{"id":660,"date":"2021-10-12T14:35:28","date_gmt":"2021-10-12T18:35:28","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=660"},"modified":"2022-04-06T15:13:12","modified_gmt":"2022-04-06T19:13:12","slug":"1-2-3-4-5-pages-4-5","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/1-2-3-4-5-pages-4-5\/","title":{"rendered":"1, 2, 3, 4, 5 (pages 4\u20135)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\n    <strong>Traditional<\/strong><br>\n    <strong>Illustrated by Andrea Bowers<\/strong><br>\n    <strong>Text Type:<\/strong> Fiction: Poetry\u2014Rhyming Song\/Poem<br>\n    <br>\n    <span class=\"Blue_hi-lite_noItalics\"><strong>Oral Language Teaching Strategy:<\/strong><\/span><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\"> Encourage Partner Talk<\/a> Encourage students to talk through their ideas with a partner before sharing their ideas with the group. <br>\n    <br>\n    <span class=\"author\"><strong>Time:<\/strong><\/span><span class=\"Blue_hi-lite\"><\/span> 20 minutes <br>\n    <span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n    &#8211;<em> Let\u2019s Join In!<\/em>, pages 4\u20135<br>\n    &#8211; girl and man puppets<br>\n    &#8211; Media Key or Online: \u201c1, 2, 3, 4, 5\u201d audio<br>\n    <span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class, small group, and partners<br>\n    <span class=\"author\"><strong>Assessment:<\/strong><\/span> <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> See especially the sections on Phonological and Phonemic Awareness and Language for Social Relationships.\n    <h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\n\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n\n    <h3 id=\"BEFORE_SINGING_AND_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" class=\"heading2\" id=\"beforeRd\"><\/a><\/span>BEFORE SINGING AND READING<\/h3>\n    <ul>\n    <li>Show students the double-page illustration for the song. Tell them that they will be learning a song about a girl who is fishing. Ask students to make predictions about who she is with such as her father, uncle, grandpa, brother, or cousin. [Predicting]\n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Activating and Building Background Knowledge<\/strong><\/em><\/span>\n    <ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">You said that you used a fishing rod to catch your fish. Both the \nman and the girl have fishing rods with them. When you went fishing you wore your life jackets\njust like they are.<\/p>\n\t\t\n\t\tAsk students if they have ever gone fishing. Encourage students to share their fishing stories with a partner before asking some to share with the group. During the sharing, point out any vocabulary or details that appear in the illustration. [Making connections]\n    <\/li>\n    <li>\n\t\t\n\t\t<p class=\"speach-bubble left\">It\u2019s important to share our ideas with a partner because it helps us to clarify our ideas before we share with the group.<\/p>\n\t\t\n\t\tAs you listen to the students discuss with a partner and then share ideas with the class, emphasize the importance of sharing ideas with a partner.\n    <\/li>\n    <li>\n\t\t\n\t\t<p class=\"speach-bubble left\">Look at the fish jumping. It must be alive. <\/p>\n\t\t\n\t\tContinue to use the illustration and text as support for the conversation about fish. For example, include vocabulary from the song, such as \u2018caught,\u2019 and \u2018alive\u2019 as you refer to the illustration.\n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n    <ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">Join in singing with me as soon as you like. As you listen and sing along, think about why the girl let the fish go.<\/p>\n\t\t\n\t\tUse the girl puppet to tell the students that you are going to play the song for them and that they should listen and join in as soon as they like. Ask them to think about why the girl and man are singing this song. [Inferring]\n    <\/li>\n    <\/ul>\n\n\n  <\/div>\n  <div id=\"Section-Three\" class=\"section\">\n\n    <h3 id=\"DURING_SINGING_AND_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"duringRd\" id=\"1stduring_reading2\"><\/a><\/span>DURING SINGING AND READING<\/h3>\n    <ul>\n    <li>\n    Play the song and use the girl or man puppet to encourage singing along, especially when the song is sung a second and third time.