{"id":667,"date":"2021-10-12T16:55:59","date_gmt":"2021-10-12T20:55:59","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=667"},"modified":"2022-04-06T15:13:56","modified_gmt":"2022-04-06T19:13:56","slug":"just-watch-page-8","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/just-watch-page-8\/","title":{"rendered":"Just Watch (page 8)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t\t\n\t\t\t\t<span class=\"author\"><strong>Written by Myra Cohn Livingston<\/strong><br>\n\t\t\t<strong>Illustrated by Ben Hodson<\/strong><\/span><br>\n\t\t\t<strong>Text Type:<\/strong> Fiction: Poetry\u2014Poem          <br>\n\t\t\t<span class=\"Blue_hi-lite\"><br>\n\t\t\t<\/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\/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&#8217; communication to check the meaning. <br>\n\t\t\t<br>\n\t\t\t<span class=\"author\"><strong>Time:<\/strong><\/span><span class=\"Blue_hi-lite\"><\/span> 20 minutes <br>\n\t\t\t<span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n\t\t\t&#8211; <em>Let&#8217;s Join In!<\/em>, page 8 <br>\n\t\t\t&#8211;  boy and girl puppets<br>\n\t\t\t&#8211; Media Key or Online: \u201cJust Watch\u201d audio<br>\n\n\t\t\t<span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class, small group and partners <br>\n\t\t\t<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 section on Language Structures and Language for Learning.<br>\n\t\t\t<p><\/p>\n\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\n\t\t\t<h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\n\t<h3 id=\"BEFORE_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" class=\"heading2\" id=\"beforeRd\"><\/a><\/span>BEFORE READING<\/h3>\n\t\t\t<span class=\"Blue_hi-lite\"><strong><i>Activating and Building Background Knowledge<\/i><\/strong><\/span>\n\t\t\t<ul>\n\t\t\t<li>Show the students the illustration that accompanies the poem.<br>\n\t\t\t<\/li>\n\t\t\t<li> Ask students what they see in the picture. Encourage them to describe where the children are and what they are doing. [Analyzing\/inferring]<br>\n\t\t\t<\/li>\n\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Ask, \u201cWhat do you like to do at a playground?\u201d and have students discuss their ideas with an elbow partner and then ask some students to share with the class. [Making connections]\n\t\t\t<p><\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>As you listen to the student responses, expand on a student&#8217;s language and details, if necessary, to clarify and check the meaning.\n\t\t\t\n\t\t\t\t\n\t\t\t\t<p class=\"speach-bubble top\">\n\t\t\t\t\n\t\t\t\t<strong>Thomas<\/strong>: Slide <br>\n<br>\n\t\t\t\t<strong>Teacher<\/strong>: Do you mean that you slide down the slide or slide down the hill on your toboggan? \n\n\t\t\t\t\n\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t&nbsp;\n\t\t\t<ul>\n\t\t\t<li>Read the title. Discuss who students think might be watching. [Inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n\t\t\t<ul>\n\t\t\t<li> Using the boy or girl puppet, invite the students to listen carefully as you read the poem and to join in whenever they are ready. Ask them to think about what the children are doing, who is watching them, and why the children might want others to watch them. [Inferring\/synthesizing] \n\t\t\t<\/li>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n\t\t\t<h3 id=\"DURING_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"duringRd\" id=\"1stduring_reading2\"><\/a><\/span>DURING READING<\/h3>\n\t\t\t<ul>\n\n\t\t\t<li>\n\t\t\t<p>Read the poem and encourage students to read along, especially when the poem is read a second time.<\/p>\n\t\t\t<\/li>\n\t\t\t<li>Focus on comprehension by offering prompts:\n\t\t\t<ul>\n\t\t\t<li>What games or activities are the children playing? [Analyzing\/inferring]<\/li>\n\t\t\t<li>What do you think they feel like when they are playing? [Inferring\/making connections]<\/li>\n\t\t\t<li>Who is watching the children playing? [Inferring]<\/li>\n\t\t\t<li>Why do the children want them to watch? [Inferring\/making connections]<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li><li>Focus on clarifying meaning and understanding each student&#8217;s intended message during discussions.<br>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<p class=\"speach-bubble top\">\n\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t<strong>Leila<\/strong>: They are hopping.  <br>\n<br>\n\t\t\t\t\t<strong>Teacher<\/strong>: So Leila, you think when they are hopping, they are playing the game of \nhopscotch?\n<\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t<ul>\n\t\t\t<li>Reread the poem and track the print in the big book. As you reread, encourage students to join in the reading. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n\t\t\t<ul>\n\t\t\t<li>Read the poem again and ask students to think of actions to go with each stanza. Emphasize the adverbs (\u2018high,\u2019 \u2018far,\u2019 \u2018long,\u2019 \u2018fast\u2019) to help students be specific about the actions.<br>\n\t\t\t<\/li>\n\t\t\t<li>Select a few students to demonstrate each action (jumping high, hopping far, skipping long, and stopping fast). <br>\n\t\t\t<\/li>\n\t\t\t<li>Narrate the poem and provide all students with an opportunity to demonstrate the actions that accompany the text. <\/li>\n\t\t\t\n\t<\/ul>\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\n\t\t\t<h3 id=\"AFTER_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"afterRd\" id=\"1stafter_reading2\"><\/a><\/span>AFTER READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>Revisit the purpose for reading by asking students who they think is watching the children in the playground and why they think the children might want others to watch them. [Inferring\/synthesizing]<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<p class=\"speach-bubble left\">How do you think the children are feeling as they play? <\/p>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<p>Ask the students to think about how the children are feeling in the poem. [Evaluating\/making connections]\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>You may wish to conclude the lesson by rereading the poem and encouraging the students to participate by making the appropriate actions. <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n\t\t\t<h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a><strong>SECOND AND FURTHER READING <\/strong> <\/h2>\n\t<p>The students will want to reread \u201cJust Watch.\u201d <em><\/em>During further lessons, consider including a balance of ideas from the following areas: <\/p>\n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>\n\t\t\t<ul>\n\t\t\t<li>Have the boys and girls read alternate verses so that they can listen and see each other reading the poem and doing the actions.<br>\n\t\t\t<\/li>\n\t\t\t<li>Ask individuals or pairs to do an action and then the class responds with selecting and reading the appropriate verse.<br>\n\t\t\t<\/li>\n\t<\/ul>\n\n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>\n\t\t\t<ul>\n\t\t\t<li>Review the poem using the following cloze version:\n<br><br>\n<blockquote>\n\t\t\tWatch how _____ I&#8217;m _____ing,\n\t\t\t<br><br>\n\t\t\t\n\t\t\tWatch how _____ I _____,\n\t\t\t<br><br>\n\t\t\tWatch how _____ I&#8217;m _____ing,\n\t\t\t<br><br>\n\t\t\tWatch how _____ I _____. <br>\n\t\t\t<\/blockquote>\n\t\t\t<\/li>\n\t\t\t\n\n\t\t\t<li>Working with the whole class or a small group, reread the poem together and encourage students to supply the missing words. Discuss the pattern of alternating the \u2018ing\u2019 endings on the verbs. <br>\n\t\t\t<\/li>\n\t\t\t<li>Ask students about other playground activities that might be added to the poem such as throwing, sliding, swinging, and so on, and create new verses for the poem.<br>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t\t<p class=\"speach-bubble left\">Instead of saying, \u201cWatch how far I hop.\u201d we could say \n\u201cWatch how fast I hop.\u201d What would that look like?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to think of different words to describe each action. Substitute these words and ask students how the action might look different.\n\t\t\t<\/li>\n\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Ask students to think about their favourite playground activity and why they like it.  Have students share their ideas with an elbow partner and then invite some students to share with the whole class. Remind students to maintain eye contact with partners and other class members when they are speaking and listening. <br>\n\t\t\t<\/li>\n\t\t\t<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\t\t\t<\/li>\n\t\t\t<\/ul>      <span class=\"Blue_hi-lite\"><strong><em>Developing Phonological Awareness <\/em><\/strong>\n\n\t\t\t<\/span>      <ul>\n\t\t\t<li>Do oral rhyming for \u2018hop\u2019 (e.g., \u2018stop,\u2019 \u2018flop,\u2019 \u2018chop,\u2019 \u2018mop\u2019) or \u2018skipping\u2019 (e.g., \u2018sipping,\u2019 \u2018flipping,\u2019 \u2018chipping,\u2019 \u2018tipping\u2019).