Lesson Theme: Families Week 7 (Treasures Unit 1 Week 3)
Kindergarten LA Lesson
Lesson Theme: Families Week 7 – (Treasures Unit 1 Week 3)
Objective: TLW describe story structure and compare ways that families change and grow.Language Objectives: The child will be able to use language (beginning, middle, end) to describe story structure.
Standards (Texas Essential Knowledge and Skills):
K.1A Recognize that spoken words can be represented by print
K.1F Hold book right side up, turn pages correctly, know reading moves from top to bottom, and left to right
K.3A Identify the common sounds that letters represent
K.3D Identify and read high-frequency words
K.4A Predict what might happen next in text based on cover, title, and illustrations
K.4B Ask and respond to questions about text read aloud
K.5A Identify and use words that name sequence
K.15 Dictate or write information for lists, captions, or invitations
K.22 Share information and ideas by speaking audibly and clearly
F.19.C Monitor and adjust comprehension
K.12A Identify family customs and traditions and explain their importance (Social Studies)
College and Career Readiness:
II.A.1. Use effective pre-reading strategies.
Vocabulary
Essential:
Celebrate/celebrar, change/cambiar, eager/ansioso, occasion/ocasión, relative/pariente / Supporting:
Crib/cuna, rascal/pícaro, made believe/hacerse creer, fussing/protestando, cradle/mecer
Lesson Cycle
Engage
Anticipatory Set:
Write the following question on chart paper: How can families change?/¿Cómo cambian las familias? Track the print from left to right as you read the question. Point to the top and bottom of the page. This is the top of the page. This is the bottom of the page. Now who can show me the top and bottom of this page? /¿Quién me puede enseñar la parte de arriba y la parte de abajo de la página? Prompt children to answer the question.
Lesson Stages
Introduce Treasures Teaching Chart 12. Discuss the photograph together and explain that families sometimes grow by having a new baby. How did this family change?/¿Cómo cambió ésta familia? How might the girl in the photograph feel about the new baby?/¿Qué crees que la niña de la fotografía siente acerca del bebé? Discuss how children might feel if there was a new baby in their own family/Discuta cómo se sentirían los estudiantes si tuvieran un nuevo bebé en su familia. Continue discussion by having children ask questions about this topic.
Fine Arts: Fingerplays about Families:
Where is Father?
(tune-Where is Thumbkin?) -Use names of family members for each finger displayed. Any other family related finger play would be appropriate.
Some Families
Some families are large. (spread arms out wide)
Some families are small (bring arms close together)
But I love my family (cross arms over chest) best of all!
Happy, Happy Home
Sung to: "The Old Grey Mare"
With ______in the family
Happy, happy home Happy, happy home Happy, happy home
With ______in the family
Happy, happy home Happy, Happy home!
The ____ is a name -- or you can use Daddy,
Mommy, Sister, Brother, Baby, etc.
Now or at another time you will introduce trade Book: Peter’s Chair. Remind children that stories have a structure; a way in which events happen. For example, stories have a beginning, middle and end. To relate this concept to the children, refer to the daily schedule to discuss the beginning, middle and end of the school day.
Preview: Hold up the book, Peter’s Chair. T may hold up the book incorrectly (i.e. upside down or backwards) to prompt discussion about concepts of print.
PORTFOLIO PIECE: POINT TO THE BOY AND CHAIR ON THE COVER. (TEKS K.1G,F)
T: “I see a boy looking at a chair. Let’s read a story about a boy who has a change in his family. Yo veo un niño mirando una silla. Vamos a leer un cuento acreca de unniño que tiene un cambio en su familia.”
Teacher Think Aloud: Display pages 22-23. T: “This is the same picture that is on the cover. As I read, pay attention to what happens in the story before this and think about what might happen next. Ésta es la misma fotografía que está en la portada. Presten atención a medida que leo el cuento pare ver que sucedió antes y que sucederá después.”
