Intent
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Introduce kindergarten students to the library and the types of resources we have through a lesson on squirrels. We’ll also focus on what a library is and what basic expectations are.
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Introduction
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Bring students to carpet, get them settled.
Welcome Song (To Mary Had A Little Lamb)
Welcome to the library, library, library. Welcome to the library,
Please come inside and read. (gesture "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.” (gesture "here")
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Finger play: Five Little Squirrels
Five little squirrels with acorns to store.
One went to sleep and then there were four! Four little squirrels hunting acorns in a tree. One fell down, and now there are three! Three little squirrels wondering what to do. One got lost, and now there are two! Two little squirrels tossing acorns for fun. One got tired, and now there is one! One little squirrel playing in the sun. He ran away, now there are none. | |
Library Expectations: Library Social Story. (Who has been to a library before? Difference between library and bookstore.)
4 “finger rules” of the library: quiet (finger to mouth) watch (fingers to eyes) listen (cup ears) and walk (walking fingers)
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Mystery Bag: ACORNS
(What are these? What do we do with them (plant them, squirrels eat them!)
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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.
SQUIRREL
ARDILLA (ar-DEE-yah)
SIGN (both hands are in letter V, pretend to dig.) http://www.lifeprint.com/asl101/pages-signs/s/squirrel.htm
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Resource
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Book Backyard Wildlife: Squirrels by Derek Zobel. Bellwether Media, 2011.
Before Reading: What is this book going to be about? How do I know?
During Reading: Notice bold-print words and how illustrations reinforce text.
After Reading: This book was all true facts about squirrels. It’s called a non-fiction book.
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Break
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Action Rhyme: Grey Squirrel (traditional)
Grey squirrel, grey squirrel, swish your bushy tail. (x2)
Crinkle up your little nose, put a nut between your toes.
Grey squirrel, grey squirrel, swish your bushy tail!
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Resource
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Book Ol’ Mama Squirrel by David Ezra Stein. Penguin, 2012.
Before Reading: Does anyone see squirrels? Where (home, park.) What do they do? This is a Fiction book. Differences between this and previous book cover –predict differences inside. This is a book where you get to help me tell the story. We are going to pretend to be a squirrel in this book: practice making squirrel noise (chook, chook, chook)
During Reading: Students participate in telling.
After Reading: Here’s David Ezra Stein singing a song about Ol’ Mama Squirrel:
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Craft:
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Color a cute little squirrel. (As time allows: first week back is always a little hectic!)
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Wrap-up
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Review: word of week and intent. What did we learn about squirrels (the noise the make, what they eat, where they live…)
Pet the squirrel puppet. Ending Song: Closing Song (To the tune of Did you ever see a Lassie?) The more we read together, together,together the more we read together the happier we’ll be. For your books are my books, and my books are your books. The more we read together, the happier we’ll be.
Next week we’ll start checking out books. That’s all for this week!
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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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