Introduce book: It is the completed version of the nursery rhyme

Read book: students can try to read along the first time and clap for patterning…”hickory dickory dock” (clap three times)

Check comprehensions: Discuss words in book that are difficult. Discuss the time on the clock associated with the specific action of the mouse.

Text to self:  Ask questions for time comprehension. “what sound do you hear when the clock strikes 12 o’clock.

Text to text: Most students know the original story, what the mouse did when the clock struck one. “discuss some differences from this story”.

Reread story : Read the story together as a class, pass toy mouse around, a pass with each word. Whoever lands with the mouse changes the time on the clock forward one hour.

Retell story: Students retell the story and come up with actions for each sentence, each of the mouse’s action. Reread book with actions, ie. move hands to show one o’clock, act out “mouse ran up the clock”.

Next day: Sing the song and introduce math lesson – time.

 

Book: We’re going on a bear hunt. Authors: Michael Rosen, Helen Oxenbury.

 

1. Review Book: reflect on prior knowledge.
2. Read the book
3. Comprehension: Connection – text to self, text to text and text to world connections.
4. Prepare to retell story.
5. Teacher Remodels telling the story:

Onomatopoeic such as, Splash, Splosh - Squelch, Squerch -Stumble trip - Hoooo Woooo - Tiptoe

- Have student perform actions for these words.

6. Have the students retell the story using the action words and stand up to perform the motions.
7. Students are taken on a bear hunt either in the classroom or outside. Along the way they find clues that direct them to where the stash of ginger bear cookies have been hidden in the class.
8. Once the cookies are found, the students decorate them and enjoy.

 

Donna & Eric

 

One Duck Stuck by Phyliss Root/Jane Chapman

 

This is a mucky ducky counting book.

Kindergarten-1

 

Reading Smock with felt characters-duck, fishes, moose etc…

Numerical number, word number and picture of animal-the number of characters match the number of animals

 

Make a mucky pond, marsh, with blue background and green grass, brown mud.  Use lots of textures.

 

Shared reading- text repetitive, “help!, help!, splish! Splish! Etc…

 

Great for math integration, rhyming words

Art, colours, draw favourite animal from story

Kinaesthetic-slither, crawl, do the actions to the words

Writing- make up your own wonky words-words that don’t make sense

 

Text to self-Which animal would you like to be?

Text to text- In what other book have you seen these animals?

Text to world- Where have you ever seen these animals/characters?

 

 

Shelley Ellis

Wendy Christenson

Urmilla Sawh

 

 

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Chicka Chicka Boom Boom

 

By Bill Martin Junior and John Archambault

 

Illustrated by Lois Ehlert

 

 

Grade: Kindergarten

 

 

Subject: Language Arts

 

 

Prep

 

 

Step 1: Teacher makes a large paper tree to post on the bulletin board

 

Step 2: Teacher makes a template for each letter of the alphabet (large print)

 

 

Lesson

 

 

Step 1: Students colour and cut out letters of the alphabet (each have a different letter)

 

Step 2: Teacher reads Chicka Chicka Boom Boom (Shared Reading)

 

Step 3: Teacher asks students line up in Alphabetical Order (according to letter that they have been assigned)

 

 

Questions

 

 

-Where is the top of the tree (bulletin board tree)? (Students can point)

 

-Where is the bottom of the tree? (Students can point)

 

 

Step 4: Students place letters on tree (problem solving)

 

Step 5: Teacher reviews order of letters on tree (example: What letter comes after ‘L’ ?) to ensure that letters are in the correct sequence

 

Step 6: Teacher wraps up the lesson by singing the alphabet song (sing 2 or 3 times)

 

*Extension Activities

 

Activity 1

 

-Have students sit in alphabetical order around the carpet

 

-Have students affix name tags to the tree in alphabetical order

 

 

Activity 2

 

-Students can count the letters on the tree-this will teach them that there are 26 letters in the alphabet

 

 

 

Posted by Lindsey Strong and Lindsay Tyo 

 

 

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What are the essential features of shared reading?  Guided Reading?  Read-Alouds?

 

One of the features of shared reading is the opportunity for students to read together is smaller group settings to get comfortable to reading and listening to stories aloud. Also, it allows for voice intonations and punctuation to be rehearsed orally, without. An essential feature of guided reading is to meet the children where they are at with their reading ability, and to challenge them a little bit further. It allows the student to gain confidence because they know the majority of the words, and yet provides a level of challenge with new words/vocabulary. Once these words are learned, it then provides the student with a sense of accomplishment and progress. The read alouds provide for the practice of reading and speaking in front of the group. It allows students to practice speaking with clarity, a good volume and the ability to work on overcoming anxiety.

 

How will you manage guided reading in the classroom?  What will the other students be doing?

 

There are different approaches to guided reading. Depending on the individuals in the class, there would be the opportunity to form a group of students at the same level. Whether in a group or individually, I would work with the guided reading during a time when there is silent reading and/or when there was a helper in the class, i.e. parent helper.

 

Have you seen shared or guided reading in action, perhaps during your placement or in your work as volunteer in a classroom?  If so, share your observations with your group.

 

As a classroom volunteer, I have participated in guided reading to the extent that during silent or share reading, the teacher has given me particular books for particular students and I had to call each student, one at a time, to read the assigned book. I was amazed at the differing levels and abilities of the  children in the same class. One book at a certain level would have been absolutely overwhelming for another child at a different level, and yet quite simple for a child at yet another level. It was a great learning experience for myself.