{"id":695,"date":"2021-10-15T14:24:51","date_gmt":"2021-10-15T18:24:51","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=695"},"modified":"2022-04-06T15:20:07","modified_gmt":"2022-04-06T19:20:07","slug":"tabby-a-story-in-pictures","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/tabby-a-story-in-pictures\/","title":{"rendered":"Tabby: A Story in Pictures"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\n      <strong>Written by Aliki<\/strong><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 girl and her father visit an animal shelter and take home a kitten named Tabby. Tabby is shown lapping up a bowl of milk, sleeping in a basket by the girl&#8217;s bed, peering out the window as the girl and her friends build a snowman, and exploring the garden in springtime while the girl plays alongside a smiling newborn. Later, with summer in full bloom, a tiny kitten creeps under the garden wall to play with Tabby. Finally, this kitten, its young owners, the girl, and Tabby celebrate Tabby&#8217;s first birthday.<br>\n      <p><\/p>\n      <span class=\"Blue_hi-lite_noItalics\"><strong>Oral Language Teaching Strategies:<\/strong><\/span> <a href=\"\"><\/a><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\">Connect with the Student\u2019s Message<\/a> Listen and respond to the meaning behind the student\u2019s communication.<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>\n      <br>\n      <em>\u2013 <\/em><em>Tabby: A Story in Pictures<\/em>      <em><br>\n      \u2013 <\/em>character and prop cut-outs prepared from BLMs for use with magnetic whiteboard or flannelboard<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><div id=\"Section-Two\" class=\"section\">\n\n\n      <h2 id=\"FIRST_STORYTELLING\" class=\"heading2\"><span class=\"Blue_hi-lite\"><a href=\"#\" target=\"_top\" rel=\"noopener\"><\/a><a name=\"1stStorytelling\" class=\"heading2\" id=\"1stStorytelling\"><\/a><\/span>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\n      <\/h3>\n\t\n\t<strong><span class=\"Blue_hi-lite_noItalics\">Teaching Tip:<\/span><\/strong> Go over the story several times to familiarize yourself with the sequence of events, the characters, and the visual features in the text. You need to know the story as you will be storytelling and using the visual text to support your oral narrative.\n\n<br><br>\n      <span class=\"Blue_hi-lite\"><em><strong>Activating and Building Background Knowledge<\/strong><\/em><\/span>\n      <ul>\n      <li>    Show students the front cover of the book and read aloud the title and author. Ask students to predict who Tabby is.\n        <\/li>\n      <\/ul>\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">Tabby is a kitten. What do you \nknow about kittens or cats?<\/p>\n\t\t  \n\t\t  Ask students to make connections and talk about what they know about kittens.<\/li>\n      <\/ul>\n    <ul>\n      <li>Focus on the book and show the students pages 2 and 3. Ask the students to make predictions about what is going to happen when the little girl and her father go to the animal shelter.\n\t\t  \n\t\t  \n\t\t  <p class=\"speach-bubble top\"><strong>Marc<\/strong>: The girl will have a cat.<br>\n<br>\n <strong>Teacher<\/strong>: So Marc, you think the \ngirl will find a cat that \nshe wants to take home? \n Good thinking.<\/p>\n      \n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">I am going to look at the \npictures very carefully and tell you the story in my own words.<\/p>\n\t\t  \n\t\t  Explain to the students that this book tells the story in pictures and has very few words in it.\n      <\/li>\n      <\/ul>\n      <span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose for Listening<\/strong><\/em><\/span>\n      <ul>\n      <li>Ask students to look at the pictures and listen to your story to find out what happens after the girl and her father visit the animal shelter. [Analyzing\/ inferring]\n      <\/li>\n    <\/ul>\n      <h3 id=\"DURING_STORYTELLING\" class=\"Heading3\"><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 show students the pages as you tell the story. Students will need to be able to follow the visual text as well as listen to your storytelling. Project your voice so that all students can hear.\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">One day a young girl and her father visited an \nanimal shelter to get a kitten. The little girl was so excited to be getting a new pet. She said, \u201cOh, Dad, I really want a furry little kitten. That would be a wonderful pet and I will look after him all the time.