<br>\n    <\/li>\n    <li>Focus on comprehension by offering prompts:<\/li>\n    <ul>\n    <li> How did the girl catch the fish? How do you know? [Inferring]<\/li>\n    <li> What happened to the girl after she caught the fish? [Analyzing]<\/li>\n    <li> Why did the girl let the fish go? [Analyzing\/inferring\/making connections]<\/li>\n    <li> Why do the girl and man look sad? [Inferring]<\/li>\n    <li>Why did the fish bite the girl? [Inferring]\n    <\/li><\/ul>\n    <\/ul> \n  <span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements <\/strong><\/em><\/span>\n    <ul><li>Replay the song and demonstrate the actions that accompany the text as well as using exaggerated expressions:<\/li>\n    <\/ul>      <ul>\n    <blockquote>\n    <p>1, 2, 3, 4, 5 \u2014<\/p>\n    <p><em>(count fingers on one hand)<\/em><br>\n    Once I caught a fish alive. <br>\n    <em>(pretend to catch a fish)<\/em><br>\n    6, 7, 8, 9, 10 \u2014<br>\n    <em>(count fingers on the other hand)<\/em><br>\n    Then I let it go again. <br>\n    <em>(pretend to throw the fish back in)<\/em><\/p>\n    <p>Why did you let it go? <br>\n    <em>(shrug shoulders and gesture as if asking a question.)<\/em><br>\n    Because it bit my finger so. <br>\n    <em>(shake right hand)<\/em><br>\n    Which finger did it bite? <br>\n    <em>(shrug shoulders and gesture as if asking a question.)<\/em><br>\n    This little finger on the right. <\/p>\n    <p><em>(hold up the little finger of the right hand.)<\/em>\n    <\/p>\n    <\/blockquote>\n    <\/ul>\n\n\n<\/div>\n<div id=\"Section-Four\" class=\"section\">\n\n\n    <h3 id=\"AFTER_SINGING_AND_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"afterRd\" id=\"1stafter_reading2\"><\/a><\/span>AFTER SINGING AND READING<\/h3>\n    <ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">Why did the girl let the fish go? <\/p>\n\t\t\n\t\tRevisit the purpose question for singing and reading by using one of the puppets to ask the students why the little girl let the fish go.<br>\n    <\/li>\n\n    <li>    You may wish to conclude the lesson by playing the song and having the students sing the song as they do the actions.\n    <\/li><\/ul>\n\n\n<\/div>\n<div id=\"Section-Five\" class=\"section\">\n\n\n    <h2 id=\"SECOND_AND_FURTHER_READING\"><span class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a>SECOND AND FURTHER READING<\/span><\/h2>\n    <p>The students will want to reread and re-sing the song \u201c1, 2, 3, 4, 5.\u201d During further lessons, consider including a balance of ideas from the following areas:<\/p>\n    <span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>\n\n    <ul>\n    <li>Have the students sing the words of the song using different voice styles, for example, in a sad voice, in a whisper, in a high squeaky voice, in a loud angry voice.  Join in the singing to model the voice style.\n    <\/li>\n    <li>Have two groups of students take turns singing the girl\u2019s part of the song while the other group sings the man\u2019s questions.<br>\n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>\n    <ul>\n    <li>\n    As students sing along with the Media Key or online, have a small group of students demonstrate the actions of the girl (as she catches the fish and gets bitten), the man (who is watching), and the fish (getting caught, biting the girl, and wriggling and jumping away). Then have a different small group take their turn doing the actions while the others are singing.<br>\n    <\/li>\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 the \u2018Help\u2019 button to find out how to use the different features of digital texts. \n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Developing Phonological Awareness<\/strong><\/em><\/span>\n    <ul>\n    <li>Replay the song and ask the students to raise a thumb when they hear a rhyming word (e.g., \u20185\/alive,\u2019 \u201810\/again,\u2019 \u2018go\/so,\u2019 \u2018bite\/right\u2019)<br>\n    <\/li>\n    <li>\n\t\t<p class=\"speach-bubble left\">Listen carefully and say each word with me slowly. Do \u2018tight\u2019 and \u2018bite\u2019 sound the same and feel the same in your mouth?