{"id":690,"date":"2021-10-15T12:41:31","date_gmt":"2021-10-15T16:41:31","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=690"},"modified":"2022-04-06T15:19:12","modified_gmt":"2022-04-06T19:19:12","slug":"yikes","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/yikes\/","title":{"rendered":"Yikes!!!"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t  \n      <span class=\"author\"><strong>Written by Robert Florczak<\/strong><\/span><br>\n      <strong>Text Type: <\/strong>Fiction: Narrative\u2014Wordless Picture Book<br>\n      <span class=\"Blue_hi-lite\"><br>\n      <\/span><span class=\"Blue_hi-lite_noItalics\"><strong>Summary:<\/strong><\/span> A boy falls asleep while he\u2019s reading a book titled, WILD and DANGEROUS ANIMALS of the WORLD, and he dreams about encountering the animals in their natural habitats.<br>\n    <p><\/p>\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\">Use Open-Ended Prompts<\/a> Use open-ended prompts that invite thoughtful reflections and deeper responses.<br>\n      <br>\n      <span class=\"Blue_hi-lite_noItalics\"><strong>Time:<\/strong><\/span> two 25\u201330-minute lessons, plus options for further lessons<br>\n      <span class=\"Blue_hi-lite_noItalics\"><strong>Materials:<\/strong><\/span> <br>\n      <em>\u2013 <\/em><em>YiKES!!!<\/em> <br>\n      <span class=\"Blue_hi-lite_noItalics\"><strong>Grouping:<\/strong><\/span> whole class or small group<br>\n      <span class=\"Blue_hi-lite_noItalics\"><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>\n\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\n    <h2 id=\"FIRST_STORYTELLING\" class=\"heading2\"><a name=\"1stStorytelling\" class=\"heading2\" id=\"1stStorytelling\"><\/a>FIRST STORYTELLING<\/h2>\n\t\n      <h3 id=\"BEFORE_STORYTELLING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"1stbefore_reading\" class=\"heading2\" id=\"1stbefore_reading\"><\/a><\/span>BEFORE STORYTELLING      <\/h3>\n      <p><span class=\"Blue_hi-lite_noItalics\"><strong>Teaching Tip:<\/strong><\/span> Go over the text several times to familiarize yourself with the boy, the animals he encounters, and with the richness of potential storytelling details on each page. You and your students will be paying close attention to the pictures as you narrate your storytelling.<\/p>\n    <em class=\"Blue_hi-lite\">\n    <strong>Activating and Building Prior Knowledge<\/strong><\/em>\n      <ul>\n      <li>Show students the front cover of the book and, while tracking the lines of print, read aloud the title and the author\u2019s name.<br>\n      <\/li>\n    <\/ul>\n      <ul>\n      <li>\n\t\t  \n\t\t  <p class=\"speach-bubble speach-bubble-long left\">This boy is yelling \u201cYiKES!!\u201d Look at all \nthe exclamation marks (pointing them out). Think about how he looks as he yells that word and check the rest of the picture. What do you think is \nhappening here? How is the boy feeling?<\/p>\n\t\t  \n      <p>Invite students to describe the front cover illustration and ask them to describe what they think is happening. [Analyzing\/making connections\/inferring]\n      <\/p>\n      <\/li>\n      <li>\n\t\t  \n\t\t  <p class=\"speach-bubble left\">Describe the boy\u2019s clothes and \nthe things he\u2019s carrying (e.g., \u2018explorer\u2019 jacket\/shorts\/hat, water bottle, butterfly net, \nbinoculars). What do they tell us about where he is and what he\u2019s planning to do?<\/p>\n\t\t  \n      <p>Encourage discussion about the boy\u2019s clothes and what he\u2019s carrying, and ask students to predict what they think might happen in the rest of the story, based on the title and front cover illustration. [Making connections\/predicting] <br>\n      \n      <\/p>\n      <\/li>\n      <\/ul>\n      <ul>\n      <li> Show students the back cover and read the text aloud. Ask students if they want to confirm or change their predictions based on the additional print and picture information they now have. [Making connections\/self-monitoring]<\/li>\n      <\/ul>\n    <ul>\n      <li>\n\t\t  \n\t\t  <p class=\"speach-bubble left\">I\u2019ll be reading what the boy says as we look at the pictures in this book, but he says very little. You\u2019ll need to figure out why he doesn\u2019t say much, and you\u2019ll need to look at the pictures and listen as I tell you the story in my own words<\/p>\n\t\t  \n\t\t  Explain that most of what happens in this story will emerge in the illustrations and on some pages, there are no words at all.