аЯрЁБс>ўџ 68ўџџџ5џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСa №П†"jbjbdd %8ee†џџџџџџˆ€€€€€€€$,,х .dddddddd, . . . . . . , Re ЖZ €dddddZ €€ddo : d"€d€d, ”Dи,€€€€d, €€ X —GФС†š Љ <х   € Guided Reading/Listening Lesson Plan by Holley Wright March 7, 2005 ------------------------------------------------------------------------ Class Details: This lesson is planned for Mrs. S's Kindergarten class at Appaloosa Elementary. Because of the transitional activity at the beginning of the lesson, this will be a whole class reading experience requiring approximately 20 minutes. The activity that goes with the lesson will be done in small groups and will take approximately 5-10 minutes for each group. This lesson will be taught on Tuesday, March 22 at 9:30 a.m. Materials: Olivia by Ian Falconer 3 small cloth bags and Olivia toy Olivia and Me activity sheet (22) Small dot stickers ( 6 per student) Pencils The text is appropriate for read aloud to Kindergarten students. Some words might be recognizable to some students. The book and opening activity will be with me in the reading area. The other materials will be assembled and ready for student use at a nearby table. One of the things you’ve figured out already (learned from your daughter?) that your peers haven’t in general is the importance of props to support interest, attention, and learning in young children. Goals: This lesson is designed to help students learn to connect themselves with a character (in this case Olivia) in a story and determine how they are alike and/or different (categorizing) from Olivia. A brief discussion at the end of the book will help children arrive at this conclusion. This is a good book for this lesson because Olivia shares many of the same characteristics as that of young children, especially five to six year olds. The red, black and white illustrations help children focus on the events and emotions expressed in the book. Do you know which of the 9 comprehension strategies this addresses? Objectives: Students will learn that they as readers can identify with a character in a story. Events in the book and an accompanying activity sheet will allow emergent readers to begin to see how connections can be made between text and their own life experiences. This is a restatement of the goal. To become an objective it needs to tie more specifically to what they are doing to make connections with the book and activity sheet in this lesson. Background Knowledge and Vocabulary: “wear yourself out” – being really tired after lots of playing or work “copying” – when someone does something exactly like you (most children will know this) “be firm” – really meaning what you say How these terms are explained to students is in Purpose for Reading—thanks for assisting my reading Purpose for Reading: Gather students to reading area. Hold up prop (bag with Olivia toy inside). “Who would like to guess what is in the bag? I will take 3 guesses.” After guesses have been make, open bag and take out what is inside (there will be another bag). “Well, I guess I will need 3 more guesses about what is in this bag.” Repeat again – there will be one more bag for this guessing process. In the third bag will be the Olivia toy. Ask if anyone knows who this character is. What fun! Explain that a character is someone in a story and it can be anyone or anything. ask for some examples from stories they have read recently “Ian Falconcer, the author, wanted to write a story about his niece and her family, so Olivia is a real person, only she is a little girl. In our story, the character Olivia is a young pig. You will see how Olivia “wears herself out.” Watching all of you run around and play on the playground looks like fun, but I bet sometimes you get really tired. You must wear yourselves out having that much fun. Olivia also has a little brother named Ian. Olivia says he is always copying her? I am going to do something and you copy me (make up some simple action). When Ian tries to copy Olivia, she doesn't like it and she makes sure he knows it by being firm; that means saying something so people know you really mean it. Olivia goes on two fun trips in this story. Who has been to the beach? Who has been to a museum? (Explain briefly depending on class response). I want you to listen to this story and think about how you might be like Olivia, and how you might be different from her.” You might write Ian and Olivia on the board and the word “character” since those are the focus. They’ll be proud that they can “read” these new words. Reading/Listening Body: throughout this discussion keep coming back to how what Olivia is doing is like/different than their own interests—I think I see that here, but I’m not sure Read the book aloud. Ask what students think Olivia is doing on the first page (singing). Engage students in discussing what activities wear Olivia out, what Ian is doing that is copying, and how Olivia responds in a firm way (pages 2-3). Point out clothing items that Olivia tries on and ask students if they ever wear any of these items (pages 6-7). Do they like to play dress up? After reading beach pages (pages 8-12), ask if anyone likes going to the beach. After reading pages where Olivia has to take a nap, ask who likes to take naps (pages 13-14). After reading museum pages (pages 16-19), ask if anyone likes art or dancing? Follow up and Feedback: Student responses during reading will enable me to monitor their comprehension and determine if they are making connections between themselves and the character. Especially if you jot these down somewhere Briefly discussing the events that go along with information provided in background knowledge will also help further reinforce those concepts. After reading the book, point out some of the other things that happen to Olivia (being put in time out, eating dinner, being read to). Feedback Summary Question - “How many of you see some ways you and Olivia are alike? We are all going to talk a little more about you and Olivia, so I will ask (5-6 names) to come over to this table to work on a project. I will ask everyone to take turns coming over in their reading groups. If you are not working with me right now, Mrs. Spencer will let you know what you need to be working on.” What are you doing at these tables?—Whatever it is is also part of follow-up and feedback. Assessment: I will be able to assess students during reading by their responses to questions about the text.—what constitutes “I got it” or “I sort of get it” or “I don’t get it.” Following the reading, students will be pulled into a small group activity (5-6) students. The activity sheet will have six numbered statements that all begin with “I like to ...” (sing songs, dress up, dance, paint, go to the beach, take naps) on the right side of the sheet and a red and white beach ball divided into three sections (Me, Olivia, Me and Olivia) on the left side. this is great I will read each sentence and ask students to respond to the question by placing a dot in the corresponding section of the beach ball. Summary questions might include, “Are you a lot like Olivia, or just a little? How do you know?” “What do you and Olivia have in common (what things do you both like to do)?” As an extended activity, class responses could be graphed. 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