ELAR Kindergarten Unit 05A Exemplar Lesson 01: Rediscovering Literary Text

Transcription

1 ELAR Unit 05A Exemplar Lesson 01: Rediscovering Literary Text This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students revisit the literary genres of poetry, fiction, and traditional literature such as fable and folktales. Students apply previously taught skills and strategies to deepen their understanding of these genres, as they identify the elements of fiction and the sensory details authors use to create meaning in stories and poems. Students write stories about real or imagined events and revise with adult assistance. Students respond to rhythm and rhyme in poetry and independently write poems. In word study, students recognize that new words are created when letters are changed, added or deleted, decode and spell CVC words, and identify high frequency words. Performance Indicators ELAR Unit 05A PI 01 Demonstrate letter sound correspondence to decode and spell CVC words. Standard(s): K.2G, K.2I, K.3B, K.17A, K.18A, K.18B ELPS ELPS.c.1B, ELPS.c.2A, ELPS.c.2B, ELPS.c.3A, ELPS.c.4A, ELPS.c.5A, ELPS.c.5C ELAR Unit 05A PI 02 After listening to a story read aloud, draw pictures and/or dictate words on a provided graphic organizer to identify elements of the story (setting, character, and key events) and sensory details (e.g., sight, sound, smell, taste, touch) used by the author. In a teacherguided small group, use the completed graphic organizer and your own ideas to verbally describe the characters in the story and the reasons for their actions. Standard(s): K.6A, K.6C, K.8B, K.Fig19D ELPS ELPS.c.1E, ELPS.c.2D, ELPS.c.2E, ELPS.c.2G, ELPS.c.2I, ELPS.c.3C, ELPS.c.3D, ELPS.c.3E, ELPS.c.3F, ELPS.c.3G, ELPS.c.3H, ELPS.c.4G, ELPS.c.5G page 1 of 100

2 ELAR Unit 05A PI 03 Dictate or write sentences in chronological sequence to tell a story about real or imagined events. With adult assistance, revise your story to add descriptive words and prepositions (e.g., in, on, under, over). Standard(s): K.13A, K.13B, K.13C, K.14A, K.17A, K.16A.iii, K.16A.iv ELPS ELPS.c.5A, ELPS.c.5B, ELPS.c.5C, ELPS.c.5G ELAR Unit 05A PI 04 Independently write a short poem (e.g., couplet). Edit (with adult assistance) your poem by leaving spaces between letters and words. Read your poem aloud to others. Standard(s): K.3B, K.13A, K.13D, K.13E, K.14B, K.17A, K.18A ELPS ELPS.c.1E, ELPS.c.1H, ELPS.c.3A, ELPS.c.3B, ELPS.c.3E, ELPS.c.4A, ELPS.c.4B, ELPS.c.4E, ELPS.c.5A, ELPS.c.5B, ELPS.c.5C, ELPS.c.5G Key Understandings An extensive vocabulary supports the development of oral and written communication. Awareness of word patterns supports the development of word reading and spelling. Readers use strategies to support understanding of text. Understanding literary elements facilitates the reader s ability to make meaning of the text. Writers develop ideas about what they know. Writers use literary techniques to enhance the reader s and/or listener s experience. The Texas Essential Knowledge and Skills () listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The are available on the Texas Education Agency website at K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: K.2G K.2I Blend spoken phonemes to form one syllable words (e.g.,/m/ /a/ /n/ says man). Segment spoken one syllable words into two to three phonemes (e.g., dog:/d/ /o/ /g/). K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and page 2 of 100

3 sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: K.3B K.3C K.3D Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). Recognize that new words are created when letters are changed, added, or deleted. Identify and read at least 25 high-frequency words from a commonly used list. K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: K.4A K.4B Predict what might happen next in text based on the cover, title, and illustrations. Ask and respond to questions about texts read aloud. K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: K.5A K.5B K.5D Identify and use words that name actions, directions, positions, sequences, and locations. Recognize that compound words are made up of shorter words. Use a picture dictionary to find words. K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: K.6A K.6C Identify elements of a story including setting, character, and key events. Recognize sensory details. K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: page 3 of 100

