(twirl around with one arm akimbo and the other bent over the head in a goofy ballet imitation)<br>\n\t\t\t\t\t\t\t\t\u2003\u2003they don\u2019t go <em>blink, gack-gung<\/em>!<br>\n                <em>\u2003\u2003(exaggerated blink plus <\/em>gack-gung<em> motion)<\/em><br>\n              <\/p>\n        <\/li>\n      <\/ul>\n\n    <\/div>\n\n<div id=\"Section-Four\" class=\"section\">\n\n\n      <h3 id=\"AFTER_SINGING_AND_READING\" class=\"Heading3\"><a name=\"afterRd\" id=\"afterRd2\"><\/a>AFTER SINGING AND READING<\/h3>\n      <ul>\n        <li>\n\t\t\t<p class=\"speach-bubble left\">So why do you think my frog friends sing this song?<\/p>\n\t\t\t\n\t\t\tRevisit the purpose for singing and reading by using the puppet to ask students why they think the frogs sang this song. [Inferring\/synthesizing]<br>\n        <\/li>\n        <li>You may wish to conclude the lesson by re-singing the song with actions and asking a student to wear the frog puppet to encourage participation.<\/li>\n      <\/ul>\n     \n\n   <\/div>\n\n<div id=\"Section-Five\" class=\"section\">\n\n<h2 id=\"SECOND_AND_FURTHER_READING\"><span class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd2\"><\/a>SECOND AND FURTHER READING<\/span><\/h2>\n      <p>The students will want to reread and re-sing \u201cThe Frog Song.\u201d During further lessons, consider including a balance of ideas from the following areas:<\/p>\n      <h3 id=\"Engaging_in_Playful_Language_Activities\"><em><span class=\"Blue_hi-lite\">Engaging in Playful Language Activities<\/span>\n      <\/em><\/h3>\n      <ul>\n        <li>Sing the song in two parts so that half the class sings the first verse and the other half replies by singing the second verse.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Sing the song while doing frog-like leaps in the gym and ask students to leap from one lily pad to another (hoops on the floor).<\/li>\n      <\/ul>\n      <h3 id=\"Extending_Comprehension\"><em><span class=\"Blue_hi-lite\">Extending Comprehension<\/span>\n      <\/em><\/h3>\n      <ul>\n        <li>Use the frog puppet to ask the students how the song would sound if the frogs were sad. Students can discuss this with a partner and then share ideas with the class. Students can sing the song as sad frogs. One student can use the puppet to model how a sad frog would feel and act as the song is sung. Contrast by singing the song as happy, fun-loving frogs afterwards. [Making connections: comparing] <\/li>\n      <\/ul>\n      <ul>\n        <li> \n\t\t\t<p class=\"speach-bubble left\">I&#8217;m a little grey cat and I&#8217;d like to be in the song. What sound would I make? Instead of &#8220;little green frog&#8221; we could say&#8230;?<\/p>\n\t\t\t\n\t\t\tAsk students how the song would sound if you substituted the frog for another animal. Chart the song and substitute the other animal, e.g., a little grey cat. Use the cat puppet to demonstrate.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Display the digital cloze version of the text on the Media Key. Working with the whole class, or with a small group, reread together and encourage students to supply the missing words (spaces for words highlighted in yellow). You may decide to pause to consider word predictions and prompt, \u201cDoes that make sense?\u201d or \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet\u2019s check that out.\u201d An option on the tool bar allows you to create your own cloze versions of the text to meet the needs of the students you are working with. Click on the \u2018Help\u2019 button to find out how to use the different features of the digital texts. <\/li>\n      <\/ul>\n      <h3 id=\"Developing_Phonological_Awareness\"><em><span class=\"Blue_hi-lite\">Developing Phonological Awareness<\/span>\n      <\/em><\/h3>\n      <ul>\n        <li>Use percussion instruments (e.g., drums, tambourines, sticks, rattles) to beat out the rhythm of the language and music.<\/li>\n      <\/ul>\n      <ul>\n        <li>Substitute initial sounds that the frogs make, e.g., instead of \u2018gack-gung,\u2019 try \u2018back-bung,\u2019 \u2018mack-mung,\u2019 or \u2018sack-sung.