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Story Time 11:50-12:05

Story Time 11:50-12:05. SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Chrysanthemum-1st read

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Story Time 11:50-12:05

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  1. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Chrysanthemum-1st read Activate Prior Knowledge Build Background Conversation Starter: What do we know about chrysanthemums? Let’s talk about what we see on the cover. (Talking about the flower and what we know about it will help children to understand why it is a unique name and why the children teased Chrysanthemum.) Concentrate on vocabulary Vocabulary: perfect, flower, chrysanthemum, name, wilted, jealous, leaves, petals, delphinium Describe strategy Explain how it helps readers- Read book- Prompt students to use strategy and give practice time Open-Ended Question(s): • Why do you think that Chrysanthemum’s parents gave her the name of a flower? • I wonder how it would make you feel if your name were so unique, so unusual, like Chrysanthemum. . . Discuss unfamiliar words and what they mean. • Turn and Talk: Chrysanthemum is different because she has a unique name. What is unique about you?

  2. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Chrysanthemum-2nd read Activate Prior Knowledge Build Background Concentrate on vocabulary Describe strategy Explain how it helps readers- Read book- Prompt students to use strategy and give practice time Discuss unfamiliar words and what they mean. • Suggested Vocabulary:perfect, flower, chrysanthemum, name, wilted, jealous, leaves, petals, delphinium • Conversation Starter: Remember the story we were reading about Chrysanthemum and her unique name? What did we learn about Chrysanthemum? What did her classmates think about her name? • Open-Ended Question(s): • I wonder why Chrysanthemum wilted (meaning felt down & sad) on the first day at school? Why did she feel that way? What did the other children say to make her feel that way? • What did Chrysanthemum’s parents do when she told them what happened? • Turn and Talk: Talk about a name you would like to have if you didn’t have your own name and tell your partner why you choose it?

  3. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story SWBAT sequence events in a story Read Aloud Book: All By Myself 1st read Activate Prior Knowledge Talk about what we do in school and schedule Build Background Concentrate on vocabulary Vocabulary: brush, comb, crunch, morning, schedule Describe strategy Explain how it helps readers- Read book- Prompt students to use strategy and give practice time • Discuss unfamiliar words and what they mean. Make a T-chart of Morning and Night- list different activities

  4. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story SWBAT sequence events in a story Read Aloud Book: All By Myself 2nd read Activate Prior Knowledge Have students tell you schedule and sequence- 1st, 2nd, 3rd Build Background Concentrate on vocabulary Vocabulary: another, build, morning, nighttime, pour Describe strategy Discuss characters schedule Explain how it helps readers- Read book- Prompt students to use strategy and give practice time Open-Ended Question(s): Discuss your own schedule • Discuss unfamiliar words and what they mean. • Turn and Talk:

  5. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story SWBAT sequence events in a story Read Aloud Book: All By Myself 3rd read Activate Prior Knowledge Look at schedule and have children tell you schedule Build Background Concentrate on vocabulary Vocabulary: practice, snuggle, treat, wash, write Describe strategy Explain how it helps readers- Read book- Prompt students to use strategy and give practice time Open-Ended Question(s): How is your scheudle different than your friends • Discuss unfamiliar words and what they mean. • Turn and Talk:

  6. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Look out Kindergarten Here I Come! 1st read Activate Prior Knowledge Build Background Conversation Starter: Lead a discussion on how the children prepare for their first day of Kindergarten. Explain that prepare means to get ready for something. Introduce the vocabulary word first (at the beginning) and review the vocabulary word kindergarten to ensure student comprehension. Give an example of how you as the teacher prepared for the first day of school. Ask the children to share. Concentrate on vocabulary Suggested Vocabulary: prepare, first, kindergarten, supplies, cubby Describe strategy Explain how it helps readers- Read book- Prompt students to use strategy and give practice time Open-Ended Question(s):Describe some of the things that Henry did to get ready for Kindergarten? • Discuss unfamiliar words and what they mean. • Turn and Talk: Describe how you felt about coming to Kindergarten for the first time . . .

  7. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Look out Kindergarten Here I Come! 2nd read Activate Prior Knowledge Build Background Concentrate on vocabulary Describe strategy Explain how it helps readers- Read book- Prompt students to use strategy and give practice time • Discuss unfamiliar words and what they mean. • Read 2 • Suggested Vocabulary: prepare, first, kindergarten, supplies, cubby • Conversation Starter: Lead a discussion on what might happen if Henry came to visit our school. Explain that visit means to go and see someone/something. Give examples of time that you visited someone/something. Ask the children to give examples. • Open-Ended Question(s): • Possible Teacher-Scaffolding Response • How is our classroom the same as Henry’s? • Child Response: “There are toys.” • Did you see any toys in the book that are the same/different than our toys? • Describe your favorite toy in the classroom and tell why . . . • Child Response: “There is a teacher” • Why do we need a teacher in a classroom? • How is your teacher the same/different than Henry’s? • Turn and Talk: Tell about a time when you were not with your family and how it made you feel . . .

