“learning fun stuff in reading” - polk · “learning fun stuff in reading ... story. •...

“Learning Fun Stuff in Reading”

n PROGRAM OVERVIEW “Learning Fun Stuff in Reading” is

a program that was designed to provide students with hands-on opportunities in reading to answer Learning Focus Strategy questions on the curriculum maps. Students will actively participate in weekly themed units that are structured to go along with current events, holidays, and curriculum maps provided by the county. After listening to fiction or nonfiction literature, students will apply what they have learned to answer the Learning Essential Questions by using foldables, thinking maps, anchor charts, art, and work sheets to develop a deeper understanding on a content topic as well as different reading strategies.

Students will be assessed based on their participation during whole group discussions and partner activities. Additionally students will complete a graphic organizer and a worksheet or writing assignment after each whole group lesson. Using a rubric, students will be evaluated on participation and understanding. Additionally students will be asked to give their own summaries (written or orally) to the corresponding lesson essential questions.

For further information contact…

Jennifer GleatonGarden Grove Elementary

4599 Cypress Gardens Road, Winter Haven, FL 33884 Route B

(863) 291-5396

[email protected]

2012 - 2013 Idea CataLog oF exCeLLenCe

“Learning Fun Stuff in Reading” was created for a K indergar ten classroom of eighteen students. The program is designed for whole group discussions and partner work. Each student will be actively involved in the hands-on activities. It is important to note that these mini experiments could be adapted to any grade level.

n OVERALL VALUE The overall value of this program

is that i t provides students with opportunities to be actively engaged in hands-on activities. It allows the students to be responsible for their learning and not just to have the teacher teaching.

Lessons are not only informational, they are using higher order thinking skills, are differentiated, and memorable.

n LESSON PLAN TITLES1 Ladybugs

2 Chinese New Year

3 Polar Animals

4 Recycling

n MATERIALS Materials for each lesson are listed

with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans.

n ABOUT THE DEVELOPER Jennifer Gleaton graduated with

a Bachelor of Science in Christian Leadership from Florida Christian College. She has been teaching for 9 years. She currently teaches Kindergarten at Garden Grove Elementary. This is her first time as a T2T grant developer.

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“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 1: Ladybugs

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES Students will…

• retel l impor tant facts from nonfiction stories.

• retell the main idea of a nonfiction story.

• describe the ladybug life cycle.

n SUNSHINE STATE STANDARDS

LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly;

LA.K.1.6.2 The student will listen to and discuss both familiar and conceptually challenging text;

LA.K.1.7.3 The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence;

LA.K.2.2.1: The student will identify the purpose of nonfictional text;

LA.K.2.2.2: The student will retell important facts from a text heard or read;

LA.K.4.2.2: The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps);

LA.K.5.2.2: The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;

n MATERIALS• My Mailbox Idea Center Gold

Subscription- “Your Feelings” worksheet- “Line ’Em up” worksheet - “Tick Tock Time” worksheet- “Ladybug Lifecycle” worksheet- “Buzzin’ Body Parts” worksheet

• Ladybug Life Cycle by Justin McCory Martin

• Bugs A to Z by Caroline Lawton• Red paper plates• Black construction paper• Large google eyes• Large Kindergarten writing paper

n DIRECTIONS Day 1 How do I learn vocabulary from

nonf iction stories? LA.K.1.6.1 LA.K.1.6.2 Create a K-W-L (Know, Want to Know, Learned) chart about Ladybugs by brainstorming what we already know and what we would like to learn during Ladybug Week.

Watch Ladybug video. Discuss how a video can be like a nonfiction story because it has photographs, imp o r t an t vo c abu la r y, and information. We will be looking and listening, just like during story time, for information.

Create a Brace Map for the body parts – “Head, Abdomen, Thorax.”

Use the brace map to complete Buzzin’ Body Parts worksheet.

Day 2 How do I learn vocabulary from

nonf iction stories? LA.K.1.6.1 LA.K.1.6.2 Read aloud “Ladybug Life Cycle” by Justin McCory Martin.

Whole group, complete Vocabulary Chart – “egg, larvae/larva, pupa, ladybug”, definition of ladybug.

Students use the vocabulary chart to complete Ladybug Lifecycle worksheet.

