Sonia Defina

CLASS YEAR LEVEL: TOPIC:

101486 Language and Literacy 1

Kindergarten Early Stage 1 DATE: KLA:

SID#16736069

3rd September, 2010. English

Mr McGee Shared Reading

a)

1. PREPARATION Students Prior Knowledge: Children are familiar with apples as being a source of healthy food and how they are used in various traditi From previous life experiences students are able to identify and name simple illustrations of common items such as a bed, tr apple and are able to use this knowledge to help predict and understand a texts meaning. To develop deep understanding a of rhyming words, students use their listening skills to identify and predict rhyming words. Students are developing their unde personal and possessive pronouns including he and his, and are able to identify the sight words: the, and, and it.

b)

Students: Most students are working at an Early stage one level for reading and writing. Three students have been identified talented in these areas and are working at a stage one level. Extension activities have been developed to engage and challe One student has been identified with mild autism however is comfortably working at an early stage one level for reading and early stage one outcomes for writing. This student displays social difficulties and works well individually with little supervision work prior to other students. He demonstrates strong sequencing skills and is a visual and kinaesthetic learner. Visual cards this student develop a deep understanding of rhyming words and the concept of real or imaginary. Rationale The main purpose for this lesson is for students to gain an understanding and comprehension of the book Mr McGee by Pa provide a basic introduction to sight words as well as providing an opportunity to gain meaning about the concepts of Real a focus is given to relating the text to the childrens own experiences (The apple peeling demonstration) the students are able t the meanings and vocabulary of the text which is an important aspect of the shared book experience. (Campbell & Green,20 The book Mr McGee has been selected as it is a strong piece of childrens literature. According to Campbell and Green (20 good book is: that it tells an interesting story, is relatively brief, has repetitive line or refrain and uses real book language. Th these essential elements of good childrens literature. c) Learning outcomes and indicators LEARNING TO TALK AND LISTEN SKILLS AND STRATEGIES

TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens w attentiveness.
*Repeats sounds in words in correct sequence *Recognises and says words that rhyme.

TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presenta generally listens attentively.

*Recognise rhymes and provide a rhyming word, given a predictable context * Vocally stretch a word (eg m-a-n, t-r-ee), using a hand gesture to support the stretching concept, to highlight the first, mid sounds. LEARNING TO READ - READING AND VIEWING TEXTS

RES 1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics.
SHARED, GUIDED AND INDEPENDANT READING * Recognises that words on a page have a meaning and can be read aloud. * Is able to point to correct words when reading sentences either from text book or self constructed sentences. * Talks about the meaning of the book in terms of Real or Imaginary.

RS1.5 - Reads a wider range of texts on less familiar topics with increasing independence and understanding, ma connections between own knowledge and experience and information in texts.
*Draws on own knowledge to interpret characters and events in literary texts related to personal experience *Makes connections between own knowledge and experience and information in texts *Participates in the reading of poems, eg repetitive rhymes, chants. LEARNING TO READ SKILLS AND STRATEGIES CONTEXTUAL AND SEMANTIC INFORMATION *Uses illustrations on the cover of a book to make predictions about what the story is going to be about. *Uses picture clues to predict a texts content and makes predictions about what the story is about. *Reads own constructed sentence about their favourite scene from the book Mr McGee.

RES1.6 Demonstrates developing reading skills and strategies for reading books, dealing with print and compre

Sonia Defina

101486 Language and Literacy 1

SID#16736069

RS1.6 -Draws on an increasing range of skills and strategies when reading and comprehending texts.
*Predicts what a text is about from its cover and title *Attempts to self-correct when meaning is disrupted while reading, eg pauses or repeats words or phrases to maintain meaning or attends closely to print

d) Teaching strategy and focus:

To construct meaning and comprehension of the book by focusing on the concepts of Real and Imaginary. To help students words and be able to creatively express their personnel response to the book. e) Resources *Big Book: Mr McGee by Pamela Allen. *Black texta *Shiny red apple *Apple peeler *Blank paper *Coloured pencils *Rhyming picture and word cards. *Real and imaginary visual images

f) Assessment Checklist
*Was the student able to indicate the difference between the concepts of Real and Imaginary? *Was the student able to make predictions on what the book was going to be about based on the illustrations? *Was the student able to correctly guess the covered word in the sentence? *Was the student able to read back their constructed sentence using their finger to follow each word? ***EXTENSION*** *Were students were able to group the cards according to their correct rhyming group? *Did students create a new page for the book using 2 different rhyming words? * Did students use their knowledge of common words and sounds to create a new sentence? 2. PRESENTATION [In each section refer to what you (and possibly other teachers) will do and how the class will be organised] 1min- Apple demonstration.

2mins- 1st read through of book

1min Demonstration of eating apple skin

2mins - Discussion of meaning of book: Real or Imaginary?

