a Student sentence typed on unlined white paper for illustrating. a We Share Everything by Robert Munsch (or another book of your choice).

Transcription

1 Transforming our Teaching through Reaing/Writing Connections SESSION 5 Reaing an Writing Lots of Texts Five-Day Lesson Plan, Kinergarten (K 2) (90-to-150-minute reaing/writing block) Teacher Note: This lesson plan inclues the actual lessons an language you observe in the vieo scenes. In this weeklong resiency, the focus was on reaing an writing lots of texts an how writing can support an enhance reaing. Of course, even though you are not seeing it, explicit instruction in reaing incluing guie an inepenent reaing practice are also taking place aily. (Note Inepenent Reaing Practice in lesson plan.) See Writing Essentials, Teaching in Action: Lesson Essentials, pp Keep in min that the lesson plans were esigne as a scaffol for you to use. Also, remember to consier your stuents interests, nees, an strengths. The lesson plan is esigne to meet the minimum requirements for most K 2 literacy minutes require by most school istricts. MATERIALS NEEDED DAY 1 a Double Pink by Kate Feiffer (or another book of your choice). a Slie for framing an locating known an unknown wors (see Reaing Essentials, p. 173 for how to make a slie). a Wor wall with stuent names/photographs. a Three pieces of unline white paper staple together, one per stuent. a Chart paper. a Markers, pencils, or pens. DAY 2 a Stuent sentence type on unline white paper for illustrating. a We Share Everything by Robert Munsch (or another book of your choice). DAY 3 a Something Else by Kathryn Cave an Chris Riell (or another book of your choice). a A copy of Class Colors! for every stuent (or the book you wrote together). Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH). page 1

2 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 2 DAY 4 a One or two publishe books written by a kinergartner. (See website if you on t have your own examples.) a A book talk on Kinergarten Kis (a book written by Ellen B. Senisi s kinergarten class, Scholastic, 1994, or a book about kinergarten). a A Chil s Day by Jillian Cutting (or a similar text). a A story from your own life to tell your stuents. (Don t practice or prewrite it but o plan it.) a Photographs of eight important things kis o in kinergarten. LEARNING GOALS Stuents will: Listen to, speak about, rea, write about, think about, an respon to numerous texts. Use an excellent picture book as a springboar an framework for writing. Use pictures to preict an support preictions (cloze). Generate personal responses to or make connections with texts. Use pictures, talk, an thinking before writing. Unerstan that writers change an a etails to rawings to represent writing ieas. Ientify an auience before writing. Use rich vocabulary. Use wors from the wor wall an resources from the classroom for writing. Spell some high-frequency wors (I, love). Write an publish a class book. ONGOING ASSESSMENT/INFORMING OUR INSTRUCTION (See the Deeper Unerstaning chart.) Make sure stuents know, unerstan, an can state the purpose of the instruction, task, an activity. Fin out what stuents know before, uring, an after the lesson. Have stuents try out what you have been emonstrating. Check that stuents are clear on expectations for what they are to o. Collect evience an ata that stuents are progressing an meeting istrict benchmarks an state stanars. Observe whether stuents are applying their learning to new contexts. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

3 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 3 Notice whether stuents are choosing to go on learning. Ientify evience that shows how stuents are becoming responsible inepenent learners. RESOURCES FOR DAILY SCHEDULES Session 3 DVD Conversations, pp Reaing Essentials, pp Writing Essentials, pp Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

4 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 4 DAY 1 LESSON ACTIVITIES Reaing Alou Introuce Double Pink, written by Kate Feiffer an illustrate by Bruce Ingman (2006), or select another book of your choice. Talk about your favorite color an, perhaps, how your favorite color has change uring your life. The book is about a girl name Maison, an her favorite color is pink. Begin reaing the book. Think alou make authentic comments an pose questions as you rea: Do you all know what ouble means? Hmmm...I woner what her mom going to say? I am wonering if she is going to get sick of pink? Think in your min what is going to happen. Ah, now finally Maison s mother coul see her! Note: As with any favorite thing, you can get tire of it. You might want to say something like: What a great book. I love purple but I on t think I woul want everything in my life purple! This book remins me of how when I was little I love a particular kin of foo or cany or a certain song an then I get sick of it an move on to some other favorite! Share Writing Think alou as you begin to write: I ha an iea that we might write a book about your favorite colors (Class Colors Book). I love re because... Write alou: Here is what I am going to write. I am not sure what the title of our book is going to be yet. We can worry about the title of our book later. I am going to write, Mrs. Routman loves. Do you know the wor loves? L-O-V-E-S. I have to ecie what kin of re I like. It is kin of like violet re. I am going to use violet re. I am going to raw pictures of the things I have in my house (that are re). One of the things that goo writers o is that your pictures can tell a lot. Because you are just learning how to write in kinergarten, it is har to write lot of wors, but your pictures can tell a lot. Who else has a favorite color? Emily loves pink. Write quickly an o not overemphasize letters an souns, because it will take too long to finish the book: We are going to be writing our book very quickly. Refer stuents to the wor wall if stuents are not accustome to using the wor wall for writing: If you i not know how to write Emily s name, where coul you fin her name? Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

