Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Transcription

1 Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore City Public Schools January

2 Overview Introduction to the Lessons: In these lessons, kindergarten students will strengthen their comprehension by working with teacher support on texts within the kindergarten band of complexity as defined by the authors of the Common Core State Standards (CCSS). The lessons align with the City Schools Model of Effective Literacy Instruction and should be implemented during the reading portion of the literacy block. Students will be grappling with complex texts through interactive read-alouds and small group instruction. In these contexts, students will participate in text-based conversations and discussions with partners, in small groups, and in whole class settings. Text-dependent questions will be considered throughout the lessons. Reading Goals: In the Lessons for Unit 7, students will be supported as they learn to: Pay close attention to what a text says Strategically ask questions before, during, and after reading Apply prior knowledge to new information Acquire new vocabulary Strategically ask questions before, during, and after reading Common Core State Standards (CCSS): The lessons are closely aligned with the CCSS College and Career Readiness Anchor Standards for Reading, Speaking and Listening. Specifically, the following standards will be addressed: Reading Standards for Literature (RL): 1, 2, 7 and 10 RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. Speaking and Listening Standards (SL): 1 SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Language Standards (L) 5 and 6 L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 2

3 Comprehension Strategies 1 for the Lessons in Unit 7: Saying what the text means: recast meaning of a sentence, paragraph, or series of paragraphs in their own words Focused reading questioning during and after reading: use questioning to scaffold student understanding of a text and to think critically about it Making ideas cohere: link ideas and infer relationships; understanding connecting words and phrases; keeping track of substitute words; understanding pronoun references Instructional Approach: The following teaching routines are used in the lessons: Interactive read-aloud is a teaching context in which students are actively listening and responding to an oral reading of a text. The teacher selects and reads the text aloud; the students listen. In an interactive read-aloud, the teacher pauses at significant points to ask students for comments and invite brief discussion. Student talk is encouraged as a method for deepening comprehension. Small group instruction typically takes place during the independent practice portion of the reading block. Teachers may teach small groups of students who have similar needs or abilities. Two forms of small-group reading instruction are used frequently in kindergarten settings: strategy groups and skills-based reading groups. These different groupings vary slightly in structure but both include explicit instruction to allow teachers to shape instruction to match different needs. Partner work is used throughout the lessons. When matching students, teachers should consider the academic and social needs of their students. In some instances, it is ideal for students to be matched with a peer of similar academic level. At other times, it is best for students to be matched with a more skillful peer. It is most important for teachers to match students so that optimum learning can occur. Turn and talk is a frequent partner activity used in the lessons. Turn and talks are brief moments during the lesson when students are given an idea or question to ponder. The teacher will ask students to first think about the question or idea in silence. Then students are asked to turn and talk to their partner to discuss their thinking. This technique fosters comprehension as students talk through their ideas and questions. 1 Instructional strategies for reading selected from Literacy Navigator, America s Choice, Pearson Education,

4 Me on the Map by Joan Sweeney Overview Four Lessons Two Whole Group (WG) lessons (15-20 minutes each) Two differentiated Small Group lessons (SGs) for students who are below, on, or above the instructional level of this text (15-20 minutes each + independent follow-up assignment after each SG lesson) Day 1, Lesson 1 Day 1, Lesson 2 Day 2, Lesson 1 Day 2, Lesson 2 Day 3, Lesson 1 Day 3, Lesson 2 Day 4, Lesson 1 Day 4, Lesson 2 Lesson Sequence & Teaching Structure WG Interactive Read-aloud Identify main topic and retell SGs Skill-based/Shared Reading How illustrations convey meaning WG Interactive Read-aloud (teacher-planned) SGs Skill-based/Shared Reading (teacher-planned) WG Interactive Read-aloud Understanding text features SGs Skill-based/Shared Reading Applying knowledge WG Interactive Read-aloud (teacher-planned) SGs Skill-based/Shared Reading (teacher-planned) Text Analysis Genre Nonfiction Level Grade Level Equivalent = 1.7 Lexile = 280L F & P = N/A Text Structure Information presented in the first person through factual statements The text demonstrates what maps represent through showing the relationship of countries, states, towns, etc. Content Information about different maps and geographical features told from the perspective of a child who is thinking about where she is represented on various maps Theme and Ideas Understanding what maps represent Understanding how to read and construct maps 4

