Teacher s Manual Volume 2

Transcription

1 SAMPLE LESSON Teacher s Manual Volume 2 CCC Collaborative Literacy GRADE K Being a Reader Sample Whole-class Lesson, Grade K Explore the new digital resources! Center for the Collaborative Classroom Start a trial at ccclearninghub.org.

2 Week 24 OVERVIEW Whole-class Instruction Shared Reading This week the students discuss the use of rhyme and repetition in the poem I m a Yellow-bill Duck. They also discuss ways to act out the poem and then read and act it out as a class. The students continue to move in responsible ways, speak clearly so others can hear, and listen carefully when others speak. Independent Work Check-in This week we suggest you teach the Introduce New Materials check-in lesson in Appendix B, Independent Work Resources. Depending on the needs of your students, you may decide to teach a different check-in lesson. Handwriting This week the students learn to form the lowercase letters a, d, e, and f. Small-group Reading Instruction and Independent Work Rotations Small-group Reading This week you will continue to teach Small-group Reading lessons at the smallgroup reading table while the students work independently in the reading, writing, and word work areas. Independent Work The students may have assigned work from Small-group Reading to do during Independent Work. The following are materials you might also incorporate into independent work areas this week: Reading: Way Down Deep in poetry readers (see Independent Work Connections on page 422) Writing: Drawing materials for illustrating Way Down Deep in poetry readers (see Independent Work Connections on page 422) Letter practice sheets for a, d, e, and f (see Independent Work Connection on page 440)

3 Week 24 RESOURCES Poem Read-aloud I m a Yellow-bill Duck Extension Write a Shared Animal Poem Assessment Resource Book Week 24 assessment Handwriting Notebook a d e f Online Resources Visit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week. Assessment Form Class Assessment Record sheet (CA1) Reproducibles I m a Yellow-bill Duck (BLM1) Letter Practice: a (BLM2) Letter Practice: d (BLM3) Letter Practice: e (BLM4) Letter Practice: f (BLM5) 428 Being a Reader Teacher s Manual, Grade K

4 DO AHEAD Shared Reading Prior to Day 1, prepare a sheet of chart paper with the title and the words of the poem I m a Yellow-bill Duck on page 437 (do not copy the number beside each line). Post the chart where everyone can see it. Prior to Day 1, locate a picture of a duck with a yellow bill to use when you introduce the poem. Prior to Day 3, visit the CCC Learning Hub (ccclearninghub.org) to access and print I m a Yellow-bill Duck (BLM1). Make enough copies for each student to have one, plus one, and insert a copy in each student s poetry reader and in your own poetry reader, behind the poem Way Down Deep. You will distribute the poetry readers in Step 3. Independent Work Check-in Familiarize yourself with the Introduce New Materials check-in lesson (or another check-in lesson of your choice) in Appendix B, Independent Work Resources. Collect and prepare any necessary materials. For more information about the check-in lessons, see Appendix B, Independent Work Resources. Handwriting Visit the CCC Learning Hub (ccclearninghub.org) to access and print the Class Assessment Record sheet (CA1); see page 27 of the Assessment Resource Book. Visit the CCC Learning Hub (ccclearninghub.org) to access and print Letter Practice: a (BLM2), Letter Practice: d (BLM3), Letter Practice: e (BLM4), and Letter Practice: f (BLM5). Make a class set of copies (plus a few extra) to place in the independent writing area after the lesson. SUGGESTED WEEKLY SCHEDULE Monday Tuesday Wednesday Thursday Friday Handwriting (20) Shared Reading (20) Shared Reading (20) Shared Reading (20) Independent Work Rotations/Small-group Reading (45) Independent Work Rotations/Small-group Reading (45) Independent Work Check-in (35) Independent Work Rotations/Small-group Reading (45) Independent Work Rotations/Small-group Reading (45) 65 minutes 65 minutes 35 minutes 65 minutes 65 minutes Week

5 OVERVIEW Shared Reading I m a Yellow-bill Duck by Jack Prelutsky (see page 437) A duck tells about itself in this rhythmic poem. Academic Focus Students listen to and discuss a poem. Students echo read and chorally read the poem. Social Development Focus Students participate responsibly. Students listen carefully. Students discuss rhyme and repetition in the poem. Students act out the poem. Students read the poem in pairs. ELL SUPPORT Preview the Text Preview the poem I m a Yellow-bill Duck with the students before you read it to the whole class. You might read it aloud and clarify vocabulary: waddle: take small steps while moving from side to side dabble: dip its bill into water to pick up food swish: splash gobble: eat quickly wish: want 430 Being a Reader Teacher s Manual, Grade K