5 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 5 Allow time for every stuent to contribute their favorite color (may take two sessions): [Stuent s name] loves [favorite color]. Help stuents think about things they have that are their favorite color: What are some things you have that are pink an you like? Write fast: We are not oing lots of wors, but we are working on vocabulary, we are ealing with concepts that you nee to know like recognizing each other s names an color names. Encourage stuents to a wors that will escribe their favorite color: What kin of purple o you like? Look on the wor wall everyone...spell purple. Think of a wor that makes your color come to life: Make your color come to life by using wors. Finish the writing very quickly: We are not worrie about spelling an letter souns. (At this point, the focus is on thinking an in capturing stuents language.) Keep the focus on meaning/comprehension. What is the most important thing you want your kis to know? Inepenent Reaing Practice By valuing browsing, stuents can select interesting books from a variety of genres an reaing levels (see Reaing Essentials, pp an for more information on inepenent reaing). Stuents ientify books they can rea, books others can rea to them, an/or books beyon their level. Books are place in bins at the tables. Stuents sit in their table groups, first for 5 or 10 minutes, later for 15 or 20 minutes. As stuents rea, the teacher takes notes, observes stuents reaing, an conucts one-on-one roving conferences looking for: Engagement with text. Concepts about print. Strategies use. Self-selection/stuent interests. Comprehension (stuents make sense of the story through pictures even if they on t know all the wors). Celebrate an highlight one or two stuents strengths, ability to apply new learning, or appropriate self-management while reaing an writing. Set new goals for stuents an ajust instruction base on your stuents work an observations. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

6 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 6 Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

7 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 7 DAY 2 LESSON ACTIVITIES Share Writing to Reaing Rerea your own color sentence on the chart (from Day 1). Think about an show how writers change their min. When you are a writer, you want to have just the right wor. I have ecie that I want to change how I escribe my color from violet re to raspberry re. Show how you cross out an a a caret to change your writing. Rea the chart with the class as you point at each wor. Ask one or two stuents if they woul like to change an/or escribe their color. Continue choral reaing the whole chart together as you point to each wor. Show stuents how they will be illustrating their own page in the class book an what you expect them to o. If you on t like the wor you wrote, what is another way to a a wor? Change a wor? Celebrate by reaing the class chart. Use a slie to fin an locate known wors. There is a wor here that occurs over an over again. What is this wor? [loves, re, pink] Reaing Alou Introuce We Share Everything by Robert Munsch, or another book of your choice. Rea the whole book, stopping only once or twice to share your thoughts an use the cloze technique: We share. (Stuents participate by filling in the blank.) I love this book! Share Writing Think alou before writing. I think it woul be great if we wrote our own We Share book or chart. Help me with what you share in kinergarten. List stuent responses. (Rea responses so far.) We share toys, markers, crayons, pencils, books, cars. Who s got something that is not up here yet? Ask stuents to rerea the chart with you. Ask, How shoul we en our book? We Share Everything! I am going to a this mark [!] an rea it very excitely. Ask another stuent to point an rea the story so that everyone can rea it. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

8 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 8 Inepenent Writing Show stuents how to illustrate their own page of the class chart by reaing your page an illustrating while you think alou. Give stuents time to illustrate their page. Collect stuent pages, a a title page, an staple the pages together. Publish Make copies for each stuent to rea. Place original in stuent-authore section of classroom library. Show stuent s etaile illustrations an highlight how the pictures make the wors come alive. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

