Kindergarten. CCSS Mini-Lessons. Compton Unified School District Educational Services Kindergarten

Transcription

1 Kindergarten CCSS Mini-Lessons Compton Unified School District Educational Services Kindergarten

2 Kindergarten Unit 1 Week 1 * Mini Lesson Topic: Reading Literature * Selection Title: Bono the Monkey You will need (1) a Familiar Short Picture Book with clearly identified Main Character, Setting, and Plot. Example: Good Night Moon by Margaret Wise Brown; (2) Bono the Monkey at School (story); (3) Chart Paper for making a two-column chart. RL K.3 With prompting and support, identify characters, settings, and major events in a story. L K.1 d Understand and use questions words (interrogatives) Examples: who, what, where, when, why, how Connection: What are some of your favorite characters on TV? Where do they live? What do they do? Today I m going to teach you how to answer three questions good readers have every time they read a narrative or story. They are as follows (1) Who are the characters? (2) Where or when does the story take place? and (3) What is happening in the story? Make a two column-chart as a reference for you when you model and the students when they practice on their own. What are the three questions? Students repeat the three questions noted above. Browse the illustrations in Goodnight Moon you browse and think aloud asking and answering the who, where/when, and what questions. Example: Who are the characters? I see a Mom and a baby bunny. The mom and the baby bunny are the characters in the story? Where and when does the story take place? I see a moon and the baby is in his pajamas so I m thinking it s nighttime plus the story it titled Goodnight Moon. The setting is right before going to bed and it s the little bunny s room. Ask the three questions again, soliciting student answers then flip it and have students ask you the questions and you answer- modeling answering in complete sentences. Repeat the structured activities with the children using Bono the Monkey at School. Repeat the checking for understanding as noted above. Send students in pairs over to the class library to find two books. Tell them they will take turns- asking and answering questions. While one partner takes a picture walk or browse the story, the other will ask the questions. Then they will switch roles. / Determine if objectives were met / Share learning. Call on several pairs to show the class how they asked/answered the three questions. Close the lesson by reminding students that good readers ask who, what, where, when questions as they read. 1

3 Kindergarten Unit 1 Week 2 Rules * Mini Lesson Topic: Reading Informational Text * Selection Title: Rules You will need You will need (1) a copy of the Informational Text titled RULES and/or the related Social Studies Pamphlets for Unit 1 Getting Along Lessons 1 and 2.; and (2) a Copy of the Story Bono the Monkey at School. RI K.3 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Note that the focus is here is identifying one as INFORMATIONAL TEXT and the other as LITERATURE. Today we are going to look at two texts. When we look at two texts, we think about how they are alike (compare) and how they are different (contrast). Some texts tell us information while others might tell a story. We call stories that tell us information, informational texts (or expository) and texts that tell stories, literature (or narratives). What was I doing when I was comparing and contrasting the two texts? Browse the titles, texts, captains, illustrators and other graphics in both texts. Teacher will model thinking aloud-noting similarities and differences as she compares and contrast. What did I look at when I was comparing and contrasting? Continue browsing the two text with the students and allowing them to offer their observations. Which of these texts tells a story with characters, setting and a plot? Which of these texts give us mostly information? Why do we read narratives (or stories)/ Why do we read informational text or an expository? Did we change our expectations when we read one or the other? Have students work in pairs or solo using two post-its that read literature and informational text - find an example of each in the class library or from a set of books strategically borrowed from the school library. Create two class piles of books. / Determine if objectives were met / Share learning. Review the piles of books for accuracy. Ask students to agree or disagree with the choices. 2

4 Kindergarten Unit 1 Week 1 * Mini Lesson Topic: Foundational Skills * Selection Title: Bono the Monkey A copy of Bono the Monkey and a book with short Nursery Rhymes. Chart for beginning to record rhyming words today and throughout the unit or year. Encourage students to provide examples to add to the chart throughout the unit and/or year. RF K.2.a Recognize and produce rhyming words. Rhyming words have the same ending sound. Example: at, cat, bat, hat, mat, that...all rhyme. Have you ever notice how some words have the same ending sound. The words, he and she both end with the long e sound. Can you think of another word that ends like he or she. Examples might include: we, be, tree, tee, three, see. Today we will be talking about rhyming words rhyming words have the same ending sound. What are rhyming words? Do blue and shoe rhyme? What about book and pencil? Read the story: Bono, the Monkey as you read discuss how the repetitive part No, no, Bono is a play on rhymes. That is, no and bono rhyme. What part of the words no and Bono rhyme? Does go rhyme with no and Bono? How about stop? Let s read a familiar Nursery Rhyme together. Example: Jack and Jill went up a hill... As you read, together with the students begin adding rhyming words to a chart (e.g., Jill, hill) and thinking of another word that rhymes with the pair (e.g., pill). Repeat with another Nursery Rhyme or several. Read from the list of rhyming words and ask what part of a trio of rhyming words is the rhyming part? Ask students to get together and think/pair/share rhyming words and/or complete a rhyming word activity or game. Circulate checking for understanding. / Determine if objectives were met / Share learning. Call on several pairs to share and add additional words to the list. 3

