{"id":662,"date":"2021-10-12T15:38:09","date_gmt":"2021-10-12T19:38:09","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=662"},"modified":"2022-04-06T15:13:46","modified_gmt":"2022-04-06T19:13:46","slug":"swimming-song-pages-6-7","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/swimming-song-pages-6-7\/","title":{"rendered":"Swimming Song (pages 6\u20137)"},"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 Kimberley Hiscocks<\/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\"> Model Good Language Use<\/a> Clarify and model good language use, without correcting, when individuals need support.<br>\n    <br>\n    <span class=\"author\"><strong>Time:<\/strong><\/span> 20 minutes <br>\n    <span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n    &#8211;<em> Let\u2019s Join In!<\/em>, pages 6\u20137<br>\n    &#8211; Media Key or Online: \u201cSwimming Song\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 Structures.\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n\n    <h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\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\n    <\/h3>\n    <span class=\"Blue_hi-lite\"><em><strong>Activating and Building Background Knowledge<\/strong><\/em><\/span>\n    <ul>\n    <li>Show students the double-page illustration and tell them they&#8217;ll be reading and singing a swimming song. Encourage elbow partners to talk about what they do when they visit a swimming pool, and ensure that students who have never been to a pool are paired with those who have. [Making connections]<br>\n    <\/li>\n    <li>Have students examine the \u201cSwimming Song\u201d illustration. Tell students to imagine that, like the pictured characters, they are swimming in an outdoor pool. Ask them to describe how they might feel on a hot day and on a cool day at the pool, e.g., hot and sweaty or cold and shivering. [Making connections\/inferring\/evaluating]<br>\n    <\/li>\n    <li>Be sure to model appropriate language use, without correcting, when responding to and clarifying student ideas. \n\t\t\n\t\t<p class=\"speach-bubble top\">\n\t\t\n\t\t<strong>Ashan<\/strong>: I feeled very cold when I jumped into the water.  <br>\n<br>\n\t\t<strong>Teacher<\/strong>: You felt very cold when you jumped into the water, Ashan. How did you feel after you&#8217;d\nbeen in the water for a while?\n\t\t<\/p>\n\t\t\n   <\/li>\n    <\/ul>\n    <ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">I think this lifeguard is going to have a chat with this boy who&#8217;s jumping into the water very close to other people. What do you think she might say to him? Why might she say that? What catches your interest when you look at the picture.  <\/p>\n\t\t\n\t\tModel the process of examining and thinking about the illustration, and invite students to make comments, or query aspects of the illustration that catch their attention. \n\n<\/li>\n<\/ul>\n    \n    <span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n<br>\n    <ul>\n    <li> Read aloud the title, \u201cSwimming Song,\u201d and track the print as you read. Tell students they are going to listen to a recording of the song. Ask them to find out what the swimmers wish they could do every day. [Making connections\/ inferring] \n    <\/li>\n    <\/ul>\n\t\t\n\t\t\n\t\n\n\n  <\/div>\n  <div id=\"Section-Three\" class=\"section\">\n\n\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    <p>Play the song and encourage singing along, especially when the song is sung a second and third time.<\/p>\n    <\/li>\n    <li>\n    <p>Check that students understand the content of the song by inviting them to stand up and mime how to do \u2018breast stroke,\u2019 \u2018side stroke,\u2019 and \u2018fancy diving.\u2019 Model as needed and ask students if they can find people in the illustrated pool who are demonstrating those actions. [Making connections\/analyzing\/<br>\n    evaluating] \n    <\/p>\n    <\/li>\n    <li> Track print in the big book every time you play the song, using definite movements to show the progression from left to right along each line, the sweep from one line to the next, and the sweep to the first word of the song each time the refrain begins again.\n    <\/li>\n    <li>\n\t\t<p class=\"speach-bubble speach-bubble-long left\">As you sing this time, listen for the word that is sung at the end of these two verses but isn&#8217;t printed on the page. (Point to locate the spot in question.) When the singers sing that word, I&#8217;ll point to my ear to remind you to listen carefully and then \nyou can sing the word the next time around.