\n      <\/li>\n      <\/ul>\n      <strong><span class=\"Blue_hi-lite\"><em>Setting a Purpose for Listening<\/em><\/span>\n      <\/strong>\n      <ul>\n      <li>Ask students to examine the pictures carefully as they listen to your storytelling to find out how the boy feels on his journey through wild and dangerous places. [Making connections\/inferring\/evaluating]\n      <\/li>\n    <\/ul>\n    <h3 class=\"Heading3\" id=\"DURING_STORYTELLING\" name=\"1stduring_reading\"><span class=\"Blue_hi-lite\"><a name=\"1stduring_reading\" id=\"1stduring_reading2\"><\/a><\/span>DURING STORYTELLING<\/h3>\n      <ul>\n      <li>Open the book and make sure that all students can see the pictures clearly as you tell the story. Students will need to follow the visual text as they listen to your storytelling. <\/li>\n      <\/ul>\n      <ul>\n      <li>Tell the story in entirety during the first telling to maintain pacing, atmosphere, and student engagement. <\/li>\n      <\/ul>\n      <ul>\n      <li>\n\t\t  \n\t\t  <p class=\"speach-bubble left\">It sure looks like the boy\u2019s in a wild and \ndangerous place when we see him coming nose to nose with a gorilla. If you were that boy how would you feel? What would you do next? Why do you say that? [Making Connections\/inferring]<\/p>\n\t\t  \n\t\t  As you tell the story, intersperse open-ended prompts with the narrative and dialogue to model the flexible thought processes needed by a narrator\/listener\/viewer. <\/li>\n      <\/ul>\n      <ul>\n      <li>Use the following techniques to ensure comprehension and engagement:\n      <ul>\n      <li>Pace your storytelling to capture and maintain student\u2019s attention as the story unfolds. <\/li>\n      <li>Use the first-person singular to narrate the story as if you <em>are<\/em> the boy telling the unfolding story of your journey. Accordingly, enhance students\u2019 visual and oral comprehension by changing your facial expressions and using a dramatic and interesting voice to demonstrate how the boy is feeling when, for example, on pages 2 and 3 he\u2019s exhilarated and yelling, \u201cYiPPEE!\u201d when he sees the colourful parrot; on pages 8 and 9 he\u2019s surprised and saying, \u201cOOOH!\u201d when he comes nose to nose with the gorilla; and on pages 18 and 19 he is fearful while exclaiming, &nbsp;\u201cAAAAH!\u201d when he gets too close to a tarantula. <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">So, how do you think I\u2019ve been feeling \nso far as I\u2019ve journeyed through these wild and dangerous places?<\/p>\n\t\t  \n\t\t  Invite participation with the dialogue through prompting, e.g., for pages 4 and 5 say, \u201cDescribe what I\u2019m seeing and how I\u2019m feeling as I swing through the trees with the orangutans.\u201d For pages 26 and 27 ask, \u201cWhat am I thinking might happen next as I come face to face with this fierce crocodile? What makes you say that?\u201d <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n      <p><span class=\"Blue_hi-lite_noItalics\"><strong>Teaching Tip:<\/strong><\/span> After you\u2019ve narrated your interpretation of what\u2019s happening on page 28, pause to revisit the purpose for listening before listeners find out that the entire journey was a book-fuelled dream. <\/p>\n      <ul>\n      <li>Conclude the first storytelling by narrating pages 29 to 31. Invite students to offer their explanations regarding what was happening during the entire story (e.g., the boy fell asleep as he was reading WILD and DANGEROUS ANIMALS of the WORLD and dreamed of encountering each animal as he explored their habitats).\n      <\/li>\n      <\/ul>\n      <h3 class=\"Heading3\" id=\"AFTER_STORYTELLING\" name=\"1stafter_reading\"><a name=\"1stafter_reading\" id=\"1stafter_reading2\"><\/a>AFTER STORYTELLING<\/h3>\n      <ul>\n      <li>Revisit the purpose for listening by asking students to describe how the boy felt (in his dream) as he journeyed through each of the wild and dangerous places. [Making connections\/inferring\/evaluating] Flip through the pages of the book slowly and ask for brief interpretations of the boy\u2019s feelings with each animal he encounters. Ask students to provide reasons for their interpretations. [Making connections\/inferring] <\/li>\n      <\/ul>\n      <ul>\n      <li>Expand the comprehension discussion. Turn to pages in the text where you want to explore comprehension and give prompts.