9 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 9 DAY 3 LESSON ACTIVITIES Share Reaing of The Color Book/ We Share Chart Rea the class color book (create on Day 1) together as you point to each wor. Remin stuents to pay attention. We nee to celebrate the great book you wrote to help you become the best reaers you can be. Your brain is always thinking what makes sense an what the letters say. Who mae changes? How many of you i a lot of thinking about your color? Celebrate. Pat yourself on the back. You i a great job reaing your book. Rea the We Share (create Day 1) class chart together. (Alison rew the pictures to go with the wors the ay before.) All stuents get a copy of Class Colors an We Share chart to rea uring inepenent reaing an to take home. Invite one stuent to rea the class chart an point to each wor. Celebrate with a cheer or pat on the back. Reaing Alou Introuce an rea alou Something Else by Kathryn Cave an Chris Riell, or another book of your choice on how to treat people you on t know (a new stuent, for example). Rea with fluency an expression. Stop only once or twice to preict (make a smart guess) an/or share your thinking. Ask stuents to turn-an-talk. Tell your partner what you think this book is about. Ask: Who has an iea? What were you talking about? Share Writing Write an think alou. We thought it was a nice iea to make people feel welcome in our class when they are new to our classroom or school. My iea was to say: You are nice. I might say: You can play with me. Write own your ieas an stuent ieas (hi, hello, welcome). Rerea the Welcome chart together. Use the slie to fin an locate known wors. How i you know this wor is hi? How o you know this wor says hello? Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

10 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 10 Inepenent Reaing Practice Stuents continue browsing books in the classroom library, an sit at their table for about 10 minutes. As stuents rea, look for an take notes about: Engagement with text. Concepts about print. Strategies use. Self-selection/stuent interests. Comprehension. Celebrate an highlight one or two stuents strengths, ability to apply new learning, or appropriate self-management while reaing an writing. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

11 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 11 DAY 4 LESSON ACTIVITIES Share Reaing Rerea the We Share (create on Day 2) class chart together. Use the slie to fin an locate unknown wors. How i you know that was the wor marker? Ask, What can you o if you on t know the wor? Choral-rea the secon part of Class Colors as you point to the wors. Use the slie to locate known an unknown wors on the class chart; use the first letter of a wor. Share Writing Continue writing the Welcome chart (state on Day 3). Write an take stuent responses. Ask, What are these [ ]? Decie where the Welcome chart will be place an how you are going to use the chart in the classroom. Show stuents Kinergarten Kis, a book written by Ellen B. Sensi s kinergarten class or another book about kinergarten. Talk about the book so that stuents get ieas for writing. The stuents ecie what they wante their book to inclue. They ecie to start their book with what they start oing in the morning. Show stuents the book A Chil s Day by Jillian Cutting (or a book of your choice). Rea the book together. You can probably rea this with me. Write together. What are we going to write about? What are the big important things in our classroom? If we woul go through the kinergarten ay, what woul you like to have other reaers know about our kinergarten class? We just want to get our ieas own quickly. Ask stuents to give suggestions, an select 7 or 8 things to take pictures of so you can make an 8-page book the next ay. Some examples might inclue: Writing center Classroom library Blocks Science Math Art Music Recess Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

12 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 12 Moel Journal/Inepenent Writing Show books that have been written by kinergarten kis (or primary stuents) just like your stuents. (Use examples shown here, or, if you on t have your own, see the website.). Let stuents know that they are going to be writing stories that are important to them. This is a book by a kinergarten ki. It has a title an pictures. Di you notice how carefully the illustrations were one? Tell stuents a story from your life. Do not prewrite or rehearse the story, but o think about an preplan the topic. You want there to be an element of surprise for both you an your stuents. This is what goo writers o. Think alou; tell stuents that writers have to think about what they are going to write before they write. Show all the ifferent ways that kinergarten kis write. (See below.) Fin known wors. If you wante to fin the wor we where coul you fin it? If I wasn t sure, I coul o something like this. I on t want you talking because this is my time to show you. Demonstrate various types of writing to ifferentiate lessons an support stuents: Write your sentence using just beginning souns, saying the letters as you write. Write the same sentence using beginning an ening souns. Write the same sentence again using all the souns that stuents know. Use a ifferent-color marker to write stanar spelling to show kis what conventional spelling looks like. Focus on what stuents alreay know. Illustrate your picture. Revise your writing. I really wante my story to say... Use a caret to a the new wor. Think an talk about what you want to write tomorrow, to show stuents that they will nee to o the same. Through one or more public scaffole conversations, invite several stuents to share a writing iea. Who has an iea for writing toay? Ask a stuent to share their writing iea an write the iea on the chart paper or a sticky note so that you capture the stuent s language. (Review the vieo an see website for examples of scaffole conversastions.) Inepenent Writing Give stuents 3 sheets of unline paper staple together. Give stuents about 10 minutes to begin to write their stories. Confer with stuents an take notes about your observations. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