6 Shared Reading I m a Yellow-bill Duck Day 1 In this lesson, the students: Listen to and discuss a poem Echo read and chorally read the poem Discuss rhyme and repetition in the poem Listen carefully and speak clearly Participate responsibly Materials I m a Yellow-bill Duck chart, prepared ahead Picture of a duck with a yellow bill, prepared ahead Pointer 1 Gather and Review Speaking Clearly and Listening Gather the class with partners sitting together, facing you. Tell the students that today they will listen to a poem called I m a Yellow-bill Duck and discuss it as a class and with their partners. Explain that when they share their thinking, it is important to speak clearly so others can hear. It is also important that they listen carefully when other students share their thinking. Explain that you will check in with them at the end of the lesson to see how they did with listening and speaking clearly. 2 Read and Discuss I m a Yellow-bill Duck Direct the students attention to the I m a Yellow-bill Duck chart and read the title and the author s name aloud. Tell the students that this poem is about a duck with a yellow bill, or beak. Show the students a picture of a duck and point to its bill. Ask and briefly discuss: Q What do you think ducks use their bills for? Why do you think that? Then have partners discuss: Q What is something else you know about ducks? Turn to your partner. After a few moments, signal for the students attention and have one or two volunteers share what they discussed with the class. Explain that you will read the poem aloud two times. The first time you will read the poem without stopping, and the second time you will stop to explain some of the words. Read the poem aloud slowly and clearly without stopping, pointing under each word as you read. Pause briefly after the first reading; then read the poem again, clarifying vocabulary as you read. Week 24 O Shared Reading O Day 1 431

7 Suggested Vocabulary waddle: take small steps while moving from side to side dabble: dip its bill into water to pick up food swish: splash gobble: eat quickly ELL Vocabulary English Language Learners may benefit from hearing additional vocabulary defined, including: wish: want When you have finished reading, ask and briefly discuss: Q How does the duck in the poem describe itself? Q What does the duck do in the poem? 3 Echo Read the Poem Tell the students that now they will echo read the poem. Remind them to watch and listen carefully so they will know when it is their turn to read. Echo read the poem two lines at a time, pointing under each word as it is read. 4 Discuss Rhyme and Repetition in the Poem Explain that now the students will echo read part of the poem again, and that you would like them to pay close attention to the words in the part they read. Echo read lines 1 4 of the poem; then ask and briefly discuss: Q What do you notice about the words in the part of the poem we just read? Students might say: I notice that back and quack rhyme. It says waddle three times. I notice that waddle and quack repeat over and over. If necessary, point out the rhyming words in the poem, and remind the students that poets use rhyming words in poems to make them fun to read and hear. Point to the words that repeat in lines 3 and 4 and explain that when a poet repeats a word more than once, it is called repetition. Explain that repetition, like rhyme, makes poems fun to read and to hear. Explain that now the students will echo read the rest of the poem and that you would like them to listen for more examples of rhyme and repetition. Echo read lines 5 8, pointing under each word as it is read. 432 Being a Reader Teacher s Manual, Grade K

8 When you are finished reading, have one or two volunteers identify the rhyming words and the words that repeat in these lines. 5 Chorally Read the Poem Tell the students that now they will chorally read I m a Yellow-bill Duck, and ask them to use what they know about rhyme and repetition to help them read the words. Chorally read the poem, pointing under each word as it is read. Ask: Q Do you think I m a Yellow-bill Duck is a good title for this poem? Why or why not? Turn to your partner. After a few moments, signal for the students attention and have a few volunteers share their thinking with the class. 6 Reflect on Listening and Speaking Clearly Have the students reflect on their work in today s lesson by asking: Q How did you do with [speaking clearly/listening carefully] today? What do you still need to work on? Have a few volunteers share their thinking with the class. Explain that in the next lesson, the students will read I m a Yellow-bill Duck again and act it out. Teacher Note Save the I m a Yellow-bill Duck chart to use on Days 2 and 3. Shared Reading I m a Yellow-bill Duck Day 2 In this lesson, the students: Chorally read a poem Act out the poem Participate responsibly Materials I m a Yellow-bill Duck chart from Day 1 Pointer Listen carefully Move in a responsible way 1 Gather and Review I m a Yellow-bill Duck Gather the class with students sitting, facing you. Review that in the last lesson, the students read the poem I m a Yellow-bill Duck and discussed it with their partners and as a class. Ask and briefly discuss: Q What do you remember about this poem? Tell the students that today they will read the poem again and also act it out. Week 24 O Shared Reading O Day 2 433