\n      <ul>\n      <li>Pages 6 and 7: Prompts:\n      <ul>\n      <li>What might you be thinking if you grabbed hold of a snake instead of a vine? Why might you think that? <br>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 10 and 11: Prompts:\n      <ul>\n      <li>How would you feel if you got tangled up in <em>that<\/em> spider\u2019s web? What makes you say that? <br>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li> Pages 16 and 17: Prompts:\n      <ul>\n      <li>If that was you, balancing between rocks when you notice a deadly scorpion right where your foot\u2019s going to land, how would you feel? What would you do next?\u201d<br>\n       <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 20 and 21: Prompts:\n      <ul>\n      <li>WHOA! Imagine that\u2019s you\u2026 reaching for your binoculars\u2026 and you almost touch that scary looking lizard. How do <em>you<\/em> feel? Why? What do you think the <em>lizard\u2019s<\/em> feeling? Why do you think that?<br>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li> Pages 24 and 25: Prompts:\n      <ul>\n      <li>Is this tiger the most dangerous animal the boy\u2019s seen so far? What makes you say that?<br>\n        <\/li>\n      <\/ul>\n      <\/li>\n      <li> Front cover and pages 28 and 29: Prompts:\n      <ul>\n      <li>What\u2019s different between what we see on the front cover and these two pages? How do you think the boy\u2019s feeling now? Why do you think that?<br>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 30 and 31: Prompts:\n      <ul>\n      <li>How do you think the boy will feel about his dream when he wakes up? Tell us why you think that. \n      <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n      \n      <\/li>\n    <\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n\n      <h2 id=\"SECOND_STORYTELLING\"><span class=\"heading1\"><a name=\"2ndStorytelling\" id=\"2ndStorytelling\"><\/a>SECOND STORYTELLING<\/span><\/h2>\n\t\t  \n    <h3 id=\"BEFORE_STORYTELLING1\" class=\"Heading3\"><span class=\"heading1\"><a name=\"2ndbefore_reading\" id=\"2ndStorytelling2\"><\/a><\/span>BEFORE STORYTELLING<\/h3>\n\t\n\t\n\t<p class=\"speach-bubble left\">In some of the pictures we saw, there were some smaller animals that you might not have noticed. Look at this picture (page 3), and see if you can find these animals: The boy just might catch the <em>dragonfly<\/em> in his net&#8230; that <em>ring-tailed lemur<\/em> is watching him closely&#8230; Oh! Oh! He&#8217;d better not step on the <em>tarsier<\/em>&#8230;. or the <em>chameleon<\/em>\u2014that&#8217;s a kind of lizard! Who can point out those animals for us?<\/p>\n\t      <ul>\n      <li>\nExplain that you\u2019ll be telling the story again and that, although the main details of the story will be the same, your words will be slightly different for two reasons; firstly you can\u2019t remember the exact wording you used during the first storytelling session, and secondly you\u2019re going to be inviting students to locate other creatures pictured in the story that might have been unnoticed the first time through.<\/li>\n\n    <p><span class=\"Blue_hi-lite_noItalics\"><strong>Teaching Tip:<\/strong><\/span> Save the details about the \u2018Also pictured\u2019 animals on page 32 for another session since you\u2019ll want students to focus just on locating the creatures during this second storytelling session.<\/p>\n    \n      <span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose for Listening<\/strong><\/em><\/span>\n\n      <ul>\n      <li>Ask the students to pretend they are explorers and invite them to find the \u2018Also pictured\u2019 creatures listed in the notes on page 32, as they listen to your second storytelling session. [Analyzing] Ask students to think about one creature from the text that they\u2019d like to encounter in a wild and dangerous place, and one that they wouldn\u2019t like to encounter, and to provide reasons for their choices.