{"id":673,"date":"2021-10-13T13:41:58","date_gmt":"2021-10-13T17:41:58","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=673"},"modified":"2022-04-06T15:16:21","modified_gmt":"2022-04-06T19:16:21","slug":"thaddeus-crumpet-page-9","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/thaddeus-crumpet-page-9\/","title":{"rendered":"Thaddeus Crumpet (page 9)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\n    <span class=\"author\"><strong>Written by Gwen Molnar<\/strong><br>\n    <strong>Illustrated by Ben Hodson<\/strong><\/span><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\">Promote Piggy-Backing<\/a> Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another person&#8217;s ideas).<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>, page 9 <br>\n    &#8211; rabbit puppet<br>\n    &#8211; Media Key or online: \u201cThaddeus Crumpet\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\n\n<\/div><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\"><span class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" class=\"heading2\" id=\"beforeRd\"><\/a><\/span>BEFORE SINGING AND READING<\/span><\/h3>\n    <ul>\n    <li>\n\t\t<p class=\"speach-bubble left\">Where are the children in the picture? What are they doing? Who do you think is Thaddeus Crumpet?\u201d  <\/p>\n\t\t\n\t\tShow the students the illustration that accompanies the song and read the title of the poem \u201cThaddeus Crumpet.\u201d \n    <\/li>\n    <li>Ask students to describe what they see in the picture. [Analyzing\/inferring] <\/li>\n    <\/ul>      \n\t\n\t\n    <span class=\"Blue_hi-lite\"><em><strong>Activating and Building Background Knowledge<\/strong><\/em><\/span>\n    <ul>\n    <li>Show the students a basketball and invite them to share what they know about basketball. Have students discuss their ideas with an elbow partner and then ask some students to share with the class. [Making connections]\n    <\/li>\n    <li>As students share ideas, model how to expand on (\u2018piggy-back\u2019) someone else&#8217;s ideas to encourage conversation.        \n\t\t\n\t\t\n\t\t<p class=\"speach-bubble top\"><strong>Massimo<\/strong>: You run a lot. <br>\n<br>\n<strong>Teacher<\/strong>: That&#8217;s right, players run while dribbling the ball.  <\/p>\n\n<\/li>\n    \n    <li>As you listen to the students discuss with a partner and share ideas with the class, clarify if meaning is unclear. Use the basketball to demonstrate some of the actions of the game such as bouncing the ball, dribbling, passing to a partner, and getting ready to shoot the basketball. <\/li>\n    <\/ul>\n\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\">Do you think Thaddeus Crumpet is a good basketball player? Why or why not?<\/p>\n\t\t\n\t\tInvite the students to listen carefully to the song and join in as soon as they like. Have them listen carefully to the voice and the sounds in the song and think about how these connect to what they already know about basketball. &nbsp; [Inferring\/synthesizing]\n    <\/li>\n    <\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\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> Focus on comprehension by offering prompts:\n    <ul>\n    <li>What do we learn about Thaddeus Crumpet? [Analyzing\/inferring] <\/li>\n    <li>Do you think people in the school and town like watching Thaddeus play basketball? Why or why not? [Inferring\/evaluating] <\/li>\n    <li>How do the voice and sounds connect to the game of basketball? (e.g., deep voice suggest someone very tall, \u2018bouncing ball\u2019 sounds reflect dribbling) [Inferring\/making connections] \n    <\/li>\n    <\/ul>\n    <\/li>\n    <li>Replay the song and track the print in the big book. As you replay, clap to the rhythm of the song and encourage the students to join in. [Phonological awareness] \n    <\/li>\n    <li>Read the song, tracking the print in the big book. Ask the students to listen for the rhyming words (\u2018tall\/basketball\u2019 and \u2018town\/down\u2019) and clap each time they hear them. <\/li>\n    <\/ul>\n    \n    <span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n    <ul>\n    <li> Replay the song and teach students the actions: <\/li>\n    <blockquote>\n    <p>Thaddeus Crumpet, <br>\n    <em>(clap along) <\/em><br>\n    Eight feet tall, <br>\n    <em>(reach hands up in the air) <\/em><br>\n    Played amazing <br>\n    