PROGRAM 1 Lesson 2 At a Glance 0:00 0:05 Review of Class Goals 0:05 0:35 Read The Fat Cat Sat on the Mat 0:35 0:50 Sight Words Lesson / Introduce Sight Word Blast Off! 0:50 1:05 Assessment / Sight Word Blast Off! 1:05 1:15 Break 1:15 1:25 Phonics Lesson 1:25 1:35 Assessment / Independent Phonics Activities 1:35 1:50 Read and Dramatize King Bidgood s in the Bathtub 1:50 2:00 Class-Wide King Bidgood Story Dictation MATERIALS For students: Fat Cat Sat on the Mat Materials Kits for new students Crayons, blank paper, pencils, sharpener For you: Teacher s copy of Fat Cat, Sight Word Blast Off!, sight word instruction cards, Program Guide, King Bidgood s in the Bathtub Clipboard, ART, Lesson 2 IAS Summer 2014 Rev. 02.10.14 Page 1 of 23 Copyright 2014 Institute of Reading Development, Inc. All rights reserved.
Before Class Preparation: As students arrive, greet them warmly, take attendance, and check in with parents about how reading is going at home, but start class on time. Think about seating and move students/parents around as needed from last week. For example, if a particularly shy student was sitting in back last week, move him or her up closer to you this week. Follow up with parents who did not complete the online homework questionnaire. Ask them to fill out the questionnaire online as soon as possible. If the parent does not have Internet access, have them fill out the paper version now on p. 27 of the Program Guide and give it to you now. Put your name and Parents Corner on board: Parents Corner At home this week complete Week 2 Home Practice in Program Guide. Bring all materials to class next week. Your name As students arrive: mark attendance on ART and fill in names on your seating chart check-in with parents/student about how reading is going at home follow up with parents about homework questionnaires 0:00 0:05 Review of Class Goals Preparation: Segment goal: Review goals of class with parents, especially those who missed Lesson 1. Implementation: There are five minutes allotted for this review, but it won t take a full five minutes. Extra time is allotted to allow for late students. If all of your students are present, begin Fat Cat as soon as you can, rather than waiting until the 0:05 minute mark. Program 1, Lesson 2 Summer 2014 Page 2 of 23
0:00 0:05, continued Tell students: Going to talk to your parents for a few minutes. Sit quietly. Review class goals with parents: Tell parents: To meet needs of entering first graders, class has 4 goals. Students will: 1. Learn phonics: Students learn to sound out words, build strong foundation for first grade phonics. 2. Learn sight words: Students learn 20 of most common words in books for this age. Recognizing these words by sight makes learning to read easier and faster. 3. Learn to read independently: Students learn to read words and sentences in books at the right level of difficulty. 4. Develop love of reading: Listening to books read aloud, plus success with phonics, sight words, independent reading =>love of reading, motivation to learn to read. Tell parents: First half of each class is workshop. You ll learn how to support your child in all four areas. You ll receive practical guidance in selecting books at the right level of difficulty for your child: BLR in Lesson 4. Review class rules with students: Remind students: 2 rules in class: Try your best Be polite - that means raise your hand and wait until I call on you, listen carefully when I talk or when another student talks. Practice attention-gathering activity. Summer 2014 Program 1, Lesson 2 Page 3 of 23
0:05 0:35 Read The Fat Cat Sat on the Mat Preparation: Segment goals: Do first reading and discuss The Fat Cat Sat on the Mat. Students and parents practice assisted reading and independent reading with support. Implementation: During first reading: Give clear directions to students and parents: o If students begin reading along with you, stop and tell them they should just listen now. They ll have a chance to read later. o Be clear with parents that students shouldn t be trying to follow along with the words at this point. Students should look at the pictures or up at you and listen to the story. Pause to briefly comment, but don t engage in discussion. Let the story stand on its own. During teacher-led assisted reading: Read slowly and clearly so that students can read along with you in their book. Read with cadence and expression. Students will tend to look up and simply echo you; remind them to look at the words on the page. During student-parent practice, circulate and provide guidance: If a child is working on a word, remind parent not to jump in right away; once child is stumped or asks for help, parents can step in. Encourage parents to use what they ve learned about their child s reading during home practice and playing Phonics Power. If the child is stuck on a word the parent knows is too hard for the child, the parent should simply supply the word. On the other hand, if the word is a word the parent knows the child is able to sound out, she should gently encourage him to try. If a child reads a word incorrectly but keeps going, parents shouldn t stop and correct the mistake, but instead should let the child keep on reading. Offer praise and encouragement throughout, individually and class-wide. Distribute The Fat Cat Sat on the Mat books. Frame first reading and assisted reading for parents: Hold up Fat Cat. Tell parents: Easy Reader best books for learning to read: simple sentences and easy words. Like last week, first read the book aloud while child simply listens and looks at the pictures. Familiarizing child with story helps child read book on his own. Second, your child will read the book on his or her own, and you provide right amount of support. Will practice this later in class. Program 1, Lesson 2 Summer 2014 Page 4 of 23