  8. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Look out Kindergarten Here I Come! 3rd read Activate Prior Knowledge Build Background Conversation Starter: Lead a discussion on how Henry felt when he first entered the classroom (scared, sad, nervous). Concentrate on vocabulary Suggested Vocabulary: prepare, first, kindergarten, supplies, cubby Describe strategy Open-Ended Question(s):What did Henry see that made him want to stay in Kindergarten? Why would making a friend make him feel better? Read book- Prompt students to use strategy and give practice time Discuss unfamiliar words and what they mean. Turn and Talk: What do you see in this classroom that makes you feel good about coming to Kindergarten?

  9. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Bubbles Bubbles 1st read Activate Prior Knowledge B sound and letter- title Build Background Concentrate on vocabulary Vocabulary: bubbles, cheer, blow, dirty, disappear Describe strategy Read book- Prompt students to use strategy Open Ended Question: What kinds of toys re fun to use in the bath? Discuss unfamiliar words and what they mean.

  10. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT hear rhyming words SWBAT sequence events in a story Read Aloud Book: Bubbles Bubbles 2nd read Activate Prior Knowledge Build Background Concentrate on vocabulary Vocabulary: moustache, shin, shoulders, soapy, shiny, scrub, everywhere Describe strategy Read book- Prompt students to use strategy Have students find the body parts named in the book on themselves and pretend to scrub that part as if they were in the bath Discuss unfamiliar words and what they mean.

  11. Message Time9:25-9:45 • SWBAT contribute to a shared writing experience or topic of interest • SWBAT demonstrate an awareness that print moves from top to bottom and left to right, and space is used to separate words • SWBAT Recognize that letters build words and words build sentences • SWBAT identify simple punctuation. (ie: period, question mark, exclamation point) • SWBAT identify letters matched to sounds • SWBAT recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are 1) Think aloud- help me out 2) Model writing. After each word read over and re-read at the end of each sentence. -Clap the letters of sight words when one is found in the message -Focus on spacing, capital letters, sounding out words, sight words 3) Re-read message. 4) Allow students to share what he/she can do on their own. (Show me what you know game)- 3 students 5) Re-read message as class. Message: I love to blow bubbles! Sight words of week: I, am, you, the, a

  12. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Eyes, Nose, Fingers and Toes 1st read Activate Prior Knowledge Play Spider fingers…there’s a spider on my leg Spider get off my leg! Build Background Concentrate on vocabulary Vocabulary: asleep, blick, blow, bundle, dance, hear Describe strategy Read book- Prompt students to use strategy Discuss unfamiliar words and what they mean.

  13. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Eyes, Nose, Fingers and Toes 2nd read Activate Prior Knowledge B sound and letter- title Build Background Concentrate on vocabulary Vocabulary: shut, rock, leap, laugh, jump Describe strategy Read book- Prompt students to use strategy Have children try to create self-to-text connection Discuss unfamiliar words and what they mean.

  14. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Eyes, Nose, Fingers and Toes 3rd read Activate Prior Knowledge B sound and letter- title Build Background Concentrate on vocabulary Vocabulary: wriggle, yawn, wiggle, wink, whistle, tickele, stretch, stomp, sniff Describe strategy Read book- Prompt students to use strategy Open Ended Question: As each new body is mentions, what else might you do with the body part. Discuss unfamiliar words and what they mean.

  15. Message Time9:25-9:45 • SWBAT contribute to a shared writing experience or topic of interest • SWBAT demonstrate an awareness that print moves from top to bottom and left to right, and space is used to separate words • SWBAT Recognize that letters build words and words build sentences • SWBAT identify simple punctuation. (ie: period, question mark, exclamation point) • SWBAT identify letters matched to sounds • SWBAT recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are 1) Think aloud- help me out 2) Model writing. After each word read over and re-read at the end of each sentence. -Clap the letters of sight words when one is found in the message -Focus on spacing, capital letters, sounding out words, sight words 3) Re-read message. 4) Allow students to share what he/she can do on their own. (Show me what you know game)- 3 students 5) Re-read message as class. Message: I use tissues to blow my nose. Sight words of week: I, am, you, the, a

  16. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Words are Like Face 1st read Activate Prior Knowledge Emotions, sounds Build Background Concentrate on vocabulary Vocabulary: comforting, fleet, glimmer, expression, lively Describe strategy Read book- Prompt students to use strategy Discuss unfamiliar words and what they mean. Expressions in students- look at someone and see their expression- happy, sad, angry, funny Lively- how would a lively person get out of bed in the morning?