<\/p>\n\t\t\n\t\tHave students think of rhyming words for the following: \u20185\/alive\u2019 (e.g., \u2018hive,\u2019 \u2018jive,\u2019 \u2018live\u2019), or \u201810\/again\u2019 (\u2018men,\u2019 \u2018pen,\u2019 \u2018Ken,\u2019 \u2018den,\u2019 \u2018hen,\u2019 \u2018Ben,\u2019 \u2018then,\u2019 \u2018when\u2019), or \u2018go\/so\u2019 (\u2018toe,\u2019 \u2018hoe,\u2019 \u2018low,\u2019 \u2018mow,\u2019 \u2018row,\u2019 \u2018slow,\u2019 \u2018Joe,\u2019 \u2018low\u2019), or \u2018bite\/right\u2019 (\u2018might,\u2019 \u2018tight,\u2019 \u2018sight,\u2019 \u2018right,\u2019 \u2018kite,\u2019 \u2018white,\u2019 \u2018write\u2019). Encourage students to say the two rhyming words together with you and explain how their mouth feels when they say these two words. Their mouths will feel the same if the words rhyme. \n    <\/li>\n    <\/ul>\n\n    <span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n    <ul>\n    <li>Track the print as you read, reread, and sing the song with the students. Emphasize the return sweep. You may wish to use one of the puppets to reinforce the movement from one line to the next.<br>\n    <\/li>\n    <li>As the song becomes more familiar to students, ask them to take turns in tracking the print.<br>\n    <\/li>\n    <li>Emphasize the concept of \u2018word\u2019 by asking the students to gently drum their thighs with flat hands once for each word.<br>\n    <\/li>\n    <li>Use a word frame (e.g., Wikki Stix bent around a word, a cut-out cardboard frame, or a piece of coloured acetate) and look at selected words such as \u2018alive,\u2019 \u2018fish,\u2019 \u2018go,\u2019 \u2018again,\u2019 and \u2018finger\u2019.  Clap the number of letters in each word. Stomp feet for the syllables in the words, one stomp for each syllable. (Concepts: A word is made up of letters; some words are long, some are short; some words have one syllable, some have more.)<br>\n    <\/li>\n    <li>Point out the question marks at the end of some sentences. Compare them with the sentences ending with periods. Briefly explain the different purposes.\n    <\/li>\n    <\/ul>\n\n\n  <\/div>\n  <div id=\"Section-Six\" class=\"section\">\n\n    <h3 id=\"FOLLOW-UP_ACTIVITIES\" class=\"Heading3\"><a name=\"followUp\" id=\"followUp2\"><\/a>FOLLOW-UP ACTIVITIES<\/h3>\n    <ul>\n    <li>    Place the Media Key, girl and man puppets, and six small versions of the text in the Listening Centre.\n\n    <\/li>\n    <ul>\n    <li>Students can reread the poem while tracking print. The fluent reading on the Media Key or online can be used for support, if desired.<\/li>\n    <li>Students can listen to the cloze reading on the Media Key or online and supply the missing words.<\/li>\n    <li>Students can sing the song using the recording on the Media Key or online.<\/li>\n    <li>Students can make up new verses for the song using the music-only song track.<br>\n     <\/li>\n    <\/ul>\n    <li>Include other books, poems, and pictures about fish and fishing in the library corner. Encourage students to share their experiences about the topic with other students. If possible, include actual photographs of fish.<br>\n    <\/li>\n    <li> Students can draw or paint pictures of fish to share with classmates during group sharing time.<br>&nbsp;<\/li>\n    <\/ul>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Traditional Illustrated by Andrea Bowers Text Type: Fiction: Poetry\u2014Rhyming Song\/Poem Oral Language Teaching Strategy: Encourage Partner Talk Encourage students to talk through their ideas with a partner before sharing their ideas with the group. Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, pages 4\u20135 &#8211; girl and man puppets &#8211; Media Key or Online: \u201c1, [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4719,"parent":651,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-660","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/660","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=660"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/660\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/651"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/4719"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=660"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}