The Bruins I.C.E. School

Transcription

1 The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words (Letter Sound Relationships-Ending Sounds) Lesson 5: Classroom Book Worksheets Included: Sequence Cards Classroom Book Cover Beginning/Ending Sound Pictures Build- Write -Read Worksheet Hockey Jersey Template Book: Blades, Blades, What Do You See? Adapted by Heidi Mason; Based on the Story: Brown Bear, Brown Bear, What Do You See? By: Bill Martin Please see each lesson for frameworks applied to that lesson 1

2 Lesson 1: Retell and Sequence the story Concept/Topic to Teach: Children will retell and sequence the events in a story. Blades, Blades What Do You See? Story Adapted by: Heidi Mason Based on the story: Brown Bear, Brown Bear What Do You See? By: Bill Martin Jr. Standards Addressed: Common Core. Reading Standards foliterature 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and support, identify characters, settings, and major events in a story. 5. Recognize common types of text (e.g., storybooks, poems). 7. With prompting and support, describe the relationship between the illustrations and the story in which they appear. 10. Actively engage group reading activities with purpose and understanding General Goal(s)-Expected Outcome: Children will use the story Blades, Blades, What Do You See? to arrange picture cards to retell and sequence the events in the story. Specific Objectives: Children will retell and sequence the events of the story in order. Required Materials: Blades, Blades, What Do You See? Storybook Picture sequence cards Sentence Strips Crayons Scissors Glue stick Chart Paper Introduction: Ask students what they know about the sport of hockey and the Boston Bruins. Read the story, Blades, Blades, What Do You See? to the students. Modeling/Explanation: Discuss the pictures in the story as you read the story. Discuss how each picture relates to one another. Discuss how the words and the pictures make sense. Students can help by reading words they know or by using picture clues. Guide students as they retell the sequence of events by using picture cards. 2

3 Show students how to sequence the picture cards of the story onto sentence strips. Independent Practice: Students will practice reading the storybook, Blades, Blades, What Do You See? in pairs, small groups, or independently. Students color, cut, and paste the pictures cards onto sentence strips. Differentiated Instructions: Adaptations (For Students With Learning Disabilities) Teacher provides support and models of correct sequence. Extensions (For Gifted Students) Students identify and highlight all words ending in ing in the storybook. Students identify and highlight all high frequency words. Check for Understanding: Using small reading groups, students will retell the story and sequence of events orally to the teacher. Sequence cards are correctly placed in order on sentence strips. As students work, monitor and redirect as needed. Ask students how they know the sequence is correct. Closure/Wrap-Up: Students turn sentence strips with picture cards into crowns to wear. Ask students questions about the story: 1. What was this story about? 2. What did Blades see? 3. What did the player see? 4. During a game, what does it mean when the red light shines? Evaluation: Observe students working on the correct sequence. Students retell the story using the picture cards on the sentence strips before gluing. The sentence strips are created correctly. 3

4 4

5 Lesson 2: Bruins Name Jersey Concept/Topic to Teach: Students create Bruins jerseys with their names on them to recognize their names, identify the letters in their names, and count the number of syllables in their names. Standards Addressed: Common Core Reading Standards: Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. 1-d. Recognize and name all upper/lowercase letters of the alphabet. 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2-b. Count, pronounce, blend, and segment syllables in spoken words. General Goal(s)-Expected Outcome: Students will create a Bruins jersey by pasting the letters of their name on it. Specific Objectives: Students will recognize their own name. Students will identify the letters in their own name. Students will count the number of syllables in their name. Required Materials: Jersey stencil Construction paper Paper letters/ alphabet sheet Pencils Scissors Glue stick Markers or crayons Storybook: Chrysanthemum by: Kevin Hankes Anchor chart of students names Introduction: Display anchor chart of all the student names. Discuss that everyone has a name, and that each person s name is special. Read the story Chrysanthemum by: Kevin Hankes. Discuss how the Bruins players wear their names on the back of their jerseys. Show pictures of some players jerseys. 5

6 Modeling/Explanation: Model a pre-made jersey with your name on it. Model how to trace and cut out the jersey using the stencil. Model how to find letters, and glue them appropriately on the jersey. Orally identify all the letters in your name that appear on the jersey. Model how to clap out and count number of syllables in the name on the jersey. Write the number of syllables of the name in the center of the jersey. (e.g., Li*ly=2 syllables. Write the number 2 on the jersey, under the name Lily.) Independent Practice: In small groups, students trace jersey stencils and cut out the Bruins hockey jersey. Students identify the letters of their name on the letter sheet. Students cut out the letters that are in their own names. Students glue the letters of their name onto the jersey. Students count the syllables in their name by clapping the name out. Students will write the number of syllables in their name in the center of the jersey. Differentiated Instructions: Adaptations (For Students with Learning Disabilities) Teacher provides a model and name plate to students. Teacher provides pre-cut letters to students. Extensions (For Gifted Students) Students find other words in the classroom that start with the first letter of their name. Students will put class names in alphabetical order. Students will clap out and count the syllables for each name in the class. Students will graph number of letters in each name. Check for Understanding: Ask students to read their name on the jersey. Ask students to name and identify the letters in their name. Ask students to clap out and count the number of syllables in their name. 6

7 Closure/Wrap-Up: Students show their jerseys and read their names. Students tell how many syllables are in their name. Display jerseys on a bulletin board for future references. Evaluation: Observe students creating their name jerseys correctly. Take anecdotal notes on: o Ability to recognize/read own name o Letters students know/don t know in their name o Counting syllables/segmenting names 7

