Kindergarten - Unit 2 Tell A Story, 1-2-3

Transcription

1 Week 4 Focus Standards RL.K.1 RI.K.1 RF.K.1a SL.K.1 L.K.2b RL.K.2 RI.K.7 RF.K.1b RL.K.7 RL.K.10 RF.K.1c RF.K.2a RF.K.2c Reading Mentor Text Writing Mentor Text Chicka Chicka 1, 2, 3 The Very Hungry Caterpillar Yo! Yes? by Chris Rashka Ten Apples Up on Top by Theo LeSieg Farmer Duck by Martin Waddelll Penny and the Punctuation Bee Can You Count Ten Toes? Count to 10 in 10 Different Languages The Three Little Pigs by James Marshall Beatrice s Goat by Page McBrierr and Lori Lohstoeter Ten Black Dots by Donald Crews Books about the farm Tier II Words Materials

2 Reading Monday - Week 4 Procedural Cross checking Read Aloud: Chicka Chicka 1, 2, 3 Tell students that all good readers cross check when they read. Review what is looks like and sounds like when they use this strategy. When we cross check we are looking at the pictures and words to help us read. If what we are reading does not make sense, we need to stop and figure out why. It is usually going to be because we mispronounced a word. For example: We want to think about... Do the pictures and words look right? Does the word sound right? Does it make sense? Introduce book and instruct students to listen closely as you read this storybook. Tell them that you are going to say some words wrong in this book. Invite students to raise their hands if part of the story does not sound right. Examle: Instead of saying chicka, chicka, 1, 2, 3: say chick, chicka, 1, 2, tree. See if students stop you because the reading did not make sense. Model asking the questions above. Continue making other errors and allowing student input. Time to Read: Encourage students to cross check daily and practice during reading time. RF.K.1b Print Concepts Read Aloud: The Very Hungry Caterpillar/Sentence Strips The teacher will revisit the book The Very Hungry Caterpillar with students. You may choose to reread the book or simply go on a picture walk with the students. Afterwards, display the sequencing sentence strips that correlate to the story. As you are reviewing the sentences with students, remind students that each of the sentences you have displayed begins with a capital letter and ends with a period. Explain to students that a period goes at the end of a declarative sentence. Time to Read / Literacy Stations

3 Reading Tuesday - Week 4 Recognize and name end punctuation. Read Aloud: Yo! Yes? By Chris Raschka RL.K.10 L.K.2b The teacher will review end punctuations (period, question mark, exclamation mark) with the students before reading the story. Create an anchor that will be utilized throughout out the year. The teacher will tell students that she will read the book and pretend that there is no punctuation. The teacher will read the book with no inflection in your voice that would indicate a question or an exclamation (try to use a monotone voice). After reading the story, have students turn and talk about how the story sounded with no punctuation. Remind students of the punctuations, but that you did not read them. The teacher will reread the book with proper inflection in your voice to match the punctuation. After reading, discuss with the class how reader s must read punctuation as well as words and adjust your voice appropriately to help convey meaning. Share with the students the author included punctuation to help the reader know how to read the words. Time to Read: Remind students to think about the punctuations, as well as the words in their book as they read today. Share & Reflect: Allow several students share how the punctuations helped them as growing readers, may even name. RF.K.2a RF.K.2c SL.K.1 Identify Rhyming Words Read Aloud: Ten Apples Up on Top by Theo LeSieg The teacher will remind students that rhyming words are words that sound alike at the end. The teacher may ask several students to give examples of rhyming words as review. Before reading the story, the teacher will tell students to listen closely to the story as it will have lots of rhyming words in it. Tell students to show thumbs up every time they hear a pair of rhyming words. May even consider charting. The teacher will read the story. After reading the story, have students turn and talk about rhyming words they remember from the story. Time to Read / Literacy Stations

