Close Reading Read Aloud

Transcription

1 Text Title: Motion: Push and Pull, Fast and Slow Author: Darlene Stille ISBN 13: Illustrator: Sheree Boyd Publisher: Capstone Press LESSON SUMMARY Reading Task: Students will listen to the teacher read the text aloud in its entirety at least one time. The teacher will then use prompting and support to guide the students through a set of text based questions that encourage students to re examine specific words and illustrations to distinguish shades of meaning among verbs and adjectives. The students will use graphic organizers to compare and contrast events and characters in the story. Vocabulary Task: Most of the meanings of the words in the text can be discovered from careful reading of the context or use of illustrations in the text. Teachers should use rereading, discussions, and modeling when necessary to introduce and reinforce how to learn vocabulary from contextual clues. The student friendly definitions for the words were found at Discussion Task: Students will discuss the text in depth with the teacher and their classmates. To deepen understanding, the students will act out the various ways animals move, based on the text. A deep discussion will also occur to determine the shades of meanings of words in the text. Writing Task: Students will write an opinion piece about the book. They will state an opinion, supply a reason for the opinion, use adjectives, and provide some sense of closure. Graphic organizers will be used to compare and contrast the characters or events in the story. Kindergarten Marion County School System revised: 11/4/2012 Page 1

2 CCSS Standards: LACC.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text. LACC.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. LACC.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. LACC.K.RL.2.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. LACC.K.SL.1.1a Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). NGSS Standards: SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc. SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving. SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up. Reminders: It is important that the text remains the expert, not the teacher. All answers to questions must be supported with specific text sections or selections. Students must be asked to support their claims by giving specific text sections to justify their answers. Collaborative discussion and processing is an important piece of this lesson. Ask students to share with partners their thoughts and ideas, and then ask them to share out their answer. When possible, the teacher should ask a question, allow partners to discuss an answer that they can support with the text, then allow them to answer. Subsequent partners should be allowed to share additional justified answers before the teacher moves to the next question. The goal is for deep understanding of text and not rushing through the text. Lessons should be completed over the course of SEVERAL days or even multiple weeks. Reading a book to a class once is not sufficient to really enjoy the text and to understand the deeper meanings of the text. When possible, allow students to see the text during the discussion. If each student cannot have his/her own copy, or even share with a partner, the teacher should display the pages so all the students have exposure to the text during discussions. Have the text available to students when it is not being discussed so that they can explore the text independently as their confidence with the text improves and their understanding deepens. You will find students returning for multiple reads of this text independently. Do not front load the text prior to the first read, and do not front load any assignments. It is important that students discover and develop answers on their own or through collaborative discussion with peers. Kindergarten Marion County School System revised: 11/4/2012 Page 2

3 Lesson Sequence: Day 1: 1. Read the story aloud to students straight through with very little discussion. 2. When the story is over, ask the students to turn and talk to their partners about how they liked or disliked the story. Ask students to support their statements with specific examples in the text. After a short time, have students that are willing share their discussion points. (Note: The teacher should not share his/her opinion about the story, as students need to use their own judgment.) Day 2 and beyond (varies): 1. Revisit specific sections of text. 2. Teacher should ask guiding questions. Student responses and behaviors should be noted so that the discussion activities do not last too long for their age and attention span. Make note which activities were completed each day, so that the other lesson discussions can be complete on subsequent days. (Note: Not all discussion lessons need to be completed. In addition, discussions do not need to follow a specific sequence.) Final Read: The teacher should read the text all the way through a final time without stopping or pausing to discuss the story. After the read, the teacher should introduce ONE of the cumulative writing activities listed below. Possible / Suggested Writing in Response to Reading Prompts / Activities 1. What did you learn about motion using examples from the text? 2. Using motion words from the text give examples of motion you see outside your window. 3. Did you like the story? Explain your answer. 4. Write about a sport that is affected by gravity. 5. Why do you think the author wrote the story? Support your answer. 6. Write about what friction does and use examples of friction. Kindergarten Marion County School System revised: 11/4/2012 Page 3

4 Suggested Introduction: Before the story, talk about the book cover and title of the story. What do they think the story is going to be about? What shows motion on the cover? Talk about the responsibilities of the author and illustrator. Motion: Push and Pull, Fast and Slow by Darlene Stille Text under Discussion Directions for Teachers/Guiding Questions for Students (v) vocabulary and (s) syntax questions Changing Places You run to catch the school bus. The bus rolls down the road. Tree branches sway in the breeze. An airplane flies up into the sky. Anything that goes from one place to another is in motion. There are all kinds of words to describe motion. You can run, walk, jump, dance, swim, slide and skate. Birds soar. Snakes slither. Monkeys swing from tree to tree. What other motion words can you think of? (V) What does it mean to sway? Act out swaying. (v) What shows motion? What other words for motion can you think of? (trot, spin, etc.) What does motion mean? (V) What does it mean to slither? What can slither? (V) What does it mean to "catch" a bus? Can you catch a bus like you catch a ball? What do you see on pages 4 and 5 that is in motion? Describe other animals and how they move. What motion words can you think of? How things move Up and down. Forward and backward. Some things move in straight lines. (v) Show me how something goes forward. What is the opposite of forward? (v) Show me what it means to go backwards or something is backwards. Name some things that go up. (Planes, rockets, balloons, etc.) One car travels over a hilly road. Another car travels over a winding road. Both cars are moving in curved lines. Sideways or around and around. Some things move in curved lines. Name something that comes down? (same things) Is there anything that goes up that goes down too? Why would it do both? (v) Have children demonstrate walking sideways and around and around. (V) What is a curved line? What is the opposite of a curved line? Kindergarten Marion County School System revised: 11/4/2012 Page 4