LEQ: How do I change sounds to make new words? LA.K.1.3.3 - Create a tree map for the word “bug”. The branches would be Beginning sound, Middle Sound, Ending Sound. As a group, think of one word for each branch for examples. Each student will get a post it note and pick which sound they want to change to create a new word. They will add the post it to the correct branch.


nonf ict ion stor ies? LA.K.1.6.1 LA.K.1.6.2 Read aloud “Bugs A to Z” (you can go around as have students choose a letter and read those bugs). As a group discuss “describing words” and “action words” for a bug. Work on the front flaps together for the Foldable – “Bugs Look, Bugs Do”. Students will complete the inside on their own.

Day 4 Read aloud “Bugs A to Z” (you can

go around as have students choose a letter and read those bugs- keep in mind the letters you’ve already read). As a group, complete the classification chart (6 legs, 8 legs, wings, and antennae, eat plants) for the bugs listed under the 5 letters L, G, J, T, R.

LEQ: How do I choose a “just right” non-fiction book to read? LA.K.2.2.3 First, ask if the book “Bugs A to Z” is appropriate for you to read by yourself. Then, go through the questions- It is something that you are interested in? How many words are on a page? Can you sound out any of the words on a page? What size is the print on the page? (On LFS board, pin a hard book open to a page. Have the list of the self-check questions beside it. On post it has a 6 or a K answers.) See how “Bugs A to Z” matches up!

Day 5 How do I retell important facts from

nonfiction stories? LA.K.2.2.2 Go back through the stories you have read during lady bug week, looking at the LFS board, and discuss different things you’ve learned. Finish K-W-L chart by listing things we learned about ladybugs.

n EVALUATION/ASSESSMENT Please see rubric included in this

document for assessment options.

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n OBJECTIVES Students will be able to…

• retell the main idea of Chinese New Year by recalling details and facts.

• use details to explain the main idea of a story.

• describe characters and setting from a story.


LA.K.1.7.3 - The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence

LA.K.2.1.2 - The student will retell the main events (e.g., beginning, middle, and end) of a story, and describe characters and setting


Subscription- “Puzzle Parade” - “Happy New Year”- “Chinese New Year Lanterns”- “It’s Chinese New Year” Poem

BookS• The Runaway Wok by Ying Chang

• Seven Chinese Sisters by Kathy Ticker and Grace Lin

• Chinese New Year kit from Panda Express (You can request a free kit on www.pandaexpress.com. It is available usually at the end of December or beginning of January.)

n DIRECTIONS Day 1

How do I find the main idea of stories I hear and read? LA.K.1.7.3 Watch the video on the Panda Express. Discuss 5 important facts about Chinese New Year. Complete a “Give me 5” graphic organizer. Have students trace their hands, on each finger and thumb they write 1 fact that they learned. (Examples: red envelopes, foods have meanings, year of animal, fireworks, lanterns, Chinese dragon, and parades) Then, discuss what the main idea could be and check to make sure that each finger matches up to the main idea. In the palm area they write the main idea- Chinese New Year traditions (or something similar).

Craf t: Decorate and cut out a Chinese lantern.

Day 2

How do details help me understand the main idea? LA.K.1.7.3 Read the “Run Away Wok”. Together complete

“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 2: Chinese New Year


a graphic organizer to show the three things the wok brought back to the family. Have students write items on a post it and they add it to the correct circle on the map. Discuss how they are picking out details from the story to further understand, or figure out, the main idea.

Day 3

How do I describe characters and setting? LA.K.2.1.2 Read “Seven Chinese Sisters”. Discuss characters, setting, problem and solution and complete the story map.

Craft - Students color and decorate a dragon puppet.



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“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 2: Additional Information


“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 3: Polar Animals

• Paper plates• Black & orange construction paper• Google eyes• 2 gallon size ziplock bags• ½ tub of cooking shortening• Large tub• Ice & water• “Polar Bear vocabulary” (teacher

created worksheet)• “Walrus Body Par ts” (teacher

created vocabulary worksheet)BookS• Powerful Polar Bear by Elizabeth

Bennett• Emperor’s Egg by Martin Jenkins

and Jane Chapman• Scholastic Let’s Find Out “Artic

Animals”• Walruses by Colleen Sexton

n DIRECTIONS Day 1

How do I learn vocabulary from nonf iction stor ies? LA.K.1.6.1 LA.K.1.6.2 Before reading the story, you will have chosen 5 words and made up sentences for them. You will the students write the 5 words on their Vocabulary worksheet. Then, you will read each word and each sentence and they will make predictions on their own as to what the word mean. Read “Powerful Polar Bears”. Complete some of the Vocabulary worksheet as you read the story. Column 1 – Page # the word is on (write pg. number on chart while reading, and put a post it to mark the sentence with the vocabulary word). When you are finished reading and text marking, you will complete column 3 where you will write or draw the actual definitions together.


nonf iction stor ies? LA.K.1.6.1 LA.K.1.6.2 Read aloud “Emperor’s Egg”. On the board, students will write penguin action words (sliding, waddling, diving) from the story.