4 Reading Wednesday - Week 4 RL.K.2 RL.K.7 Use the Pictures Read Aloud: Farmer Duck by Martin Waddell If use the pictures is not listed on your What Good Readers Do chart, please place on chart. Share how growing readers use pictures help them become better readers. Read a few pages of the text then prompt turn & talk: Why/How does a good reader use the pictures to help him/her read? Stop periodically during reading and ask: What part of the story does this illustration help us understand? After reading, go back in book and find an illustration and ask: 1. What does this illustration tell us about the characters? 2. What does this illustration tell us about the setting? 3. What does the illustration tell us about the important events? 4. Let s use the illustration to retell what has happened. Time to Read: Encourage using the pictures to tell about the characters, setting, important events, and retelling. Share & Reflect: Allow a student to share what the illustrations told in his/her story. RL.K.10 L.K.2b Read Aloud: Penny and the Punctuation Bee Recognize & Name End Punctuation Prior to reading, write several sentences on sentence strips (without punctuation) and display them in a pocket chart. Have several periods, questions marks, and exclamation marks available to use at the end of the sentences where needed. The teacher will remind students of the lesson from yesterday (Yo! Yes?). The teacher will tell students that she is going to read another book about punctuation and to listen very carefully. The teacher will read the book. After the reading, begin viewing the sentences in the pocket chart with the students. Read the first sentence and place an end mark (right or wrong) at the end of the sentence. Tell students to give you thumbs up if it is the correct punctuation or thumbs down if it is incorrect. Talk about why it is/is not the correct punctuation mark for that sentence. Continue until all sentences are complete with the correct end mark. Time to Read / Literacy Stations

5 Reading Thursday - Week 4 RI.K.1 Ask and answer questions about key details in a text. Read Aloud: Can You Count Ten Toes? Count to 10 in 10 Different Languages by Lezlie Evans The teacher will introduce the author and illustrator of the book to the class. The teacher may choose to begin the lesson by having students count their toes. The teacher will read the story to the class. After reading the book, ask questions like: Why do you think the author used different languages in the book? How did the illustrations help us understand the story? Why would it be helpful for us to learn to speak in other languages? Utilize turn & talk for answering questions so that more students have opportunity to participate rather than only a few. Time to Read: Remind students to think of questions they may have about their chosen book and to look for answers during their reading. Share & Reflect: When students return to the meeting area, have several students share key details (including a question and answer) from their story. RL.K.2 RL.K.7 SL.K.1 *Refer to curriculum binder Retell familiar stories, including key details. Read Aloud: The Three Little Pigs by James Marshall The teacher will review retelling chart. Discuss genre of The Three Little Pigs. Remind students that this type of a book is a storybook and that all storybooks have a beginning, middle, and end. The teacher will remind students that they have read this book before. Before reading, discuss characters and setting. Instruct students to listen closely because after reading, they will be assessed on retelling. After reading, instruct students to go back to their seats and retell the beginning, middle, and end of the book. What happened at the beginning? What happened in the middle? What happened at the end? Provide a retelling template like one found in binder. Time to Read / Literacy Stations

6 Reading Friday - Week 4 RI.K.1 SL.K.1 *Refer to curriculum binder Ask and answer questions about key details in a text. Read Aloud: Beatrice s Goat by Page McBrier and Lori Lohstoeter The teacher will remind students that asking questions during reading the reading process can help us focus on what we are reading, can give us a purpose for reading, and enables us to monitor our reading or check to see whether we are understanding what we are reading. Tell students that we practice this questioning process by stopping during our reading and stating questions we have in our minds. Tell students that some good questions that we should ask ourselves while reading are: What does this mean? Is this important? How do I think the story will end? What did I learn? The teacher will read the story, often stopping to ask questions. Have students turn and talk about their answers. Teacher may choose several students to share their answer. Time to Read: Remind students to practice asking questions during their reading. Share & Reflect: Choose several students to share questions and answers discovered during their reading. RL.K.10 Read Aloud: Ten Black Dots by Donald Crews The teacher will introduce the author and illustrator and show the front cover. Ask students to identify the number on the front and to count to 10. (I would have my students count to 10 using a squeaky voice for added fun!) The teacher will read the book. After the reading, have students turn and talk about things they could make with 10 dots. The teacher may have several students share their ideas. Time to Read / Literacy Stations *The teacher may choose to make a class book by giving each student a sheet of construction paper and 10 black dots. Let them experiment with them to see what they can make! Bind pages together and add class book to classroom library.