5 Language and Literary Features Simple and clearly-written No story plot Some repetitive text Vocabulary Some Tier II vocabulary (see list below) Illustrations Illustrations play a central role in the story Book and Print Minimal print Features One to three lines of text per page Vocabulary *Important Note: The vocabulary highlighted below is only for teacher purposes in understanding the level of complexity of the specific text. It is not intended that teachers teach every word or phrase noted in this section. Technical Vocabulary (Tier III words): N/A Vocabulary to reinforce (Tier II words): Country, state, map, earth Phrases worth studying: N/A Day 1, Lesson 1 Lesson 1: Interactive Read Aloud Me on the Map by Joan Sweeney CCSS Addressed RI.K.1, RI.K.7, SL.K.1, L.K.5 Ongoing Assessment Observation of partner discussions Contributions to conversation norms Possible Big Ideas Maps represent where we live Maps show many different places and spaces Illustrations help us understand ideas Agenda 1. Text Introduction 2. First Read 1 st stopping point 2 nd stopping point Teaching Notes During this lesson the teacher has the text. Students will have opportunities for turning and talking, so norms for conversations should be established prior to this session. 5

6 1 st stopping point 3 rd stopping point 4 th stopping point 3. Wrap up 4. Next Move in City Schools Instructional Model Recommended Vocabulary Words/phrases for teachers to highlight and reinforce for students in order to make them useful in speaking (may also be used in Morning Message and Conversation Station ): Country, state, map, earth The goals for this lesson are for students to hear the story in its entirety, be introduced to key vocabulary, and recall key details from the text. Materials Text (teacher only) During this initial read, highlight and quickly define these words so that students get the gist of the concept. In subsequent readings there will be time to redefine key vocabulary and go deeper with phrases/expressions. Text Introduction We have been learning a lot about transportation and the many ways that people move from place to place. Sometimes people want to travel somewhere, but they are not sure how to get there. To figure out where they are going, they often use a map. Can anyone tell me what a map is? (Call on 2-3 students to respond). Today, we are going to read the book Me on the Map by Joan Sweeney. Let s take a look at the cover. This girl is standing on a map. What are some things that you notice about the map? Turn to your partner and share two things you notice about this map. I wonder what else we will learn about maps from this book. Let s find out! First Read Read through page 5 (begins, This is my house ) then say: So far, the author Joan Sweeney has introduced us to a map of this girl s room, a map of her house, and a map of her street (flip through the pages to show the maps). This book is showing us maps of things inside and outside. What do you think you would find on a map of a place inside? 6

7 2 rd stopping point My room. My house. Say more about that. Why would you find your room on a map showing us a place inside? What would you find on a map of your house? How could a map of your house be helpful? What do you think you would find on a map of a place outside? A street. Some cars. Say more about that. Why might a map of a place outside include a street? Why is a street important to know about? That s an interesting idea. Why might a car be in a map? What are some reasons a car might not be on a map? Read through page 12 (begins, This is my world ), then say: I m noticing that the author Joan Sweeney is showing us maps of bigger and bigger places. Let s look back at the past few pages. (Flip back to page 7 This is my town ). Here is a map of this girl s town, here is a map of her state, and here is a map of the entire country. (Flip through the pages while talking). Finally, here is a map of the whole world. What differences do you notice about these maps? They re different colors. The pictures are different. The maps are different. Tell us more about what you re noticing. What colors are in the maps? Why do you think the maps have different colors? Say more about that. What do you notice about the pictures? What is different about the pictures in the different maps? What are you noticing that is different about them? Do you see any differences in shape or size? How do they look different to you? 7

8 4 th stopping point 3 trd stopping point Read through page 21 (begins, And in my room ), then say: Let s look over the past few pages. (Flip to page 16. Begins, So here s how I find my special place ). This girl is showing us how she finds her home on the map. She shows us first how she finds her country, then her state, then her town and street, then her house, and then her room. (Flip through the pages while talking). Turn and talk to your partner about all the different maps that she is using to find her home. Tell your partner what you notice about the maps. As students discuss, walk around and listen to conversations. Prompt students to extend their ideas, as needed. After the turn and talk, have 2-3 students share their ideas with the group. She has a lot of maps. Why do you think she is using so many maps? Explain why she uses more than one map. She has a map of her house. She does have a map of her house. How do you think she made that? Tell me about what is on the map of her house. She found her house on the map. Say more about that. How did she find her house? Read through the end of the story, then turn back to pages 22 and 23 (begins, in rooms, in houses, on streets ). Then say: I m noticing in these illustrations that there are many children standing on a map. This reminds me of the illustration on the cover of the book in which the girl is also standing on a map. (Show the cover of the book, then return to pages 22 and 23). I know that people don t actually live on maps, so I think this picture is something that the girl is imagining. What do you think she is thinking about when she is imagining all of these children standing on a map? Scaffold student responses by showing them where they would be if the author had drawn them on the map (point to east coast where Baltimore should be) All of the children. Where all the children live. Say more about that. Why are they all standing on the same map? What do you think the map represents? Can you explain what you mean? 8