4 K.7A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: K.8A K.8B Retell a main event from a story read aloud. Describe characters in a story and the reasons for their actions. K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: K.13A K.13B K.13C K.13D Plan a first draft by generating ideas for writing through class discussion (with adult assistance). Develop drafts by sequencing the action or details in the story (with adult assistance). Revise drafts by adding details or sentences (with adult assistance). Edit drafts by leaving spaces between letters and words (with adult assistance). K.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: K.14A K.14B Dictate or write sentences to tell a story and put the sentences in chronological sequence. Write short poems. K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: K.16A K.16A.iii Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): descriptive words. page 4 of 100

5 K.16A.iv prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over). K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: K.17A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression). K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: K.18A K.18B K.Fig19 Use phonological knowledge to match sounds to letters. Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"). Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: K.Fig19A Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). K.Fig19B Ask and respond to questions about text. K.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). K.Fig19D Make inferences based on the cover, title, illustrations, and plot. K.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Ongoing K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: page 5 of 100

6 K.1F K.1G Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. Identify different parts of a book (e.g., front and back covers, title page). K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: K.2C K.2F K.2H Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"). Blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat). Isolate the initial sound in one-syllable spoken words. K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: K.3A Identify the common sounds that letters represent. K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: K.13E Share writing with others (with adult assistance). K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: K.16B K.16C Speak in complete sentences to communicate. Use complete simple sentences. K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: K.17B Capitalize the first letter in a sentence. page 6 of 100

7 K.17C Use punctuation at the end of a sentence. K.21 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: K.21A Listen attentively by facing speakers and asking questions to clarify information. K.22 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to: K.22A Share information and ideas by speaking audibly and clearly using the conventions of language. K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: K.23A K.Fig19 Follow agreed-upon rules for discussion, including taking turns and speaking one at a time. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: K.Fig19E Retell or act out important events in stories. Materials Paper, lined (3 per student) Paper, plain (7 per student) Plastic lower-case letters (1 set per student) Note card (23-28) Sticky note (1 per 2 students) Sticky note (12 per student) Card stock (1 per 2-3 students) Green marker, highlighter or crayon (1) Yellow highlighter, marker or crayon (1 per student) page 7 of 100

8 Grade-appropriate picture dictionary (1 per 2 students) Plastic lower-case letters (1 set per 2 students) Dry erase board (1 per 2 students) Dry erase marker (1 per 2 students) Eraser (1 per 2 students) Chart paper (if applicable) 2 grade-appropriate poems with sensory details, rhythm, and rhyme (1 copy of each) Grade-appropriate poem with sensory details (1) Grade-appropriate poem that includes couplets that rhyme (1) Grade-appropriate poem written in couplets (1) Grade-appropriate folk tale or fable (1) 2 grade-appropriate realistic fictional text (1 copy of each) Grade-appropriate fictional text (1) Collection of grade-appropriate texts for student selection Collection of grade-appropriate fictional texts for student selection Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: One, Two, Buckle My Shoe (1 per student) Handout: Character Map (3 per student) Handout: Comprehension Hand (1 per student) Handout: Five Senses "I can" Chart (1 per 2 students) Handout: Poetry Puzzle (1 set per 2 students) Handout: Story Map (1 per student) Teacher Resource: Action Words & Movements- One, Two, Buckle My Shoe (1) Teacher Resource: Word Wall Routine (1) page 8 of 100

9 Resources and References None identified Possible/Optional Literature Selections None identified page 9 of 100

10 Rediscovering Literary Text Lesson Preparation Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.3D K.3A K.4B K.22A K.6C K.1F,G K.7A K.2C K.18A K.Fig19B K.23A K.13A K.6C K.14B K.7A K.17A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Authors use sensory details so that readers can better understand their message. Writers use literary techniques to enhance the reader s and/or listener s experience. Writers use literary techniques to enhance the reader s and/or listener s experience. - How can knowing to read - What are the five senses? - Why do authors use sensory - What is poetry and how is words quickly (by sight) help How do they help you as a details? it different from other texts? you as you read? reader? Vocabulary of Instruction High-frequency word Sensory detail Rhyme Rhythm Sensory detail Poem Rhyme Materials Paper, lined (1 per student) Plastic lower-case letters (1 set per student) 2 grade-appropriate poems with sensory details, rhythm, and rhyme (1 copy of each) Chart paper (if Collection of gradeappropriate texts for student selection Chart paper (if applicable) Grade-appropriate poem that includes couplets that rhyme (1) Chart paper (if applicable) page 10 of 100