5 A car whizzes down the road. A baseball crashes through a window. Some things move quickly. How fast something moves is called its speed. When the needle on a car speedometer points to 60, it means that it will take one hour for the car to go 60 miles (97 kilometers). A baby crawls across the room. A ball of yarn unwinds and rolls away. Some things move slowly. How do you know by the picture of the ball crashing through the window, that the ball is in motion? Is it moving fast or slow? Support your answer with the text. (V) What do you think whiz means? Is a car whizzing down the road moving fast or slow? How do you know? (V) What is speed? Why do you think the author uses the baby crawling as something moving slowly? What else could the author have used? What couldn t the author have used? Let s Get Going! A kick from your foot makes the ball scoot across the field. Stepping on the gas pedal makes the car drive away. Inertia is a property of all matter. Inertia won t let things move unless a force gets them going. A kick is the force that moves a ball. A motor creates the force that moves a car. Pushing down on the car s gas pedal adds force. It makes the car go faster and faster. Going faster and faster is called acceleration. If you kick a ball soft, what happens to the ball? If you kick the ball hard what happens then? What happens if you don't kick a ball? Explain your answer. Give me a couple examples of a force that creates motion What doesn t create motion? (V) What is "inertia"? Give an example of something that is inert. (V)What does acceleration mean? What are some other things that use acceleration? (bus, scooter, train, go-cart, etc.) How do they know these things use acceleration? Kindergarten Marion County School System revised: 11/4/2012 Page 5

6 Your bag slips off your shoulder. What is the force that got it going? What makes yo-yos dip and water spill? Why do baseballs curve down? The earth s gravity is the force that pulls everything down toward the ground. Things speed up as they fall. A raindrop that is close to the ground is falling faster than a raindrop high in the sky. (V) What does it mean when a yo-yo "dips"? Can anything else dip? Why do baseballs curve down? (V) What is gravity? What causes a rock that you throw into the air to come down? (gravity) What would happen if there wasn't any gravity? Why would something that is falling speed up as it got closer to the ground? A rolling ball, a speeding car, and a falling raindrop will keep moving until something stops them. Inertia also makes moving things keep on moving. You need to wear a seat belt because of inertia. Suppose your car stops suddenly. Your body will keep moving forward until a force stops it. A seat belt stops your body and keeps you safe. Inertia also keeps things moving in one direction. It takes an outside force to turn or spin something. Your bike won t turn unless you move the handlebars. Kites won t dip without wind. A baseball won t curve down without gravity. The ball you kicked rolls across the grass. As the grass rubs against it, the ball slows down and stops. This rubbing is called friction. Friction is forces that makes things slow down or stop moving. Anything that rubs can cause frictioneven air! People who design airplanes think a lot about how to keep air from slowing things down. You need friction to walk from one place to another. Your shoes rub against the ground. This makes friction that keeps you from sliding all over the place. What would happen if there was no gravity? What does a seat belt do? What could happen if you don t wear it? (v)what does inertia do? (Keeps things moving) (v)a baseball won t curve without what? (gravity) (v) What helps a ball kicked across the grass stop? (friction) What is friction? Can you give an example of friction? Why do you think people who build airplanes think a lot about friction? Why did the author include FUN FACTS in the book? Is this text literary or informational? Support your answer with the text. What keeps you from sliding all over the place? Kindergarten Marion County School System revised: 11/4/2012 Page 6

7 Who s Moving? You are on a moving bus. Some friends outside see you looking out the window and wave. Your friends outside think you are moving very fast. But what about the friend next to you? Does this friend think you are moving fast? Not at all! Think about driving down the highway. The cars in the other lanes don t seem to be moving alongside them. The world is full of motion you can t see. Even as you read this book, you are speeding through space! You are on the earth, and the earth is spinning around and circling the sun. Leaves are fluttering. Raindrops are falling. Cars are whizzing by. Look for motion and the forces that create it in everything around you. It looks like the sun moves across the sky, but that is not the case at all. The earth is moving. As the part of the earth that you are on turns toward the sun, it becomes day. As the same part of the earth turns away, it becomes night. When you see an airplane in the sky, does it look like it is going fast or slow? Why do you think it was important for the author to tell you that we are speeding through space? What would happen if I kicked a ball in space? (V) What does fluttering mean? Give an example of something that flutters. Is the cat showing motion on page 21? Support your answer. Does the Sun move across the sky? Why does it look like it moves across the sky? Why does it change from day to night? Why did the author write the story? Why did they illustrate the book with photographs instead of paintings or drawings? Kindergarten Marion County School System revised: 11/4/2012 Page 7