Humble ISD – Summer School, 2011 - Kindergarten Literacy Schedule – Week Four

Monday / Tuesday / Wednesday / Thursday
Independent Reading
15 minutes / Students are greeted every morning with interesting books of different genres, little books, copies of rhymes, interactive writing etc. in baskets on their tables. This is a time for them to look at books, share books with friends, talk about their books etc.
Continue to use this time to conference one-on-one with students, give quick book talks, and read aloud. / Continue to use this time to conference one-on-one with students, give quick book talks, and read aloud. / Continue to use this time to conference one-on-one with students, give quick book talks, and read aloud. / Continue to use this time to conference one-on-one with students, give quick book talks, and read aloud.
Community
Share
15 minutes / Focus: Students can tell their personal stories and make connections to the stories they hear. / Focus: Students can tell their personal stories and make connections to the stories they hear. / Focus: Students can tell their personal stories and make connections to the stories they hear. / Focus: Students can tell their personal stories and make connections to the stories they hear.
Shared Reading
15 minutes / Day 1-Reading the Text
Focus: Students can take a book walk to get a sense of the story.
See 4 Day Lesson Plan / Day 2-Deepening the Meaning
Focus: Students can study the pictures and think about the story and figure out words by saying the sound of the beginning letter. (What would make sense here?) / Day 3-Skill focus-visual
Focus: Student can locate known words in text. / Day 4-Pulling it all Together-Extension Activities
Interactive
Read Aloud
15 minutes / Focus: Students can retell the story in order.
Interactive Read Aloud
Lesson Plan: Retelling/Sequencing-Tops and Bottoms / Focus: Students can retell the story in order.
Interactive Read Aloud
Lesson Plan Continued: Retelling/Sequencing-Tops and Bottoms / Focus: Students can picture a story in their minds, retell and act it out.
Interactive Read Aloud
Lesson Plan Visualizing-Hattie and the Fox- Drama/Play / Focus: Students can picture a story in their minds, retell and act it out.
Interactive Read Aloud
Lesson Plan Continued: Visualizing-Hattie and the Fox- Drama/Play
Phonemic Awareness
15 minutes / Focus: Students can make new words by changing the beginning or ending sound. / Focus: Students can hear each sound in a word. / Focus: Students can hear each sound in a 3 letter word. / Focus: Students can hear each sound in a 3 letter word.
Word Study
15 minutes / Focus: Students can find parts that are the same in many words. / Focus: Students can look at the part they know to help them read a word. / Focus: Students can learn important words that help them read and write. / Focus: Students can learn important words that help them read and write.
Monday / Tuesday / Wednesday / Thursday
Interactive/
Shared
Writing
15 minutes / Focus: Students can write a word they know quickly
Students can find words that begin or end like ___. / Focus: Students can say a word slowly and tell the first and last sounds in words they write together.
Students can locate known words in text. / Focus: Students can say a word slowly and tell the first and last sounds in words they write together.
Students can locate words that begin or end like another word / Focus: Students can connect words by changing the first letter.
Guided Reading
Independent Reading
Literacy Stations
40 minutes / Students will meet in small groups for reading instruction
Independent Writing
40 minutes / Interactive Read Aloud Lesson-Making Connections to Others-Wilfred Gordon McDonald Partridge
Focus: Students can get ideas for writing from their connections.
Show students how your connections and theirs become ideas for writing. / Model independent writing for children on the easel. (Your own personal story from connections to the book.)
Think aloud about your story as you draw and write. Model what you want them to do.
Allow time for some to share with the whole group or with partners. / Model independent writing for children on the easel. (Your own personal story)
Think aloud about your story as you draw and write. Model what you want them to do.
Allow time for some to share with the whole group or with partners. / Focus: Students can choose their best piece of writing and tell why.
Set up for students to compare their writing from the first day of summer school until now. Encourage them to talk about any changes they see.
Have them choose their “best” piece and tell why. Share with the whole group.
Read Aloud
Dismissal / Read Aloud / Read Aloud / Read Aloud / Read Aloud

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Humble ISD – Summer School, 2011 - Kindergarten Literacy

Lesson Plan Week Four

Interactive Read Aloud – Retelling/Sequencing

MENTOR TEXT: Tops and Bottoms by Janet Stevens
Choose a text that is worthwhile, familiar, and available. Other texts that might be used include Alexander and the Wind-Up Mouse, Make Way for Ducklings, Goldilocks and the Three Bears, Julius, the Baby of the World, Goggles!
FOCUS STRATEGY: Sequence of Events
FOCUS THE LEARNING
Introduction: One of the jobs we have as readers is to think about the order in which things happen in a story. Today as we reread Tops and Bottoms by Janet Stevens, your job is to listen carefully and think about what happens first, second, third, and so on. (Post the words “first,” “second,” third,” “next,” then,” “finally” and tell the children these are words that help us when we think about the order in which events happen.)
INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE
Read The First Three Pages. Then pause to think aloud. I am going to stop reading for a minute and think about what has happened so far. I am going to use some of our sequence words to tell what I remember: First, I remember that Bear has lots of land but he is lazy and sleeps all of the time. Then, I remember that Hare is poor and his children are hungry so he offers to become partners with Bear and do all of the work on the farm for half of the profit.
Turn & Talk: Turn to your thinking partner. How did I do? Do you want to add anything to my retell? Use some of our sequence words to tell what you remember.
Read Until You Get To The Place Where Bear Realizes He Has Been Tricked and Tells Rabbit To Plant The Field Again. I am going to stop reading for a minute and think about what has been happening and which of our sequence words I could use now. I can say that first the bear slept, second the Hare worked really hard and next…
Turn & Talk: Turn to your thinking partner. Think together about what happened next. Use the word “next” to tell what you remember.
Read Until You Get To The Place Where Bear Wakes Up After The Second Harvest and Realizes He Has Been Tricked Yet Again.
Turn & Talk: Turn to your thinking partner. We know so much more now. Think together about Hare and Bear and what has happened. Use our sequence words to share what you remember.
Continue to the end of the story. Pause occasionally to give partners time to talk and use sequence words to describe events.
END OF STORY REFLECTION
I am going to think about the order of ALL the events in this story. I am going to tell what happened using the sequence words to help me. “First,” “second,” third…”
Turn & Talk: Turn and talk to your partner. Think together about the story and use sequence words to tell about the middle and the end of the story.
LINK TO ONGOING WORK
During guided reading, help students use time order words as they retell the stories they are reading.
Apply sequence words to other contexts in the classroom.
ASSESS THE LEARNING
Listen closely for partners to use sequence words in their retellings.
Analyze drawings and writing to see if there is evidence of understanding sequence and if the sequence words are used in writing.