11 Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Note card (3-5) Chart paper (if applicable) applicable) Attachments and Resources Teacher Resource: Word Wall Routines (1) Handout: Five Senses "I can" Chart (1 per 2 students) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Refer to the Teacher Resource: Word Wall Routines. Prepare accordingly. 3. Select 3-5 high-frequency words to be introduced in this lesson. Be sure to have the appropriate letters in each of the sets of plastic letters. 4. Write the high-frequency words on a piece of lined paper in dark print. Make a copy for each student. 2. Select two short poems with sensory details, rhythm, and rhyme. 3. Using the Handout: Five Senses I can Chart, create an Anchor Chart: Five Senses that replicates the handout. 4. Duplicate the Handout: Five Senses I can Chart for every two students. 2. Select a gradeappropriate poem that includes couplets that rhyme. Prepare to display the selected poem. 5. Write or print the words in large letters on note cards to be displayed on the page 11 of 100

12 Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Word Wall. Background Information Sensory detail - a detail in writing Refer to Shared Reading Rhyme - identical or very similar that describes what is seen, recurring final sounds in words; in heard, smelled, tasted, or poetry, rhyming words may occur touched at the ends of lines or within lines Sight - visual detail ensures that the reader is able to give faces to characters; or details to a setting and action Sound - enables the reader to be a part of the action Smell - provides a strong power over feelings, thoughts, and emotions Taste - memories, people, places, and feelings can be suggested through taste Touch - tactile descriptions create sensory triggers to help the reader not only visualize a scene, but to experience it. The sense of touch page 12 of 100

13 Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING helps the reader put themselves in the place of the characters. Rhythm - regular patterns that emphasize sound Rhyme - identical or very similar recurring final sounds in words; in poetry, rhyming words may occur at the ends of lines or within lines Teacher Notes This Daily Lesson reviews and expands on what students learned about poetry in Unit 03. Students compose short couplets as a class. page 13 of 100

14 Instructional Routines Daily Lesson # 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: Suggested Duration: 20-25min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students read Content Objective: Students Content Objective: Students Content Objective: Students and spell high-frequency words. identify sensory details in poems recognize sensory details while generate ideas and write short and identify a regular beat and reading independently. rhyming poems as a class. rhyming words. Mini Lesson 1. Review that some words are used many times. These words are important to learn to read and write because they will be used so often. Many times these words do not follow the rules for sounding them out so they may have to be memorized. Explain that these words are called high-frequency words. 2. Follow the Teacher Resource: Word Wall Routine and review 2-3 previously taught words, one at a time. 3. Follow Teacher Resource: Word Wall Routines and introduce 2-3 new words, one at a time. 1. Display the Anchor Chart: Five Senses. Review each of the five senses. 2. Ask: What do you see in our classroom? What do you hear in our classroom? What do you smell in our class room? What can you feel in our classroom? What can you taste in the cafeteria? Discuss responses and record on the Anchor Chart: Five Senses. 3. Read 1-2 poems aloud, stopping to identify sensory details. 4. Review that poems have rhythm and rhyme. Reread the poems and instruct students to clap 1. Using a text from the collection, Think Aloud and recognize 2-3 sensory details. Discuss that the illustrations can also create sensory images. 1. Display the selected poem and Choral Read with students. 2. Ask: How do rhyming words help readers read poetry? Discuss responses. Identify the rhyming words in the displayed poem. 3. Explain that students will generate ideas for short rhyming poems. 4. Read one of the couplets from the displayed poem. Share that this is called a couplet because it is made up of two lines whose last words rhyme. 5. Inform students that they will write a class couplet. 6. Display the rime at. With page 14 of 100

15 4. Distribute a set of plastic letters to each student. 5. Show students the first high-frequency word card. Read the word aloud and ask students to echo. Instruct students to make the word with plastic letters. 6. After the word is made, model running a finger under the word and reading it quickly. Instruct students to do the same. 7. Continue this routine for the remaining cards: Show card, say the word, students echo, make the word, read the word. 8. For additional practice, repeat steps #4-6. the beat. After reading, invite students to identify rhyming words. students, generate a list of words that rhyme with at (cat, fat, hat, mat, sat, pat, rat, etc.). Keep the list for Daily Lesson 2 Writing. 7. Choose two at words. Model writing a couplet. Example: The mouse saw a rat. So he hid under a mat. Learning Applications 1. Display the previously practiced words. 2. With a partner, students make the words using their plastic letters. Tell them to take turns 1. Review the Anchor Chart: Five Senses. 2. Explain that students will work with a partner to identify different ways they use their senses daily. 1. Students select texts and read independently for a developmentally appropriate duration. 2. Actively monitor and provide support as 1. Guide students in completing other couplets, using words from the at list. 2. Write each class couplet on chart paper. Involve page 15 of 100