9 2 Chorally Read I m a Yellow-bill Duck Direct the students attention to the I m a Yellow-bill Duck chart, and read the title and the author s name aloud. Explain that the students will chorally read the poem, and remind them to use what they know about rhyme and repetition to help them read the words. Chorally read the poem, pointing under each word as it is read. 3 Discuss Ways to Act Out the Poem Explain that now the students will discuss ways to act out the poem. Point to line 3 on the chart and read it aloud. Ask: Q How might you act out the line I waddle, waddle, waddle? Have a volunteer demonstrate the movement for the class. If necessary, review the meaning of waddle. Repeat this procedure for lines 4 7 of the poem. 4 Review Moving Responsibly and Act Out the Poem Explain that now the class will chorally read the entire poem. As the students read, they will act out the lines they just discussed. Review that it is important that the students move responsibly while they are acting out the poem. Ask and briefly discuss: Q What will you do to move in a responsible way while acting out the poem? Have the students stand up. Chorally read the poem, and have the students act out lines 3 7 as they read. Pause briefly after each line to give the students time to do the movement. If time permits, have the students read and act out the poem more than once. 5 Reflect on Moving Responsibly Help the students think about how they did with moving responsibly today. Ask: Q What did you do to move in a responsible way when you acted out the poem? Q Why is it important to move responsibly when acting out poems? Have a few volunteers share their thinking. Tell the students that in the next lesson, they will read the poem in their poetry readers. 434 Being a Reader Teacher s Manual, Grade K

10 Shared Reading I m a Yellow-bill Duck Day 3 In this lesson, the students: Chorally read a poem as a class and in pairs Listen carefully Participate responsibly Work responsibly in pairs 1 Gather and Get Ready to Read Gather the class with partners sitting together, facing you. Explain that today the students will read I m a Yellow-bill Duck again, first from the chart and then in their poetry readers. When they read the poem in their poetry readers, they will read it as a class and then in pairs. Materials I m a Yellow-bill Duck chart from Days 1 2 Pointer Poetry reader with I m a Yellow-bill Duck (BLM1) for each student, prepared ahead 2 Chorally Read I m a Yellow-bill Duck Direct the students attention to the I m a Yellow-bill Duck chart and read the title and the author s name aloud. Chorally read the poem, pointing under each word as it is read. 3 Chorally Read I m a Yellow-bill Duck in the Poetry Readers Tell the students that you added a copy of the poem I m a Yellow-bill Duck to each of their poetry readers. Show the students your poetry reader. Turn to page 10 and point under and read aloud the title of the poem. Distribute the students poetry readers and ask them to turn to page 10. When all of the students have turned to the correct page, have them point to the title of the poem on their own copies and chorally read it aloud. Explain that now the class will chorally read the entire poem and that each student will read from her poetry reader. Have the students chorally read the poem, using their fingers to point under the words on the page as they read. 4 Read I m a Yellow-bill Duck in Pairs Tell the students that now they will chorally read the poem with their partners. Briefly review your expectations for how the students will work responsibly while reading together today. Have partners turn to face each other and chorally read the poem in pairs. Remind the students to use their fingers to point under the words and to read the same words at the same time. Week 24 O Shared Reading O Day 3 435

