{"id":677,"date":"2021-10-13T14:48:50","date_gmt":"2021-10-13T18:48:50","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=677"},"modified":"2022-04-06T15:15:10","modified_gmt":"2022-04-06T19:15:10","slug":"im-a-little-snowman-pages-10-11","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/im-a-little-snowman-pages-10-11\/","title":{"rendered":"I&#8217;m a Little Snowman (pages 10\u201311)"},"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>Traditional<\/strong><br>\n\t\t\t<\/span> <span class=\"author\"><strong>Illustrated by Patricia Storms<\/strong><\/span><br>\n\t\t\t<b>Text Type:<\/b> Fiction: Poetry\u2014Rhyming Song\/Poem<br>\n\t\t\t<br>\n\t  <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\"> Offer Prompts and Frameworks for Reluctant Talkers<\/a> Offer encouragement, low-key prompts, and adequate thinking time to elicit conversation from shy students.<br>\n\t\t\t<br>\n\t  <span class=\"author\"><strong>Time:<\/strong><\/span> 20 minutes <br>\n\t\t\t<span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n\t\t\t&#8211;<em> Let\u2019s Join In!<\/em>, pages 10\u201311<br>\n\t\t\t&#8211; snowman puppet<br>\n\t\t\t&#8211; scarf, hat, pebbles, carrot <br>\n\t\t\t&#8211; Media Key or Online: \u201cI&#8217;m a Little Snowman\u201d audio<br>\n\t\t\t<span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class, small group, and partners <br>\n\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 sections on Phonological and Phonemic Awareness and Language for Social Relationships. \n\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\n\t<h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\n\t<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\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Activating and Building Background Knowledge<\/strong><\/em><\/span>\n\t\t\t<ul>\n\t\t\t<li>Show students the double-page illustration that accompanies the poem. <br>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t\t<p class=\"speach-bubble speach-bubble-long left\">I want everyone to look closely at the snowman in the picture. Turn to the person you are sitting beside and tell them about a time you made a snowman or saw a snowman.  <\/p>\n\t\t\t\t\n\t\t\t\tHave a student come up and point out the snowman in the illustration. Wearing a snowman puppet, ask students if they have ever made a snowman. Have students turn to their elbow partner and discuss any experiences they may have had making or watching others making a snowman. Talking to a partner is a wonderful way for reluctant talkers to formulate and share their thinking in a safe setting. [Making connections]  <br>\n\t\t\t<\/li>\n\t\t\t<li>Wearing the snowman puppet, read the title aloud and then read it again inviting students to read along with you as you point to the words. <br>\n\t\t\t<\/li>\n\n\t\t\t<li>\n\t\t\t\t<p class=\"speach-bubble speach-bubble-long left\">Let&#8217;s take a close look at the snowman. What do you notice about him? What is he wearing? How did the children make his nose, mouth, eyes, and arms?  <\/p>\n\t\t\t\t\n\t\t\t\tDraw students\u2019 attention to the illustration and begin a discussion about what they notice about the snowman. [Analyzing] <\/li>\n\t<\/ul>\n\t\t\t\n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n\t<ul>\n\t\t\t<li>\n\t\t\t\t<p class=\"speach-bubble speach-bubble-long left\">As you listen to the poem being read, I want you to think about snowmen you have made and what things you use to make them. <\/p>\n\t\t\t\t\n\t\t\t\tAsk students to recall the snowmen they have made and what they used to build them. [Making connections] &nbsp;&nbsp;<br>\n\t\t\t\n\t  <\/li>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n\t\t\t<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\n\t<ul>\n\t\t\t<li>\n\t\t\t\t<p class=\"speach-bubble left\">Who can find the item that was used for his nose? That&#8217;s right Cara, the carrot became the snowman&#8217;s nose. <\/p>\n\t\t\t\t\n\t\t\t\tRead the poem to the class, tracking the print, and then invite students to join in as you reread the poem. Display materials that are used in the poem to build the snowman. As each item is added (e.g., carrot), have a student find and hold up the item for everyone to see.\n\t\t\t<\/li>\n\t\t\t<li>Play the song from the Media Key or online. Use the puppet to encourage students to sing along. Have a student come up and point to the words as you sing the poem together. Consider having a reluctant talker tracking print, perhaps with the puppet, so they become actively involved.<br>\n\t\t\t<\/li>\n\t\t\t<li>Replay the song and clap to the rhythm, encouraging students to join in. [Phonological awareness] <br>\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>How is the snowman described in the poem? [Analyzing] <\/li>\n\t\t\t<li>What things were added to the snowman to make it look alive? [Analyzing] <\/li>\n\t\t\t<li>How do you feel when you are making a snowman? [Making connections\/inferring] <\/li>\n\t\t\t<li>How do you think the children are feeling in this poem? [Inferring] <\/li>\n\t\t\t<li>Why do you think the people stopped to look at the snowman? [Inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\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>Replay the song and teach students the actions:<\/li>\n\t\t\t<blockquote>\n\t\t\t\t<p>\n\t\t\t\t\tI&#8217;m a little snowman,<br>\n\t\t\t\t\tShort and fat.<br>\n\t\t\t\t\t<em>(bend knees and look stout) <\/em><br>\n\t\t\t\t\tHere is my scarf<br>\n\t\t\t\t\tAnd here is my hat.<br>\n\t\t\t\t\t<em>(move one hand up and down along an imaginary scarf) <\/em><br>\n\t\t\t\t\t&nbsp;<br>\n\t\t\t\t\tPebbles for my buttons, <br>\n\t\t\t\t\tCarrot for my nose, <br>\n\t\t\t\t\t<em>(indicate 1, 2, 3 buttons down your front) <\/em><br>\n\t\t\t\t\tMade of snow from <br>\n\t\t\t\t\tHead to toes.