16 scrambling the letters, spelling the words, and reading them quickly. 3. Encourage them to use each word in a sentence. 3. Explain that as readers they use their senses to better understand the author s message. 4. Distribute the Handout: Five Senses I can Chart. Allow time for students to draw or write at least one item in each column. needed. students by sharing the pen when applicable. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask students to share a sentence using one or more of the words practiced. 1. Invite students to share their charts with a partner or in a small group. 1. Ask: What are sensory details? What sensory details did you find in your texts? Discuss responses. 1. Ask: What do you enjoy about writing poetry? Discuss responses. page 16 of 100

17 Rediscovering Literary Text Lesson Preparation Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.5D K.1F,G K.Fig19A K.22A K.6C K.1F,G K.5A K.2C K.6C K.23A K.Fig19A K.7A K.22A K.7A K.13B K.23A K.14B K.17A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Authors use sensory details so that readers can better understand their message. Authors use sensory details so that readers can better understand their message. Writers use literary techniques to enhance the reader s and/or listener s experience. - How can you help yourself - What is poetry and how is - What is poetry and how is - What is poetry and how is to learn more about words? it different from other texts? it different from other texts? it different from other texts? - How do sensory details - How do sensory details help you as a reader? help you as a reader? Vocabulary of Instruction Alphabetic order Definition Dictionary Poem Rhyme Rhythm Sensory detail Poem Action word Rhyme Materials Sticky note (1 per 2 students) Paper, plain (1 per Paper, plain (1 per student) Yellow highlighter, Sticky note (1 per student) Collection of grade- Chart paper (if applicable) page 17 of 100

18 Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING student) Grade-appropriate picture dictionary (1 per 2 students) Chart paper (if applicable) marker or crayon (1 per student) Grade-appropriate poem with sensory details (1) Chart paper (if applicable) appropriate texts for student selection Chart paper (if applicable) Attachments and Resources Handout: One, Two, Buckle My Shoe (1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select a word that will be located in the dictionary for the Mini Lesson and another for Learning Applications. Choose a word used in a previous lesson or is related to content being learned in science or social studies. Make sure that the selected words are in the picture dictionary that the students will be using. 2. Select a poem with sensory details. 3. Write the poem One, Two Buckle My Shoe on chart paper. Refer to the Handout: One, Two, Buckle My Shoe. Duplicate the handout for each student. 2. Prepare to display the poem One, Two Buckle My Shoe from Shared Reading. 3. Prepare T chart as shown below (do not include the suggested rhyming words): Word from poem two Rhyming word (suggestions) (stew, flew, grew, blue, clue, boo, moo, do, page 18 of 100

19 Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING true) four six eight ten (floor, more, poor, pour, core, snore, chore, roar, store) (picks, kicks, clicks, fix, tricks, mix) (late, great, gate, plate, state) (men, pen, Ben, den) 4. Prepare on chart paper the following outline for a class poem modeled after One, Two, Buckle My Shoe: One, two,. Three, four,. Five, six,. Seven, eight,. Nine, ten,. Background Information Refer to Daily Lesson 1 Shared Reading Refer to Daily Lesson 1 Independent Reading page 19 of 100

20 Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Teacher Notes ers need to Throughout the poetry lessons in This Daily Lesson reviews what understand that dictionaries are this Unit, specific poems will be students learned about poetry in reference books that contain referenced but may be replaced Unit 03 and expands on it. The words organized in alphabetic with other poems with the same class participates in poetry writing order. characteristics (e.g., rhyme, through composing short class It will be necessary to model sensory details). couplets. extensively and provide multiple opportunities for guided practice in order for students to be successful. page 20 of 100

