Pass Road Elementary School Weekly Lesson Plan

Grade: Kindergarten Date:February 14- 16 (week 3.6- Lesson 11 Authors and Illustrators)

English Language Arts
Essential Question(s) / How do authors and illustrators work together to make books? How does knowing the sounds for wh- and th- help me read?
Monday / Tuesday / Wednesday / Thursday / Friday
Standards Addressed / RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
K.RF.2d Isolate and pronounce the initial, medial, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or/x/.) Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
K.SS.5b. Describe ways people celebrate their diverse cultural heritages (e.g., literature, language, games, songs, dances, holidays, etc.). c Name historically significant events as they relate to self and family (e.g., Independence Day, Veterans Day, Memorial Day, Thanksgiving, Martin Luther King Jr. Day, Black History month, Presidents’ Day, etc.)
Target Questions / What sounds do wh- and th- make? / What does an author do? What does an illustrator do? / How can I find the author’s name on the front cover? The illustrator’s name? / Who wrote this book? What are some ways he made the book fun to read? / What is the difference between an author and an illustrator? Can someone be both?
“I Can” Statements / I can tell about the job of an author or illustrator. I can read the correct sounds for wh- and th-.
Relevance/
Rationale / Understanding the role of the author and illustrator will help my students to have a deeper understanding of text and pictures in a book.
Daily Review / TTW lead the class in a sight word review. TTW review spelling words with the Power Point. TTW practice separating onsets and rimes with TS. TSW play Rhyme Time on pbskids.org or a rhyming level on iReady. TSW read with the teacher the Language Circle story of the week.
Success Starters / Morning work/review, songs, iready, imagine learning, stmath.
Anticipatory Set / spelling sound out and go over this week’s rule
Teacher Input / TSW practice asking questions, using opposites and synonyms, using words with shades of meaning, and listening and speaking skills as they play the YES/NO game. TSW practice listening and speaking skills during a class greeting or check-in.
Phonics / TTW lead the class in a sight word review. TTW review spelling words with the Power Point. TTW practice separating onsets and rimes with TS.
8:30-9:15 / Activity
Teacher Input / TTW display on the carpet the “h brothers” word cards. TTW have TS make observations about the words to find the part they all have in common. TTW review the 5 vowels, and have TTW use the Reading Rules flipchart to teach the h brothers, and TTW review the spelling words, focusing on the rime, and having TS read each correctly.
TTW review the meaning of author and illustrator, and will tell TS that today they will go over the part each of these jobs play in making a book. TTW post a piece of chart paper, and ask a volunteer to tell a short description of something fun they did recently. TTW write as TS dictates. TTW place a second paper above the first, and tell TS they will make a front cover. TTW write a title for the story (suggested by TS). TTW have a second student come up to draw the picture for the front cover. TTW tell TS that the front cover is almost complete. TTW ask, Who wrote this story? Who thought of the words I wrote down? TTW write that child’s name on the front cover, with the words Written by. TTW review the meaning of author, the person who thinks of a story and usually the one who writes it down. I wrote this story for (child’s name), but I wasn’t the person who thought of it, so I am not the author. TTW show several classroom books with the authors name preceded with Written By, By, and the author’s name by itself. TTW ask, Who drew the picture? TTW add that child’s name to the front cover with the heading Illustrated by. TTW remind TS that sometimes the author does the illustrator job too. For example, Dr. Seuss wrote the words and drew the pictures for his books The Cat In The Hat and Green Eggs And Ham.
TTW review workbook p. 77. TTW have TS turn and talk, sharing what they know about authors and illustrators. TTW review using the story the students made, having TS orally fill in the ends of these sentences: The author of our book is______. Our story was written by ______. Our story was illustrated by ______.
TTW display several picture cards showing authors and illustrators working, and have TS sort the cards onto a tree map. / TTW display the book Jamiaca’s Blue Marker, and think aloud as she identifies the author and illustrator: The author of this book is Juanita Havill. I can tell because her name is written by itself on the page, and that’s one way to list an author’s name. The illustrator is Anne Sibley O’Brian. The words Illustrations by tell me the difference between her name and the author, Juanita Havill.
TTW use the Close Reading Activity to help TS to think about the pictures an illustrator draws for the front cover. Look at the picture on the cover. What details about the characters do you see? Who do you think the girl is? TTW discuss that sometimes you can use the pictures on the front cover to predict what the story is about.
TTW have TS complete workbook p 78. TTW have TS Turn and Talk, asking and answering the question, What did the illustrator draw for the cover picture?
TTW display several picture cards showing authors and illustrators working, and have TS sort the cards onto a tree map.
TTW remind TS that the author and illustrator work together to make a book. TTW display the book Why Mosquitos Buzz In Peoples’ Ears. TTW read aloud the front cover exactly as it is written. TTW use these questions to prompt TS to name the author and illustrator: Who is the author? What did she do? Who are the illustrators? What clue words tell you that they are the illustrators? TTW tell TS that a book ca have more than one author or illustrator.
TTW have TS complete p. 79. TTW have TS Turn and Talk, asking and answering a question about the author or illustrator. For example, Who illustrated this story?
TTW use the Close Reading Activity to explain how an author can write a story in a way that makes it fun to read. TTW display p. 9 and ask TS to listen for the sounds the animals make as they move. TTW say – The iguana makes the sound badamin, badamin. Those are fun sounds to make. Say them with me – badamin, badamin. TTW repeat this for the python’s sounds and the rabbit’s sounds. TTW invite TS to tell whether the sounds make the story more fun to read and why.
TTW display several picture cards showing authors and illustrators working, and have TS sort the cards onto a tree map. / TTW remind TS that the author and illustrator work together to make a book. TTW display the book The Art Lesson. TTW read aloud the front cover, then ask - Who wrote this book? Who drew the pictures? TTW guide TS to see that Tomie dePaola is the author and the illustrator for this book. TTW us the title page to reinforce this, reading “Written and Illustrated by Tomie dePaula”.
TTW have TS complete workbook p. 80. TTW have TS Turn and Talk, asking, “Why do you think the author chose this title for the book?”
TTW use the Close Reading Activity to help TS understand how the author chose to end the story. TTW reread p .26-32, and use these questions to guide TS, Why doesn’t Tommy want to do what the art teacher asks? How is the problem solved? What work does Tommy do as a grown-up? TTW ask TS why they think the end shows Tommy as a grown-up. TTW point out that the words “and he still does” along with the picture show us Tomie dePaola’s ending.
TTW display several picture cards showing authors and illustrators working, and have TS sort the cards onto a tree map.
Guided Practice / TSW fill in missing h brothers letters to spell words.
TSW practice asking and answering questions to identify type of text.
TSW successfully fill in missing sounds and turn and talk on topic.
TSW successfully practice asking and answering questions to find the meaning of unknown words. / TSW complete the workbook page, then turn and talk on topic.
TSW complete the workbook page, then turn and talk on topic.
TSW successfully practice asking and answering questions to find the meaning of unknown words.
TSW successfully practice asking and answering questions to find the meaning of unknown words. / TSW complete the workbook page, then turn and talk on topic.
Criteria for Success / TSW successfully practice asking and answering questions to find the meaning of unknown words.
Independent Practice/
Weekly Center
Skills / The centers will be based on these skills. Each center will have an activity depending on level.
-beginning sounds
-letters
-handwriting
-cvc words
-reading comprehension
Materials / Music files (S Drive), center materials, Project Read materials, What Lives in a Shell , RCC workbooks