\u2019      <\/li>\n      <\/ul>\n      <ul>\n        <li>Do oral rhyming for \u2018frog\u2019 (e.g., \u2018log,\u2019 \u2018dog,\u2019 \u2018bog,\u2019 \u2018fog,\u2019 \u2018cog,\u2019 \u2018hog\u2019), or \u2018day\u2019 (e.g., \u2018bay,\u2019 \u2018day,\u2019 \u2018gay,\u2019 \u2018hay,\u2019 \u2018may,\u2019 \u2018pay,\u2019 \u2018ray,\u2019 \u2018say,\u2019 \u2018way\u2019).<br>\n        <\/li>\n      <\/ul>\n      <h3 id=\"Enriching_Print_Concepts\"><em><span class=\"Blue_hi-lite\">Enriching Print Concepts<\/span>\n      <\/em><\/h3>\n      <ul>\n        <li>Track the print as you read and reread the song (and when you sing it). Emphasize movement onto a new line. You can use the frog puppet to<br>\n        reinforce line movement.<\/li>\n      <\/ul>\n      <ul>\n        <li>As the song becomes more familiar, ask the students to take turns in tracking the print.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Emphasize the concept of \u2018word\u2019 by asking the students to clap for each word or to make an action for each word, e.g., the actions for \u2018Blink, blink,\n          blink\u2019 will be made three times to represent the three words.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Use a word frame (e.g., a Wikki Stix bent around the word, a cut-out cardboard frame, or a piece of coloured acetate) and look at selected words such as \u2018frog,\u2019 \u2018green,\u2019 and \u2018the.\u2019 Clap the numbers of letters in each word. (Concept: A word is made-up of letters.)      <\/li>\n      <\/ul>\n      <ul>\n        <li>Look at the capital and small \u2018Gg\u2019 in \u2018Gack-gung\u2019 and the capital and small \u2018Bb\u2019 in \u2018Blink, blink.\u2019\n        <\/li>\n      <\/ul>\n\n   <\/div>\n\n<div id=\"Section-Six\" class=\"section\">\n\n      <h3 id=\"FOLLOW-UP_IN_CENTRES\" class=\"Heading3\"><span class=\"heading2\"><a name=\"followUp\" id=\"followUp2\"><\/a><\/span>FOLLOW-UP IN CENTRES\n      <\/h3>\n      <ul>\n        <li>Place the frog puppet and the big book at a centre and encourage the students to reread the song. Use the fluent reading provided on the Media Key or online to support students as they reread.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Students can also re-sing the song with the puppet, using the song version. Ask them to substitute other animals by selecting other puppets and changing the words, e.g., &#8220;Cluck-cluck went the little white hen one day.&#8221;      <\/li>\n      <\/ul>\n      <ul>\n        <li>You could include brightly illustrated books on frogs in the library corner, e.g., <em>Red-eyed Tree Frog<\/em> by Joy Cowley. Encourage students to share their findings and interesting illustrations with other students.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Students can paint pictures of frogs or make frog sculptures using modelling clay. These can be shared and discussed with classmates during sharing time.<\/li>\n      <\/ul>\n\n<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Traditional Illustrated by Charlene Chua Text Type: Fiction: Poetry\u2014nonsense song\/poem Oral Language Teaching Strategy: Connect with the Student\u2019s Message Listen and respond to the meaning behind the student\u2019s communication. Time: 20 minutes Materials: &#8211; All Together Now, pages 8\u20139 &#8211; Frog puppet &#8211; Media Key or Online: \u201cThe Frog Song\u201d audio Grouping: whole class and [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4726,"parent":406,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-451","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/451","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=451"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/451\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/406"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/4726"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=451"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}