21 Instructional Routines Daily Lesson # 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use a Content Objective: Students Content Objective: Students Content Objective: Students picture dictionary to locate words. establish a purpose for reading. recognize sensory details in generate ideas and write short They identify sensory details and familiar fictional stories. rhyming poems as a class. listen and respond to the rhythm and rhyme in poems. Mini Lesson 1. Display a picture dictionary. Explain that a dictionary is a reference tool that can be used to learn about the meaning of words. Tell students that dictionaries can also be used to help spell words. 2. Flip through the pages and invite students to observe the textual and pictorial features. Guide students to notice the bold-faced words, guide words or letters, definitions (if any), and pictures. 1. Display selected poem with sensory details. Ask: Why are we reading this poem? Are we going to learn something from it or are we reading it for enjoyment? 2. Review what has been learned about sensory details. Remind them that listening for sensory details will help them understand the poem. 3. Distribute a plain sheet of paper to each student and instruct them draw a sensory detail from the poem. 1. Remind students that authors use vivid words so that readers can better understand their messages. 2. Select a familiar text from the collection. Model how to recognize sensory details. 3. Encourage students to select a familiar text. 1. Conduct the handwriting routine. 2. Display and Choral Read the poem One, Two, Buckle My Shoe and clap the beat. 3. Ask: How do rhyming words help readers read poetry? Discuss responses. Point out the rhyming words in the displayed poem. 4. Read the following couplet from the displayed poem: One, two. Buckle my shoe 5. Share that this is called a page 21 of 100

22 3. Point to the guide words/letters again. Explain that the order of guide words or letters in a dictionary is very important. 4. Ask: What do you notice about the order of these words/letters? Discuss responses. Review that earlier in the year (when they were learning about the alphabet), they learned about alphabetic order. 5. Display the one of the selected words. Read the word aloud. 6. Demonstrate how to locate the section where the word is listed. For example, if the word is "igloo", locate the section for the words beginning with "i". Explain that this section contains words beginning with the same letter. Make connections to an alphabetized Word Wall, if applicable. 4. With a partner, students share their drawing and discuss any of their five senses that were used to understand the poem and create their image. couplet because it is made up of two lines whose last words rhyme. One, two. Buckle my shoe 6. Explain that the class will write a poem following the same pattern as One, Two, Buckle My Shoe. 7. Display the outline of the poem: One, two,. Three, four,. Five, six,. Seven, eight,. Nine, ten,. 8. Explain that the poem will need words that rhyme with two, four, six, eight, and ten. Point these words out on the T-Chart. 9. Instruct students to Think, Turn, and Talk to think of words that rhyme with two. page 22 of 100

23 7. Locate the word and discuss its meaning. Reference the picture along with the written definition. 8. Ask: How does the picture (and written definition) help you to understand the word? Discuss responses. 9. Review that a dictionary is a book that contains words, pictures, and definitions. 10. Record student responses on the chart and repeat for four, six, and eight. Ten will be done in another Daily Lesson. 11. Using ideas from the chart, complete the first couplet on the poem outline as a class. For example: One, two. Stir the stew. Learning Applications 1. Divide students into pairs 2. Display the other selected word. Read the word and instruct students to echo 3. Distribute the picture dictionaries and sticky notes to pairs of students. Instruct them to locate the word and mark the page with a sticky note. 4. Monitor closely and provide support as it is needed. 5. Distribute the plain paper 1. Distribute the Handout: One, Two Buckle My Shoe. 2. Read the poem aloud, stopping to identify sensory details. One, two, buckle my shoe Ask: Can you use your imagination to see someone buckling their shoe? How do they look? Three, four shut the door Ask: Can you hear the door shutting? Discuss responses. 1. Explain that students will find one sensory detail in their text. 2. Distribute a sticky note to each student. 3. Students select texts and read independently for a developmentally appropriate duration. 4. Students write or draw a sensory detail on their sticky note. 1. Repeat step #11 from the Mini Lesson for each couplet four, six, and eight. Involve students by sharing the pen when applicable. Do not do ten. It will be used in Daily Lesson 4 Writing. page 23 of 100

24 to the students. 6. Instruct students to create their own picture definition for the word. 7. Instruct students to label the picture with the word, write the letter that the word begins with at the top of the paper, and write their name on the back of their paper. 3. Remind students that some poems rhyme. Explain that words that have the same ending sound rhyme. Give examples like cat and mat 4. Ask: What words rhyme in this couplet? Use a highlighter to highlight the rhyming words on the chart paper. For example: One, two, buckle my shoe. Ask students to highlight these words on their papers. 5. Ask: What two words do you think we are going to highlight next? Do those words rhyme? Discuss responses. 6. Continue this with each couplet, until the entire poem has been read. 7. After reading the entire poem couplet by couplet, read it once more as a group, while clapping out the beat. Engage in Guided Reading and Guided Writing Instruction as appropriate. page 24 of 100

