FIRST READING - Scholastic · the feeling the movement is expressing. • Post the students’...

1 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd.

Move Like the Animals

By Ray LeoniText Type: Non-fiction: Description—Questions

Summary: This book invites everyone to show how they feel by moving like the animals in the book.

Text Features

Print Concepts • consistent placement of text• repetitive text• punctuation: question marks and ellipses

Visual Literacy • photos that support text

FIRST READINGReading Strategies

Comprehension• a range of comprehension strategies is integrated throughout the lesson

(Analyzing, Sequencing, Making Connections, Predicting, Inferring, Synthesizing, Evaluating, Self-Monitoring]

• the comprehension purpose for reading focuses on Making connections/inferring

Working with Words • comprehending vocabulary from context and pictures

Assessment OpportunitiesNote each student’s ability to:• attend to print• join in with reading• analyze visual information and infer meaning from the pictures• respond to questions• apply the inquiry question to how we express ourselves

Time: approximately 30–35 minutes


BEFORE READING

Establishing the Inquiry Focus• Remind students that they have been

talking about how they can express their feelings or ideas. Ask students to think about what they have learned about how to show what they think and feel. [Making connections]

• Students can discuss with a partner how the movement of the body might show how we feel.

• Prepare the way for further inquiry about how to express oneself through movement.

Activating and Building Background Knowledge• Show students the front cover of Move Like

the Animals and read the title together. Read the author’s name. Provide prompts to discuss the possible content of the text. [Making connections/predicting]

• Look at the back cover, read the sentence, and discuss each picture and how that animal might move. [Making connections/predicting]

Setting a Purpose for Reading• Ask students to read with you to imagine how it

might feel to move like each of the animals. [Making connections/inferring]

DURING READING

• Begin reading Move Like the Animals and invite the students to join in. Track print with a pointer. (Joining in may be more limited on the first page, but the repetitive text will help many join in quickly.)

Teaching Tip: There are new features (e.g., question marks, ellipses) on each page of this text, so you may consider discussing them as they come up.

• Pause to look at the picture of the cat. Read the text, stopping at the ellipsis to ask how it looks like the cat is moving before reading the end of the sentence. [Predicting]

What were some of the ways that we said we could show how we feel? We have read about a little girl expressing herself through the artwork that she did. How did she show us her feelings?

Tell your partner how you think we express ourselves by how we move?

Now we are going to find out how we can express ourselves through our body movement.

What animal do we see on the cover? Do you have a cat? How does it move? How do you think this cat is moving? Show me how you could move like this animal. What are you feeling when you move like that?

What is this animal? How might it move?

As we read about each animal, think about how it would feel to move like that animal.

Is this a statement or is it asking us a question? How do you think the cat is moving? How do you think it would feel to move like the cat?


• Use the cat puppet from the Oral Language Kit to demonstrate how the cat might move.

• After students look at each animal, make predictions about its movement and then read to the end of the sentence. Then have students act out the action of the animal. You might use the elephant and horse puppets when you are reading those pages.

• Discuss each animal and their movements by offering prompts: - (p. 2) Will we move quietly or loudly when we tiptoe through the grass?

[Analyzing/inferring] - (p. 3) Do elephants stomp? How do we stomp? How does it feel to stomp? Why

might we stomp? [Making connections/evaluating] - What was the one animal that you felt you were most like? [Making

connections/synthesizing]

• Clarify any vocabulary that may limit comprehension, e.g., ‘tiptoe,’ ‘stomp,’ ‘crawl,’ ‘leap,’ ‘scurry,’ or ‘gallop.’ Use the pictures and puppets to support the discussion where appropriate.

AFTER READING

• Ask students how they felt as they moved like the animals.

• Play the music on the audio CD for each animal in Move Like the Animals, one at a time. Alternatively, display the digital book on an interactive whiteboard. Play the music and then begin the video for each animal. The music will play concurrently with the video of the animals as it moves. Note: You may need to replay the video a few times as some are quite brief. Discuss how the music makes students feel about the animal’s movement.Ask them to move like each animal.Have the students change their actions to fit the next animal for which you play the music.

• In small groups, have students choose one of the puppets from the Oral Language Kit (e.g., horse, cat, or elephant) to show how it would move. Rotate the puppet through the group, so each student can illustrate how the animal might move. As a student shows a movement, each person in the group moves the same way.