11 Circulate and observe, assisting students as needed. Encourage partners to read the poem more than once. When all pairs have read the poem at least twice, signal for the students attention. Teacher Note Save the I m a Yellow-bill Duck chart to use in Week Reflect Share your observations about how the students did while reading with their partners today, and raise any problems you want to bring to their attention. Have the students stand, place their poetry readers in their independent work toolboxes, and then return to their seats. EXTENSION Write a Shared Animal Poem Write a shared animal poem in the style of I m a Yellow-bill Duck. As a class, have the students choose an animal and decide on a title for the poem (for example, they might choose a bear with a poem titled I m a Big Brown Bear ). Write the title where everyone can see it and then model thinking about and writing the first two lines of the poem. Have the students think about and share ideas for the lines of the rest of the poem, and encourage them to use the I m a Yellow-bill Duck poem as a model. As the students share, record their suggestions and support them in including rhyming words and repetition. When the poem is finished, chorally read it with the students. Then create individual copies of the poem to put in each student s poetry reader. Independent Work Connections For next week s Independent Work, we suggest the following: Encourage the students to read the poem I m a Yellow-bill Duck in their poetry readers during independent reading. Have the students illustrate the poem I m a Yellow-bill Duck in their poetry readers during independent writing. 436 Being a Reader Teacher s Manual, Grade K

12 Poem I m a Yellow-bill Duck by Jack Prelutsky 1 I m a yellow-bill duck 2 with a black feather back, 3 I waddle waddle waddle, 4 and I quack quack quack! 5 I dabble for my dinner 6 with a swish swish swish, 7 and I gobble gobble gobble 8 all I wish wish wish! I m a Yellow-bill Duck copyright 1986 by Jack Prelutsky. Used by permission of HarperCollins Publishers. Week 24 O Shared Reading 437

13 OVERVIEW Independent Work This week the students continue to rotate to and work in all three independent work areas around the room while you teach Small-group Reading. We suggest continuing any procedures that have worked effectively in previous weeks. Independent Work Check-in This week you will continue to teach an Independent Work Check-in lesson on the day of the week you do not teach Small-group Reading. The purpose of the check-in lessons is to ensure that the students are able to maintain successful independent work rotations. The lessons provide time for you to assess your students, conduct conferences, and introduce new materials and activities. For more information about the check-in lessons, see Appendix B, Independent Work Resources. This week we suggest you teach the Introduce New Materials check-in lesson in Appendix B, Independent Work Resources. Depending on the needs of your students, you may decide to teach a different check-in lesson. 438 Being a Reader Teacher s Manual, Grade K

14 Handwriting OVERVIEW This week the students learn the way to form the lowercase letters a, d, e, and f. a d e f Stroke Sequences Pull back, around. Push up. Pull down straight. Pull back, around. Push all the way up. Pull down straight. Pull back, around. Push all the way up. Pull down straight. Pull back and pull down straight. Lift. Go to the middle and cross. Handwriting Learn and Practice Lowercase Letters a, d, e, and f In this lesson, the students: Learn and practice forming the lowercase letters a, d, e, and f 1 Introduce, Model, and Practice a, d, e, and f Have the students stay in their seats. Tell the students that today they will learn to form the lowercase letters a, d, e, and f. Write each letter where everyone can see it, and say the name of each letter as you write it. Distribute a wipe-off board, dry-erase marker, and tissue or cloth to each student. Using the same procedure as in Week 7, Step 1, guide the students through forming each letter using the stroke sequence listed above. For each letter, model and have the students practice first air writing and then writing the letter on the lined side of their wipe-off boards, all while saying the stroke sequence aloud. Materials Wipe-off board, dry-erase marker, and tissue or cloth for each student, plus one for modeling Handwriting Notebook pages Class Assessment Record sheet (CA1) When the students have practiced writing each letter, collect the wipeoff boards, dry-erase markers, and cloths. 2 Practice a, d, e, and f Independently Distribute the Handwriting Notebooks and have the students complete pages As the students work, walk around and observe, assisting them as needed. Week 24 O Handwriting 439

15 CLASS ASSESSMENT NOTE Observe the students and ask yourself: Are the students using the correct stroke sequences to form the letters? Do they form letters that are appropriately sized? Are they gripping their pencils in a standard way? Record your observations on the Class Assessment Record sheet (CA1); see page 27 of the Assessment Resource Book. Support any students who struggle with letter formation and/or pencil grip by working with them individually or in a small group during another time of the day. Alternatively, you might have them practice a, d, e, and f on the CCC Handwriting app. 3 Wrap Up Collect the Handwriting Notebooks. Tell the students that during independent writing they will practice forming the letters they learned today. Independent Work Connection For this week s Independent Work, we suggest the following: Place copies of Letter Practice: a (BLM2), Letter Practice: d (BLM3), Letter Practice: e (BLM4), and Letter Practice: f (BLM5) in the writing area for the students to use for writing practice during Independent Work. 440 Being a Reader Teacher s Manual, Grade K