0:05 0:35, continued First reading and discussion Pre-reading discussion Gather students. Have them look at cover of book. Have students read title chorally with you. Ask students: What do you think of the cat s expression? Ask parents: What are cats personalities like? Read The Fat Cat Sat on the Mat: Tell students: I m going to read this book to you. As I read, I want you to listen to the story and look at the pictures on each page. Tell parents: Simply help your child stay on the right page. Read story, with brief comments or predictions. For example: These animals do not get along! I wonder what Wilma will say about this? End-of-book discussion: Ask students: Who wins this fight? Assisted reading Re-introduce assisted reading to parents: Tell parents: Like last week, I m going to demonstrate how you can use assisted reading to provide support for your child while he reads. Remember - ALL children at this age need some level of assistance; varies from child to child. Children develop at their own pace; at this age, everything is normal a child who needs more support than other students is not lagging behind. Summer 2014 Program 1, Lesson 2 Page 5 of 23
0:05 0:35, continued Discuss how to help when child is stuck on a word: Tell parents: Common question What should I do when my child has trouble with a word? Don t jump in at 1st sign of struggle. Give kids chance to work it out before stepping in, encourage effort. As you read together and play Phonics Power, you ll get a stronger sense of what words your child can and cannot decode. This will help you decide how much help to give: o If your child is stuck on a word you re confident he knows how to sound out, gently encourage him to try it. o If you know the word is too hard for your child, or if he gets overly frustrated trying, simply provide the word for your child. If child decodes word incorrectly and keeps going: This is fine - allows child to keep up momentum. Don t overcorrect. If child reads a key word incorrectly and is confused, step in and give the correct word. Review providing substantial support: Start by providing a substantial amount of support. Read 1-3 lines to your child, then child reads same lines. Strong memory trace helps them read the words. I ll do this first, then you ll take over. Teacher-led assisted reading with substantial support: Tell students: First, I'm going to read, and I want you to follow along and look at the words in your book. Then you re going to read the same lines yourself. Try your best, and remember that it s okay to make mistakes. If you get stuck, ask your parent for help. Do p. 5, one line at a time. (Read a line, have students read, etc.) Program 1, Lesson 2 Summer 2014 Page 6 of 23
0:05 0:35, continued Parent-student practice with substantial support: Tell parents: Now you ll try working with your child for a few pages. Here s what to do: Start on p. 6. Read 1-3 lines to your child slowly and clearly, then have child read same lines. After p. 6, continue. Each child will work at own pace. If child gets stuck on a word, don t jump in right away. When child asks for help, simply give the word. If you re confident it s a word he is able to sound out, you can encourage him to try to sound it out. Students and parents work together. Circulate, provide support, guidance and encouragement. Stop when most students have finished p. 7. Gather students and parents. Review assisted reading with less support for parents: Tell parents: Next, assisted reading with less support. Read more lines at a time before child reads. Sometimes, you ll read whole page; or, 2 facing pages that have only a few lines each. Teacher-led assisted reading with less support: Tell students: First, I'm going to read, and I want you to follow along and look at the words in your book. Then you re going to read the same lines yourself. Read p. 8 at assisted reading pace. Tell students: Now you read that same page yourself. Try your best, and remember that it s okay to make mistakes. If you get stuck, ask your parent for help. Students read. Repeat for p. 9. Summer 2014 Program 1, Lesson 2 Page 7 of 23