• Show students other videos about how animals move, such as: - Move Like an Animal—Jenks

How do you think I should show the cat moving through the grass? Will it jump, spring, or tiptoe quietly through the grass? Let’s pretend we are cats tiptoeing through the grass.

Let’s move like the elephant, stomping the ground. Why do you think he may be stomping? How is he feeling? How are you feeling?

How did you feel as you were moving like the cat? The elephant?

If I have the cat and I show and tell you that the cat is stretching and purring, then each of you will stretch and purr. If I want you to jump like the cat, I will show the cat jumping and you will jump, too.


SECOND READINGReading Strategies

Comprehension• a range of comprehension strategies is integrated throughout the lesson• the comprehension purpose for reading focuses on Making connections/predicting

Working with Words• learning high-frequency words• ellipses and question marks

Assessment OpportunitiesNote each student’s ability to:• show interest in the inquiry• participate in reading• recognize high-frequency words• demonstrate understanding by dramatizing the actions of animals

Time: approximately 30–35 minutes

BEFORE READING

Revisiting the Inquiry Focus • Discuss how students were

expressing themselves last day. [Making connections synthesizing]

Activating and Building Background Knowledge• Ask students to think about their favourite animal,

how it moves, and how it would feel to be like that animal when it moves.

Setting a Purpose for Reading• Ask the students to think about new movements

that each animal could do. [Making connections/predicting]

DURING READING

• As you reread the text invite students to join in.

• Pause at the end of each page to discuss what other movements that animal might do. [Analyzing/making connections/predicting]

As we looked at each animal in the book and found out how it moved, we were expressing how we felt about the way that animal moved. How did we do that? Did we say it in words? Did we show it in movement? Tell your partner about what we did and how we did it, giving one example.

Tell your partner about your favourite animal and how it moves. What do you feel about that way of moving?

As we read the text again, think about what other kinds of movements each of the animals could do.

Is this the only way a cat moves? How else could it move?


• Have students demonstrate the new movement suggested for each of the animals. [Making connections/synthesizing]

AFTER READING

• Discuss other movements that the animals could make.

• Have students choose their favourite animal and one of the suggested movements for that animal. Ask them to draw the animal moving and write a word or sentence about the feeling the movement is expressing.

• Post the students’ artwork along with their first paintings related to the dot.

• Have students discuss their two art pieces with a partner.

Print Concepts • Discuss the use of ellipses and

question marks and how we read a sentence that contains them. Show them a picture of a different animal and ask how we could write a similar sentence using an ellipsis and a question mark. Write the new sentence on the board or chart paper.

Working with Words • Ask students to identify the

selected high-frequency word on the next page as the text is reread. Do a brief activity to help them remember the word. (See the ‘Rhythm to Introduce Five New Words of the Week’ lesson plan in the Grade One Working with Words Guide, p. 52.)

• Use the high-frequency words in the morning message as seen in the ‘Morning Message: What Word Do You See?’ lesson plan (‘be,’ ‘can,’ ‘like’, ‘have,’ ‘one) in the Grade One Working with Words Guide, pp. 55–56.

• You may wish to provide more hands-on practice by having students build high-frequency words with magnetic letters. (See the independent practice suggestions in the Grade One Working with Words Guide, pp. 129–130.)

Thomas said that a cat can roll on the ground. Let’s pretend we are rolling on the ground like a cat.

Tell your partner another movement that one of the animals could do. Show your partner that movement and tell how you feel when you act it out. Act it out together.

Tell your partner about your two art pieces and how you feel about each. How are they different?

Let’s reread the page about the cat. Look how we have the three dots after the word ‘you.’ We paused and thought about the picture before we read the rest of the sentence. How does that sentence end? Why is there a question mark there? Let’s look at this picture of a rabbit. How could we make a similar sentence for the rabbit? Help me spell the words.

Look at the word ‘you.’ What letter does it start with? How many letters are in the word? Let’s call out each letter as I point to it. Y. . .o . . . u . . . says ‘you.’ Now, let’s clap and chant the letters.


• You may wish to focus on the target high-frequency words during transition time, e.g., students move into the line to go to gym when they can read one of the target words. (See the ‘Transition Time Word Wall Practice’ lesson plan in the Grade One Working with Words Guide, pp. 57–58.)

