Grade Level: Kindergarten
Educational Goal:
·
The
overall goal of literacy instruction is to nurture the student to develop a
sense of importance of reading and constructing meaning from text.
Standards: When reading fictional texts kindergarten students are expected to use the following Common Core State
Standards:
·
Actively engage in group reading activities with purpose and
understanding
· With
prompting and support, ask and answer questions about key details in a text
· With
prompting and support, retell familiar stories, including key details.
Objectives:
· The student will be able to express
the most important details of the book, Where the Wild Things Are, by Maruice
Sendak, with prompting and questioning, so that the student can attain
comprehension of the text.
· The student will be able to retell
the gist of the story, Where the Wild Things Are, by Maruice Sendak, supported
by important facts from the story, with prompting and questioning, so that the
student can attain comprehension of the text.
· The student will be able to
participate in a group read aloud activity with purpose following along with
the teacher as she tracks with a pointer so that the student can develop
concepts of print.
Teacher & Student
Procedures:
Activate prior knowledge
1)
As
the teacher I will
a. Ask students to think about a time
when they got into trouble at home. Did
they get sent to their room, or to time out?
Ask how they would feel if they were sent to bed without any supper.
2)
The
students will:
a. Talk to their buddy about their own
experiences.
3)
As
the teacher I will
b. Ask students if they ever find
themselves drifting off and thinking about something that isn’t really
happening.
c. Explain that this is called
daydreaming.
d. Give an example, a non-example, and
personal account of daydreaming.
e. Lead a short discussion about students’
experiences with daydreaming.
4)
The
students will:
a. Participate in a whole class
discussion about their personal experiences with daydreaming.
Picture Walk &
Predicting
1)
As
the teacher I will
a. Introduce the big book, Where the
Wild Things Are, by Maruice Sendak, by showing the cover and asking the
students what they see and what they think the story might be about.
2)
The
students will:
a. Tell what they see on the cover of
the book when called on and what they think the story might be about.
3)
As
the teacher I will
a. Do a picture walk, stopping to
discuss the pictures that the students find interesting and the pages that I
flag for predictions. E.g., Max chases
dog; Max in boat; Max encounters monsters; Max back in his room.
Read Aloud
1)
As
the teacher I will
a. Read the story aloud to the students
using prosody.
b. Briefly explain difficult vocabulary words.
E.g., mischief, tamed, rumpus, gnashed.
c. Track the words in the big book with
a pointer.
2)
The
students will:
a. Listen to the story.
b. Follow along with the pointer as I
read the story.
3)
As
the teacher I will
a. Tell the students that we are going
to re-read the story and this time if they remember any of the words in the
story to please read them with me.
b. Read the story aloud to the students
using prosody, pausing for them to chime in appropriately.
c. Track the words in the big book with
a pointer.
Comprehension/Assessment
1)
As
the teacher I will
a. Ask students questions while
supporting them with prompts to assess their understanding of the key details
in the story. Sample questions:
i. What was the boy’s name in the story?
ii. Do you remember what Max’s mother
called him the night he got in trouble?
iii. What happened to Max when he got in
trouble?
iv. How did it make Max feel when was
sent to bed without any supper?
v. Who did Max meet in his daydream?
vi. How did Max tame the wild things?
vii. What did Max do after the wild
rumpus?
viii.
What
was waiting for Max when he got back to his room?
ix. Was Max’s trip “over a year and in
and out of weeks and through a day” real or imaginary?
b. Support students and model by going
back to the text if needed to find the answers.
c. Make anecdotal notes about which
students made connections and those who had difficulty.
d. Place copies of the story in class
library for students to read.
Place copy of big book on display in classroom.
Grade Level: Kindergarten
Educational Goal:
·
The
overall goal of literacy instruction is to nurture the student to develop a
sense of the importance of reading and constructing meaning from text.
Standards: When reading fictional texts kindergarten students are expected to use the following Common Core State
Standards:
·
Speak audibly and express thoughts, feelings, and ideas clearly.
· With
prompting and support, retell familiar stories, including key details.
Objectives:
· The student will be able to verbally
retell the main details of the story, Where the Wild Things Are, by
Maruice Sendak, in order to increase the reader’s ability to verbalize what
they have read.
· The student will be able to express
the most important details of the book, Where the Wild Things Are, by Maruice
Sendak, with prompting and questioning, so that the student can attain
comprehension of the text by having a better understanding of the vocabulary in
the book.
Teacher & Student
Procedures:
1) As the teacher I will
a.