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Adapted from Interactive Read-Alouds by Linda Hoyt

Humble ISD – Summer School, 2011 - Kindergarten Literacy

Lesson Plan Week Four

Interactive Read Aloud – Visualize-Drama/Play

MENTOR TEXT: Hattie and the Fox by Mem Fox
Choose a text that is worthwhile, familiar, and available. Other texts that might be used include Ira Sleeps Over, Stone Soup, The Hello, Goodbye Window, Don’t Let the Pigeon Drive the Bus!, The Snowy Day
FOCUS STRATEGY: Visualize-Drama/Play
FOCUS THE LEARNING
Good readers visualize as they read. They imagine characters moving around, and they imagine how it would sound if characters talk to teach other. We can help ourselves visualize or make pictures in our heads, by acting out our story. As we read Hattie and the Fox, by Mem Fox, your job will be to visualize or picture this story in your mind. Make a movie in your head and think about how it could be turned into a play that we could act out.
INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE
I am going to hang this chart next to me while I read so we have a place to write our ideas about how we can act out Hattie and the Fox. We are going to turn it into a play so we need to listen to the story and think about how it might work if we acted it out.


Phonemic Awareness

Activity 1 – Consonant Blends: Adding and Subtracting Initial Sounds

Focus: To introduce the children to the phonemic structure of consonant blends

Materials Needed: Word List (included at end of lesson explanation)

Activity: Give yourself and each child three blocks. This activity is divided into 3 stages: In the first stage, children are led to notice that consonant blends can be created by adding one consonant before another. The second stage demonstrates that they can, conversely, remove the first consonant from a blend. The third stage of the activity requires the children to use this knowledge to determine the number of sounds in words that do or do not begin with consonant blends.

Analysis to Synthesis:

Pronounce a two-phoneme word that begins with a consonant and use it in a sentence to ensure its recognition (“Lay: I lay down on my bed”). Have the children repeat the word and working with their blocks, analyze it into its separate phonemes.

Phoneme by phoneme, produce a new word that rhymes with the first but begins with a consonant blend. (“p…l…a”). While pointing to their respective blocks, the children then repeat the three phonemes together and recognizing the word, raise their hands and use it in a sentence.

Because of the special difficulty of understanding the nature of consonant blends, the members of each pair of words should be reviewed and compared before moving. This should be done by repeatedly removing and replacing the leftmost block as the two words are pronounced in time: “lay…play…lay…play”

Synthesis to Analysis:

Slowly pronounce a three-phoneme word that begins with a consonant blend (“g…r…o”). The children represent the three phonemes with their blocks and repeat them in sequence until they synthesize the word grow. Then produce a two-phoneme rhyme by removing one of the consonants (“row”). Children continue to change their blocks to represent the sound they hear. When they get it, they can raise their hands and use it in a sentence.

Analysis and Synthesis:

Select a rhyming pair, including one two-and one three-phoneme word, such as no and snow. After the children have analyzed the word and represented its phonemes with their blocks, ask the group to point to each block while sounds its corresponding phoneme. Then present the other part of the rhyming pair (“s…n…o”).

The following are examples of words to which initial consonants can be added:

no two row ray way lie

snow stew crow gray sway fly

grow pray sly

tray

rye pie lay

cry spy clay

dry play

fry

try

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Humble ISD – Summer School, 2011 - Kindergarten Literacy

Lesson Plan Week Four

Phonemic Awareness (cont.)

Activity 2: Three Sound Words

Focus: To extend phoneme analysis and synthesis to consonant-vowel-consonant words.

Activity: Each child needs three blocks or cubes. Start by saying a two-sound word (ice) in two separate parts, asking the children to repeat what you said. Children should then represent the sounds by pushing their blocks.

Move to 3-sound words-“r…i…s” children repeat the word, pushing one block for each sound.

Use word pairs moving from eat to seat back to eat, name to aim, back to name, each, teach

Variation: Show two pictures. Children must decide which of the pictures represents the word with the most sounds by placing their own blocks in front of them while sounding the words aloud.

Activity 3 – Consonant Blends: Adding and Subtracting Initial Sounds

Focus: To introduce the children to the phonemic structure of consonant blends

Materials Needed: Word List (included at end of lesson explanation)

Activity: Give yourself and each child three blocks. This activity is divided into 3 stages: In the first stage, children are led to notice that consonant blends can be created by adding one consonant before another. The second stage demonstrates that they can, conversely, remove the first consonant from a blend. The third stage of the activity requires the children to use this knowledge to determine the number of sounds in words that do or do not begin with consonant blends.