Standards. Multiple Intelligences Utilized. Titles in this series: Teaching My Reading Neighborhood

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1 Teaching My ing Neighborhood Interest Level: PreK 1 ing Level: 1 MY READING NEIGHBORHOOD First-Grade Sight Word Stories Titles in this : Ana and the Pet Show Ana and the Rainy Day Holidays with Joe Nia Bakes Cookies A Party with Joe School for Ken Standards Common Core ing (Foundational Skills) Phonological Awareness Print Concepts Phonics and Word Recognition Fluency Common Core ing (Literature) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Common Core Writing Text Types and s Research to Build and Present Knowledge Common Core Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas Multiple Intelligences Utilized Verbal-linguistic, bodily-kinesthetic, visual-spatial, musical, interpersonal, intrapersonal

2 2 TEACHING MY READING NEIGHBORHOOD Lesson 1 Word Bingo Students will practice recognizing and reading sight words. Word Bingo p. 7 buttons, paper coins, paper clips, or other small items to use as markers paper a small hat, box, or other container stickers (optional) Make copies of Word Bingo p. 7 for students. Cut or tear paper into twenty to thirty pieces. Make a list of sight words and/ or high-frequency words from the books that you want to practice with your students. How do we read words that are new to us? If we re not sure what a word is, what do we do? the My ing Guide students through reading strategies for emergent readers, such as looking at pictures for clues, checking to see if a word guess makes sense in context, and touching the print while reading. On the board, write your list of sight words and/or high-frequency words from the books. Reinforce pronunciation and meaning as you do so. If using high-frequency words, explain that these are some of the words that are used most often in books. When you have twenty to thirty words, copy them onto your pieces of paper. Put the pieces of paper in the hat. Students will copy some of the words onto their bingo boards in whatever order they like. To begin the bingo game, have a student pick a word out of the hat and read it aloud (or match it with its counterpart on the board). Go around the room and have a different student do this for each word. Give students stickers or check marks on their boards for reading a word. Each time a word is read aloud, students who have that word written on their boards will mark it. When a student correctly fills a row, that student calls out Bingo! (or raises a hand, if this makes it easier for you) and receives a sticker or check mark on his or her board. Play according to rules that make sense for your classroom. You may choose to have students clear their boards and start a new round as soon as someone gets a bingo, or you may have students continue playing with the words they ve already marked. How did you find the words on your board? How is reading words in a book easier than reading them by themselves? Can you find the words you used on your bingo card in the books? Assess for participation and accurate recognition of words.

3 3 TEACHING MY READING NEIGHBORHOOD Lesson 2 Neighborhood Stories Students will create their own books about life in their dream neighborhoods. paper staples pencils, crayons, and markers magazines scissors glue or tape Staple three to five sheets of paper together into a booklet for each student in your class. Gather craft supplies in a space where students can work. What is a neighborhood? What makes one neighborhood different from another neighborhood? What kinds of things (or people) might you find in some neighborhoods but not in others? the My ing Guide students through reading strategies for emergent readers, such as looking at pictures for clues, checking to see if a word guess makes sense in context, and touching the print while reading. Ask students if the neighborhood in the books is like their neighborhoods. Would they want to live in the neighborhood in the books? Why or why not? Explain that students will create books about the kinds of neighborhoods where they would like to live. If they like living in their own neighborhoods, offer them the option to create a book about their actual current neighborhoods. Students will fill the pages of their books with images related to their dream neighborhoods. They may choose to cut pictures out of magazines or draw. On each page, students will write (with help) a sentence about their dream neighborhoods or what they would like to do there. What would you do in your dream neighborhood? How is your dream neighborhood similar to or different from your real neighborhood? How is your dream neighborhood similar to or different from the neighborhood in the books? Assess for participation and effort.

4 4 TEACHING MY READING NEIGHBORHOOD Lesson 3 Write a Poem Students will use their knowledge of syllables and rhyming words to create a poem about a favorite subject. paper pencil Choose a My ing Neighborhood book to use as an example. Divide students into groups of at least three. What is a poem? How is it different from a story? What are common characteristics of poems? the My ing Guide students through reading strategies for emergent readers, such as looking at pictures for clues, checking to see if a word guess makes sense in context, and touching the print while reading. Choose a theme from your example book (such as holidays or fall activities). Ask students to come up with other words that are related to this theme. Encourage them to think of action words, emotion words, and descriptive words. Write these examples on the board. Remind students that poems often have rhyming words (words that end in the same sound) at the end of each line. Choose one of the words on the board, and have students think of words that rhyme with it. Add these rhyming words to the list. Explain that poems often have the same number of syllables on each line. Write an example phrase on the board and have students count its syllables. You may ask students to clap as they count, as this helps them grasp the idea of syllables by tying it to kinesthetic learning. Each group will choose one of the My ing Neighborhood books and create a five-line rhyming poem based on an element of the book. What is your poem about? Why did you choose that subject? How is it related to the book you chose? Assess poems for completion and understanding of key concepts namely, rhyming and syllables.

5 5 TEACHING MY READING NEIGHBORHOOD Lesson 4 Letters to the Author or Illustrator Students will compose letters to a My ing Neighborhood author or illustrator. Write a Letter p. 8 Print out a copy of Letter Template p. 8. Alternatively, open the document on your computer screen and display the image on a projector. What does the author of a book do? What does the illustrator do? one of the My ing Guide students through reading strategies for emergent readers, such as looking at pictures for clues, checking to see if a word guess makes sense in context, and touching the print while reading. Explain that authors and illustrators want to know what readers think of their books. If readers want to tell an author or an illustrator what they think of a book or if they want to learn more about the author or illustrator, they can write a letter. Explain that the class will work together to write a letter to either the author or the illustrator of the book. Have students vote on whether to write to the author or the illustrator. Show Letter Template p. 8 on a projector, or attach a printout to the board. Ask students to think of things to say in the letter, including what they liked about the book and questions they have for the author or illustrator. Write all ideas on the board. Have students vote or otherwise collectively decide which of these ideas will go in the letter. Write or type the class letter on Letter Template p. 8. Why did we choose to include the things we put in the letter? Why did we choose to leave out other ideas? Think of your favorite books. What author or illustrator would you like to write to on your own? Assess students for participation and understanding.

6 6 TEACHING MY READING NEIGHBORHOOD Lesson 5 Alike and Different Students will compare themselves to characters from My ing Neighborhood, using reading-based knowledge of characters actions, feelings, and likes/dislikes. paper crayons or markers Gather craft supplies in a place where students can work. Choose a My ing Neighborhood book to model. What makes people different? What are the things about you your likes, dislikes, and activities that make you who you are? the My ing Using the book you chose as an example, have students compare and contrast themselves to a character in the book. Do you enjoy the activities that the character likes? Do you share the character s feelings about things? Do you do the same things the character does? What do you do that is different? Each student will choose another character from the books. On one side of a sheet of paper, each student will draw himself or herself and the chosen character. Students will also draw activities or props to show similarities and differences between themselves and the characters. With help from you, students will summarize the similarities and differences between themselves and the characters on the back of the paper. Prompt students to find at least one similarity and at least one difference. Did you choose a character who is a lot like you or one who is very different? Do you think you would like to be friends with this character? Why or why not? Assess for completion and understanding.

7 7 Teaching My ing Neighborhood Name Date Word Bingo

8 8 Teaching My ing Neighborhood Write a Letter Dear (author or illustrator name): Yours truly,