<br>\n      <\/li>\n    <\/ul>\n      <p><span class=\"Blue_hi-lite_noItalics\"><strong>Teaching Tip:<\/strong><\/span> Maintain a fairly smooth narrative flow by having students point out the \u2018Also pictured\u2019 creatures they discover after you\u2019ve narrated each double page spread. For example, after narrating the appropriate pages, have students look for the beetle on pages 4 and 5, the leaf-footed bug on pages 6 and 7, and the hunting wasp on pages 8 and 9.<br>\n    <\/p>\n      \n\t\n\t\n      <h3 id=\"DURING_STORYTELLING1\"><span class=\"Heading3\" id=\"2nduring_reading2\" name=\"2nduring_reading\"><span class=\"Blue_hi-lite\"><a name=\"2ndduring_reading\" id=\"2nduring_reading2\"><\/a><\/span>DURING STORYTELLING<strong name=\"2nduring_reading\"><em class=\"Blue_hi-lite\"><\/em><\/strong><br>\n      <\/span><\/h3>\n\t\n\t\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">(pages 4 and 5) I\u2019m swinging from vine to vine, past the Momma orangutan with her baby and past the beetle\u2026 and I\u2019m hoping to play with the other orangutans up ahead. WHEE! Here I come! Check out the vines if you\u2019re having trouble finding the beetle. Show us where that beetle is, Jason.<\/p>\n\t\t  \n\t\t  \n      <p>Model telling a linear narrative at a suitable pace and, given that you will be mentioning \u2018Also pictured\u2019 animals, attempt to embed these within the narrative. Use open-ended prompts, as needed, to support student searches for those animals.<strong name=\"2nduring_reading\"><\/strong><\/p>\n      <\/li>\n\n\n      <li>\n\t\t  \n\t\t  <p class=\"speach-bubble left\">I might be able to catch an interesting insect in my \nnet. UH-OH! It\u2019s a Komodo dragon! He won\u2019t fit in my net, but I just might be able to catch the praying mantis that\u2019s sitting below his foot. She\u2019s pretty hard to see because she\u2019s camouflaged\u2026 she almost looks like moss and leaves. Can you find her on my branch?<\/p>\n\t\t  \n      <p>Incorporate an explanation of the word \u2018camouflage\u2019 into your storytelling for pages 12 and 13. <\/p>\n     \n      <\/li>\n      <li> Have pairs of students tell each other what one of the \u2018Also pictured\u2019 animals might be thinking about during these interactions. For example, what might the biting horsefly might be thinking on page 19 when it sees the boy heading towards the red-legged tarantula. (Making connections\/inferring)<\/li>\n      <\/ul>\n      <ul>\n      <li>Discuss and clarify vocabulary and comprehension issues as needed, and model appropriate language use without correcting the child\u2019s grammar.\n\t\t  \n\t\t  <p class=\"speach-bubble top\">\n\t\t\t  \n\t\t\t  <strong>Miya<\/strong>: That tarantula might have bited him.<br>\n<br>\n<strong>Teacher<\/strong>:  Yes, Miya\u2026 if he\u2019d been any closer the tarantula might have bitten him. <\/p>\n\t\t  \n\t    <\/li>\n      <\/ul>\n\n      \n      <h3 id=\"AFTER_STORYTELLING1\" class=\"Heading3\"><strong><span class=\"Blue_hi-lite\"><a name=\"2ndafter_reading\" id=\"2ndafter_reading\"><\/a><\/span>AFTER STORYTELLING<\/strong><\/h3>\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">Hmm\u2026 so you\u2019d love to meet a giant tiger centipede, \nbut you\u2019d definitely not want to meet a king cobra, \nRaj. Tell us why you decided on those two.<\/p>\n\t\t  \n\t\t  Revisit the purpose for listening by asking your student explorers to talk about which \u2018Also pictured\u2019 creature they\u2019d like to meet in a wild and dangerous place, and which creature they wouldn\u2019t like to meet. Invite them to explain why they made those particular choices. [Making connections\/evaluating)\n      <\/li>\n    <\/ul>\n\n\n<\/ul><\/div><div id=\"Section-Four\" class=\"section\">\n\n\n      <h2 id=\"FURTHER_RETELLINGS\" class=\"heading2\"><strong><span class=\"Heading3\"><a name=\"4therStorytelling\" id=\"1stduring_reading3\"><\/a><\/span><span class=\"Heading3\">FURTHER RETELLINGS<\/span><\/strong><\/h2>\n      <span class=\"Blue_hi-lite\"><strong><i>Retell the Story From Different Perspectives<\/i><\/strong><\/span>\n\n      <ul>\n      <li>Ask students to draw and colour the \u2018main feature\u2019 animals and the boy from the text, cut them out, and make stick puppets using