Craft – Make a penguin paper plate. On his tummy students write action words.

Day 3 How do I listen to and talk about

nonfiction stories? LA.K.5.2.2 How do I retell important facts from nonfiction stories? LA.K.2.2.2 Read and complete “Scholastic Let’s Find Out – Winter Animals”. Create a tree map to list facts about each winter animal mentioned in the booklet. Students will pick one animal and write and draw about it.

Day 4 How do I retell important facts from

nonfiction stories? LA.K.2.2.2 How do we write a summary? LA.K.4.2.2 Read aloud “Walruses”. Complete the Walrus body parts vocabulary sheet. On the back of the paper, the students will use each word in a sentence that describes the use of the body part.

Science Exper iment- Make a “blubber glove” and allow students to test the difference. Use 2 gallon size zip lock bags. Fill one with cooking shortening (like Crisco). Turn the other one inside out and put inside the first bag. Zip the 2 bags together. Use a large tub filled with ice and water. Place bag inside the tub with the top open for students to place their hand in. Have students place the other one hand in the ice water to feel how cold it is. They should notice how the blubber protects their hand from the icy cold water and make a connection of how it protects the artic animals from the temperature of the water.



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• discuss the main idea of nonfiction books using specific vocabulary to describe and explain Ar tic animals.

• to retell important facts about Artic animals.

• to wr i te a summary about a nonfiction topic.


LA.K.1.6.1 - The student will use new vocabulary that is introduced and taught directly

LA.K.1.6.2 - The student will listen to and discuss both familiar and conceptually challenging text

LA.K.2.2.2 - The student will retell important facts from a text heard or read

LA.K.4.2.2 - The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps)

LA.K.5.2.2 - The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding


Subscription- “Paws” for Sounds (beginning

sounds)- “Penguin’s Scrapbook” (sort real

/ make believe)- “ Head ing Home! ” (w in te r

classification)- “Chilly Cheer” (rhyming words)- “A Long, Long Scarf” (vowel

sounds)


“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 4: Recycling


LA.K.1.6.3 - The student will describe common objects and events in both general and specific language

LA.K.1.6.5 - The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after)

LA.K.1.7.2 - The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction

LA.K.3.5.1 - The student will produce, illustrate and share a finished piece of writing.

LA.K.5.2.2 - The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding

n DIRECTIONS Day 1

What is the difference between fact and fiction? (Compare/Contrast) LA.K.1.7.2 Read “Miss Fox’s Class Goes Green”. Complete a T-chart foldable. 1. Fiction details of story (animals wear clothes, animals talking, etc.) 2. Nonfiction details of story (not litter, give old toys to someone else, ride our bikes, use cloth shopping bags, etc.).

Day 2

What words help me tell about ‘where’ and ‘when’ things happen? LA.K. 1.6.5 Read “It’s Earth Day!” Discuss different ways to “Save the Earth” and create a bubble chart – save energy; turn off water; plant trees; recycle cans, paper, plastic; ride the bus, bike. Discuss different places (“where”) and “when” we can help save the earth.

Day 3

How do I listen to and talk about nonfiction stories? LA.K.5.2.2 Read “Recycle That!” On board, write down important details from the story. Then, go to LFS board and talk about LEQ and how you just discussed the story. Make a T-chart to answer the question. On one side you will put 6- recycling, landfill, trash, (relevant things the students said) etc. On the other side you will put K- my knee hurts, dogs, bathroom, (inappropriate things the students said or might say) etc.

Day 4

How do I describe objects and events (in both general and specific language)? LA.K.1.6.3 Read “Magic School Bus Gets Recycled”. Make a 4 box foldable for the places the characters went in the story. You will title the boxes together (ex- recycling center), and then the students will draw and label something specific for each picture/place.

Craft – make flowers with recycled bottles. Cut the tops off. Allow students to cut slits. Teacher uses the hair drier to melt the plastic so that it bends. Students paint the flower however they want.

Day 5

How do I write and share real stories? LA.K.3.5.1 Field Trip to Landfill – Have students write a summary about the field trip they had to the Landfill.



