Rationale: This book will enhance their literacy skills by identifying the different seasons and developing an understanding of fiction books.

Standard: CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

Objective: Students will listen as the teacher reads aloud, stopping to make predictions, connections, and wonderings. Students will be able to identify key details in the text developing a deeper understanding of fiction books.

Procedures:

Before Readingo “Boys and girls, today we are going to be reading a book about seasons.”

o The book is titled, Red Sings from Treetops, by Joyce Sidman.

o This is my favorite book because of the wonderful pictures that shows us readers

visually what the author is trying to capture. o Look through pictures in book and ask what they see.

o Readers, looking at the pictures do you think this book is Fiction or Non-Fiction?”

o Ask: What makes you think that?

o “We know the book is fiction because the pictures are not realistic.”

o “Now that we understand what the book is about, lets look at the cover of the

book.”o Ask: What are the four seasons?

o Ask: Which tree goes with each season?

o I choose this book because I could tell it was about the different seasons. What is

your favorite season? Well, my favorite season is spring because Green is new in spring as the trees grow leaves, and green is my favorite color. This book happens to have all the seasons and the different colors that we see in that season.

o While I’m reading, I want you to listen and think about your favorite season and

why it is your favorite season.

• During Reading

o STOP (Spring) Ask students: What do the Illustrations tell us about the weather in

Spring? (Call on a few students) and after each response, Ask: Why do we think of the color green when we think of spring? *If students don’t understand ask them to look at the Illustrations and name things that are green and explain how that are an important color in that season.

o Continue Reading…

o STOP (summer) Ask students: What color do you think the author will talk about

in summer? (Call on a few students) Ask students: What makes you think that?

o Continue Reading …

o STOP (Fall), Based on the Illustrations, What season do you think we are going to

be reading next? What colors makes you think of that season?o Continue Reading…

o STOP (Winter) why do you think the Illustrator put a snowman on this page?

What season can you make a snowman? (Call on a student)

After Reading

“Today in Writing workshop, we are going to write all about our favorite season” (Students will be given writing prompt: My favorite season is___________. I like this

season because________________. During this season I like to_________________.) Students will also be given a blank sheet of paper where they will draw a picture of their favorite season. Each assignment will be glued to a large piece of construction paper, side by side.

Give students the option to use line paper instead of the prompt if they want to write their own story or poem about seasons.

As students are working on their writing the teacher will walk around the classroom conferencing with students individually about their writing. This will also give struggling writers the chance to get one-on-one instruction or support with the teacher.

Materials

Red Sings from Treetops Large Construction Paper Seasons Writing Prompt Blank Paper Glue Crayons Scissors Seasons matching worksheet

Assessments

Students will start their day with a seasons matching game. Discussion about seasons after reading. Writing Prompt and picture will assess their understanding of seasons and what they

learned from the book. Non-Fiction book will be read aloud to the students about seasons. Students will go on a Nature Walk, where they must write their observations of what is

Non-Living, and what is living.

Differentiation

In order to accommodate different types of learners in the classroom, I will provide more direct instruction by either re-explaining fiction books to the students one-by-one or writing what we thought was interesting on the Smart Board so students have a list that they could refer to when needed. This lesson allows students to understand the concept in various forms: the nature walk (Science), art, reading, and writing.

Future Connections

Students will understand the difference between Fiction and Non-Fiction books. After talking about the Fiction book, “Red Sings from Treetops,” students will be able to compare the book to a Non-Fiction book that will be read to them a few days after the first lesson.

Morning Activity

Writing Activity