  17. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Words are Like Face 2nd read Activate Prior Knowledge Look at the children in the picture-describe them Build Background Concentrate on vocabulary Vocabulary: comforting, fleet, glimmer, expression, lively Describe strategy Read book- Prompt students to use strategy What is the poem about? Why did the poet write this? Discuss unfamiliar words and what they mean. List our favorite words/ feeling words

  18. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Words are Like Face 3rd read Activate Prior Knowledge Look at the children in the picture-describe them Build Background Concentrate on vocabulary Vocabulary: comforting, fleet, glimmer, expression, lively Describe strategy Read book- Prompt students to use strategy Focus on vocabulary- act out comforting each other Act out how a fleet person would come into the room What glimmers? A star, foil, tree? Discuss unfamiliar words and what they mean. List our favorite words

  19. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: There’s a COW in the road 1st read Activate Prior Knowledge Display pages 8 and 9- discuss what children see Read the title and ask what they would do if they saw a cow in the road in front of their house Build Background Concentrate on vocabulary Vocabulary: drenched, gorgeous, vain, linger, peculiar Describe strategy Read book- Prompt students to use strategy Why do you think the paperboy is hiding behind a tree? Uh-oh, what do you think will happen? Discuss unfamiliar words and what they mean. Linger-what would you do if someone was lingering in our class? Peculiar- what would a peciluar insect look like? Ladybug? Fly? Bee? Stand in a peculiar way- hands at sides, hands in air, hands waving,

  20. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: There’s a COW in the road 2nd read Activate Prior Knowledge Explain that people are in a hurry to get ready for somethings they keep looking at the clock. Pay attention to the clock in the story and how much people look at it Build Background Concentrate on vocabulary Vocabulary: drenched, gorgeous, vain, linger, peculiar Describe strategy Read book- Prompt students to use strategy Uh-oh, what do you think will happen? Where is the girl now? Discuss unfamiliar words and what they mean. Drenched- blossoms were drenched with dew- act out being drenched by water Where would this happen? How? Why? Gorgeous- pretend to find something gorgeous in a box Discuss the opposite of gorgeous

  21. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: There’s a COW in the road 3rd read Activate Prior Knowledge Linger, peculiar Build Background Concentrate on vocabulary Vocabulary: drenched, gorgeous, vain, linger, peculiar Describe strategy Read book- Prompt students to use strategy Emphasize the suspense of the story Allow time for students to react before reading about the next animal Discuss unfamiliar words and what they mean. Vain- the horse in the story is vain. Would a vain person buy a new hat or candy bar? Call a child to show how a vain person would use a mirror

  22. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Molly rides the bus to school 1st read Activate Prior Knowledge Display pages 15- discuss what children see What is the young girl doing? It is her first day of kindergarten. How did you feel on the first day? Read the title and discuss Build Background Concentrate on vocabulary Vocabulary: glance, timid, frantic, reluctant, intimidated Describe strategy Read book- Prompt students to use strategy Why is Molly worried about riding the bus? How does she feel now? What could she do to feel better? Uh-oh, what do you think will happen? Discuss unfamiliar words and what they mean. How did she feel at the beginning and at the end? Glanced: look at very quickly Timid: shy or nervous- a timid wave

  23. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Molly rides the bus to school 2ndread Activate Prior Knowledge Display pages 15- discuss what children see All the children on the bus go to the same school. Who here rides the bus? What about the city bus? Build Background Concentrate on vocabulary Vocabulary: glance, timid, frantic, reluctant, intimidated Describe strategy Read book- Prompt students to use strategy What would you do if you were Molly? What will happen next? What is happening to Willy? Discuss unfamiliar words and what they mean. How did she feel at the beginning and at the end? Frantic; they are behaving wildly because they are scared, worried or in a hurry

  24. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story SWBAT sequence events in a story ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\Chicka+Chicka+Boom+Boom.flipchart Read Aloud Book: Chicka Chick Boom Boom 2nd read Activate Prior Knowledge Build Background T will ask students what they know about letters Concentrate on vocabulary Vocabulary: letters, sounds, coconut tree Describe strategy Do you think all the letters will fit up in the tree? What kind of tree is it? What other kinds of trees are there? Explain how it helps readers- Read book- Prompt students to use strategy and give practice time Open-Ended Question(s): What will happen in the story next? Discuss unfamiliar words and what they mean. Turn and Talk: What letter is your favorite and why?

  25. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Fall Book- The Kissing Hand Activate Prior Knowledge Build Background Concentrate on vocabulary Describe strategy Read book- Prompt students to use strategy Discuss unfamiliar words and what they mean. ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\kissing_hand.flipchart

  26. Story Time 11:50-12:05 SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\fall.flipchart Read Aloud Book: Fall Book- Seasons Change Activate Prior Knowledge What are the seasons? Make a T chart of what you find in each season Build Background Concentrate on vocabulary Vocabulary: summer, fall, winter, summer, weather Describe strategy Read book- Prompt students to use strategy What happens in the fall? What will the weather be like? Discuss unfamiliar words and what they mean. List our favorite fall words

  27. Read Aloud SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT sequence events in a story SWBAT hear rhyming words Read Aloud Book: Honey I Love Activate Prior Knowledge Build Background Concentrate on vocabulary Describe strategy Read book- Prompt students to use strategy Discuss unfamiliar words and what they mean.

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