{"id":681,"date":"2021-10-13T15:11:07","date_gmt":"2021-10-13T19:11:07","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=681"},"modified":"2022-04-06T15:16:57","modified_gmt":"2022-04-06T19:16:57","slug":"snowy-night-pages-12-13","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/snowy-night-pages-12-13\/","title":{"rendered":"Snowy Night (pages 12\u201313)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t  \n\t\t  <span class=\"author\"><strong>Written by Geraldine Van de Kleut<\/strong><br>\n      <strong>Illustrated by David Anderson<\/strong><\/span><br>\n      <b>Text Type:<\/b> Fiction: Poetry\u2014Rhyming Poem<br>\n      <br>\n\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\"> Disagree Agreeably<\/a> Help students cope with disagreements in social settings by showing them how they can disagree in discussions.<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 12\u201313<br>\n      &#8211; female mechanic puppet<br>\n      &#8211; Media Key or Online: \u201cSnowy Night\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_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" class=\"heading2\" id=\"beforeRd\"><\/a><\/span>BEFORE READING<\/h3>\n    <ul>\n      <li>Cover the title and show students the double-page illustration that accompanies the poem. <br>\n<\/li>\n      <li>Ask students what they can tell about the topic of this poem using the clues in the illustration (e.g., nighttime, winter, snowstorm). Read the title to confirm the students&#8217; predictions, as well as the names of the author and illustrator. [Predicting\/making connections] \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\">I live in an apartment building \nand I have seen snow softly falling over the trees in the park. What have you seen from \na window on a snowy night?<\/p>\n\t\t  \n\t\t  Ask students if they have ever looked out the window on a snowy night and if so, to tell what they could see and hear. Encourage students to use hand gestures to dramatize what they see (e.g., snow coming down) and to mimic the sounds they hear (e.g., <em>oooh <\/em> for wind). [Making connections]\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">It\u2019s OK to disagree. We can use a quiet voice and \ngive our reasons. <\/p>\n\t\t  \n\t\t  Ask students how they feel when it snows and what makes them feel that way. Have students share their ideas with an elbow partner and ask a few students to share their ideas with the class. If students disagree on this question, provide prompts for them to share their opinions. [Making connections]\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\">How is the boy feeling about \nthe snowy night? What clues in the words and illustration tell you that?<\/p>\n\t\t  \n\t\t  Explain to students that they should listen to you read the poem and join in as soon as they like. Tell them to think about how the boy feels about the snowy night and what makes him feel that way. [Inferring] \n      <\/li>\n    <\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n\n      <h3 id=\"DURING_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"duringRd\" id=\"1stduring_reading2\"><\/a><\/span>DURING READING<\/h3>\n      <ul>\n\n      <li> Read the poem and encourage students to join in, especially on second and third readings. <br>\n<\/li>\n      <li>After reading, focus on comprehension by offering prompts:\n      <ul>\n      <li>What are some things the boy can see? [Analyzing] <\/li>\n      <li>What sounds does the boy hear? [Analyzing] <\/li>\n      <li>What is making those sounds?  [Inferring] <\/li>\n      <li>What is it that only the boy and driver know?  [Analyzing] <\/li>\n      <li>Why is it only the boy and the driver who know these things? Where is everyone else? [Inferring] <\/li>\n      <li>Why do you think the boy isn&#8217;t in bed? [Inferring] \n      <\/li>\n      <\/ul><\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">We don\u2019t have to argue when we disagree. Let the other person have a turn to talk.<\/p>\n\t\t  \n\t\t  If any disagreements arise, use the opportunity to provide scaffolds for offering opinions.&nbsp; \n      <\/li>\n      <\/ul>\n      \n    <ul>\n      <li>Reread the poem and track print. Tell students to begin reading the poem with a quiet voice and then get louder when they get to the third verse. Emphasize the sound words in the poem by changing your voice to imitate the sounds. Encourage students to make their voices sound like a \u2018crash,\u2019 a \u2018scrape,\u2019 a \u2018rumble,\u2019 and a \u2018whump.\u2019\n      <\/li>\n      <\/ul><span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n      <ul>\n      <li>Add simple actions for the sound words in the poem. You may follow the suggestions below, or have students create their own:<\/li>\n      <blockquote>\n      <p><em>CRASH <\/em>&nbsp; (clap) <\/p>\n      <p><em>SCRAPE <\/em> (swish hands together) <\/p>\n      <p><em>RUMBLE <\/em> (shake body) <\/p>\n      <p><em>WHUMP <\/em> (slap hands on legs) <\/p>\n    \n      <\/blockquote>\n      <li>Reread the poem with the audio, emphasizing the sound words and adding actions.\n    <\/li><\/ul>\n\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\n\n      <h3 id=\"AFTER_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"afterRd\" id=\"1stafter_reading2\"><\/a><\/span>AFTER READING<\/h3>\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">What is the boy feeling? What \nclues in the words or illustration make you think that way?<\/p>\n\t\t  \n\t\t  Revisit the purpose for reading by asking how the boy feels about the snowy night and what makes him feel that way. [Inferring] <strong>\n      <\/strong><\/li>\n      <li>Extend the conversation by asking why the boy might be called the \u2018snowplow boy&#8217; <em><\/em>and if they think this is a good name for him. [Evaluating] <\/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\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a><strong>SECOND AND FURTHER READING <\/strong> <\/h2>\n    <p> The students will want to reread \u201cThe Snowy Night.