{"id":599,"date":"2021-10-07T16:15:22","date_gmt":"2021-10-07T20:15:22","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=599"},"modified":"2022-04-06T14:24:36","modified_gmt":"2022-04-06T18:24:36","slug":"social-problem-solving","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/puppet-lessons\/social-problem-solving\/","title":{"rendered":"Social Problem Solving"},"content":{"rendered":"\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\n\t\t<p><span class=\"author\"><strong>Oral Language Teaching Strategy:<\/strong><br>\n  <\/span><a href=\"#\"><\/a><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\">Extend and Check the Meaning<\/a> Expand on the language and details in students\u2019 communication to check the meaning.<\/p>\n\t\t<p><span class=\"author\"><strong>Time:<\/strong><\/span> 20\u201325 minutes<br>\n\t\t<span class=\"author\"><strong>Materials:<\/strong><\/span><br>\n\t\t&#8211; a girl and a boy puppet<br>\n\t\t&#8211; prop: a small tube (representing the vial that contains sparkles)<br>\n\t\t<span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class and partners<br>\n\t\t<span class=\"author\"><strong>Assessment:<\/strong><\/span> Use selected items from the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\">Grade One Oral Language Assessment Scale<\/a> for recording your observations.\n  <\/p>\n\n\n<div id=\"Section-Two\" class=\"section\"><\/div>\n\n\n\t\t<h2 class=\"heading2\" id=\"BEFORE_MODELLING\"><a name=\"beforemodelling\" id=\"beforemodelling\"><\/a>BEFORE MODELLING<\/h2>\n\t\t\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble speach-bubble-long left\">I\u2019ve noticed that some students are having problems taking turns. They always want to be first in line or they get angry if they have to wait their turn. I\u2019ve also noticed that some of you are trying to solve the problem by shouting and not using your words to sort things out.<\/p>\n\t\t\t\n\t\t\tIntroduce an issue, for example, problems with students waiting their turn. Some students who have difficulties taking turns are acting aggressively or getting frustrated if they have to wait.\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<p class=\"Blue_hi-lite\"><strong><i>Setting a Purpose<\/i><\/strong><\/p>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">I\u2019m going to show you what I\u2019ve seen and I want you to think about our problem with taking turns.<\/p>\n\t\t\t\n\t\t\tEstablish the purpose for listening and watching and explain that you are going to show the students what you have seen.\n\t\t<\/li>\n\t\t<\/ul>\n\n\n\n\n\n\n\t\t<h2 id=\"DURING_MODELLING\" class=\"heading2\"><a name=\"duringmodelling\" id=\"duringmodelling\"><\/a>DURING MODELLING\n\t\t<\/h2>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Hi I\u2019m Brianne. I\u2019m Jayden and we are  both sitting at the same table during art.<\/p>\n\t\t\t\n\t\t\tIntroduce the class to the two puppets. Avoid using names of current class members.\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Use the puppets to act out a scene. A suggested script is offered below as a sample but you will need to change this script to meet your observations of the needs in your classroom.\n<br><br>\n<blockquote><p><span class=\"Blue_hi-lite\"><strong>Brianne:<\/strong><\/span> I think I\u2019m going to need a few more sparkles on my snow. Where are the sparkles? (Grabs the tube that Jayden is using before he can respond)<br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Jayden:<\/strong><\/span> I was in the middle of using those. Couldn\u2019t you wait?<br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Brianne:<\/strong><\/span> I NEED them NOW!<br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Jayden:<\/strong><\/span> But we\u2019re supposed to share. GIVE THEM BACK!<\/p><\/blockquote>\t\t\n\t\t\n<\/li><\/ul>\n\t\n\t\n\t\t<ul>\n\t\t<li>Revisit the purpose for listening and watching and have students discuss the <br>\n\t\tissue in pairs. Offer prompts to encourage the students to talk about the issues they observed. Share ideas as a class. Possible prompts include:\n\t\t<ul>\n\t\t<li>What did you hear and see?<\/li>\n\t\t<li>What is the problem here? (Be specific, e.g., Should Brianne have taken the sparkles? Should Jayden have shouted back?)<\/li>\n\t\t<li>How would you feel if you were Jayden? Brianne?<\/li>\n\t\t<li>What do you think will happen next?<\/li>\n\t\t<li>How can this problem be fixed?  \n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Observe students\u2019 discussions and use these opportunities to expand language, always checking to ensure you have maintained the student\u2019s intended meaning.\n\t\t\n\t\t<p class=\"speach-bubble top\">\n\t\t\t<strong>Marco<\/strong>: He shouted \u2018cause\u2026 his turn.<br>\n<br>\n<strong>Teacher: <\/strong> Are you thinking it was okay for him to shout because it was his turn for the sparkles? <\/p>\n\t\t\t\n\t\t\n\t\t<\/li>\n\t\t<\/ul>\n\t\t\n\t\t<ul>\n\t\t<li>Use the puppets to demonstrate an alternate scenario. The following script is an example, but it would be a good idea to use some of the suggestions offered by the students in your class.\n<br><br>\n<blockquote><p><span class=\"Blue_hi-lite\"><strong>Brianne:<\/strong><\/span> You\u2019ve got the sparkles, Jayden. May I have them next please, because I\u2019d like to put a few more on my snow.<br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Jayden:<\/strong><\/span> Sure, I\u2019ll pass them over when I\u2019ve finished.<br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Brianne:<\/strong><\/span> Thanks.<\/p><\/blockquote>\n<\/li><\/ul>\n\t\n\t\n\t\n\t\t\n\n\t\t<ul>\n\t\t<li>Discuss the new scenario. Ask the students to talk with their partners, and offer prompts. Share ideas as a class. Possible prompts include:\n\t\t<ul>\n\t\t<li>What\u2019s different now? How did the students change what they said and did?<\/li>\n\t\t<li>Do you think this will work out? Why or why not?<\/li>\n\t\t<li>What else could the students do to solve the problem?  <\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">You\u2019re thinking that waiting for her turn won\u2019t work out. Tell me why you\u2019re thinking that.<\/p>\n\t\t\t\n\t\t\tContinue to seize opportunities to check students\u2019 meaning and to model expanded language use as you move around the classroom, observing students\u2019 discussions.\n\t\t<\/li>\n\t\t<\/ul>\n\n\n<div id=\"Section-Four\" class=\"section\"><\/div>\n\n\n\t\t<h2 id=\"AFTER_MODELLING\" class=\"heading2\"><a name=\"aftermodelling\" id=\"aftermodelling\"><\/a>AFTER MODELLING\n\t\t<\/h2>\n\t\t<ul>\n\t\t<li>Apply this situation to your own classroom: Ask the students to think about times when taking a turn has been a problem. Students can talk about the problem with a partner and then share ideas with the class. Possible prompts include:\n\t\t<ul>\n\t\t<li>What are the problems about taking turns in our classroom?<\/li>\n\t\t<li>How can we work on them?  <\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>\n\n<p class=\"speach-bubble left\">You can use the puppets with \none or two friends to act out a \nplay about the problem and then \nyou could act out another play \nto try to solve the problem.<\/p>\n\nSuggest to students that they can use puppets to solve problems. Ask students what kinds of problems they could try to act out and solve.\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Invite students to use puppets to act out some of the problems shown on the Conversation Cards, for example, the boy who won\u2019t share his library books in Cards #21\u201323 \u2018These Are Mine.\u2019\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<p><span class=\"author\"><strong>Teaching Tip:<\/strong><\/span> You may wish to use puppets to aid classroom discussions focused on problem solving on other occasions during the school year. Depending on the needs of your class, further modelling may be required before students are comfortable self-initiating problem solving using puppets.<\/p>\n\n\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Oral Language Teaching Strategy: Extend and Check the Meaning Expand on the language and details in students\u2019 communication to check the meaning. Time: 20\u201325 minutes Materials: &#8211; a girl and a boy puppet &#8211; prop: a small tube (representing the vial that contains sparkles) Grouping: whole class and partners Assessment: Use selected items from the [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":590,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-599","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/599","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=599"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/599\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/590"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=599"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}