13 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 13 Celebrate Ask stuents to bring their writing to a esignate, whole-group gathering area (carpet or floor). Select stuents who i something wonerful. Rea your story by using your reaing finger. Kis, he [she] is up here for two reasons: 1) to celebrate the great writing, an 2) so you all get goo ieas for writing. I am going to tell you all the goo things the writer i. Does that soun like a story? He was really stretching out his letters an he knew how to spell me. The one thing that was a little bit har to rea was that you neee spaces between the wors. Try a space tomorrow. You i such a goo job on your picture. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

14 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 14 DAY 5 LESSON ACTIVITIES Share Reaing Show stuents the photographs you took of things they i uring the ay. Rea together the class-authore Welcome Wors chart from Day 3. Share Writing Introuce stuents to share writing. We thought it woul be a great iea to write a book about the important things about kinergarten. We nee a title. Write Welcome to Kinergarten on the chart paper. Write stuents thoughts below the pictures: 1. We learn from the teacher. 2. We o math. 3. We rea books. 4. We write. 5. We play at recess. 6. We play with soft blocks. 7. We o science. How o we want to en our story? 8. We like kinergarten! Make a copy of the class book for each stuent to rea. (Put the original in the classroom library. Make a blank book for each stuent so that he or she can put in his or her own wors, writing, an illustrations. Moel Inepenent Writing Rerea your personal story from yesteray. Show stuents how to ate their paper an begin to a on to yesteray s story. Think an write alou as you a to an revise your story. Ask stuents to participate in the writing by spelling known wors. Moel crossing out when you change your min. Tell kis your story might take 2 or 3 ays, an tell them what you want to write about tomorrow. As neee, conuct scaffole conversations to help stuents move forwar with their writing. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

15 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 15 Provie time for all stuents to share who i not share the ay before. Have stuents rea their stories, pointing at the wors as they o. Highlight stuent strengths. For example: Your story makes sense. You use a magic line when you i not know the wor. You have the wor I, you have p-l in play, uk for uncle. Goo for you! You tol the story. What o you o with Nicko when you play? What happens when you play tag? Your stories are easy to rea because you use spaces. It really helps the reaer. What o you want to a to the story? What o you play? Inepenent Writing Practice Give stuents 10 or 20 minutes to write inepenently. Confer with stuents an note stuent strengths. Highlight 1 or 2 stuents who you saw o something wonerful in writing. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

16 SESSION 5 Reaing/Writing Connections / FIVE-DAY LESSON PLAN, KINDERGARTEN (K 2) page 16 Teaching in Action: Lesson Essentials Five-Day Plan at a Glance (40 90 min.) Strategies: (40 90 min.) Strategies: (40 90 min.) Strategies: The Color Book Something Else (40 90 min.) Strategies: (40 90 min.) Strategies: Optimal Learning Moel Demonstration (5 15 min.) an/or Share Demonstration (5 15 min.) Guie & Inepenent Practice (20 40 min.) Ongoing Assessment/ Instructional Ajustments (10 20 min.) Day 1 Reaing Alou Share Writing/ Wor Work Roving One-on-One Conferences an Inepenent Reaing Practice (Public Conferences) Day 2 Share Writing/ Reaing Reaing Alou/ Share Writing/ Wor Work Roving One-on-One Conferences an Inepenent Writing Practice (Public Conferences) Depenence Hanover of Responsibility Inepenence Day 3 Share Reaing, Reaing Alou, Roving One-on-One Conferences an Inepenent Reaing Practice (Public Conferences) Day 4 DEMONSTRATION INDEPENDENT PRACTICE Share Reaing/ Share Writing/ Moel Inepenent Journal Writing/ Wor Work Scaffole Conversations Roving One-on-One Conferences an Inepenent Reaing/ Writing Practice (Public Conferences) Day 5 Share Reaing/ Share Writing/ Wor Work Scaffole Conversations Supporting Not-So-Reay Reaers/Writers an Inepenent Reaing/ Writing Practice (Public Conferences) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).