0:05 0:35, continued Parent-student practice with less support: Tell parents: Now you ll try working with your child for a few pages. Here s what to do: Start on p. 10. Read aloud whole page slowly. Then have child read the page. When your child finishes a page, go on to the next one. If child gets stuck on a word, don t jump in right away. When child asks for help, give him the word or if you re confident it s a word he can sound out, have him try to sound it out. If your child reads a word wrong but keeps going, don t stop and correct, just let child keep going. Students and parents work together. Circulate, provide support and encouragement. Stop after most students have finished p. 11. Gather students and parents. Discussion: Ask students: If you were the rat, what would you do to try to get the cat off of your mat? Tell parents: While reading, kids focused on sounding out words. Pausing for a brief discussion helps to pace kids and refocus them on the story itself. Independent reading with support Frame independent reading with support for parents: Assisted reading varying levels of support by reading text aloud first. Now, independent reading with support. Child reads whole page without hearing you read it aloud first. Program 1, Lesson 2 Summer 2014 Page 8 of 23
0:05 0:35, continued Review independent reading with support for parents: Much less support, but not the same as turning child loose to read on his own. You still give support by: o pacing child, page by page o listening, giving encouragement o helping with words when necessary o stopping to talk about story or pictures Students read one or more pages at a time. As they develop as readers, they will read more and more pages and need less support. Tell parents: For some kids, this will be too great a challenge, which is fine. Everyone try it, but if it s too much for your child, go back to assisted reading. Follow child s lead. Tell students: I want you to read the next page to yourself. Try your best, and ask your parent if you need help. Tell parents: Keep going through pages until I stop you. Remember, switch back to assisted reading if this gets too difficult for your child. Students and parents work together. Circulate, provide support, guidance and encouragement. Stop after a few minutes. Praise students for hard work. Collect Fat Cat. Wrap-up assisted reading for parents Remind parents how to conduct home reading practice: This week, use the First Reader (Oh, Cats!) and the ER1 (Grizzwold or other) again for child s reading, or choose First Readers or Easy Readers 1 from booklist in PG. Breakdown of Week 2 home practice is in PG. Point to Parents Corner on board. Follows same structure as last week. Summer 2014 Program 1, Lesson 2 Page 9 of 23
0:35 0:50 Sight Words Lesson / Introduce Sight Word Blast Off! Preparation: Segment goals: Explain sight word instruction to parents. Teach sight words has and they. Introduce Sight Word Blast Off! Implementation: Have ready the two sight word instruction cards you ll use during this lesson: has and they. To introduce Sight Word Blast Off!, have ready sample has rocket and has word card from Set 1. The lesson is structured as follows: o 6-7 minutes: Direct instruction, sight words has and they, following this progression: Teach has, then review has on the board. Teach they, then review they on the board. Using sight word instruction cards, review both has and they. o 8-9 minutes: Explain game, show parents how to support their child during the game. When introducing the sight word by using it in a sentence, don t write the sentence on the board; say the sentence aloud and point to the word on the board. When teaching how to spell each word, remember you are teaching students to recognize the word as a whole, not to blend the word as in the phonics lesson: o When you point to each letter on the board, say its name, not its sound. o Don t move your hand from left to right underneath the word as you would if you were blending. For example, when spelling has, say h as you point to h on the board; say a as you point to a on the board; say s as you point to s on the board; then, say has as you place your hand under the whole word on the board. When you review has and they using sight word instruction cards, treat it like a game and bring some silliness to it. For example, encourage students to shout out the word loudly, followed by a whisper round; be silly about showing the same word 2 or 3 times in a row; split the class in half and call on each half in random order to read the words. When explaining the game, you ll be primarily addressing the parents, although the students will also be listening. Use a diagram on the board (shown in lesson plan below) to show parents how to arrange the card piles and players rockets. As you explain each step, pause to have the parents do the step. Remember to gather the class attention before moving on to the next step. Explain sight words, sight word instruction to parents: Sight words are the most common words your child will encounter while reading words like the and and. About 25 of these words account for a third of all words in the books your child reads. Learning sight words makes learning to read easier; the more sight words your child knows, the fewer words he ll have to work at. The way to learn them is not to sound them out, but to learn to read them as whole words, by sight. Program 1, Lesson 2 Summer 2014 Page 10 of 23