<\/p>\n\t\t\n\t\tBefore playing the song a second time, ask students to join in singing whenever they feel comfortable doing so, and have them listen for the word that is sung at the end of the two verses, but which isn\u2019t written on the page (\u2018but\u2019). <\/li>\n    <li>\n\t\t\n\t\t<p class=\"speach-bubble speach-bubble-long left\">When you sing the song this time, imagine that you&#8217;re in the pool too and when the song ends, turn to your elbow partner and describe how you feel in the pool. Are you having fun? Are you thinking what you might want to do next in the pool? <\/p>\n\t\t\n\t\tAfter verifying that the missing word from the text is \u2018but,\u2019 play the song a third time, asking students to join in singing all the way through. \n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n<ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">There are actions that go along with this song. As I sing the\nwords this time, I&#8217;m going to show you actions that match the words.<\/p>\n\t\t\n\t\tReplay the song and teach students the actions: <br>\n    <\/li>\n    <blockquote>\n    <p>\n      Swimming, swimming, <br>\n      <em>(make front crawl arm motions)<\/em><br>\n      In the swimming pool \u2014 <br>\n      <em>(make a rectangle with both index fingers)<\/em><br>\n      When days are hot, <br>\n      <em>(wipe sweat from brow with back of hand)<\/em><br>\n      When days are cool, <br>\n      <em>(wrap arms around yourself and shiver)<\/em><br>\n      In the swimming pool. <br>\n      <em>(make a rectangle with both index fingers)<\/em>\n    <\/p>\n    Breast stroke, side stroke, <br>\n    <em>(make breast stroke arm motions,<br>then make side stroke arm motions) <\/em><br>\n    Fancy diving too <strong> \u2014 <\/strong><br>\n    <em>(with palms together make diving motion) <\/em><br>\n    Oh, don&#8217;t you wish <br>\n    You never had <br>\n    Anything else to do? <br>\n    <em>(plug your nose, raise your other arm, then wiggle down to a crouch as if going down to the bottom of the pool) <\/em><p><\/p>\n\n    <\/blockquote>\n    <li>As you model the combined words and actions the first time through, stop after each line and have students copy your actions. Then invite students to practise performing the actions as they chant the song along with you or the recording. Add the word \u2018but\u2019 at the end of singing the song and before beginning again. At the end of the third singing, repeat, \u201cOh, don\u2019t you wish you never had anything else to do?\u201d <\/li>\n    \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    <p>Revisit the purpose for singing and reading by asking the students what the swimmers wish they could do every day. [Making connections\/inferring]\n    <\/p>\n    <\/li>\n    <li>\n    <p>Ask students <em>why <\/em> the singers sing\/say, \u201cOh don&#8217;t you wish you never had anything else to do?\u201d\n    <\/p>\n    <\/li>\n    <li>\n    <p>You may wish to conclude the lesson by playing the song and having students sing the song as they do the actions. <\/p>\n    <\/li>\n    <\/ul>\n\n\n  <\/div>\n  <div id=\"Section-Five\" class=\"section\">\n\n\n    \n    <h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a>SECOND AND FURTHER READING<\/h2>\n    <p>The students will want to reread and re-sing the \u201cSwimming Song.\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    <ul>\n    <li>Divide the class into two groups, with one group singing the song and the other group performing the actions. Have students switch roles for the second singing. Then have everyone sing and perform the actions in the final session.\n     <\/li>\n    <li>Depending on the time of year and the needs of your particular class, you might want to teach students an adaptation of the song. After singing the two verses while performing the actions, continue to sing the song performing the actions only for the first line and singing the rest. Then perform the actions for the first and second lines and sing the rest. Continue doing the actions for each of the dropped lines until the whole song is performed with actions only. \n    <\/li>\n    <li>Ask students to generate a list of swimmers who are not people (e.g., fish, seals, polar bears, brown and black bears, beavers, dogs). Invite students to mime the swimming actions of the four-legged animals that are described. Students could also mime what these animals might do first when they exit the water, such as shake the water off their bodies. Ask students to describe how that action compares with what they might do when they exit the pool. Continue modelling appropriate language use, without correcting, when responding to and clarifying student ideas. [Making connections, inferring]\n    <p class=\"speach-bubble top\">\n\t\t\n\t\t<strong>Sandy<\/strong>: I seen a polar bear on TV\u2026 it shaked water all over the place.<br>\n<br>\n\t\t\t<strong>Teacher<\/strong>: Oh, you saw a polar bear, and it shook water all over the place, Sandy. I bet it was an awesome swimmer! \n\n\t\t<\/p>\n\t\t\n\t\t\n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>\n    <ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">What can you see in the pool that helps people have fun, and what can you see in or near the pool that helps people keep safe? Talk to your partner about what&#8217;s there just for having fun and what&#8217;s there for keeping people safe.