7 Writing Monday - Week 4 W.K.3 Beginning, Middle, End Remind students that they are finding stories everywhere: in the lunch line, on the playground, in car rider line etc. Small moments are stories that are happening all around us, all the time. Today you will teach students to use their fingers to tell their story. This will help with visualizing a beginning, middle, and end. Model taking your hand out of your pocket. Tell students inside your hand, you have a small moment. Open your hand and spread it out wide. Tell a story across your fingers, touching each finger as you speak. Point to 1 st finger I walked through the zoo. 2 nd finger I saw the lions. 3 They were fighting each other. 4 I watched them for a long time. Hold last finger up. I have one more finger left, so my small story needs to end with this finger. It was so cool. Allow partners to pull a small moment story out of their pocket and tell to partners using their fingers. Time to Write: During planning your next story, try telling your story across your fingers. Author Share: Allow a student to share that practiced strategy. W.K.2 SL.K.4 Farm Shared Writing Read Aloud: A book about the farm (topic would be great after visiting a farm) Discuss a book about the farm or a recent trip to the farm. Use a graphic organizer to brainstorm things you saw at the farm. Share with students that they are going to create a chart and everyone has to tell something they saw at the farm. Using chart paper, have this sentence already on the paper. Title a chart At the Farm We saw at the farm. Tell the class they will follow that sentence pattern when it is their turn. Have some post-its to label each sentence with student s name. I ll go first, We saw goats at the farm. Write your sentence in front of students, exaggerating each sound. Put your name on a post-it and place beside sentence. Pick 4-5 students to complete their sentence using the same sentence pattern each time. Label each sentence with their name. Assure all students, they may not all get a turn today but they will get a turn. Close lesson by reading each sentence written. Save for next day.

8 Writing Tuesday - Week 4 W.K.3 W.K.5 Adding a Reactions Remind students to continue finding small moments throughout their day and put them in their pockets to write about later. Students can also refer to self portraits for writing topics. Tell students that they will be graded soon on a piece of writing. The writing must be in the order in which it happened and it must have a reaction to what happened. Prewrite a fire drill story written out on chart paper. We heard the fire drill. We went outside. We came in. Now when a writer adds a reaction to their story, most of the time they tell how they feel about the story. Add 5. Add a Reaction to the Writing Small Moments chart. Ask students to come up with a reaction to the fire drill story. Ask how the fire drill made them feel inside happy, sad, scared, etc. Turn and talk with partner about reaction. Model how you revise writing to add the reaction. Time to Write: Encourage students to add a reaction to their story. Author Share: Choose several students to share reaction revisions. Farm Shared Writing W.K.2 SL.K.4 Read Aloud: Another book about the farm. Continue to brainstorm things you saw at the farm. Allow students from the previous day to touch read their sentence. Continue allowing 4-5 students tell what they saw at the farm. Label their sentence with a post-it. Pick 4-5 students to complete their sentence using the same sentence pattern each time. Label each sentence with their name. Close lesson by reading each sentence written. Save for next day.

9 Writing Wednesday - Week 4 W.K.3 W.K.5 Storytelling with Partners Review prior lessons with students using fingers to plan story, adding a reaction, stretching out words. Tell students that today you will teach them how to be good writing partners. Share with students that most of the time when they are talking to their writing partner, they tell what they are going to write about. They do not actually say the words they want to write. For example, a student might tell partner, I m going to write about going swimming. Instead we want to encourage our students to say, I went swimming at my Grandma s. I jumped in the water. It was fun. Model effective storytelling and listening regarding partnerships partner one is the storyteller, partner two is the listener. And then the roles flip. Partners practice good storytelling and good listening skills. Time to Write: Remember, you have your partner if you need him/her. Plan your stories with your partners listening to you. After you have both had the chance to share, you may begin to write. Author Share: Allow a set of partners to model effective storytelling. W.K.2 SL.K.4 Farm Shared Writing Read Aloud: Another book about the farm. Continue to brainstorm things you saw at the farm. Allow students from the previous day to touch read their sentence. Continue allowing 4-5 students tell what they saw at the farm. Label their sentence with a post-it. Pick 4-5 students to complete their sentence using the same sentence pattern each time. Label each sentence with their name. Close lesson by reading each sentence written. Save for next day.