0:35 0:50, continued Introduce Sight Word Blast Off!: In this program, children learn sight words by playing a fun and productive game called Sight Word Blast Off! Game teaches 20 sight words, in two sets of 10. Built-in repetition ensures children learn to recognize words by sight. Teach sight word has Introduce sight word has: Write on board has. Tell students: This is the word has. Point to the word has as you say this sentence: My dog has brown paws. Students repeat. Teach spelling has: Tell students: Look at how the word has is spelled. Point to each letter as you spell: h, a, s - has. Tell students: Now you spell with me. Point to each letter as students spell h, a, s - has. Repeat. Review has: Have students close their eyes. Ask students: Can you remember how to spell has? Let s all spell it together. Have students spell h, a, s - has. Have students open their eyes. Tell students: Now everyone look really hard at this word and read it to me. Have students read the word aloud a few times, loudly then softly. Summer 2014 Program 1, Lesson 2 Page 11 of 23
0:35 0:50, continued Teach sight word they Introduce sight word they: Write on board they. Tell students: This is the word they. Point to the word they as you say this sentence: Where are they going? Students repeat. Teach spelling they: Tell students: Look at how the word they is spelled. Point to each letter as you spell: t, h, e, y - they. Tell students: Now you spell it with me. Point to each letter as students spell t, h, e, y - they. Repeat. Review they: Have students close their eyes. Ask students: Can you remember how to spell they? Let s all spell it together. Have students spell t, h, e, y - they. Have students open their eyes. Tell students: Now everyone look really hard at this word and read it to me. Have students read the word aloud a few times, loudly then softly. Review has and they Tell students: I m going to hold up a card with a word on it. When you see the word, read it out loud. Hold up the has card. Students read has aloud. Tell students: Now read the word on this card. Hold up the they card. Students read they aloud. Tell students: Now look and see which card I m holding. When you see the word, read it out loud. Flash cards to students in random order, doing several repeats of each word card. Program 1, Lesson 2 Summer 2014 Page 12 of 23
0:35 0:50, continued Introduce Sight Word Blast Off! game Introduce game to parents: Have parents take SWBO!, Set 1 only, and the instructions sheet out of the envelope. While they do this, draw your diagram of the game set-up on the board: word cards discard pile (Player 1) (Player 2) rocket cards Board will look like this: unshaded squares = face up; shaded squares = face down. Tell parents: Sight Word Blast Off! fun, productive game to help your child learn 20 of the most common sight words. You have two sets of the game. Each set teaches 10 sight words. Hold up Set 1. Will use this set of cards for the next two weeks. Save other set for now will use it later in program. Tell parents: Game includes: 10 rockets: Hold up has rocket. One rocket for each of the 10 words. Deck of word cards: Hold up has card. Contains 4 repeats of all 10 words. Blast-off cards. Hold up blast-off cards. Put these aside for now. Tell parents: I ll demonstrate how to set up the game, and walk you through the first turn. Then, you and your child will play. Summer 2014 Program 1, Lesson 2 Page 13 of 23
0:35 0:50, continued Explain game set-up: (Give parents time to do each step; refer to diagram as you go.) Shuffle word cards. Place word card pile face down. Parents do this now. Give each player you and your child 3 rockets, face up. Do this now. To get ready to play, both players read the words on their rockets. Here s how: o First, read the words from your three rockets out loud, to model for your child. o Then have child try to read his three words. Remember, these are new words, so your child probably won t know many of them yet. o Important: If child doesn t know the word, simply tell it to him. Don t have him try to sound it out. o Go ahead and do this now first read your words, then help child read his words. Explain how to play. Tell parents: I ll walk you through one turn. First player - parents this time: pick a word card and read it out loud. o Hold up has card. This word is has. o On child s turns, have him read the word if he knows it; if not, simply tell it to him. Next, look at your three rockets. If you have a rocket for the word on the card, cover up a space on the rocket with the word card, starting with the bottom space. If you don t have the rocket for that word card, discard word card face up. Take a turn now draw a word card, read it, and try to match it to one of your rockets. Tell parents: That ends the first player s turn. The next player can choose new card from pile, or can choose card showing on top of discard pile. The object: find the word cards to cover all the spaces on your 3 rockets. When you complete a rocket, you get a blast-off card. Show where blast-off card goes. First player to complete all three of his rockets wins. Program 1, Lesson 2 Summer 2014 Page 14 of 23