\n\t\t\t<br>\n\t\t\t<\/li>\n\t\t\t<li>Review all the action words and add or remove the \u2018ing\u2019 ending. Encourage the children to listen and look at the words to see and hear how they are different. \n\t\t\t\t\n\t\t\t\t<p class=\"speach-bubble top\">\n\t\t\t\t\t\n\t\t\t\t\t<strong>Sundus<\/strong>: That says \u2018hop.\u2019 <br>\n<br>\n\t\t\t\t\t<strong>Teacher<\/strong>:     Let&#8217;s look at the end of the word. The \u2018ing\u2019 makes that word say \u2018hopping.\u2019 If we take away the \u2018ing\u2019 ending, it would say \u2018hop.\u2019 If we add \n\u2018ing\u2019 to \u2018stop,\u2019 what would it say?<\/p>\n\t\n\t\n\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t<ul>\n\t\t\t<li>Ask students to clap the syllables in the action words. Students will clap once for words such as \u2018hop\u2019 or \u2018stop\u2019 and two beats for \u2018hopping\u2019 or \u2018stopping.\u2019\n\t\t\t<\/li>\n\t\t\t<\/ul>      <span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n\t\t\t<ul>\n\t\t\t<li>Track the print as you reread the poem with the students, emphasizing the movement from the end of one line to the beginning of the next. Invite students to take turns tracking the print as they become more familiar with the text.<br>\n\t\t\t<\/li>\n\t\t\t<li>Use a word frame (e.g. Wikki Stix bent around the word, a cut-out cardboard frame, or a piece of coloured acetate) and place it over top of selected words (such as \u2018watch,\u2019 \u2018how,\u2019 \u2018I&#8217;m,\u2019 \u2018I,\u2019 \u2018hop,\u2019 and \u2018stop\u2019) that students are asked to find. To ensure that students are using cueing systems when locating these words, offer prompts such as \u201cDoes that sound right?\u201d, \u201cDoes that look right?\u201d, or \u201cDoes that make sense?\u201d<br>\n\t\t\t<\/li>\n\t\t\t<li>Take digital photos of your students on the playground and use these photos to create a class book using the same pattern as the poem. For example:<br><br>\n\n\t\t\t<blockquote>\n\t\t\t<p>Watch how high we&#8217;re gliding.<\/p>\n\t\t\t<p>Watch how far we throw. <\/p>\n\t\t\t<p>Watch how fast we&#8217;re sliding. <\/p>\n\t\t\t<p>Watch how long we go! <\/p>\n\t\t\t<\/blockquote>\n\t\t\t<\/li>\n\t<\/ul>      \n\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\n\n\t\t\t<h3 id=\"FOLLOW-UP_ACTIVITIES\" class=\"Heading3\"><a name=\"followUp\" id=\"followUp2\"><\/a>FOLLOW-UP ACTIVITIES<\/h3>\n\t\t\t<ul>\n\t\t\t<li>    Place the Media Key, girl and boy puppets, and six small versions of the text in the Listening Centre.\n\n\t\t\t<\/li>\n\t\t\t<ul>\n\t\t\t<li>Students can reread the poem using the fluent reading on the Media Key or online, if desired.<\/li>\n\t\t\t<li>Students can listen to the cloze reading on the Media Key or online and supply the missing words.<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<li>Place illustrated books and poems about games and playground activities in the classroom library for students to read. Encourage students to share their findings and interesting illustrations with other students.<br>\n\t\t\t<\/li>\n\t\t\t<li>Students can write additional verses for \u201cJust Watch\u201d and illustrate their work. These can be shared and discussed with classmates during group sharing time. <br>\n\t\t\t<\/li>\n\t\t\t<li>Provide word cards for the action words in the poem and place them in an envelope or container. Students can select a word and act it out for a partner or small group. <\/li>\n\t\t\t<\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Myra Cohn Livingston Illustrated by Ben Hodson Text Type: Fiction: Poetry\u2014Poem Oral Language Teaching Strategy: Extend and Check the Meaning Expand on the language and details in students&#8217; communication to check the meaning. Time: 20 minutes Materials: &#8211; Let&#8217;s Join In!, page 8 &#8211; boy and girl puppets &#8211; Media Key or Online: [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4717,"parent":651,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-667","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/667","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=667"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/667\/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\/4717"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=667"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}