Read the book. Have children turn to a partner and share their favorite part of the story. T: “Were you surprised by how the story ended? Have you had a similar experience? How did you feel?/¿Te sorprendió el final del cuento? ¿Haz tenido una experiencia similar? ¿Cómo te hizo sentir?”
Display 3 pictures from book. Have students identify and discuss whether each came from the beginning, middle or end of the story.
Dual Language Activity 1 & 2
Read Aloud Spanish text: La silla de Pedro by Ezra Keats
· Activity 1: Have pairs engage in think-pair-share by turning to each other and sharing their favorite part of the story and state why? Pairs share out their opinions.
· Activity 2: PORTFOLIO PIECE: STUDENTS ILLUSTRATE THEIR FAVORITE PART OF THE STORY PETER’S CHAIR. ON A LARGE PIECE OF BUTCHER PAPER MAKE A LARGE GRAPHIC ORGANIZER. SORT THE CHILDRENS’ DRAWINGS INTO BEGINNING, MIDDLE AND END. (THIS CAN BE USED AS A SUMMATIVE CHECK FOR UNDERSTANDING AND/OR PORTFOLIO ITEM.) (TEKS F.19)
Read to Self
Phonological Awareness:
Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 6
Work on Words
· Display the High Frequency Word Cards for “we” and “the”. Use the Read/Spell/Write routine to teach each word. Review words “can” and “I” using word wall chants, sky-writing, body movements, etc.
· Sort the high frequency words by the number of letters in each.
· Shared Reading: Display Treasures Teaching Chart 13. Read together. Discuss the difference between a word and a letter and other concepts of print. Ask children to point to “we” and “the” each time they see them. Repeat rhyme together for fluency. Add “we” and “the” to the class Word Wall.
PORTFOLIO PIECE: USE TEACHING CHART 13 TO HAVE CHILDREN HIGHLIGHT LETTERS MM, AA, AND HIGH FREQUENCY WORDS. (TEKS K.3D)
Read to Someone
Shared Writing: Objective – Writing a list
Remind children that in the book Peter’s Chair, they learned that family members change and grow.
Make a T-Chart with these two sections: What Peter Used as a Baby and What Peter Uses Now.
Refer to the book as needed to complete the list. (See TE p. 189.) Track the print to read and review the list together. Save the list to refer to later this week.
Work on Writing
· Draw and label your family members. Refer to vocabulary cards Family member vocab cards
· Refer to yesterday’s chart (page 442) or create this chart together at this time. Display and read aloud the list created.
Closure Activity
· PORTFOLIO PIECE: STUDENTS ILLUSTRATE THEIR FAVORITE PART OF THE STORY PETER’S CHAIR. ON A LARGE PIECE OF BUTCHER PAPER MAKE A LARGE GRAPHIC ORGANIZER. SORT THE CHILDRENS’ DRAWINGS INTO BEGINNING, MIDDLE AND END. (THIS CAN BE USED AS A SUMMATIVE CHECK FOR UNDERSTANDING AND/OR PORTFOLIO ITEM.) (TEKS F.19)
· Movement: Act out the story. Choose a character to portray and other students guess the character.
· Remind the students that you have been learning about how families grow and change. Provide magazines for children to cut out pictures of people. Provide a large piece of butcher paper divided into three sections: babies, children, adults. (As an alternative, children could do this activity independently.) Have children cut, sort, and glue the pictures in the correct sections. Provide support as needed.
· Language Arts Assessments- students draw/describe the beginning, middle and end of the story Peter’s Chair. (See attachment below.)
Center Activities
ABC Center:
PORTFOLIO PIECE: STUDENTS WILL IDENTIFY WORDS THAT BEGIN WITH THE LETTERS MM AND AA AND SORT PICTURES BY THEIR INITIAL SOUND: /M/ OR /A/. THE RESOURCES FOR THIS ACTIVITY COULD INCLUDE PICTURE CARDS, LETTER TUBS, MAGNET LETTERS, AND CLASSROOM OBJECTS. SEE THE PHONICS/WORD STUDY LITERACY WORKSTATION FLIP CHARTS PG. 5 AND 6. STUDENTS MAY ALSO PRACTICE SPELLING THE HIGH FREQUENCY WORDS USING DIFFERENT TOOLS (DRY ERASE, PENCIL, MAGNETIC LETTERS, STAMPS, PLAY DOUGH, WIKI-STICKS, ETC.).