<\/p>\n\t\t\n\t\tAsk elbow partners to examine the pool illustration on pages 6 and 7 and talk to each other about items that are fun to play with (e.g., ball, float, noodle, air mattress), and safety features (e.g., life guard, arm bands, float, noodle) at the pool. Note that some items fit both categories. [Analyzing\/making connections\/inferring]<\/li>\n    <li>As a shared writing activity, develop some new verses for the song substituting words for lines 1, 2, 5, 6, and 7. Brainstorm with students alternative activities to use in place of swimming (e.g., riding a bike, skating), the location (e.g., bicycle path, rink) and alternative actions such as pedaling or skating. Sing the new verses as a group. If any of the students\u2019 generated words or phrases don&#8217;t fit the musical \u2018beats\u2019 per line, have them listen to the music and clap the rhythm of the line in question. Use the music-only song track to provide the music.\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 <em><\/em>or \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet&#8217;s 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>Ask students to listen to the song on the Media Key or online and have them signal each time they hear a word ending in \u2018ing\u2019 (e.g., \u2018swimming,\u2019 \u2018diving,\u2019 \u2018anything\u2019). Invite students to think of other words ending in \u2018ing.\u2019 <\/li>\n    <li>Invite oral rhyming for \u201cpool\u201d and \u201ccool\u201d (e.g., \u2018drool,&#8217; \u2018fool,\u2019 \u2018school,\u2019 \u2018stool,\u2019 \u2018tool\u2019) and \u201cwish\u201d (e.g., \u2018dish,\u2019 \u2018fish,\u2019 \u2018swish\u2019).\n    <\/li>\n    <li>Use fingers or percussion instruments (e.g., drums, rain sticks, tambourines, rattles) to tap out the rhythm of the language and music. \n    <\/li>\n    <\/ul>\n    <span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n    <ul>\n    <li>Track the print as you reread and sing the song. Emphasize the movement from the end of one line to the next, from the end of the first verse to the beginning of the second verse, and from the end of the second verse back to the beginning of the first verse as the refrain is repeated.\n      <\/li>\n    <li>As students become more familiar with the words of \u201cSwimming Song,\u201d invite them to take turns tracking the print. Encourage them to track print for any newly created verses. \n    <\/li>\n    <li>Emphasize the concept of \u2018word\u2019 by asking the students to clap once for each word as they read or sing the song. \n    <\/li>\n    <li>Remind students that letters can form specific words by framing or highlighting the high-frequency words in \u201cSwimming Song,\u201d using Wikki Stix or a coloured transparency cut to size, and choral chant the letters in the words. <\/li>\n    <\/ul>\n    \n\n\n  <\/div>\n  <div id=\"Section-Six\" class=\"section\">\n\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 and six small versions of the text in the Listening Centre.\n    <ul>\n    <li>Students can reread the song by tracking the lines of print, or performing the actions they have learned. Students may use the fluent reading on the Media Key or online to support their own reading if desired. <\/li>\n    <li>Students can listen to the cloze reading on the Media Key or online and supply the missing words. \n    <\/li>\n    <\/ul>\n    <\/li>\n    <li>Partners may wish to create their own verses for the song using the music-only song track, based on activities with motion. \n    <\/li>\n    <li>Students can sing the song using the recording on the Media Key or online and perform the actions for another class. &nbsp; \n    <\/li>\n    <li>Cover a bulletin board with blue paper to resemble an empty swimming pool. Tell students they will be creating a picture of themselves swimming in a pool. Encourage them to talk through, with an elbow partner, what they intend to do or use in the pool (e.g., do the crawl\/dive, use a float\/ armbands). Have students create a swimming pool collage on the bulletin board, by arranging their cut out figures \u2018in the pool.\u2019 <\/li>\n    <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Traditional Illustrated by Kimberley Hiscocks Text Type: Fiction: Poetry\u2014Rhyming Song\/Poem Oral Language Teaching Strategy: Model Good Language Use Clarify and model good language use, without correcting, when individuals need support. Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, pages 6\u20137 &#8211; Media Key or Online: \u201cSwimming Song\u201d audio Grouping: whole class, small group, and partners [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4718,"parent":651,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-662","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/662","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=662"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/662\/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\/4718"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=662"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}