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• explain what Recycling means.

• name different ways to recycle.

• explain the purpose of the Landfill.

n MATERIALS• My Mailbox Gold Subscription

- “Earth Day Every Day” (cut and paste poster)

- “Ready to Recycle” (classification)

• Empty water bottles or 2 liter soda bottles

• Hair dryer

• Paints

• Empty milk cartons (clean)

• Random recycle items (cotton balls, paper towel tubes, straws, scraps of paper, etc.)

• Field trip to the Landfill. (This is completely free. The Landfill pays for the buses. You have to call early to book a date because April and May fill up very quickly.)

BookS• Miss Fox’s Class Goes Green by

Eileen Spinelli and Anne Kennedy• Magic School Bus Gets Recycled

by Anne Capeci

• Recycle That! by Fay Robinson

• It’s Earth Day! by Mercer Mayer


“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan Pictures


Materials Budget SuPPLIeR Item DeSCRIPtIoN CoSt QuANtItY totAL CoSt

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Teacher’s Name __________________________________

School: _________________________________________

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Subtotal

tax if applicable

Shipping if applicable

totALBuDGetAmouNt

“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plans Materials Budget

Jennifer GleatonGarden Grove Elementary

–

–

$200.72


http://www.theeducationcenter.com/tec/ Mailbox Idea Center Gold Subscriptions $59.95 1 59.95

Scholastic Scholastic’s Let’s Find Out 4.99 18 89.82

Scholastic Books Ladybug Life Cycle 2.37 1 2.37

Bugs A to Z 2.99 1 2.99

The Runaway Wok 5.95 1 5.95

Seven Chinese Sisters 7.95 1 7.95

Powerful Polar Bear 3.95 1 3.95

Emperor’s Egg 4.95 1 4.95

Walruses 3.95 1 3.95


“Learning Fun Stuff in Reading” Jennifer GleatonRubric

1. GRADING RUBRIC

Student’s Name____________________________________________

Overall Unit Rubric

0 1 2 Score

Participation In Class

Discussion

Did not

participatePartial Participation Full Participation

Participation in Guided

and Individual Practice

Did not

ParticipatePartial Participation Full Participation

Foldable / Graphic

Organizer

No Foldable /

Graphic

Organizer

Partial completed

Foldable/ Graphic

Organizer with

Writing / Pictures

Completed Foldable /

Graphic Organizer

with Writing / Labeled

Pictures

Summary of Essential

Question(s)

No Summary Partial Summary (1

sentence)

Completed Summary

(2 sentences or more)

Overall Total

Other Weekly Units & Books used during other times of the year.


“Learning Fun Stuff in Reading” Jennifer GleatonAdditional Information

DecemBer:Week 1 - Reindeer/moose

Rudolph’s Red Nose by Robert L. May – Art Project – Candy Cane reindeer – write vocabulary words on stripes

Moostletoe by Margie Palatini– Art project – Moose paper piecing art, B-M-E (Beginning, Middle, End chart) on his sweater

Week 2 - Winter Holidays (Kwanza, Los Posadas, Islamic New Year, Christmas, Hanukkah)

Week 3 - Gingerbread

Gingerbread Man- use flannel board pieces or paper print outs to tell the story

Gingerbread Girl by Lisa Campbell Ernst

Gingerbread Baby by Jan Brett

Gingerbread Cowboy by Janet Squires

Gingerbread Friend by Jan Brett

Have a “Gingerbread” Winter Party - Decorate gingerbread man cookies; make gingerbread play dough, make gingerbread house using milk cartons, gingerbread hat

JanUary:Week 1 - Polar Animals

Powerful Polar Bear by Elizabeth Bennett – vocabulary chart

Emperor’s Egg by Martin Jenkins and Jane Chapman – paper plate penguins with action words & illustrate

Scholastic Let’s Find Out “Artic Animals”

Walruses by Colleen Sexton – Blubber glove experiment

Week 2 - Snow

“The Snowy Day” by Ezra Jack Keats – Draw a picture of the story. Use shaving cream mixed with glue to paint snow on scene.

The Hat by Jan Brett

The Mitten by Jan Brett

Frosty’s New Friends by Richard Cowdrey

Week 3 - martin Luther King Jr.