THIRD READINGReading Strategies

Comprehension• a range of comprehension strategies is integrated throughout the lesson• the comprehension purpose for reading focuses on Evaluating/synthesizing

Working with Words• building words

Assessment OpposrtunitiesNote each student’s ability to:• join in with the reading• synthesize how our body movements show how we feel• build words from letters

Time: two sessions of approximately 25 minutes

BEFORE READING

Revisiting the Inquiry Focus • Ask students what they have learned about

how we express ourselves. Have students tell a partner what ways we use to express our ideas and feelings. [Making connection/synthesizing]

Activating and Building Background Knowledge• Ask students which way they think is most

effective in expressing ourselves. [Making connections/evaluating/synthesizing]

• Discuss how students move and why they move in a certain way.

Setting a Purpose for Reading• Ask students to think about why

the animal might be doing the action that is shown in each of the pictures. [Evaluating/synthesizing]

What have we learned about how we can express ourselves? Tell your partner what we can say or how we can show we are happy.

What do you think is the best way to share our ideas and feelings? Talking, through our body language or movement, or both? Why?

As we read the text again, think of the reason that the animal is tiptoeing or stomping or jumping. How do you think the animal feels? Why is it stomping or jumping?

When you are going out for recess, how do you go? Do you move fast or slow? Do scurry or crawl? Why? When you are getting up in the morning, how do you move? When your are going to the park, how do you move? Why? How do you feel in each of these cases?


DURING READING

• Read the text together, encouraging student participation in the reading.

• Pause at the end of each page to discuss why students think the animal’s movement is described as it is. Offer prompts when needed:

- (p. 2) Why is the cat tiptoeing? Why would you tiptoe? [Inferring/predicting/making connections]

- (p. 3) How would the elephant move if it was feeding time? If there was a tiger nearby? [Inferring/making connections/synthesizing]

- (p. 4) Why do turtles crawl? [Making connections/synthesizing] - (p. 5) How do you feel when you leap? Why does an animal leap? [Making

connections/inferring] - (p. 7) Do horses only gallop? How else do they move? Why? [Making

connections]

AFTER READING

• Ask students why they think the animal is moving as it is in each photo. Look back at the pages to remind students about each action.[Evaluating/synthesizing]

• Have partners act out the movement of the animal and the reason for that movement. Model with one student.

Working with Words• For a demonstration lesson for the following word solving and building activity, see

Literacy Place for the Early Years Grade One Working with Words Guide, pp. 71–74. See also the reproducible small letter cards on pp. 155–158 and large letter cards on pp. 159–172 in the Grade One Working with Words Guide. [Building words]

Talk to your partner about the way the cat is moving. Why might it be moving that way?

If Tia and I felt that the horse was galloping because it was going for food, then Tia could be the horse and I could stand with my hand out and be the food. Then we’ll change roles so the other person acts as the animal.


Key Word: elephantContext: Move Like the Animals, page 3

Building Words

a anathe

antpallapnappannetpetpatpenate

hatelatehelppaletalepeelplanpant

planeplantplate

elephant

Word Pattern Sorts

Words starting with ‘p’

pal pan pat pen petpalepantpeelplanplaneplantplate

rhyming pattern ‘apt’ lapnap

rhyming pattern ‘ate’ atehatelateplate

rhyming pattern ‘et’ netpet

Transfer to a Reading Context - gate (Please close the gate after we go.)- cap (Did you see my cap anywhere?)- wet (The rag is wet.)- pup (We have a new pup called Dusty.)

Transfer to a Writing Context - map (I want to write ‘Please show me the map of our neighbourhood.’ Which rhyming pattern will help me spell ‘map’?)- paper (I want to write ‘Thomas will get the paper for me.’ Which letter does ‘paper’ start with?)- skate (I want to write ‘We will not skate on the sidewalk.’ Which rhyming pattern will help me spell ‘skate’?)- upset (I want to write ‘I am upset that we did not clean the floor.’ Which rhyming pattern will help me spell ‘upset’?)


FURTHER READINGS

Many texts benefit from being reread with students to enable the books to become familiar and to increase participation in the shared reading. Over time, share the pointer with students in turn, so that they demonstrate how to track print in the big book.

Teaching Tip: Rereading can occur with a whole-class group or in small groups. If you have students who need more support, consider a small-group session to provide more individualized assistance.

