Intent
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Students
are introduced to story elements
through the concept of the 5 senses and make
predictions along with the characters in the story. Students use print awareness skills as we read
assorted literature.
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Introduction
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Bring students to carpet, get them settled.
Welcome Song (To London Bridge
is Falling Down)
Welcome to the library, library,
library. Welcome to the library,
Please come inside and read.
We’re glad to have you here today,
here today, here today.
We’re glad to have you here today,
today’s a special day.
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Finger play: This is Big (source: traditional)
This is big big big Hold arms out to
side
This is small small
small Cup hands together
This is short short
short Hold hands w/palms
facing each other
This is tall tall
tall Reach one hand
above head
This is fast fast
fast Circle fists
quickly
This is slow slow
slow Circle fists slowly
This is yes yes yes Nod
This is no no no Shake head
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Library Expectations:
“4 finger rules” of the library:
quiet
(finger to mouth)
watch
teachers (fingers to eyes)
listen
to stories and directions (cup ears)
and always
walk (walking fingers.)
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Mystery Bag: Blindfold
(What is this? What could it be
used for?)
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Word of the Week: say it, syllabicate
it TEACHER draws it in the air, invites students to “air write” with her.
English: Mouse
Spanish:
Raton
ASL Sign: http://www.handspeak.com/word/index.php?dict=mor&signID=1444
Sign language is a real language where
people use their hands to communicate.
Here is the sign for mouse: take your index finger and make 2 pretend
whiskers like a mouse’s whiskers over the right side of your face. That’s it!
You learned the sign for mouse!
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Resource
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Book
Seven Blind Mice by Ed Young. Puffin Books, 1992.
Before Reading: So we have a blindfold and
a mouse as our clues to the story. I
wonder what this first book is about?
Confirm with title. Check they
know what “blind” means.
During Reading: FLANNEL BOARD STORY! Cut out a grey cardboard elephant, then cut
it out further into each of the parts mentioned in the book. On the back of each part there’s a picture
of each item the mice thought they felt (rope, pillar…) Flip the picture “back” to elephant in the
end of the story (mouse #7) and they “see” the elephant take shape.
After Reading: Reflection:
This
book is a fable: it’s an animal story that’s been told a for many years that
teaches a lesson. Moral of the story-
sometimes you need to talk to other people to really understand what’s going
on! Sometime you need more information
that what you alone have. Solicit
responses from students.
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Activity
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Action
Rhyme: An Elephant
An elephant
goes like this and that, (pat knees)
He's terribly big, (hands high) And he's terribly fat; (hands wide) He has no fingers, (wiggle fingers) And has no toes, (touch toes) But goodness gracious, What a long nose! (curl hands away from nose)
Fingerplay : Little Mousie (traditional)
Here's
a little mousie
Peeking
through a hole. (Poke index finger of one hand through fist of the other
hand.)
Peek
to the left. (Wiggle finger to the left.)
Peek
to the right. (Wiggle finger to the right.)
Pull
your head back in, (Pull finger into fist.)
There's
a cat in sight!
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Resource
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Poem: Eletelephony by Laura Richards
Once there was an elephant,
Who tried to use the telephant- No! No! I mean an elephone Who tried to use the telephone- (Dear me! I am not certain quite That even now I've got it right.)
Howe'er it was, he got his trunk
Entangled in the telephunk; The more he tried to get it free, The louder buzzed the telephee- (I fear I'd better drop the song Of elephop and telephong!)
Before Reading: I love poetry. Have you ever heard a poem? Poems are usually short, rhyming
stories. Sometimes they’re sad,
sometimes they’re funny. This is a
funny one about an elephant and a telephone.
It’s a nonsense poem: that means the words are funny and don’t always
make sense.
During Reading: Read the poem. Provide a picture and text for class to
see. (check online for b/w images of
elephant/telephone. There are some
funny ones!)
After Reading: Wouldn’t it be funny if
an elephant could use a telephone?
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Resource
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Book:
Duck! Rabbit! By Amy Krouse Rosenthal. Chronicle Books, 2009.
Pre-Reading: Enough of elephants and mice! Let’s get back to talking about our sense
of sight. The mice in our first story
had a hard time because they couldn’t see- their others senses played tricks
on them: in this book, our eyes play tricks on us.
During Reading: Get kids to pick which version of the
visions is the one they see!
After Reading: Did they ever figure out what it was? Explore this concept concretely with the
duck and rabbit puppet in crafts at the end of this lesson.
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Activity:
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Animal Statues: Animal statues is a game where I call out
the name of an animal and everyone has move their bodies to look like a
statue of that animal. Remember, statues
don’t move! So once you make a pose,
you have to be still and silent like a statue.
·
Elephant * Mouse *
Duck * Rabbit
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Craft
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Find
the duck/rabbit blackline master online.
The ones with a little poem on them are great for this activity. Print on cardstock and cut out in advance:
kids decorate one side like a rabbit and one side like a bunny. Then they can take them home to stump their
families.
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Wrap-up
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Review:
word of week and intent.
We
are putting finishing touches on library cards this week so we are ready for
checkout next week. (Lots of changes
in the kindergarten roster; our original class lists needed to be thrown
out!)
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This
Week’s TEKS: 1 (A) words represented by print
1 (C) 1:1
correspondence word/print
1 (F)
Conventions of Print
1 (G) Parts
of A Book
2 (B)
Identify Syllables in spoken words
3 (A)
Identify common sounds letters represent
4 (A)
Identify what happens next based on cover, illustration
4 (B) Ask
& respond to questions about text
6 (A)
Identify elements of a story: setting character, key events
6 (C)
Recognize sensory details
7 Poetry has regular beat, similar word
sounds (rhyme, alliteration)
8 (B)
describe characters in a story and reasons for their actions
10 (D) use
titles/illustrations to make predictions about text
10 (B)
retell important facts in an expository text
18
(A) use phonological knowledge to match
sounds to letters
19
(A) ask questions of classwide interest (with adult assistance)
20
(A) gather evidence from provided text sources (with adult assistance)
21 (A)
listen attentively by facing speakers and asking questions
21 (B) Follow
oral directions that involve a short, related sequence of events
RC(fig 19)
(D) make inferences based on cover,
title, illustrations and plot
RC(fig 19)
(A) discuss purpose for reading & listening to various texts
RC(fig
19) (A) discuss purpose for reading or listening to various texts
RC(fig 19)
(B) ask and respond to questions about
texts
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