\u201d<\/p>\n\t\t  \n\t\t  Tell the story in its entirety during the first telling to maintain pacing, voice consistency for characters, atmosphere, and student engagement. Weave in the key elements that may challenge comprehension, e.g., the environmental print (Animal Shelter sign, invitation, Happy Birthday banner) and visual details that depict the different seasons. \n      <\/li>\n      <li>Use the following techniques to ensure comprehension and engagement:<br>\n      <ul>\n      <li><p class=\"speach-bubble left\">Little girls\u2019 voice (excitedly), \u201cOh Daddy, \nthis kitten is so soft and cuddly. I really want to take this kitten home!\u201d<\/p>\n\t\t  \n\t\t  Use interesting voices and consider using dialogue and changing your voice to match the characters.<\/li>\n      <li>Use gestures and appropriate facial expressions that match the characters and events, e.g., delight and affection as Mom sees the new kitten for the first time.\n      <\/li>\n      <li>Pace your storytelling so that it maintains the students\u2019 attention.<\/li>\n      <li>Focus on oral and visual comprehension. Emphasize the key features that are crucial for comprehension and maintain the narrative. Point out important text features as you tell the story, e.g., characters\u2019 facial expressions that show their emotions, visual details that show the passing of time (baby brother growing older), and the changing seasons.\n      <\/li>\n      <li>Invite participation by asking the students to do some of the actions and sounds that match the pictures in the text, e.g., hugging the kitten, rustling leaves, crunching snow, making a snowman, kitten sounds such as purring, meowing, lapping up milk, and scratching. \n      <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n     \n      <h3 id=\"AFTER_STORYTELLING\" class=\"Heading3\"><a name=\"1stafter_reading\" id=\"1stafter_reading2\"><\/a>AFTER STORYTELLING<\/h3>\n\t\n\t<ul>\n      <li>Revisit the purpose for listening by asking, \u201cWhat happened after the girl and her father visited the animal shelter?\u201d Ask students to support their answers.\n      <ul>\n      <li>Where does it show us this in the book? [Analyzing\/inferring]\n       <\/li>\n      <\/ul>\n      <\/li>\n      <li>Provide other prompts that focus on that section of the story. You may want to remind the students by showing them the pictures of how the little girl looked after Tabby (drinking the milk, using the litter box, sleeping under her bed).\n      <ul>\n      <li>Do you think the little girl looked after the kitten well? [Evaluating\/ inferring]<\/li>\n      <li>How do you think the little girl felt about the kitten? How do you think the kitten felt about the little girl? What tells you this? [Evaluating\/inferring]<\/li>\n      <li>Why did the little girl give a card to her friends next door? [Synthesizing]\n        <\/li>\n      <\/ul>\n      <\/li>\n      <li>Expand the comprehension discussion. Turn to pages in the text where you want to explore comprehension and give prompts.<br>\n      <ul>\n      <li>Pages 14 and 15: Prompts:\n      <ul>\n      <li>What season is it now? (Remind students that it was autumn when the little girl first got Tabby by returning to pages 2 and 3 and looking at the pictures of the leaves changing colour and falling from the trees.) [Analyzing]<\/li>\n      <li>Why do you think Tabby watches the little girl and her friends through the window? [Inferring]<\/li>\n      <li>How do you think Tabby is feeling? [Inferring] \n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Page 17: Prompts:\n      <ul>\n      <li>How does Tabby play by himself? [Analyzing]\n      <\/li>\n      <li>What else has changed in the little girl\u2019s family? [Analyzing]<\/li>\n      <li>How do you think Tabby is feeling about the baby? [Inferring]\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 20 and 21: Prompts:\n      <ul>\n      <li>What time of year is it now? How do you know? [Analyzing\/inferring]                   \n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 22 and 23: Prompts:\n      <ul>\n      <li>What signs of spring do you see in the pictures? [Analyzing]<\/li>\n      <li>How do Tabby and the little girl feel about each other? [Inferring\/evaluating]\n       <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 24 and 25: Prompts:\n      <ul>\n      <li>Where did the little kitten come from? [Inferring]<\/li>\n      <li>Do you think Tabby and the little white kitten will be friends? Why do you think this? [Predicting\/making connections]\n       <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 28 and 29: Prompts\n      <ul>\n      <li>What time of year is it now? [Analyzing\/inferring]<\/li>\n      <li>What kind of card is the little girl giving to her friends? [Predicting\/inferring]\n      <\/li>\n      <\/ul>\n      <\/li>\n      <li>Pages 30 and 31: Prompts:\n      <ul>\n      <li>How long has Tabby lived with the little girl? [Analyzing]<\/li>\n      <li>Do you think Tabby is happy that the little girl took him from the animal shelter? Why do you think this? [Evaluating] \n      <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n\n      <h2 id=\"SECOND_STORYTELLING\"><a name=\"2ndStorytelling\" class=\"heading2\" id=\"2ndStorytelling2\"><\/a><span class=\"heading2\">SECOND STORYTELLING<\/span><\/h2>\n\n      <h3 id=\"BEFORE_STORYTELLING1\" class=\"Heading3\"><a name=\"2ndbefore_reading\" id=\"2ndbefore_reading2\"><\/a>BEFORE STORYTELLING\n      <\/h3>\n\t\n\t<p><strong class=\"Blue_hi-lite_noItalics\"><span class=\"Blue_hi-lite_noItalics\">Preparation:<\/span><\/strong> Cut out the set of characters and props from the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/oralanguage\/tabby_blmsa.pdf\" target=\"_blank\" rel=\"noopener\">Tabby BLMs<\/a>. Colour the characters (you may also wish to laminate them) and affix magnetic tape or pieces of flannel to the back for use on a magnetic whiteboard or flannelboard.\n    <\/p>\n    <ul>\n      <li>Review the characters. Start with an empty whiteboard\/flannelboard and ask the students to recall the characters in the story. As they identify a character place it on the board and add the props if the students mention them as they recall the character e.g., the father can be given the cat carrier if a student mentions how they brought the cat home from the animal shelter.\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">When we tell the story today, the words \nmay be a bit different from yesterday\u2019s words. When the author doesn\u2019t give us many words we make up a story that fits the pictures so we may use a few different words every time we tell it.<\/p>\n\t\t  \n\t\t  Set up the retelling by explaining to students that you will tell the story again, but this time you\u2019ll invite them to join in and help you.\n       <\/li>\n      <\/ul>\n      <em><span class=\"Blue_hi-lite\"><strong>Setting a Purpose for Listening<\/strong><\/span>\n      <\/em>\n      <ul>\n      <li>Ask the students to think about their favourite part of the story. [Synthesizing\/Evaluating]<\/li>\n    <\/ul>        \n\n\n\n      <h3 id=\"DURING_STORYTELLING1\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"1stduring_reading\" id=\"1stduring_reading2\"><\/a><\/span>DURING STORYTELLING<\/h3>\n      <ul>\n      <li>Provide a model for the students. Start retelling the story so that you establish an interesting tone and pace, and model possible dialogue.<\/li>\n      <\/ul>        <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">Is there anything in the picture that \nshows you how the little girl and Tabby feel about each other? Let\u2019s look at their faces. Tell me how they look.<\/p>\n\t\t  \n\t\t  Invite participation by students. Pause in your retelling and ask students to look at a picture carefully, and retell it to a partner, e.g., page 13 where Tabby is sleeping under the little girl\u2019s bed. The students need to take turns so that one student retells the first event, and their partner retells an event at the next pause. Ask one or two students to share their retellings with the class. Discuss and clarify any confusion in comprehension.\n      <\/li>\n      <\/ul>        <ul>\n      <li> Continue to alternate retelling and pausing to let the students share their ideas with a partner. Share a couple of retellings with the class each time. Discuss and clarify comprehension as necessary. Encourage students to make connections and extend their thinking by asking them to give reasons based on the visual details in the pictures and their own personal connections.\n\t\n\t\t<p class=\"speach-bubble top\"><strong>Anna<\/strong>: The kitten likes sleeping under her bed. The girl likes having the kitten there.<br>\n<br>\n\t\t\t<strong>Teacher<\/strong>: So you think both Tabby and the little girl feel safe to be together when they are sleeping? How many of you have a pet that sleeps in your bedroom? How does that make you feel?\n<\/p>\n\n\t<\/li>\n      <\/ul>             \n      \n      <h3 id=\"AFTER_STORYTELLING1\" class=\"Heading3\"><a name=\"2ndafter_reading\" id=\"1stafter_reading3\"><\/a>AFTER STORYTELLING<\/h3>\n\t\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">Think about your reasons. Why was it your favourite part of the story?<\/p>\n\t\t  \n\t\t  Review the purpose for listening and ask students to discuss their favourite part of the story with a partner and then share ideas as a class. [Synthesizing\/evaluating]<\/li>\n      <\/ul>    <\/div><div id=\"Section-Four\" class=\"section\">\n\n\n      <a name=\"4therStorytelling\" id=\"4therStorytelling2\"><\/a><h3 id=\"FURTHER_RETELLINGS\" class=\"Heading3\">FURTHER RETELLINGS<\/h3>\n      <ul>\n      <li>Reconstruct the story with the class using the whiteboard\/flannelboard characters and props:\n      <ul>\n      <li>move the characters and props to build the sequential narrative, asking students to help you in the process.