5 Kindergarten Unit 1 Week 1 * Mini Lesson Topic: Writing * Selection Title: Bono the Monkey A copy of Bono the Monkey and a book with short Nursery Rhymes. Chart for beginning to record rhyming words today and throughout the unit or year. Encourage students to provide examples to add to the chart throughout the unit and/or year. W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. An opinion is how you feel or think about something or what you like. It is different than a fact. : Note this is a simple, introductory lesson about opinions the concept will be expanded upon and continue to be taught throughout the unit. Are there some things you like and some things you don t like? Think about some of our rules? Do you like having to walk in a straight line without talking? Yes or no? Perhaps you are not sure. That s okay too. How do you feel about standing in the back of the line? Some people prefer the front. Today, we will learn about expressing our likes and dislikes or telling about how we feel or think. : What is an opinion? Should we respect each other s opinions? Teacher will model writing about something they like and don t like. Divide a storyboard paper in half. On one side draw a picture of something that you like. On the other side, draw a picture of something you don t like. Example: The smell of roses vs. smell of a skunk. Use simple written sentence frames or phrases: I like. I dislike. Note in further lessons you will have students expand their opinions with explanations (i.e., I like because ). Does everyone have to like what I like or dislike what I like? Is this a fact or an opinion? Children discuss in small groups things they like and dislike. Circulate reinforces that it s okay to disagree. Find an example where two or more students had differing opinions. Have them share with the group. Again, reinforce that it s okay to have differing opinions. We should respect each other s opinions. Students will not each draw something the like and dislike and either complete a writing sentence frame or dictate their sentence to the teacher. / Determine if objectives were met / Share learning. Have children volunteer to share their opinion writings with the class. If children are not ready to share, you may share selected writings anonymously or with their permission. 4

6 Monkey Kindergarten Unit 1 Week 1 * Mini Lesson Topic: Speaking and Listening * Selection Title: Bono the Optional: A play microphone or talking stick. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. With the room quiet, whisper something (e.g., a rule) so that no one or only a few close students can hear what you say. Then ask a question in a loud, clear voice (e.g., What rule did I just say)? For students who are confused ask if they heard you. Explain that speaking audibly means that you speak in a voice that everyone can hear what you are saying. : What does speak audibly mean? Read the story: Bono, the Monkey using an echo read style. Have children mimic you re the tone and clarity of your voice. What happens if someone can t hear what you are saying? Pair students and have them take turns either reading or from memory telling parts of the story. One partner retells and the other listens. As they do this have them walk farther and farther apart noting how they will have to adjust from a whisper when they are close to a more audible (or louder) voice as they move apart from one another. Point out that when we speak to an audience, the audience in the back is much further away and we need to make sure everyone hears. Read something from the story and ask whether you read audible or not? Have each student stand in front of the class and say, Hi, my name is. I am in kindergarten. The other students (i.e., audience) will provide feedback on audible speaking by showing on their fingers a 1, 2 or 3 as follows. 1 We couldn t here you. 2 We could hear you. 3- You were loud and clear. / Determine if objectives were met / Share learning. Tell students to go home and practice speaking audibly in front of a mirror and/or family members. 5

7 Kindergarten Unit 1 Week 1 * Mini Lesson Topic: Language * Selection Title: Bono the Monkey A copy of Bono the Monkey and if possible, copies for all the students and highlighters or red pens for identifying beginning capitalization and ending punctuation marks. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2 a Capitalize the first word in a sentence and the pronoun I. L K.2 b Recognize and name end punctuation. When we read a story, we say the words out loud. The words we say are written on the page. When we write we follow rules to help the reader. We start each sentence (or thought) with a capital (or big) letter and then we put a punctuation mark at the end. This lets the reader know when a sentence begins and ends. Today, we will look at how the author of Bono the Monkey uses capitalization and ending punctuation. We will learn about two kinds of punctuation. A period and an exclamation point. Where do we use capital letters? Where do we put a period or exclamation point? Read the story with the children noting the author s use of capital letters at the beginning and punctuation marks at the end. Point out that the author uses a period to tell and an exclamation mark to show (strong feeling and excitement). Where do we use capital letters? Why? Where do we put a period or exclamation point? Why? The teacher will write and read examples of sentences on the board with the capitalization and punctuation missing. The teacher will ask students to think/pair/share with a partner about any mistakes they see. Model the following language frames: 1. We need a capital at the beginning of the sentence. 2. We need a (period or exclamation point) at the end of the sentence. Using equity sticks, call on students at random to tell help you correct the capitalization and ending punctuation mistakes. Send students over to the library to review books for examples of capitalization at the beginning of sentences and punctuation marks at the end of sentences. Note that they might discover other words capitalized and other punctuation marks. Briefly explain and note for future mini-lessons. / Determine if objectives were met / Share learning. Remind students just as there are rules for behavior, there are rules we follow for writing. Authors use capital letters and ending punctuation marks because they help the reader identify complete thoughts (i.e., sentences). 6