Basketball. <br>\n    <em>(pretend to bounce or throw a basketball) <br>\n    <br>\n    <\/em><\/p>\n    <p>Played for the school, <br>\n    Played for the town,<br>\n    <em>(clap along) <\/em><br>\n    Jumped too high<br>\n    <em>(do a half-squat and then jump up in the air) <\/em><br>\n    And never<br>\n    <em>(wave their pointer finger back and forth) <\/em><br>\n    came down. <br>\n    <em>(squat down on the floor) <\/em>\n    <\/p>\n    <\/blockquote>\n    <\/ul>\n\n\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\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\">Tell your partner if you think Thaddeus Crumpet is a good basketball player. It&#8217;s a good idea to share ideas with a partner to\nhelp us clarify our thinking. <\/p>\n\t\t\n\t\t\n    Revisit the purpose for singing and reading by asking students whether or not they think Thaddeus Crumpet is a good basketball player. Ask students to share their ideas with a partner before asking them to share with the class. [Inferring\/evaluating] <\/li>\n    <li>Ask students to explain how the music (deep voice and \u2018bouncing ball\u2019 sounds) connect to what they know about basketball. [Making connections\/synthesizing] \n     <\/li>\n    <li>You may wish to conclude the lesson by re-singing the song and encouraging the students to participate by making the appropriate actions. <\/li>\n    <\/ul>\n\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n\n   <h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\">SECOND AND FURTHER READING<\/h2>\n    <p> The students will want to reread and re-sing \u201cThaddeus Crumpet.\u201d <em><\/em>During further lessons, consider including a balance of ideas from the following areas: \n    <\/p>\n    <span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>\n    <ul>\n    <li>Sing the song in two parts with half the class singing the first verse and the other half replying by singing the second verse.\n      <\/li>\n    <li>Have the boys and girls reading alternate verses so that they can listen and see each other reading the poem and doing the actions.\n    <\/li>\n    <li>Read the poem and ask students to think of different actions to go with each line. Select a few students to demonstrate possible actions and select a new action for each line of the poem. \n    <\/li>\n    <li>Play the song and give all the students an opportunity to make the appropriate actions. \n    <\/li>\n    <li>Divide the class into small groups and give them time to create their own actions for the song. Give each small group an opportunity to perform their actions for the class. <\/li>\n    <\/ul>\n   \n    <span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>\n    <ul>\n    <li> Review the poem using the following cloze version:\n<br><br>\n    <blockquote>\n    <p>\n      Thaddeus Crumpet, <br>\n    Eight feet ______,<br>\n    Played amazing <br>\n    __________________. &nbsp; <br>\n    <\/p>\n    <p>Played for the school, <br>\n    Played for the _______. <br>\n    Jumped too high <br>\n    And never came _______. <\/p>\n    <\/blockquote>\n    <\/li>\n    <li>Working with the whole class or a small group, reread the poem together and encourage students to supply the missing words. Discuss the rhyming pattern required for the last two lines of each verse. <br>\n    <\/li>\n    <li>\n\t\t<p class=\"speach-bubble left\">Instead of saying \u2018amazing\u2019 what word could we use to describe the game? Instead of saying \u2018town\u2019 and \u2018down\u2019 what words could we use \nthat rhyme and would fit into the action of this game? Instead of saying \u2018jumped\u2019 what word could we use to tell what Thaddeus Crumpet was doing in this game?<\/p>\n\t\t\n\t\tAsk students to think of other games that Thaddeus Crumpet might play such as baseball or volleyball. With students\u2019 help develop a new poem about a different game and use the cloze version to create new verses. Encourage students to think of other words to describe this game for the third line of the first verse. Then continue to discuss possible variations for the second verse. Write the class-created song on chart paper. For example:\n\n<br><br>\n<blockquote>\n    <p>\n    Thaddeus Crumpet, <br>\n    Eight feet tall, <br>\n    Played <em>terrific <\/em><br>\n    <em>Baseball. <\/em><br>\n    &nbsp;<br>\n    Played for the school,<br>\n    Played for the <em>fun<\/em>.