<\/li>\n      <li>\n\t\t  \n\t\t  <p class=\"speach-bubble speach-bubble-long left\">After the little girl brought Tabby home in the autumn, what season came next? What did the little girl do outside? What was \nTabby doing inside? What season came next? What did the little girl and Tabby do together?<\/p>\n\t\t  \n\t\t ask students to take turns in retelling and facilitate the oral narrative by providing a framework and modelling if a student is hesitant or goes off track. Be sure to keep the story moving!<\/li>\n      <\/ul>\n      <\/li>\n    \n      <\/ul>        <em><strong><span class=\"Blue_hi-lite\">Retell the Story From a New Perspective<\/span><\/strong>\n      <\/em>    \n\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">I felt so sad in the animal shelter. I was \nall alone. When the little girl asked to hold me, I felt so special. She cuddled \nme in her warm arms and I felt excited to be going home with her. I wonder what it will be like to live with her.<\/p>\n\t\t  \n\t\t  You may decide to give the students experience with another viewpoint in a story and retell the story from each character\u2019s perspective. The story will change from a third-person narrator to a first-person \u2018I\u2019 viewpoint. Model the beginning of the story with Tabby as the narrator and show how the story might change slightly when you tell it from one character\u2019s viewpoint.<\/li>\n      <li>Then invite student participation in the retelling. You may structure the new way of retelling by inviting students to retell a page or two and alternate by modelling the first-person viewpoint yourself and returning to student retelling.\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">Why do you think the girl\u2019s \nparents decided to get Tabby? What do you think they were thinking and feeling about their daughter as she learned to look after her new pet?<\/p>\n\t\t  \n\t\t  You may want to consider retelling the story from the mother\u2019s or father\u2019s point of view as well. \n      <\/li>\n      <\/ul>\n     \n      <em><strong><span class=\"Blue_hi-lite\">Focus on Story Structure<\/span><\/strong> <\/em>\n      <ul>\n      <li>Discuss the elements of the story\u2019s structure:\n      <ul>\n      <li>You may wish to use the book to explore \u2018setting\u2019 and look at the pictures in terms of the details the author\/illustrator uses to build the setting, e.g., the changing seasons.<\/li>\n      <li>You could use the whiteboard\/flannelboard to build up a picture of the story\u2019s beginning in the autumn and show how the events move through the seasons and how the story ends as autumn returns and an entire year has gone by.<em><strong><span class=\"Blue_hi-lite\"><\/span><\/strong><\/em>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n    \n      <strong><h2 id=\"FOLLOW-UP_ACTIVITIES\" class=\"heading2\"><a name=\"followup_activities\" id=\"followup_activities\"><\/a><span class=\"Heading3\">FOLLOW-UP ACTIVITIES<\/span><\/h2><\/strong>\n      <ul>\n      <li>Place the whiteboard\/flannelboard characters and props along with a copy of the book in a centre and encourage story retellings.\n      <\/li>\n      <li>Ask students to dramatize their favourite part of the story using puppets or by\n      role-playing. Students can select a character \u2018necklace\u2019 (shoestring with card showing both the name of the character and\/or a picture of the character) to take on different roles in the retelling.\n      <\/li>\n      <li>Suggest students paint a picture of a story event. Encourage them to write their message below the picture and talk about their picture with a partner, small group, or the class.\n      <\/li>\n      <li>Create a class book titled \u201cTabby\u2019s First Year.\u201d Each student can create a page showing something that Tabby likes to do in a particular season of the year, e.g., \u201cIn the Winter, Tabby likes to \u2026,\u201d \u201cIn the Spring, Tabby likes to \u2026,\u201d \u201cIn the Summer, Tabby likes to \u2026.\u201d and \u201cIn the Autumn, Tabby likes to \u2026.\u201d<\/li>\n      <\/ul>\n\n\n<\/div>\n\n\t\t<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Aliki Text Type: Fiction: Narrative\u2014Wordless Picture Book Summary: A girl and her father visit an animal shelter and take home a kitten named Tabby. Tabby is shown lapping up a bowl of milk, sleeping in a basket by the girl&#8217;s bed, peering out the window as the girl and her friends build a [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3321,"parent":575,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-695","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/695","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=695"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/695\/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\/3321"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}