Prepare
cards with vocabulary words to highlight during reading. Due to the complexity of the words, the shape
of the words will be outlined.
b. Set a purpose for reading by
explaining that we will be re-reading Where the Wild Things Are and that
the students should follow along and listen for special words- words that maybe
we don’t know, but that I may have talked about before.
c. Re-read the book, Where the Wild
Things Are with appropriate prosody stopping at highlighted vocabulary
words.
d. When finding the vocabulary word in
the text, pull out the vocabulary card.
2)
The
students will
a. Place it in a pocket chart.
b. Say the word chorally.
c. Supply ideas about its meaning.
3) As the teacher I will
a. Discuss the meaning.
b. Give examples of the word.
c. Give non-examples of the word.
d. Give the word in a sentence and a
situation.
e. Show a picture depicting the word in
another way, if possible.
a. Possible words: mischief, tamed,
rumpus, gnashed.
Sample: Mischief is a word for things that are a
little bad but that really do not cause harm. Hitting someone with a flying
airplane is mischief. Hitting them with a rock is dangerous and much worse than
mischief. Making mischief can be fun, as long as it doesn't get out of hand.
People who do a lot of mischief are called "mischievous." (Show the page of Max making mischief.)
4)
The
students will
a. Repeat the word chorally.
b. Offer examples of the word.
5) As the teacher I will
a. Instruct the class that I will
re-read the book and that they should follow along with my pointer and read
along with part that they know.
b. Re-read the book.
6)
The
students will
a. Follow along tracking and chiming in
on the parts of the book they remember.
7) As the teacher I will
a. Review re-telling:
i. When we re-tell a story, we tell the
most important things that happened in the story.
ii. Model: The Three Little Pigs re-tell
with picture cards (3 cards: beginning, middle and end- although we don’t
discuss those terms in this lesson.)
b. Break the class up into new buddies
and instruct them get with their buddy and together re-tell the story, trying
to remember the most important parts.
8)
The
students will
a. Get with their buddy and take turns
re-telling the story.
9) As the teacher my co-teacher and I
will
a. Circulate among the groups giving
support where needed and make anecdotal notes about comprehension and
re-telling.
· Grade Level: Kindergarten
The
overall goal of literacy instruction is to nurture the student to develop a
sense of importance of reading and constructing meaning from text.
Standards: When reading fictional texts kindergarten students are expected to use the following Common Core State
Standards:
·
With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story
an illustration depicts).
·
Speak audibly and express thoughts, feelings, and ideas clearly.
Objectives:
· The student will be able to identify
an event in the story, Where the Wild Things Are, by Maruice Sendak,
from an illustration in the book, with prompting and support to develop a
greater appreciation for how illustrations can enhance literature.
· The student will be able to express their
thoughts, feelings & idea about the book, Where the Wild Things Are,
by Maruice Sendak, clearly in order to create a greater connection between the
reader and the text.
Teacher & Student
Procedures:
1) As the teacher I will
a.
Sit
students is teams at tables.
b.
Assign
a team leader.
c.
Explain
to the class that we will be doing another lesson on our unit on Where the
Wild Things Are, by Maruice Sendak.
This time we will be working with his drawings.
d.
Ask
the class if they remember another word for drawings in books.
2) The Students will
a.
Offer
ideas for what illustrations are.
3) As the teacher I will
a.
Field
responses.
b.
Explain
the definition of illustration as used in fictional works.
c.
Explain
that we are going to show several illustrations and try and figure out which
part of the story the illustration goes with.
Each team will work together.
(Use as many illustrations as you have teams.) After 2 minutes, I will pick a team and the
team leader will stand and tell the class what part of the story their group
decided the illustration went with.
d.
Using
a document camera, project an illustration from Where the Wild Things Are,
onto the board. The image should be large and the colors vibrant.
e.
Tell
the students you are starting the timer.
Give a one minute and thirty second warning.
4) The Students will
a.
The
team leader from a random group will share the discovery of what their feeling
is about the scene in the book that matches the illustration shown on the
document camera.
5)
As
the teacher I will
a.
Rotate
teams until the whole class has had a chance to share.
Grade Level: Kindergarten
·
The
overall goal of literacy instruction is to nurture the student to develop a
sense of importance of reading and constructing meaning from text.
Standards: When reading fictional texts kindergarten students are expected to use the following Common Core State
Standards:
· Actively engage in
group reading activities with purpose and understanding.
· Use a combination of
drawing, dictating, and writing to compose opinion pieces in which they tell a
reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book (e.g., My favorite
book is . . .).
Objectives:
· The student will be able to
participate in a group read aloud activity with purpose following along with
the teacher as she tracks with a pointer for the purpose of greater
understanding of the text as a whole.
· The student will be able to draw a
picture about their favorite part from, Where the Wild Things Are, by Maruice
Sendak and dictate and sentence about their illustration showing an opinion
about the text.
Teacher & Student
Procedures:
1) As the teacher I will
a.