craft sticks. To ensure that every featured animal is available as a stick puppet, consider assigning two students to make each animal, and two to make boy puppets. Once the puppets are constructed, ask each student to retell the section of the book that highlights their animal puppet. As the part of the boy is lengthy, consider narrating the boy\u2019s part for a section of the book and have a student narrate the rest, or you might decide to offer several students opportunities to narrate from the boy\u2019s perspective. Depending on the number of students in your class, you\u2019ll need to have at least two puppets featuring each animal, so this activity could involve two or three retellings on different occasions to ensure that each student has a turn.<br>\n      <\/li>\n      <li>Offer open-ended prompts that highlight perspectives, e.g., \u201cIf you\u2019re a bat in this cave, how are you feeling? What are you wondering?\u201d<\/li>\n      <\/ul>\n      <ul>\n      <li>Using the student-made puppets along with the provided tiger and crocodile puppets, invite pairs of students to have a conversation about encountering a mysterious boy explorer in their jungle. Encourage students to include an introduction and resolution in their dramatizations.\n      <\/li>\n      <\/ul>\n      <span class=\"Blue_hi-lite\"><strong><i>Reconstruct the Story Through Dramatizations<\/i><\/strong>\n\n      <\/span>\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">How will the cobra move? You try it. Will it make any sound? What might it be thinking?<\/p>\n\t\t  \n\t\t  Divide the students into pairs and invite each pair to dramatize all, or a part of the story. Emphasize the animal\u2019s or boy\u2019s movements and sounds by getting the students to attempt moving like a tiger or a snake, and creating the sounds they might make. Offer open-ended prompts to stimulate dramatization.\n      <\/li>\n      <\/ul>\n\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n\n      <h2 id=\"FOLLOW-UP_ACTIVITIES\" class=\"heading2\"><strong><span class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"followup_activities\" id=\"1stduring_reading4\"><\/a><\/span>FOLLOW-UP ACTIVITIES<\/span><\/strong><\/h2>\n      <ul>\n      <li>Encourage small groups of students to use the book to retell or role-play the narrative for other students.<\/li>\n      <\/ul>\n      <ul>\n      <li>Invite groups of three students to use boy, tiger, and crocodile puppets to dramatize new jungle scenarios. Ask them to perform their scenarios for other class members (student-made puppets can also be used).<\/li>\n      <\/ul>\n      <ul>\n      <li>Ask students to draw or paint a picture of their favourite scene. If needed, scribe their written description, and encourage students to share their creation with others, such as a partner, in a small group, or to the whole class.<\/li>\n      <\/ul>\n      <ul>\n      <li>Provide modelling clay and ask students to sculpt their favourite wild and dangerous animal. Have them describe the animal they\u2019ve created to other group members and\/or the whole class.<\/li>\n      <\/ul>\n      <ul>\n      <li>Encourage students to imitate the movements of animals such as gorillas, bats, tigers, and crocodiles when they\u2019re hunting, feeding, or settling down to sleep.<\/li>\n      <\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Robert Florczak Text Type: Fiction: Narrative\u2014Wordless Picture Book Summary: A boy falls asleep while he\u2019s reading a book titled, WILD and DANGEROUS ANIMALS of the WORLD, and he dreams about encountering the animals in their natural habitats. Oral Language Teaching Strategy: Use Open-Ended Prompts Use open-ended prompts that invite thoughtful reflections and deeper [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3320,"parent":575,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-690","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/690","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=690"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/690\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/575"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3320"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=690"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}