0:35 0:50, continued Explain how game teaches sight words, how parents help: It s normal for a child not to know many of the words the first time he plays. As your child plays both in class and at home, he ll gradually learn all the words. Important: On child s turns: ask if he knows the word on the card. If he does, great. If not, simply tell him the word. Do not have him try to sound it out. Goal is to learn words by sight, which will happen because of the repetition built into the game. Explain assessment to parents: While you play, I ll come around and assess each student s reading like last week. Lesson 4 - will give you BLR, telling you what level of Easy Reader is best for your child s independent reading. Refer to game instructions for specific rules. Save questions for the end of the period. If you finish your game, play again. Parents and students continue playing Sight Word Blast Off! 0:50 1:05 Assessment / Sight Word Blast Off! Preparation: Segment goals: Parents and students play Sight Word Blast Off! with Set 1. Assess as many students as possible, within the time allotted. Your goal is to assess all students by the end of class, during this and the 2 nd assessment period later in class. Implementation: Have ready: Lesson 2 IAS, clipboard w/ ART attached, pencil Begin assessment as soon as parents and students begin playing the game. Don t spend assessment time answering questions about the game; instead, refer parents to the game instructions and defer their questions until the end of the period. For each student, read aloud the first line at same pace as assisted reading. Then, have student read the entire passage starting from the beginning. Your goal is to assess what students can do, not to teach how to decode. If a student gets stuck on a word and cannot decode it, give student the word and have him move on. Record 0, 1, or 2 on the ART before moving on to the next student. Summer 2014 Program 1, Lesson 2 Page 15 of 23
0:50 1:05, continued Parents and students play SWBO! Begin assessing students. Wrap up: Answer any questions from parents about the game. Point to Parents Corner and tell parents: Program Guide outlines breakdown of this week s home practice: Assisted / independent reading: same books, or choose new First Reader or Easy Reader 1 from booklist in PG. Play Phonics Power, red set. Play Sight Word Blast Off! with same set, Set 1: Give child three different rockets each time, so he practices with different words. Pick a picture book from list in PG and read aloud to child. Doesn t have to be a new book can reread a favorite. Bring all materials to class next week. Workshop part of class is over. Welcome to stay for rest of class. Next phonics lesson. If not staying, please come back to the room to pick up child at end of class. 1:05 1:15 Break Preparation: You must escort your entire class to the bathroom. Do not leave any students unattended. Help students release energy during the break by playing a round of Simon Says or 1-2-3 Statue in the hall while you wait for everyone to finish using the bathroom. Gather students before re-entering classroom at end of break and give them instructions on what to do when they get back. Move students whose parents don t stay for the second half of class to the front of the room. Program 1, Lesson 2 Summer 2014 Page 16 of 23
1:15 1:25 Phonics Lesson Preparation: Segment goal: Review blending beginning consonants with /ă/ word families. Implementation: This lesson reviews some of the consonants and short a word families students have been learning while playing Phonics Power. You ll review three consonants s, m, c and two word families - - ad and ap - following this progression: o Establish phonemic awareness of word family. o Review word family on board. o Review blending beginning consonants with word family on board: first blend letter-by-letter, then blend beginning consonant with word family. This week, you ll add a step to establishing phonemic awareness of each word family, eliciting some rhyming words from students: o Keep this brief call on 3 students only for each. o Don t write the words on the board focus is on phonemic awareness. o Remember, the focus is the sound of the word family; nonsense words such as zad are okay. Rule of thumb for phonics instruction: when introducing a new consonant, you will tell students the name of the letter and the sound it stands for. When reviewing a consonant or vowel sound students have encountered already, either in a previous lesson or by playing the game, you will elicit the letter and letter sound from students. As this is a review lesson, you ll elicit most letters and letter sounds from students, with the exception of the final d and final p in the word families ad and ap, which you ll teach directly. Some parents will remain in class; continue to frame for them. Frame phonics to parents: Key component of 1 st grade phonics instruction blending beginning consonants with word families to read words. In our program, students learn blending through in-class instruction and Phonics Power game. As children learn phonics, they need to apply phonics skills to reading words and sentences in Easy Readers, like they do in class and at home each week. Last week, I taught word families an and at; Today, will review some of the other word families from the game. First, phonemic awareness of words that end with /ad/. Phonemic awareness = ability to distinguish sounds in spoken language key skill for successfully learning to read. Summer 2014 Program 1, Lesson 2 Page 17 of 23