Explain
that we are continuing our unit on Where the Wild Things Are, by Maruice
Sendak and that we will be re-reading the story.
b.
Ask
students to follow along tracking with my pointer as I read chiming in on the
part that they know.
c. Re-read the story aloud to the
students using prosody.
2) The Students will
a.
Follow
along and track chiming in on the part that they know.
3) As the teacher I will
a. Check for comprehension by asking
questions including vocabulary previously taught, asking for volunteers and
calling on reluctant students. Show
illustrations and ask what happens next?
Vocabulary words: mischief, tamed, rumpus, gnashed. Possible assessment
tool: ask students to act out vocabulary words, for example: show me gnashing
your teeth. Sample comprehension
questions:
i. What did Max’s mother call him the
night he wore his wolf suit?
ii. What grew in Max’s room?
iii. How did Max tame the wild things?
iv. What was waiting for Max when he got
back home?
2)
The
students will
a. Answer questions.
b. Act out vocabulary words and define
vocabulary words.
c. Explain what happens after a
displayed illustration in the story.
3)
As
the teacher I will
a. Put student at their tables
b. Introduce the activity: Today we will
be making an illustration. Ask students
if they remember what an illustration is?
4)
The
students will
a. Offer ideas about what an
illustration is.
5)
As
the teacher I will
a. Field response and offer a firm
definition of illustration.
b. Explain the activity: I would like for you to pick your favorite
part of Where the Wild Things Are and create an illustration based on
your favorite part of the story. As you
are drawing your illustration, I am going to come around and ask you to tell me
a sentence that tells me something about your illustration and I am going to
write it on your paper. You can help me
with the sounds if you like. You can
even use some of the vocabulary words from the story if you want. Make sure you pick out your favorite part.
Give the students a time, set timer and give a count down.
c. Pass out paper, crayons & markers.
6)
The
students will
a. Color illustrations about their
favorite part of the book.
b. Dictate a sentence about their
illustration to the teacher.
7)
As
the teacher I will
a. Circulate through the room scribing
sentences for students and offering support when needed.
b. Collect the illustrations and create
a book to put in the class library.
Grade Level: Kindergarten
·
The
overall goal of literacy instruction is to nurture the student to develop a
sense of importance of reading and constructing meaning from text.
Standards: When reading fictional texts kindergarten students are expected to use the following Common Core State
Standards:
· Add drawings or other
visual displays to descriptions as desired to provide additional detail.
· Speak audibly and
express thoughts, feelings, and ideas clearly.
Objectives:
· The student will be able to add
drawings to descriptions to provide detail to enhance and to bring deeper
understanding and a sense of self to the text, Where the Wild Things Are,
by Maruice Sendak.
· The student will be able to speak
audibly about thoughts, feelings or ideas regarding their own drawings based on,
Where the Wild Things Are, by Maruice Sendak, to bring a deeper
understanding and a sense of self to the text.
Teacher & Student
Procedures:
1) As the teacher I will
a.
Explain
that today is the last day in our unit on, Where the Wild Things Are, and
that we will be re-reading the story.
b.
Ask
students to follow along tracking with my pointer as I read chiming in on the
parts that they know.
c. Re-read the story aloud to the students
using prosody.
2) The Students will
a.
Follow
along and track chiming in on the part that they know.
3) As the teacher I will
a.
Ask
students if they know what feelings are.
Possible answers will be examples: love, mad, etc.
b.
Field
responses.
c.
Define
feelings.
d.
Give
examples and non-examples.
e.
Give
an example of when Max is experiencing a feeling in the book for example: he is
angry that he has to go to his room.
Show the illustration.
f.
Explain
the activity: today we will be adding illustrations to sentences about the
book, Where the Wild Things Are. I will pass out drawing papers with a feeling
taken from the story written on the bottom like this one. (Show sample.) I will come around to your table and read you
your feeling. Your job is to draw an illustration that goes with the feeling.
You may talk to your neighbor quietly about your feeling, but I want you to
draw your own illustration. I will also
pass out a copy of the book to every table in case you would like to look back
in the book. (Remind students not to write in books.)
Does anyone have any questions? Use a timer and count down, reminding
students of time left.
g.
Field
questions.
h.
Pass
out papers, crayons, markers & books.
i.
Read
feeling to students.
4) The Students will
a.
Discuss
feelings with their table and ask questions.
b.
Look
through books.
c.
Ask
teacher questions.
d.
Draw
illustrations related to their feeling.
5) As the teacher I will
a.
Gather
the class in a whole group with their papers
b.
Ask
each student to tell the class about their illustration.
6) The Students will
a.
Show
the class their illustration and tell about how it is related to their feeling.
7) As the Teacher I will
a.
Prompt
and support students when needed.