25 Closure 1. Ask: How can a dictionary help you to learn about words? Discuss responses. 1. Ask: What is a rhyme? What are two rhyming words from our poem? Discuss responses. 1. Students share the sensory detail they found with a partner. 1. Read the class poem aloud. page 25 of 100

26 Rediscovering Literary Text Lesson Preparation Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.5D K.1F,G K.Fig19A K.4B K.5A K.6C K.7A K.22A K.23A K.Fig19A K.1F,G K.3B K.7A K.13A,D K.14B K.17A K.18A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Understanding literary elements facilitates the reader s ability to make meaning of the text. Readers use strategies to support understanding of text. - What are some purposes Writers use literary techniques to enhance the reader s and/or listener s experience. - How do picture - How do sensory details for reading? - What words rhyme in dictionaries help readers? help you as a reader? couplets? - How is the text organized - What is poetry and how is - What is poetry and how is it in a picture dictionary? it different from other texts? different from other texts? Vocabulary of Instruction Alphabetic order Definition Dictionary Action Poem Rhyme Purpose Poem Action word Rhyme Materials Paper, plain (1 per student) Card stock (1 per 2-3 students) Collection of gradeappropriate texts for Chart paper (if applicable) page 26 of 100

27 Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Grade-appropriate picture dictionary (1 per 2 students) Chart paper (if applicable) Green marker, highlighter or crayon (1) Chart paper (if applicable) student selection Chart paper (if applicable) Attachments and Resources Handout: Poetry Puzzle (1 set per 2-3 students) Teacher Resource: Action Words & Movements - One, Two, Buckle My Shoe (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select a word that will be located in the dictionary 2. Print the Handout: Poetry Puzzle on cardstock for 2. Prepare to display T-Chart from Daily lesson 2 Writing. page 27 of 100

28 Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING for the Mini Lesson and another for Learning Applications. Choose a word used in a previous lesson or is related to content being learned in science or social studies. Make sure that the selected words are in the picture dictionary that the students will be using. each group of 2-3 students. Cut the pieces for students to put back together. Refer to Teacher Notes for differentiation ideas. Consider laminating the pieces so they can be reused. 3. Prepare to use the poem One, Two, Buckle My Shoe from Daily Lesson 2 Shared Reading. 3. Prepare the Teacher- Created Handout: Poem Template for each student. Background Information This Instructional Routine assesses Performance Indicator 04. Teacher Notes Differentiation techniques for the Handout: Poetry Puzzle: Easy - Cut in complete strips. Students will place strips in correct order to form the poem Medium - Cut strips in half, with two words on each piece. Students will scramble pieces, and then place the pieces in the correct order to form the poem. page 28 of 100

29 Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Difficult - Cut strips in four pieces, with one word on each piece. Students scramble pieces and then place them in the correct order to form the poem. page 29 of 100

30 Instructional Routines Daily Lesson # 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Content Objective: Students use a picture dictionary to locate words and discuss their meanings. Suggested Duration: min. Content Objective: Students respond to the rhythm and rhyme in poetry and identify action words. Suggested Duration: min. Content Objective: Students establish a purpose for reading and read independently. Suggested Duration: 25-30min. Content Objective: Students write a short couplet Mini Lesson 1. Display a picture dictionary. 2. Ask: What have you learned about dictionaries? Review that a dictionary is a reference tool that can be used to learn about the meanings and spellings of words. 3. Ask: What is the name for the order of the headings/guide words in this dictionary? Review alphabetic order. 4. Display the one of the selected words. Read the word aloud. 5. Demonstrate how to locate the section for the word. 6. Locate the word and discuss its meaning. 1. Ask students to tell about the poem read during Daily Lesson 2 Shared Reading. Ask: Did you like it? Did it rhyme? What was it about? Discuss responses. 2. Remind students that they already identified the rhyming words in this poem. Display the poem with the highlighted words from Daily Lesson 2 Shared Reading. 3. Instruct students to echo read and clap out the rhythm of each couplet. 4. Explain that students will identify the action words in the poem. Explain that action words are words that describe what is being done. Ask students to 1. Remind students that good readers use establish a purpose for reading. Review the purposes for reading: for enjoyment, to learn something new, etc. 1. Read the following couplet from the displayed poem: One, two. Buckle my shoe 2. Remind students that this is called a couplet because it is made up of two lines whose last words rhyme One, two. Buckle my shoe 3. Choral Read the newly created class poem from Daily Lesson 2 Writing and clap the beat. 4. Display and review the T- Chart from Daily Lesson 2 Writing. 5. Complete the chart by brainstorming rhyming words for ten. 6. Explain that students will write their own couplet for page 30 of 100