\u201d During further lessons, consider including a balance of ideas from the following areas: \n      <\/p>  <span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>\n\n      <ul>\n      <li>Reread the poem and omit the sound words, asking students to do the actions only. <br>\n      <\/li>\n      <li>Divide the class into two groups, taking turns so that each group reads alternate stanzas. <br>\n      <\/li>\n      <li>Brainstorm alternate sound words for the sounds of the snowplow. Reread the poem substituting these words. \n      <\/li>\n    <\/ul>\n\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\">Use a quiet voice and explain \nyour reasons. Let the other person have a turn to talk.<\/p>\n\t\t  \n\t\t  Introduce the female mechanic puppet and ask students if this could be the snowplow driver. Have students share their opinions. Scaffold disagreements with appropriate prompts. [Evaluating] <br>\n      <\/li>\n      <li>Use the mechanic puppet to model a conversation between the snowplow driver and the boy. Invite students to take turns pretending to be the boy, saying what they might tell the driver or what questions they might ask. Provide prompts if necessary:\n      <ul>\n      <li>My favourite thing about a snowy night is\u2026 <\/li>\n      <li>What do you like about\u2026? <br>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Ask students why they think some people don&#8217;t like winter. Role-play conversations so that one student gives a reason for liking winter and one student gives a reason for not liking winter. Explain that this is a way to show that people can disagree but have a discussion without arguing. If you wish, you may choose a selection of puppets and have students assume the roles of the characters. A number of the puppets would work well for this activity including the rabbit, cat, oak tree, horse, snowperson, scarecrow, boy, farmer, and crossing guard. <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 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>Reread the poem and emphasize the rhyming words. <br>\n      <\/li>\n      <li>Manipulate words by substituting beginnings. Select a few words from the poem and change the initial sound to make a new word. For example: \u201cSay \u2018cold.\u2019 Say it again but change the \u2018c\u2019 to a \u2018g.\u2019 What is the new word? (gold) Continue for words such as \u2018down,\u2019 \u2018road,\u2019 and \u2018light.\u2019 (\u2018down\/town,\u2019 \u2018road\/toad,\u2019 \u2018light\/night\u2019)<br>\n      <\/li>\n      <li>Focus on words beginning with consonant blends by writing the words \u2018snow,&#8217; \u2018street,\u2019 \u2018crash,\u2019 \u2018grow\u2019 <em><\/em>on word cards. Say a word beginning with \/sn\/, \/str\/, \/cr\/, or \/gr\/ and have students match the beginning sounds they hear with the corresponding word card. (Examples: \u2018snap,\u2019 \u2018snail,\u2019 \u2018snake,\u2019 \u2018stream,\u2019 \u2018stripe,\u2019 \u2018cry,\u2019 \u2018crab,\u2019 \u2018green,\u2019 \u2018grass,\u2019 \u2018ground\u2019) \n      <\/li>\n    <\/ul>\n      <span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n    <ul>\n      <li>As the poem becomes more familiar, ask students to take turns tracking the print.<br>\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">I\u2019m thinking of a word in the \nsecond verse that starts with the same sound as \u2018fly.\u2019<\/p>\n\t\t  \n\t\t Select a few words and provide students with clues to guess the word. Identify the stanza in which the word is located.<br>\n      <\/li>\n      <li>Locate the words that end with \u2018s.\u2019 Ask students to predict what the word would be without the \u2018s\u2019 ending. Confirm by covering the \u2018s\u2019 ending. Discuss occasions where words have an \u2018es\u2019 ending. <br>\n      <\/li>\n      <li>Locate the sound words and discuss why the author wrote them in upper-case letters. Find a corresponding lower-case letter in the poem for each upper-case letter in the sound words. <br>\n      <\/li>\n      <li>Locate and frame high-frequency words (e.g., \u2018with,\u2019 \u2018his,\u2019 \u2018that,\u2019 \u2018goes\u2019).\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 mechanic puppet, the Media Key, and six small versions of the text in 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.<br>\n       <\/li>\n      <\/ul>\n      <\/li>\n      <li>Display a selection of puppets and have students write what one of the puppet characters would say about winter. <br>\n      <\/li>\n      <li>Students can illustrate what they see and hear in winter. Additional craft materials such as cotton balls, sticks, foil, and so on, could be used to create a collage. <br>\n      <\/li>\n      <li>Place books about winter in the classroom library. Have students read a selection and share a fact about winter with the class. <\/li>\n      <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Geraldine Van de Kleut Illustrated by David Anderson Text Type: Fiction: Poetry\u2014Rhyming Poem Oral Language Teaching Strategy: Disagree Agreeably Help students cope with disagreements in social settings by showing them how they can disagree in discussions. Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, pages 12\u201313 &#8211; female mechanic puppet &#8211; Media Key [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4723,"parent":651,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-681","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/681","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=681"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/681\/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\/4723"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=681"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}