In each rereading, select ideas from the following three areas based on the needs of your students:

Print Concepts, Book Handling, and Text Features• Encourage students to participate in using the

pointer to track print. Their confidence will develop as the text becomes more familiar. Offer prompts to refine and expand print concepts. [Tracking print]

• Look at the big (capital) and small (lower case) ‘Hh,’ e.g., on page 3. [Print concepts]

• Look at the ellipses on each page. [Print concepts]

• Look at the question marks on each page. [Text features]

Focusing on Comprehension• Reread to focus on the point of view of the animals in the photos. Offer prompts:

- How do you think the cat (elephant, turtle, lion, ant, horse, kangaroo) feels? [Analyzing/inferring/predicting]

- What do you think is making them feel that way? [Inferring] - What would make them feel or act differently? [Making connections/predicting/

evaluating]

• Display the digital cloze version of the text on the CD. Working with the whole class, or with a small group, reread together and encourage students to supply the missing words (spaces for the words highlighted in yellow). You may decide to pause to consider word predictions and prompt, “Does that make sense?” or “Does that sound right?” Then click on the colour-highlighted spot to reveal the word, saying, “Let’s check that out.” 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 on the ‘Help’ button to find out how to use the different features of the digital texts.

Working with Words• You can choose any of the high-frequency words (‘when,’ ‘how,’ ‘jump,’ ‘you,’ and

‘cat’) for lessons. (See the ‘Soft Shoe Tap’ lesson plan on p. 53, or the ‘Building New Sentences from Word Wall Words’ lesson plan on pp. 63–64 in the Grade One Working with Words Guide.)

What do we do when we see the three dots? That’s right, we pause.

What is this mark called? Why is it there? What does our voice do when we see a question mark?

Where do we start to read the title? Point to the first letter in that word. What is the next word? Where do we move now? (Movement to the next line)


• Take a word from the story (e.g., ‘when’) and build rhyming words with large-size letter cards in the pocket chart. (See the reproducible large letter cards on pp. 159–172 of the Grade One Working with Words Guide.) You may also encourage students to make the words with small letters. (See the reproducible small letter cards on pp. 155–158 in the Grade One Working with Words Guide.) Some possible rhyming words to use include ‘Ben,’ ‘den,’ ‘hen,’ ‘men,’ ‘pen,’ ‘ten,’ ‘then,’ ‘pigpen,’ ‘playpen’ and ‘amen.’

• Try oral rhyming of words from the text, for example, Show the word ‘jump,’ say the word, and ask students to think of rhyming words (‘lump,’ ‘plump,’ ‘pump,’ ‘slump,’ ‘stump,’ ‘ump,’ ‘thump,’ and ‘trump’). Ask students to think of a sentence for each rhyming word. They can work in partners as they put each word in a sentence.

Teaching Tip: After several rereadings, the big book, the six small books, along with the audio CD of the fluent reading and audio cloze version of the text can be placed in the classroom for independent exploration. You may with to provide some puppets to represent some or all of the animals in the text. They can be used for rereading and practising print tracking, for building fluency of an increasingly familiar text, and for extending comprehension through text retelling.

EXTENDING THE INQUIRYYou may consider using some of the following suggestions to extend the inquiry.

• Continue to discuss how each person can express themselves through verbal and non-verbal means. Highlight some of the actions that you see your students do to express themselves throughout the year.

• Read aloud other stories that demonstrate how we express ourselves verbally or non-verbally. Some suggestions include:

- Anh’s Anger by Gail Silver: Plum Blossom Books, 2009 (Fiction: Anh’s grandfather helps him deal with his anger by having him dance, play, sit, and breathe, creating a way for Anh to express his anger)

- Brontorina by James Howe: Candlewick Press, 2010 (Fiction: a dinosaur learns to express herself through dance)

• Have students choose other animals and decide what movements they would make and how they, the animals, would feel if they were doing those movements. You may wish to use some of the other puppets from the Oral Language Kit (rabbit, dinosaur, tiger, crocodile) or pictures that you have of other animals to stimulate discussion. Students can research the movements appropriate for these animals and then discuss how it would feel to move in that way.

• Choose texts from the original Literacy Place for the Early Years such as Is This a Moose? Or “Call Me Polar Bear” in Bubblegum, Books, and Bugs to reread or read with students to determine how each of the animals moves and how that would feel.

• Share other animal activity Websites with the students such as: - Move like an Animal

Here is the word ‘when’ from our book. If I take off the first two letters, I have ‘en.’ How can I make the word ‘ten’ in the sentence, ‘Ten cows ran to the barn.’? Say the word ‘ten’ slowly. What sound is heard at the beginning of the word? Which letter should I choose?

FIRST READING - Scholastic · the feeling the movement is expressing. • Post the students’...

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