31 Reference the picture along with the written definition. listen for the action word in each couplet. Once it has been identified, ask a student to underline it with the green marker. 5. Ask for volunteers act out the actions in the poem. 6. Use the ideas suggested on Teacher Resource: One, Two, Buckle My Shoe or come up with other motions. 7. Model how to do each movement. Once the class has seen how to act out the poem, do so as you re-read the poem. Nine, ten. 7. Display and discuss the Teacher-Created Handout: Poem Template. Explain that students can choose words from the T- Chart to write their own couplet. Review that the last word in the couplet must rhyme with ten. Learning Applications 1. Divide students into pairs 2. Display the other selected word. Read the word and instruct students to echo. 3. Distribute the picture dictionaries and sticky notes to pairs of students. Instruct them to locate the word and mark the page 1. Read each couplet once again, as students echo only the action words. 2. Distribute the Handout: Poetry Puzzle (cut into pieces) to each small group. 3. Model the matching games: 1. Students select texts and read independently for a developmentally appropriate duration. 1. Distribute the Teacher Created Handout: Poem Template to each student. 2. Students write couplets using the template and T- Chart. 3. Actively monitor students and provide support as needed. Students may page 31 of 100

32 with a sticky note. 4. Monitor closely and provide support as it is needed. 5. Distribute the plain paper to the students. 6. Instruct students to create their own picture definition for the word. 7. Instruct students to label the picture with the word, write the letter that the word begins with at the top of the paper, and write their name on the back of their paper. Show that the first game focuses on putting the poem back in order by reading each sentence. Show the second version of the game. Explain that this game has more pieces and it focuses on matching rhyming words to put the poem back together. Show the last version of the game. Explain that this version has the most pieces. The reader will have to put the words together to form sentences in order to put the poem in order. draw pictures for the actions instead of writing words if needed. 4. Allow students to play various versions of the game in partners or trios. 5. Instruct students to act out the poem once they have put it together. Engage in Guided Reading and Guided Writing Instruction as appropriate. page 32 of 100

33 Closure 1. Group students with a different partner and instruct them to tell about their picture and word in complete sentences. 1. Ask: What are action words? Discuss responses. 1. Ask: What was your purpose for reading? Discuss responses. 1. Conduct the Author s Chair routine. page 33 of 100

34 Rediscovering Literary Text Lesson Preparation Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2I K.2F,H K.Fig19A,B K.22A K.Fig19B K.1F,G K.3B, K.3B,C K.4B K.23A K.7A K.18A,B K.5A K.13A,D K.6C K.14B K.7A K.17A K.18A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Authors use sensory details so that readers can better understand their message. Readers use strategies to support understanding of text. - How does asking and Writers use literary techniques to enhance the reader s and/or listener s experience. - How do you use your - How do sensory details answering questions help - What is poetry and how is knowledge about letters and help you as a reader? you as a reader? it different from other texts? sounds to read and write? Vocabulary of Instruction Letter Sound Sensory detail Poem Rhyme Poem Action word Rhyme Materials Note card (5) Sticky note (5 per student) Grade-appropriate poem written in couplets (1) Sticky note (1 per student) Collection of grade- Chart paper (if applicable) page 34 of 100

35 Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Chart paper (if applicable) Chart paper (if applicable) appropriate texts for student selection Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 2. Write each of the following lowercase letters onto note cards: s, m, t, p, a. 1. Write the nursery rhyme on a piece of chart paper large enough for all to see. Georgie Porgie pudding pie, Kissed the girls and made them cry. When the boys came out to play, Georgie Porgie ran away. 1. Prepare to display visuals as appropriate. 2. Create an Anchor Chart: Readers Ask Questions. 1. Prepare to display visuals as appropriate. 2. Prepare to use students couplets from Daily Lesson 3 Writing. 3. Prepare to rewrite two of the couplets from the class poem to model correct spacing between letters and words. Background Information This Instructional Routine completes Performance Indicator 04. Teacher Notes page 35 of 100