<br>\n    <em>Swung so hard <\/em><br>\n    <em>He made a home run! <\/em>\n  <\/p>\n    <\/blockquote>\n\n<\/li>\n\n\n    <\/ul>\n    \n    <ul>\n    <li>Invite students to sing the new verses.<br>\n    <\/li>\n    <li>Ask students to think about their favourite game and why they like it. Have students discuss their ideas with an elbow partner and then invite some students to share with the class. Encourage students who choose the same game to suggest different reasons for liking that specific game. <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 <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<br>\n    button to find out how to use the different features of digital texts. <\/li>\n    <\/ul>\n    \n    <span class=\"Blue_hi-lite\"><em><strong>Developing Phonological Awareness<\/strong><\/em><\/span>\n    <ul>\n    <li>Do oral rhyming for \u2018tall\u2019 (e.g., \u2018ball,\u2019 \u2018fall,\u2019 \u2018wall,\u2019 \u2018call,\u2019 \u2018hall\u2019) or \u2018town\u2019 (e.g., \u2018down,&#8217; \u2018gown,\u2019 \u2018clown,\u2019 \u2018brown,\u2019 \u2018frown\u2019).<br>\n    <\/li>\n    <li>Clap the number of beats (syllables) in key words such as \u2018amazing,\u2019 \u2018played,\u2019 and \u2018basketball.\u2019 Explain that the number of beats correspond to the number of syllables in the word. <br>\n    <\/li>\n    <li>Discuss the word \u2018basketball\u2019 and ask students what two words they hear and see in the word. This is a good opportunity to introduce compound words and list other possible compound words that contain \u2018ball.\u2019\n  \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 movement onto a new line and accurate tracking using known sight words.<br>\n    <\/li>\n    <li>As the poem becomes more familiar, ask the students to take turns tracking the print.<br>\n    <\/li>\n    <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 find selected words such as \u2018feet,\u2019<br>\n    \u2018tall,\u2019 \u2018played,\u2019 \u2018school,\u2019 \u2018 town,\u2019 \u2018never,\u2019 \u2018came,\u2019 and \u2018down.\u2019 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    <\/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.)\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><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 at the Listening Centre.\n    <ul>\n    <li>Students can reread the poem while tracking the 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. \n    <\/li>\n    <\/ul>\n    <\/li>\n    <li>Place the class-created song in the classroom library along with other books about sports such as basketball, baseball, and soccer for students to read. Encourage students to share their findings and interesting illustrations and stories with other students. \n    <\/li>\n    <li>Students can write their own verses and illustrate their work. These can be shared and discussed with classmates during sharing time.\n    <\/li>\n    <li>Provide word cards for the action and game words (e.g., \u2018basketball,\u2019 \u2018volleyball,\u2019 \u2018baseball,\u2019 \u2018soccer,\u2019 \u2018jumped,&#8217; \u2018hit,\u2019 \u2018threw,\u2019 \u2018kicked\u2019) in an envelope or container. Students can select a word and act it out for a partner or small group. \n    <\/li>\n    <li>Students can draw or paint pictures of fish to share with classmates during group sharing time.<\/li>\n    <\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Gwen Molnar Illustrated by Ben Hodson Text Type: Fiction: Poetry\u2014Rhyming Song\/Poem Oral Language Teaching Strategy: Promote Piggy-Backing Encourage the expansion of conversation through \u2018piggy-backing\u2019 (adding to another person&#8217;s ideas). Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, page 9 &#8211; rabbit puppet &#8211; Media Key or online: \u201cThaddeus Crumpet\u201d audio Grouping: whole class, [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4716,"parent":651,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-673","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/673","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=673"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/673\/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\/4716"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=673"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}