9 What about the pictures or words makes you think that? Wrap Up Great job thinking and talking about maps. As Joan Sweeney showed us, there are many different kinds of maps, some of inside spaces, and some of outside spaces. Some maps show big places, and some maps show small places. However, no matter where you live, your home is represented on a map. In our small group today, we are going to think about the illustrations in the story and what information we can gather from them. Let s get going! Next Move in City Schools Instructional Model At the completion of this whole group lesson, you will signal for the Small Group, Skills-based & Independent Reading Practices time to begin. See the Planning Map for more guidance. Modifications/Accommodations (Teacher inserts student specific modifications/accommodations as written in any IEPs.) 9

10 Day 1, Lesson 2: Small Group Reading Instruction (Focus Lesson) Me on the Map by Joan Sweeney CCSS Addressed RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Ongoing Assessment Materials Observation of partner discussions Contributions to conversation norms Text (teacher only) Agenda (Lesson Sequence) 1. Establish Purpose/Connect with Prior Learning 2. Name It! Tell them what you will teach today. 3. Explicit Instruction/Direct Explanation SHOW them exactly how to do it. Read and think aloud while they watch OR demonstrate exactly what you want them to do. 4. Guided Practice Ask them to try it with you, or with a partner. 5. Send off Remind students to use the strategy in their independent reading. Teaching Notes In this small group lesson the teacher scaffolds will look different for each set of students based on students language development, processing, expressive vocabulary, and ease with working with peers. Each lesson is differentiated with scaffolds that consider the following: BELOW LEVEL Students: Teacher frequently models thinking aloud, asks questions and elicits oral language/understanding through student-teacher interaction and conversation, teacher paraphrases text and defines key words to support basic comprehension. Students pose questions to make sense of key ideas. ON LEVEL Students: Teacher models thinking aloud, asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases text and defines key words to support basic comprehension. Students pose questions to deepen meaning. ABOVE LEVEL Students: Teacher asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases texts to support comprehension, extend thinking and support elaboration of ideas and inferences. Students pose questions to make meaning and deepen understanding/critical thinking. In this lesson, students practice using illustrations to gather meaning from the text. The teacher may choose to record students responses for ongoing assessment. 10

11 Reading Skill or Strategy Using illustration to deepen understanding of the text. BELOW LEVEL Group ON LEVEL Group ABOVE LEVEL Group PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE. PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE 11

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13 Day 1, Lesson 2 BELOW LEVEL ON LEVEL ABOVE LEVEL Establish Purpose/Connect with Prior Learning We just read Me on the Map by Joan Sweeney. Who can tell me something that they remember about the book? Call on 2-3 students to respond. Great, you all remember a lot of what the book is about. In our small group today, we are going to spend time looking at the illustrations in the book and talking about how we can use them to better understand the book and learn about maps. Name It! Sometimes, the illustrations in books contain information that is not found in the words. One strategy that good readers use to understand books and learn more information is to look closely at the illustrations. Today, we are going to practice looking closely at illustrations to learn more about the book Me on the Map. Explicit Instruction/Direct Explanation Open to pages 2 (starts with this is me in my room ) and 3 and show them to the group. Let s look at these illustrations. On one side, I see a picture of this girl in her room. The words say, This is me in my room. On the other, I see a drawing of all the things in the room. This looks different from the picture of the room because it looks like it was drawn by the girl in the picture. Let s read the words on this page: This is a map of my room. This is me on the map of my room. (Point to several examples- Here I see two blue rugs in her room, and here they are on the map. I also see a lamp on the table next to her bed in the picture and a lamp is also on the map. ) If I put the words and pictures together, I can see that this is a map that the girl in the picture drew. That is why it looks different from this picture of the room. Guided Practice Show the group pages 6 (starts with this is my town ) and 7, then say: Let s talk about these pictures together. The words on this page say, This is my town. In the illustration, I see a picture 13