1:15 1:25, continued Tteach word family ad Establish phonemic awareness: Tell students: Listen to these words: sad, mad, bad. Have students repeat words with you: sad, mad, bad Ask students: What other words can you think of that rhyme with sad, mad, bad? Elicit words from class. Tell students: All of these words end with the sound /ad/. They all belong to the /ad/ family. Teach: letters ad stand for the sound /ad/: Write on board ad. Point to a. Ask students: What is this letter? What sound does it stand for? Have students repeat /ă/. Point to d. Tell students: This is the letter d. It stands for the sound /d/. Have students repeat /d/. Run your hand under the letters, have students blend /ă/ /d/, then read ad. Teach: blending beginning consonants with ad: Write s in front of ad to make sad. Point to s. Ask students: What is this letter? What sounds does it stand for? Have class repeat /s/. Blend sad: Blend with individual sounds: o Move your finger under letters from left to right. Blend /s/ /ă/ /d/ - sad. o Have students blend /s/ /ă/ /d/ - sad with you. Repeat. Program 1, Lesson 2 Summer 2014 Page 18 of 23
1:15 1:25, continued Blend with word family: o Tell students: The letters ad stand for the sound /ad/. o Move your finger under letters from left to right. Blend /s/ /ad/ - sad. o Have students blend /s/ /ad/ - sad with you. Repeat. Erase s, write m in front of ad and repeat steps. Remind parents: At this age, some students need to blend words letter by letter, which is what I did first each time: Point to board and blend /m/ /ă/ /d/ - mad. Some students are ready to blend the beginning consonant with the word family as a whole: Point to board and blend /m/ /ad/ - mad. Both are normal at this age. When playing the game, follow your child s lead and help him blend either letter by letter, or with the word family as a whole, whichever he needs. Direct instruction: teach word family ap Establish phonemic awareness: Tell students: Listen to these words: map, tap, lap Have students repeat words with you: map, tap, lap Ask students: What other words can you think of that rhyme with map, tap, lap? Elicit words from class. Tell students: All of these words end with the sound /ap/. They all belong to the /ap/ family. Teach: letters ap stand for the sound /ap/: Write on board ap. Point to a, say /ă/. Have students repeat /ă/. Point to p. Ask students: What is this letter? What sounds does it stand for? Have students repeat /p/. Run your hand under the letters, have students blend /ă/ /p/, then read ap. Summer 2014 Program 1, Lesson 2 Page 19 of 23
1:15 1:25, continued Teach: blending beginning consonants with ap: Write m in front of ap to make map. Point to m, have class repeat /m/. Blend map: Blend with individual sounds: o Move your finger under letters from left to right. Blend /m/ /ă/ /p/ - map. o Have students blend /m/ /ă/ /p/ - map with you. Repeat. Blend with word family: o Tell students: The letters ap stand for the sound /ap/. o Move your finger under letters from left to right. Blend /m/ /ap/ - map. o Have students blend /m/ /ap/ - map with you. Repeat. Erase m, write c in front of ap and repeat steps. 1:25 1:35 Assessment / Independent Phonics Activities Preparation: Segment goal: Finish assessing students. Implementation: Make sure students understand the directions for the phonics activities before you begin asssessing. Have ready: Lesson 2 IAS, clipboard w/ ART attached, pencil Focus on each assessment, but before moving on to the next student, look around to see if hands are raised, make sure students are working, etc. Ask remaining parents to answer questions when they see a hand raised. If you don t need this entire period for assessment, still have students work on the phonics activities. Have students take out PG and pencil. Gather all students once they have PGs out. Explain phonics activity: Show students page 77 and tell students: Turn to page 77 in back of PG, has a 2 in a triangle in top corner Have parents help students get to correct page. Wait for all students to get to page 77. Read instructions for activity on page 77; make sure students understand what to do. Repeat for page 78. Tell students: If you finish these pages, do more pages with the 2 in the triangle at the top. Program 1, Lesson 2 Summer 2014 Page 20 of 23