Science Center: Students identify the stages in a person’s life and draw/write about what one could do as a baby and what one can do now. See Science/Social Studies Flip Chart pg. 6.
Writing Center: Students will draw pictures of family members and write their names. Provide sentence frames “I am ______. “ and “I can ______.”/Yo soy ______. “y” Yo puedo____. on sentence strips for students to copy, complete, and illustrate.
Creative Station/Art: Show students the illustrations from Peter’s Chair and explain that these pictures are called a collage. They are made by gluing various types of paper to create the image. Provide a variety of materials for children to create their own collages.
Pretend and Learn Center/Dramatic Play: Children will dramatize family members in the home and the roles they play. Props could include baby dolls, baby bottles, baby bath items, blankets, rocking chair, high chair, baby toys, briefcase, paint brushes, adult shoes, purses, shopping bags, play food, diapers, dishes, shopping list, and other objects commonly found around the home.
Math: Provide a variety of pre-cut geometric shapes for children to create a house, furniture, etc. You may also include die-cut shapes, pattern blocks, attribute blocks, etc.
Blocks: Add a variety of people figures and labels to the block center.
Computer: http://pbskids.org/caillou -This website has different activities, one of which is building a house out of shapes. Another option is Tumblebooks.com. Some family books on this website include: And You Can Come Too, Best Mariachi in the World, Bintou’s Braids, and Biscuit.
Library: Find books related to the family theme on your campus library, local library and/or request themed books from the Library Media Center located at Allan Elementary. Suggested books: A Chair for My Mother by Vera B. Williams, Pig, Pig Grows Up by David McPhail, Families are Different by Nina Pellegrini, The Family Book by Todd Parr, Feast for 10 by Cathryn Falwell.
Enduring Understanding:
· The words and symbols around us provide meaning and help us acquire new information.
· Reading is an active process in which readers make meaning of text.
· Readers use semantics (meaning), visual, and structural clues to understand text.
· Readers make connections between text and self, text and other texts, and texts and the real world. / Essential Questions:
· How do readers use letters and letter sounds to read and write?
· How do different parts of a book help readers understand the text before and during reading?
· What do you do before your read?
· What kinds of connections do readers make as they read?
Lesson Preparation
Trade Book – Peter’s Chair
Picture cards of family members
Chart paper
Magazines
Markers
Pre-made beginning, middle, end graphic organizer
Anchor of Support
· Household picture vocabulary cards
· Pictures of family members
· Beginning/Middle/End template
Differentiation Strategies
Special Education/Struggling Learners: Provide models and picture support with opportunities for reteach.
English Language Learners: Provide TPR (Total Physical Response) opportunities and/or use kinesthetic, oral, auditory, and visual cues to explain vocabulary and to broaden concept of beginning, middle and end.
Extension for Learning:
· Have students write sentences and/or booklets describing their families.
· Provide a tri-fold paper for student to write a story using beginning, middle and end.
Social/Emotional Learning:
· Partner share ideas after reading Peter’s Chair.
· Throughout the next few weeks have students share a baby picture or family photo with the class to compare and appreciate the diverse cultures of the class.
21st Century Skills
Communication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
English Language Proficiency Standards
1(E)internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
4(F)use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4
Check for Understanding
Formative: In small group or center activities observe the strategies and vocabulary that the children use to describe how families change and grow.
Summative: Children will use the vocabulary words (beginning, middle, end) to describe the pictures from Peter’s Chair. See closure activity.
ãAustin ISD K Department, 2014/ 2015 Page 1