A Lesson for Martin Luther King Jr. by Denise Lewis Patrick

Freedom Summer by Deborah Wiles

If a Bus Could Talk by Faith Ringgold – Bus book

Martin’s Big Words by Doreen Rappaport – Art project - Martin Luther King Jr. paper piecing portrait

Week 4 - Chinese New Year’s

Chinese New Year by David F. Marx

The Runaway Wok: A Chinese New Year Tale by Ying Chang Compestine – Create a B-M-E chart; art project - make a paper lantern

Seven Chinese Sisters by Kathy Tucker– Art project – make dragon paper bag puppet

Panda Express Chinese New Year Video – Make chart – trace hand and write a detail on each finger

FeBrUary:Week 1- Groundhog’s Day

The Substitute Groundhog by Pat Miller and Kathi Ember

Groundhog Day by Michelle Aki Becker

Gretchen Groundhog, It’s Your Day by Abby Levine and Nancy Cote

Mr. Groundhog Wants the Day Off by Pat StemperVojta

Week 2 - 100th Day of School

Happy 100th Day by Susan Milord

100 Years Ago by Donna Marriott and Meryl Treatner

Leaping Lizards by Stuart J. Murphy

Week 3 - Valentine’s Day

Roses are Pink, Your Feet Really Stink by Diane De Groat

The Best Thing About Valentines by Eleanor Hudson

Clifford’s First Valentine’s Day by Norman Bridwell

Week 4 - President’s Day

My First Biography: Abraham Lincoln by Marion Dane Bauer and Liz Goulet Dubois

A Picture Book of George Washington by David A. Adler

My Teacher for President by Kay Winters and Denise Brunkus

If I Were President by Catherine Stier and Diane DiSalvo-Ryan

march:Week 1 - Dr. Seuss’s Birthday

The Cat in the Hat

One Fish, Two Fish, Red Fish, Blue Fish

Green Eggs and Ham

The Tooth Book

Are You My Mother?

Other Weekly Units & Books used during other times of the year (cont.).



Week 2 - St. Patrick’s Day

Green Shamrocks by Eve Bunting and Joelle Dreidemy

There Was an Old Lady Who Swallowed a Clover! By Lucille Colandro and Jared D. Lee

The Leprechaun’s Gold by Pamela Duncan Edwards and Henry Cole

Week 3 - Recycling

Miss Fox’s Class Goes Green by Eileen Spinelli and Anne Kennedy

Magic School Bus Gets Recycled by Anne Capeci

Recycle That! by Fay Robinson

It’s Earth Day! by Mercer Mayer

Week 4 - Spring

How Do You Know It’s Spring? by Allan Fowler

Spring by Tanya Thayer

Mouse’s First Spring! By Lauren Thompson and Buket Erdogan

april:Week 1 - eggs

The Cow That Laid an Egg by Andy Cutbill

Eggs All Over by Marcy Dunn Ramsey

Amazing Eggs

Week 2 - Ladybugs

The Grouchy Ladybug by Eric Carle

Ladybug Life Cycle by Justin McCory Martin

Bugs A to Z by Caroline Lawton

Bop by Denise Fleming

Week 3 - Butterflies

It’s a Butterfly’s Life by Irene Kelly

Butterfly Spring by Robin Koontz

Butterfly Life Cycle by Jeff Bauer

The Moth by May Nelson

Week 4 - Frogs

Tadpoles and Frogs by Jenny Feely

From Tadpole to Frog by Kathleen Weidner Zoehfeld

Curious George: Tadpole Trouble by Mark London Williams

One Frog Sang by Shirley Parenteau

may:Week 1 - Cinco de mayo

Cinco de Mayo by Mary Dodson Wade and Nanci R. Vargus

Cinco de Mouse-o! by Judy Cox and Jeffrey Ebbeler

Big Bushy Mustache by Gary Soto

Week 2 - Families

25 Easy Nonfiction Mini Books by Judy Nayer

This is My Family by Mercer Mayer

Froggy’s Baby Sister by Jonathan London

Me and My Dad by Alison Ritchie and Alison Edgson

Mamma, Do You Love Me? by Barbara M. Joosse and Barbara Lavallee

Week 3 - Camping

Just Camping Out! by Mercer Mayer

Froggy Goes to Camp by Jonthan London

Let’s Go Camping by Mader and Jan

Week 4 - ocean

Splash in the Ocean by Mik Zepol and Richard Bernal

I am an Octopus: The Life of a Common Octopus by Speed Shaskan, Trisha, Ouren and Todd

Swimmy by Leo Lionni

Tiger Shark by Nuzzolo, Deborah and Gail Saunders-Smith

Vocabulary Sheets - 1



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