1:25 1:35, continued Explain to students: I will listen to each of you read. You will work quietly remember the class rules. If you have a question, raise your hand, stay in your seat and wait patiently Ask remaining parents to answer questions for students while you are assessing. Have students begin working on phonics activities. Make sure all students have begun working in PG, then begin assessing students. 1:35 1:50 Read and Dramatize King Bidgood s in the Bathtub Preparation: Segment goals: Read aloud and dramatize King Bidgood s in the Bathtub. Implementation: If classroom set-up allows, have students sit on floor in front of you while you read aloud. During the reading, let the story stand on its own. Pause briefly to make quick comments or predictions. To dramatize the story, cast students as the Page, Knight, King, Queen and court (everyone else). You narrate from the book, and have students chime in with you on repeating lines. Explain reading aloud / Picture Books to parents: Remind parents: Kids this age need experience w/ two kinds of books: Easy Readers: to practice independent reading. Picture books: listening to books read aloud motivates kids to learn to read, develops love of reading Read aloud King Bidgood Pre-reading discussion: Read title, look at cover. Ask students: What are your favorite things to do? Is bathtime one of them? What if you could do all your favorite things in the tub? Summer 2014 Program 1, Lesson 2 Page 21 of 23
1:35 1:50, continued Tell students: I will read the story to you. Listen and look at the pictures. Read King Bidgood. End-of-book discussion: Ask students: What would you do to get King Bidgood out of the tub? Dramatization Dramatize the story. Encourage kids to chime in on repeating lines. 1:50 2:00 Class-Wide King Bidgood Story Dictation Preparation: Segment goals: Students have fun creating their own story about King Bidgood. Model for parents the value of story dictation. Implementation: The story topic is: What would you do in the bathtub if you were King / Queen? Start by writing the first sentence on the board: The class is in the bathtub and they won t get out! You ll be supplying the sentence structure here. Students will give you their ideas for what they would do in the bathtub if they were King / Queen, and you ll plug it into the following sentence structure: King / Queen (student name) said, Today we (student response) in the tub! If students have a hard time thinking of ideas, prompt them with suggestions. For example: What s your favorite thing to do outside? Do you think it d be fun to do that in the tub? If you have a small class (up to 8 kids), get a sentence on the board for every student; for larger classes, call on students sitting next to each other and get a team response. For example, Queen Sarah and Queen Emma what would you two like to do in the tub? The two might agree on the same thing, or you can write two different things in one sentence: Queen Sarah and Queen Emma said, Today we dance and play soccer in the tub! If you have extra time, play Phonics Tic-Tac-Toe: o Draw a Tic-Tac-Toe grid on the board. o Divide class into two teams; assign a different beginning consonant to each team. Identify the sound of the consonant, and have the teams practice saying the sound. o Call on individual students to think of words that begin with their team s letter sound, then write their word in box they choose. o Teams try to get three words in a row. o Choose from beginning consonants b, c, f, h, j, m, s, v, which are the seven beginning consonants used in the red set of Phonics Power. Program 1, Lesson 2 Summer 2014 Page 22 of 23
1:50 2:00, continued Tell students: We re going to make our own story about King Bidgood. Write the first sentence on the board: The class is in the bathtub and they won t get out! Ask students: King Bidgood wanted to do everything in the bathtub! Pretend you re all kings and queens. What would you want to do in the bathtub? Call on students for ideas. Add each student s response to board, using the structure: King / Queen said, Today we in the tub! (student name) (student response) End the story by adding your own sentence: (Your name) said, It s time to get out of the tub! He / she pulled the plug. Glub, glub, glub. Read the story back to the class. Explain story dictation to parents: Tell parents: Story dictations are both fun and productive. Extends the story, helps kids identify with characters. Fun and silly, builds love of reading and comprehension. Can try at home with other books: Make up a topic that relates to the story, such as what would you do if Write down your child s own words as he tells the story. Read the story back so your child can see his own words as you read them. Have child illustrate the story. Optional: Play Phonics Tic-Tac-Toe with beginning consonants. Choose from: b, c, f, h, j, m, s, v. Wrap-up class: Tell students: Nice work today! See you all next week! Tell parents: Home practice outlined in Program Guide. Point out Parents Corner on board. Bring all materials to class next week. Summer 2014 Program 1, Lesson 2 Page 23 of 23