36 Instructional Routines Daily Lesson # 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students ask Content Objective: Students read Content Objective: Students edit understand that new words can and respond to questions about independently and record a poems by leaving appropriate be created by substituting letters texts read aloud and identify question they have about the text. spaces between letter and words. at the beginning of existing words. rhythm, rhyme and action words in poetry. Mini Lesson 1. Display the previously created letter cards, one at a time. 2. Review each card, one at a time. Instruct students to say the letter name and letter sound. 3. Distribute the sticky notes to students. 4. Instruct students to reference the displayed letter cards and transcribe one letter onto each sticky note. 1. Review what the students have learned about poems. 2. Ask: What do you know about poems? What is a rhyme? Discuss responses. 3. Remind students that during Daily Lesson 3 students learned about action words. 4. Ask: What is an example action word? Discuss responses. 1. Review that readers ask questions to help them understand what they are reading. 2. Explain that students can record a question they have about what they are reading on a sticky note. Model as needed. 3. Explain that students can stick their questions on the prepared chart. Remind them to write their name on the note. 1. Conduct the handwriting routine. 2. Remind students that in Daily Lesson 3 Writing they wrote short poems. 3. Explain that they will finish writing their individual couplets, edit their work, and share it with their classmates. 4. Remind them that a couplet is a short poem made of two lines that rhyme. 5. Introduce and read the selected poem. 6. Repeat each line and instruct students to echo. 5. Distribute the student work from Daily Lesson 3 Writing. Allow time for students to finish their writing if necessary. page 36 of 100

37 7. Ask: Do you hear rhyming words? Discuss responses and ask students to help circle the rhyming words. 6. Model writing 1-2 of the couplets from the class poem, discussing appropriate spacing between letters and words. Learning Applications 1. Instruct students to organize the sticky notes towards the top part of their desktop. Remind them to leave room under the letters to form words with the sticky notes. 2. Say the word "map." Instruct students to echo and then orally segment the word into phonemes, /m/ /a/ /p/. 3. Model locating the corresponding letters and then arranging them to form the word. Lastly, run a finger under the word from left to right as you blend the sounds, then say the word. Instruct students to do the same, using the sticky notes on their desk. 1. Choral Read the poem. 2. Explain that students will identify the action words in the poem. Remind students that action words are words that describe what is being done. 3. Read the poem and have students identify the action words. Involve students in underlining them on the chart. 4. Ask the following questions: Who is the poem about? What does he do? What do the girls do? Who comes out to play? What does Georgie Porgie do then? 1. Students select texts and read independently for a developmentally appropriate duration. 2. Students record one question they have while reading on a sticky note and place it on the prepared chart. 1. Allow time for students to review their own couplets for appropriate spacing. 2. Monitor and scaffold for students as they work. 3. Allow time for students to identify (highlight or underline) the rhyming words in their couplet and add an illustration to their couplet (optional). 4. Repeat step 2 and 3 with page 37 of 100

38 the words "sap," "mat," and "sat." 5. Invite various students to come to the front and participate. Remind students to be efficient, replacing only the letters necessary to form the word. Engage the remainder of the students by having them manipulate the sticky notes on their desks and then say the sounds to blend them into words. 6. Write each new word for all to see. 7. Ask: What did we change in order to make the new words? Discuss responses. 8. Guide a short discussion to review, that new words can be created when letters are substituted at the beginning or the end of a word. 9. Write the word "am" for all to see. Solicit student assistance to read the page 38 of 100

39 word. 10. Select a student to come to the front and change one letter to make a new word. 11. Provide support as it is needed. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What did you learn about letters and sounds today? Discuss responses. 1. Ask: What have you learned about poems? Discuss responses. 1. Review the questions placed on the chart during Independent Reading. 1. Conduct the Author's Chair routine. page 39 of 100

40 Rediscovering Literary Text Lesson Preparation Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.3A K.4A,B K.21A K.Fig19F K.1F K.13A K.21A K.3B,C K.Fig19B,C,D K.6A K.18A,B K.6A,C K.8B K.8B Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Understanding literary elements facilitates the reader s ability to make meaning of the text. Understanding literary elements facilitates the reader s ability to make meaning of the text. Writers use literary techniques to enhance the reader s and/or listener s experience. - How do you use your - What are the elements of a - What are the elements of a - How do writers make knowledge about letters and story? story? stories interesting for sounds to read and write? readers? Vocabulary of Instruction Blend Letter Sound Character Setting Key event Sensory detail Character Setting Key event Brainstorm Materials Note card (5) Sticky note (5 per student) Chart paper (if Grade-appropriate folktale or fable (1) Chart paper (if applicable) Paper, plain (1 per student) Collection of gradeappropriate fictional Chart paper (if applicable) page 40 of 100