INTRODUCTION Have children seated on the floor as a group. Have big book on stand at front of classroom. Demonstrate how to peel an apple with a wiggly skin Discuss the nutritional value of apples as a healthy food and open discussion about tradition which include apples eg: apple pie, apple salad etc. Introduce book Mr McGee by Pamela Allen.(Big book) Have students predict story from the cover illustrations, title, or author. From the cover, discu apple and Person. What do you think the story is about? Read book to students, using finger to follow the words to emphasise the flow of the languag all students have visual access to both words and pictures as this is an important part of experience. Ask students about the story. Is this book Real or Imaginary? Discuss the apple as a healthy food option. What are some traditional recipes from your cultu Refer to the eating of the apple skin. When was the last time you ate an apple? Did you float Have students eat the skin from the demonstration and see what happens. Ask children to gi Real or Imaginary events either from previous books read or personal experiences. Use real and imaginary images and have students group them accordingly Decide if the book is real or imaginary.

Sonia Defina
Total time on mat: 6MINUTES 3mins -2nd read through of book

101486 Language and Literacy 1

SID#16736069

10- 15 mins Individual work activity Teacher/student allocated time approx 30sec-1min per child. Total time at desks: 15 MINUTES

BODY Re-organise book sequencing cards in the correct order. What came first? What parts are rea imaginary? Read selected pages covering a word each time. Students use their knowledge of rhyming wo understanding of the boo to decipher what word is missing. Teacher may give a multiple choic struggles with finding the correct word. Once the correct word is guessed teacher will repeat th on to next sentence. This is very helpful in learning decidable sight words. Words that could be tree, go or cat. Choosing to cover a word in a rhyme will also reinforce students deep unde knowledge of rhyming words. Individually, at their tables, students are required to draw their favourite part of the book with c onto A4 paper. Students attempt to write their own sentences about what they have drawn. Students will write work. Students will be asked to read back the sentence to the teacher to make any corrections. The student will then trace any corrections or re-write the sentence on the page using a colour did require assistance with writing their name they are asked to also trace this. The student must be able to indicate to the teacher if their chosen scene is Real or Imaginary eats an apple could be real however Mr McGee blowing up and floating into the tree is imagin

***EXTENTION ACTIVITY*** Students are given picture and word cards which they must group correctly according to the rh Bed, Head, Said. Students are required to write and illustrate a new page for the book using their understanding Students use their knowledge of common words and sounds to write their sentence.

30secs/1min -students to assemble on the floor in a circle. 1min - Teacher explanation and demonstration of presentation. 5 mins student presentations. 30secs/1min collection of works. Total time for presentation: 6 - 8 MINUTES Total time for Lesson Approx: 32 MINUTES

CLOSURE Students are asked to bring their artworks to the floor and sit in a circle for group discussion a works. Art works are placed in front of the child so the rest of the circle may view it. Teacher demonstrates what the students are required to do as part of their presentation. Teacher selects random students to present their work to the class. The student must indicate part of the book was and why they liked it. They are to describe what they have drawn and wh Real or Imaginary. The student will then be asked to read their sentence to the class and use indicate which word is being read. Teacher will continue to select students as time permits or until she/he is satisfied that the acti understood by the majority of students. The teacher will collect the works for marking and may either: - Put them on display in the classroom - Make them into a class big book or - Place them into each students literacy portfolios.

3. LESSON REFLECTION

Description Students were very excited during the apple demonstration. Students fussed over who was to eat the apple first and it m inform students that everyone will get a slinky apple during the lesson period. Peeling apples can be done during indiv or during eating time at recess or lunch.

Reflection Students were engaged at all times. Students enjoyed the apple demonstration and the eating of the apple skin. The students en were able to predict most rhyming words throughout the book. Students may require further instructions and demonstrations of h their drawing and sentence. All outcomes were achieved and work samples were added to the students portfolio.

The extension activity was effective however students were caught up in playing with the rhyming cards rather than creating a ne

Sonia Defina
book.

101486 Language and Literacy 1

SID#16736069

The visual real and imaginary images were great for students especially M-------. Action What will I change next time? What do I need to go over again?

*Use scanned pages of the book on the Interactive white board to highlight each rhyming word. *Have more apples available at least 1:2 students. * Have a mixture of red and green apples * Create a list of traditional recipes to refer to later. * Make up a bingo card rhyming game for all students.

References: Allen, P. (1991). Mr McGee. Ringwood, Victoria: Puffin. Antonacci, P.A., & OCallaghan, C.M. (2004) Portraits of literacy development: Introduction and assessment in a well-balanced literacy program,K-3. New Jersey:Pearson. Campbell,R.,& Green,D. (2006). Literacies and Learning: current perspectives. 3rd Ed. Frenchs Forest: Pearson. NSW Board of Studies (2007) English K-6: Syllabus. Sydney: Author. Winch,G.,Johnson,R.R.,March,P.,Ljungdahl,L.,& Holliday,M. (2006). Literacy: Reading Writing and Childrens literature. 3rd Ed. Melbourne: Oxford University Press.