10 Writing Thursday - Week 4 W.K.3 W.K.5 Partner Suggestions Review rules for partnerships. Partners must respect each other. Good partners talk about writing only and nothing else. High expectations must be in place for partnerships to be successful. Model partner one reading a written book to partner two. Model partner two giving partner one suggestions. While partner one is reading, partner two is listening with eyes on speaker and ears open. Partner two is thinking about these questions. Did my partner include everything? Did my partner leave anything out? Partner two then gives partner one a suggestion or compliment. For example, partner two could say, I love your story, but your words are kinda hard for me to read. You might want to slow down just a bit and practice writing a little slower. During share time, model good suggestions. Suggestions need to be in good taste and positive. We never want to hurt our partner s feelings by saying something negative about their writing. Tell students to give you a thumbs up if they can give their partners compliments and suggestions to help make them a better writer. Time to Write: Challenge partners to read a story to each other, practicing giving good suggestions. Author Share: Allow partners to share giving each other suggestions. Shared Writing W.K.2 SL.K.4 Farm Shared Writing Have 5 random students sentences written out on sentence strips and cut apart. Have the last set of students read their sentences. After all students have dictated and read their sentence, call a student to come up and put his/her sentence together in front of the class. Close lesson by reading each sentence written. Save for next day.

11 Writing Friday - Week 4 Writing Some Words in a Snap Review chart of Writing Small Moments. Walk through and review each step. W.K.3 Tell students that they have been learning how to write better. Today you will show them that some words can be written in a snap. Point out the word wall and model how it could be used. Ask students if they need to sound out every word they come to during reading. Answer should be--no. Ask why they don t have to sound out every word. Answer should be-- readers just know some words. Well it works the same in writing writers just know some words. Some words can be written in a snap. Model story writing using some simple sight words students should know (go, we, see, I) Remind students that they do not need to look at the alphabet chart to write every word. Growing writers sometimes refer to when trying so spell hard words. Pass out whiteboards and markers and allow students to write a word in your story in a snap. Call out words, including sight words that are located on the word wall. Time to Write: Encourage students to write the words they know in a snap. Encourage students to use the word wall as much as possible. This allows their writing to move faster. Author Share: Allow a student to share that wrote some words in a snap. Shared Writing W.K.2 SL.K.4 Farm Shared Writing Type each student s sentence and cut apart. Place in a baggy. Give each student their baggy and allow students to put their sentence in order. After sentence is checked, allow student to glue to story paper and illustrate using good detail. Collect and put in a class book. Read class book once it is made and place in reading center.

12 Friday Thursday Tuesday Monday Kindergarten - Unit 2 Word Study - Week 4 Letter Mm Saxon Lesson #33 Saxon Lesson #34 Wednesday Saxon Lesson #35 Saxon Lesson #36 Optional: Review and Assess

13 Friday Thursday Wednesday Tuesday Monday Kindergarten - Unit 2 Guided Reading - Week 4

14 Friday Wednesday Tuesday Monday Kindergarten - Unit 2 Students greet with a good morning. Speaking and Listening - Week 4 Allow star student to share poster. Allow student to pick 3 students to ask a question about poster. Students greet with good morning in sign language. Call on random students to retell The Hungry Caterpillar. Students greet using sign language. Allow a student to read a current writing piece to class using good voice and eye contact. Allow conversation to center around story. Students greet using sign language. Thursday Allow a student to read a current writing piece to class using good voice and eye contact. Allow conversation to center around story. Students greet with a handshake. Allow a student to read a current writing piece to class using good voice and eye contact. Model complimenting author and suggesting ways to better the piece. (adding more detail, checking for capitalization and punctuation)