14 of a town with lots of streets and houses. On this side of the page, I see a large map. The words say, This is a map of my town. What are these two illustrations showing us? A map of her town Where she lives Does the map of the town look the same as the picture of the town? Why or why not? What is different about the map and the picture? Say more about that. How do you know that the map of her town can show us where she lives? Show the group pages 10 (starts This is my country ) and 11, then say: Let s see what we can learn from these illustrations. The words on this page say This is my country. The United States of America. In this illustration, I see a picture of a lot of different kinds of land. I see a large building, a house, and lots of buildings. I think that this picture is showing the county, The United States of America, where we live. On this page, I see a map with lots of different colors and shapes next to each other. The words on the page say, This is a map of my country. What are these two illustrations showing us? Why doesn t this map have any streets like the map of the town has? The United States of America. Where the whole country is. Still holding up pages 10 and 11, say: Great job remembering that. This is a map of The United States of America. Does the map look like the picture of The United States of America? Why or why not? This map does show us the whole country. How is it different from the map of the town? Why do you think it looks different? Did anyone notice the girl in the picture? She is pointing to something. The words on the bottom of the page say, This 14

15 is my state on the map of my country. If we think about the words and the illustration together, what is the girl showing us? Her state Where she lives Say more about that. What makes it her state? Do you know what part of the map her house is in? How can you tell? How does the map show where she lives? How can you tell where on the map she lives? Send Off Wow, we learned a lot about many different kinds of maps today. We also got to look closely at the illustrations in Me on the Map to understand more about the maps introduced in the book. Can anyone tell me one thing that they learned about maps from our conversations today? (Have 1 or 2 students share their responses.) We will be reading this book again throughout the week. We will have more opportunities to look at the pictures. I can t wait to see what other information we can gain from the illustrations. 15

16 Day 3, Lesson 1: Interactive Read Aloud Me on the Map by Joan Sweeney CCSS Addressed Possible Big Ideas RI.K.1, RI.K.7, SL.K.1, L.K.4, L.K.5 Ongoing Assessment Using text features to increase understanding Observation of partner discussions Contributions to conversation norms Agenda Teaching Notes 1. Text Introduction 2. Third Read 1 st stopping point 2 nd stopping point 3 rd stopping point 3. Wrap up During this lesson the teacher has the text. Students will have opportunities for turning and talking, so norms for conversations should be established prior to this session. The goal for this lesson is for students to use labels to increase comprehension of text. 4. Next Move in City Schools Instructional Model Recommended Vocabulary Words/phrases for teachers to highlight and reinforce for students in order to make them useful in speaking (may also be used in Morning Message and Conversation Station ): Materials Text (teacher only) 16

17 1 st stopping point Map, town, state, country During this read, repeat definitions and reinforce these words so that students are reminded of the concepts. Text Introduction Friends, today we will be rereading Me on the Map. We have been learning a lot about the place that we live, and how you can use a map to find out where you are in the world. Today, when we read the story, we will be looking at some helpful hints the author, Joan Sweeney, gives us to help us understand how to use a map. She helps us by writing words right in the illustrations so we know exactly what the illustrations are showing. These words are called labels. Let s get reading so we can find some labels. Read Aloud Read through page 8 (starts: this is a map of my house ). Then say: I love the illustration on this page. The girl has created her own map! In the illustration, there are some words written. I didn t read those words because they aren t part of the text, they are part of the illustration. That doesn t mean we should just skip them though! Those words are labels, and they are there to help us understand better. I see a label in each room of the house. What do you think these labels could be saying? Call on students to share. Scaffold responses by cueing students to access their background information about rooms in a house, and to look at details of the illustration to help determine which room is which. The name of the room. Rooms. What do you think some of the names are? Explain how labels help us understand. Can you make a connection to your own life what rooms would you put on a map of your house? 17

18 3 rd stopping point 2 nd stopping point Read through page 15 (starts: This is a map of my country ). Then say: The illustration on this page has a lot of labels in it! It s about all the different states that make up our country. Remember, the labels are there to help us understand what the illustration is showing us. This map has lots more labels why are there so many? It s a big map. Say more about that what do you think the map is showing us? Does this map show where we are? Lots of labels. You re right, there are a lot of labels. What are the labels telling us? How are labels helpful? Read through page 21 (starts: then I look at the map of my country ). Say: Now the little girl is looking at the maps to find her own special place on the map. She s talking about where she lives. Turn and talk with your partner about a place that is special to you, then we will share. Read through the end of the story. My house. Tell me more- why is your house special to you? My room. What would you draw on a map of your room? Why are those things important to put on a map of your room? 18

19 Wrap Up Excellent work everyone. You learned a lot from all those labels that were in this book! Labels are very important whenever you see words that are inside the illustration, you should take some time to read them. They can really help you understand. When you are being an author yourself, you can use labels too to help your readers understand. Next Move in City Schools Instructional Model At the completion of this whole group lesson, you will signal for the Small Group, Skill-based & Independent Reading Practices time to begin. See the Planning Map for more guidance. Modifications/Accommodations (Teacher inserts student specific modifications/accommodations as written in any IEPs.) 19