<br>\n\t\t\t\t\t<em>(tap head then bend down and touch toes) <\/em>\n\t\t\t\t<\/p>\n\t\t\t<\/blockquote>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\n\t\t\t<h3 id=\"AFTER_SINGING_AND_READING\" class=\"Heading3\"><a name=\"afterRd\" id=\"1stafter_reading2\"><\/a>AFTER SINGING AND READING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t\t<p class=\"speach-bubble left\">Tell your partner what things were used to make the snowman in the poem. What things have you used to make a snowman? Did you use anything that was different from the poem?  <\/p>\n\t\t\t\t\n\t\t\t\tRevisit the purpose for reading and singing using the puppet to ask students to share with a partner what items were used in the poem to make a snowman and what they, themselves, have used. [Making connections] <\/li>\n\t\t\t<\/ul>\n\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n\t\t\t\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\n\tThe students will want to reread and re-sing \u201cI&#8217;m a Little Snowman.\u201d During further lessons, consider including a balance of ideas from the following areas: <br>\n\t\t\t<br>\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>Play the song and give all the students an opportunity to make the appropriate actions. <br>\n\t\t\t<\/li>\n\t\t\t<li>Sing the song again and have students stand when they hear a word that has the letter \u2018s\u2019 (\u2018l,\u2019 \u2018m,\u2019 \u2018r\u2019) in it. <br>\n\t\t\t<\/li>\n\t\t\t<li>Sing the song in two parts so that half the class sings the first verse and the other half replies by singing the second verse.<br>\n\t\t\t<\/li>\n\t\t\t<li>Play the song and give all the students an opportunity to make the appropriate actions. <br>\n\t\t\t<\/li>\n\t\t\t<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\t\t\t<\/li>\n\t<\/ul>\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>Have students enact a dramatized retelling of the poem. Divide the class into small groups and have them decide on how they want to retell the poem using actions. [Sequencing] <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. <br>\n\t\t\t<\/li>\n\t\t\t<li>As a shared writing opportunity, develop new verses for the song substituting words for lines 2, 3, 5, and 6. Brainstorm with students alternate descriptions, (e.g., tall, big, small) materials (e.g., tie, boots, mitts, sticks) and body parts (e.g., arms, hair) used to build the snowman. Write the song on chart paper, substituting the descriptions and materials. Sing the new verses as a group. <br><br>\n\t\t\t<blockquote>\n\t\t\t<p>I&#8217;m a little snowman, <br>\n\t\t\t<em>Tall<\/em> and fat. <br>\n\t\t\tHere is my <em>tie<\/em><br>\n\t\t\tAnd here is my hat.<br>\n\n\t\t\t<\/p>\n\t\t\t<p><em>Sticks<\/em> for my <em>arms<\/em>,<br>\n\t\t\t<em>Snowball<\/em> for my nose, <br>\n\t\t\tMade of snow from <br>\n\t\t\tHead to toes. <\/p>\n\t\t\t<\/blockquote>\n\t\t\t<\/li>\n\t<\/ul>   \n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Developing Phonological Awareness<\/strong><\/em><\/span>\n\n\n\t\t\t<ul>\n\t\t\t<li>Have students clap the number of beats (syllables) for each word in the poem. Repeat several times and then write all of the words from the poem onto cards and have students sort them into two groups\u2014one pile for one-syllable words and the second pile for two-syllable words.<br>\n\t\t\t<\/li>\n\t\t\t<li>Have students use a pointer or highlighter tape to find all the rhyming words in the poem. Brainstorm more words that rhyme with these words. <\/li>\n\t<\/ul>\n\t\t\t\n\n\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n\t<ul>\n\t\t\t<li>Track the print as you reread and sing the song, emphasizing the movement from the end of one line of the first verse to the beginning of the second verse. <br>\n\n\t  <\/li><li>As students become more familiar with the song, invite them to take turns tracking print using the snowman puppet. <br>\n\t\t\t<\/li>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\n\t\t<h3 id=\"FOLLOW-UP_ACTIVITIES\" class=\"Heading3\"><a name=\"followUp\" id=\"followUp2\"><\/a>FOLLOW-UP ACTIVITIES<\/h3>\n\t\t\t<ul>          <li>    Place the Media Key, snowman puppet, and six small versions of the text in the Listening Centre.\n\t\t\t<ul>\n\t\t\t<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\t\t\t<li>Students can sing the song using the recording on the Media Key or online. <\/li>\n\t\t\t<li>Students can listen to the cloze reading on the Media Key or online and supply the missing words. <br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Students can paint pictures of snowpeople or make snowpeople sculptures using modelling clay and other materials. These can be shared and discussed with classmates during sharing time. <br>\n\t\t\t<\/li>\n\t\t\t<li>Provide a selection of books about snowmen in the library corner such as <em>Snowmen at Night <\/em> by C. and M. Buehner and <em>The Snowman <\/em> by Raymond Briggs, and <span class=\"body_Italics\">Snowballs<\/span> by Lois Ehlert. <\/li>\n\t\t\t<\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Traditional Illustrated by Patricia Storms Text Type: Fiction: Poetry\u2014Rhyming Song\/Poem Oral Language Teaching Strategy: Offer Prompts and Frameworks for Reluctant Talkers Offer encouragement, low-key prompts, and adequate thinking time to elicit conversation from shy students. Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, pages 10\u201311 &#8211; snowman puppet &#8211; scarf, hat, pebbles, carrot &#8211; Media [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4724,"parent":651,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-677","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/677","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=677"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/677\/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\/4724"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=677"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}