8 8

9 Lesson 3. Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Concept/Topic to Teach: Students will build, read, and write hockey words using hockey pictures. Standards Addressed: C.C. Reading Standards: Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2-d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC words. 3. Know and apply grade-level phonics and word analysis skills in decoding words. 3-a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. General Goals: Students will use hockey picture cards and magnetic letters to demonstrate knowledge and understanding of sound symbol relationships (letters: b, g, h, n, p, r, s). Specific Goals: Students will build, read and write hockey words. Required Materials: Hockey Pictures-Beginning Sounds Magnetic letters Build-Read-Write Worksheet Writing Tools Introduction: Display and discuss Hockey Picture Cards. Discuss what sounds students hear in the beginning of each word. Say to students: Here is a picture of a net. What sound do you hear at the beginning of this word? Yes, net starts with the /n/ sound. What letter makes that /n/ sound? Model how to build the word net using magnetic letters. Model how to read the word net by using picture cues and sounding out the letters in the word. Model how to write the letters of the new word. Model how to use the Build-Read-Write paper. Independent Practice: Students work in small groups to build, read, and write hockey words (Beginning Sounds) using magnetic letters, Build-Read-Write worksheet, and writing tools. 9

10 Differentiated Instructions: Adaptations (For Students with Learning Disabilities) Provide all letters to build each word. Provide models on how to form letters. Require students to build, read and write 4 out of the 8 words Extensions (For Gifted Students) Students generate a list of other hockey words they know. Students build, read, and write the new words. Check for Understanding: Ask students what they know about letters and sounds. Ask students why they picked certain letters to build hockey words. Ask students to read what they have written. Closure/Wrap Up *Collect all Build-Read-Write sheets. *Review the words and beginning sounds. 10

11 Beginning Sounds ear et elmet oal 11

12 uck layer ink tick 12

13 Build-Read-Write: Hockey Words 13

14 Lesson 4: Building Hockey Words (Letter Sound Relationships-Ending Sounds) Concept/Topic to Teach: Students will build, read, and write hockey words using hockey pictures. Standards Addressed: C.C. Reading Standards: Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2-d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC words. 3. Know and apply grade-level phonics and word analysis skills in decoding words. 3-a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. General Goals: Students will use hockey picture cards and magnetic letters to demonstrate knowledge and understanding of sound symbol relationships (letters: l, k, r, t). Specific Goals: Students will build, read, and write hockey words. Required Materials: Hockey Pictures-Ending Sounds magnetic letters Build-Read-Write Worksheet Writing Tools Introduction: Display and discuss Hockey Picture Cards. Discuss what sounds students hear in the end of each word. Model how to build the word helmet using magnetic letters. Model how to read the word helmet by using picture cues and sounding out the letters in the word. Model how to write the letters of the new word. Model how to use the Build-Read-Write paper. Independent Practice: Students work in small groups to build, read, and write hockey words (Ending Sounds) using magnetic letters, Build- Read-Write worksheet, and writing tools. 14

15 Differentiated Instructions: Adaptations (For Students with Learning Disabilities) Provide all letters to build each word. Provide models on how to form letters. Require students to build, read and write 4 out of the 8 words Extensions (For Gifted Students) Students generate a list of other hockey words they know. Students build, read and write the new words. Check for Understanding: Ask students what they know about letters and sounds. Ask students why they picked certain letters to build hockey words. Ask students to read what they have written. Closure/Wrap Up Collect all Build-Read-Write sheets. Review the words and ending sounds. Evaluation: Observe students working during small group time. Take anecdotal notes how students build, read, and write the hockey words using correct sounds. Review students written work for evidence of understanding on how to write hockey words. Students use the correct ending sound letters for each picture. 15

16 Ending Sounds bea ne helme goa 16

17 puc playe stic rin 17

18 Build-Read-Write: Hockey Words 18

19 Lesson 5: Classroom Book Concept/Topic to Teach: Children will write and illustrate what they would do with the classroom s stuffed bear, Blades, during a weekend. Standards Addressed: C.C. Writing Standards 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. General Goal(s)-Expected Outcome: Using their own words, students will write and illustrate what they would do with Blades, the classroom s stuffed bear. Specific Objectives: Students stay on topic. Students words match their illustrations. Required Materials: Any classroom stuffed bear toy Writing paper Writing tools (pencils, colored pencils, markers, crayons ) Class book cover page Anchor chart Introduction: Discuss what students do with their families over the weekend. Modeling/Explanation: Ask students how they would feel to bring something special home for the weekend. Have students reflect and share previous experiences. Students turn and talk with partners to discuss their ideas. Generate a list of some ideas on an anchor chart. Tell students that they will write and illustrate what they would do with Blades, the classroom s stuffed bear, over the weekend. Emphasize that the illustrations must match the words written to make sense to the reader. Independent Practice: Students write and illustrate what they would do with the Blades, the classroom stuffed bear, over the weekend. 19

20 Differentiated Instructions: Adaptations (For Students with Learning Disabilities) Students illustrate only. Students dictate words to teacher. Students label a few parts of the illustration. Extensions (For Gifted Students) Students are asked write and illustrate about a time when a special person came to visit with them. Check for Understanding: Teacher takes anecdotal notes about students writings/illustrations. Teacher asks students to read what they have written. Teacher asks questions about illustrations. Teacher observes if the students have stayed on task. Closure/Wrap Up: Students share with the class what they wrote and illustrated. Papers are collect and bound together to form classroom book. Evaluation: Students stayed on task. Students words and illustrations match. Students are able to read what they wrote. Students are able to explain their illustrations. 20