20 Day 3, Lesson 2: Small Group Reading Instruction (Focus Lesson) The Night Worker by Kate Banks CCSS Addressed RI.K.1, RI.K.2, RI.K.7, RLIK.10, SL.K.1, L.K.5, and L.K.6 Ongoing Assessment Materials Observation of partner discussions Contributions to conversation norms Text (teacher only) Copies of a classroom map. Should have space for students to add in illustrations of furniture, stations, etc., as well as some elements pre-drawn. Agenda (Lesson Sequence) 1. Establish Purpose/Connect with Prior Learning 2. Name It! Tell them what you will teach today. 3. Explicit Instruction/Direct Explanation SHOW them exactly how to do it. Read and think aloud while they watch OR demonstrate exactly what you want them to do. 4. Guided Practice Ask them to try it with you, or with a partner. 5. Send off Remind students to use the strategy in their independent reading. Teaching Notes In this small group lesson the teacher scaffolds will look different for each set of students based on students language development, processing, expressive vocabulary, and ease with working with peers. Each lesson is differentiated with scaffolds that consider the following: BELOW LEVEL Students: Teacher frequently models thinking aloud, asks questions and elicits oral language/understanding through student-teacher interaction and conversations, teacher paraphrases text and defines key words to support basic comprehension. Students pose questions to make sense of key ideas. ON LEVEL Students: Teacher models thinking aloud, asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases text and 20

21 defines key words to support basic comprehension. Students pose questions to deepen meaning. ABOVE LEVEL Students: Teacher asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases texts to support comprehension, extend thinking and support elaboration of ideas and inferences. Students pose questions to make meaning and deepen understanding/critical thinking. In this lesson, students will use labels in their writing, by creating a map of the classroom and labeling areas of the room. The teacher can use the finished maps as part of their ongoing assessment. Reading Skill or Strategy 1. Using/interpreting text features 2. Using illustration to deepen understanding of text BELOW LEVEL Group ON LEVEL Group ABOVE LEVEL Group. PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE. PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE 21

22 Day 3, Lesson 2 BELOW LEVEL ON LEVEL ABOVE LEVEL Establish Purpose/Connect with Prior Learning Today we are looking at some important text features in our book, Me on the Map. The author, Joan Sweeney, uses some labels in the illustrations to help us understand what we are reading. Labels are an important part of maps, because looking at the picture doesn t always tell you everything you need to know. We can use labels too when we are writing, so that whoever is reading our work can understand better too! We will practice today. Name It! We are going to look closely at the labels that Joan Sweeney uses throughout the story. We will create our own map of the classroom, and make labels for it so that anyone who reads it will be able to understand where everything is. Explicit Instruction/Direct Explanation Maps can be very helpful and fun to read, but they can also be confusing. We know that maps help us see where we are in the world, in a city, or even in our own room. Let s look at one map from Me on the Map and see if we can find ourselves. Open the book to page 15 (begins This is a map of my country. ), read the whole page, then say: We live in the state of Maryland. I wonder if I can find the state of Maryland on the map. Well, I m glad that the author put in labels for all the states know I know which state is which, and I just have to read the labels to find Maryland. Here it is, I can tell because I see the word Maryland and there is a line 22

23 showing me which state is ours. That s so helpful! I can also look for other states. The girl is pointing to her state, Kansas. If the word Kansas wasn t there, I would have a very hard time understanding where she was from. Guided Practice Turn back to page 7 (starts: This is a map of my room ). Say: OK friends, let s look at another map in the book. I notice something different here there are no labels! I wonder if you can help me think of some labels that would help us understand what is on this map. Look closely at the illustration and think of some things you would like to label. I ll give you a moment to think, and then we will share! The bed. How would labeling the bed help us understand what the map is showing? The doors. Why would it be important to label where the doors are located? 23

24 That is really helpful. You will make great authors, I am sure of it! Now let s work on our own map. It is a map of our classroom, but it does not yet have any labels. What kind of labels can we add to this map, so that someone else looking at it will know all about our room? First, let s come up with some ideas as a group. What could we label on this map? Our tables. Why is it important to put a label on the map for our tables? The music center! How would labeling the music center help us understand what the map is showing? Send Off I think this map will be very helpful for anyone who wants to know more about our room. And now we know how important labels can be in the books we read. When you are reading independently, you should make sure to check the illustrations for labels that will help you understand what you are reading. 24