Professional Documents
Culture Documents
Theme: Farm Animals Books: Gurman, Saran and Kavanaugh, Missy. Farm Animals. New York: Sandy Creek, 2009. Tickle, Jack. Funny Farm. New York: Sandy Creek, 2012. Jordan, Mary Ellen and Welden, Andrew. Lazy Daisy, Cranky Franky. Australia: Albert Whitman & Company, 2011. Cronin, Doreen. Click, Clack, Moo Cows that Type. Illustrated by Betsy Lewin. New York: Simon & Schuster, 2000. Lester, Alison. Noni the Pony. New York: Simon & Schuster, 2010. Gibbons, Gail. Pigs. New York: Holiday House, 1999. Clark, Leslie Ann. Peepsqueak Wants a Friend! New York: HarperCollins, 2013. Allen, Jonathan. The Little Rabbit Who Liked to Say MOO. New York: Sterling Publishing, 2008. Schertle, Alice. Little Blue Truck. Illustrated by Jill McElmurry. Orlando: Harcourt, 2008. Cowley, Joy. Mrs. Wishy-Washys Farm. Illustrated by Elizabeth Fuller. New York: Philomel Books, 2003.
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that they know allows them the opportunity to see the relationship between the written word and real life experiences
Picture
Animal
Horse Cow Goats
Action
Runs Rests Nosy
Ducks
Waddle
Chicken
Strut
Turkey
Show Feathers
Sheep
Gather
Pigs
Sleep
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Funny Farm(Fiction)
By: Jack Tickle Grade: Kindergarten
Funny Farm is a book with pop up animals. Each animal comes with a description of the sounds they make. This book mentions a rooster who loves the mornings, a pig who rolls in the mud, a donkey who eats thistle, a sheep who skips to and fro, a cow who grazes in the flowers, and a sheepdog who watches over all of the animals. Standard: RF.K.2a Recognize and produce rhyming words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Objective: Students will be able to recognize rhyming words in a story. First, show the students the cover of the book and tell them the title of the story along with the author. Hold up the previous book Farm Animals and ask the students how they think the books will be alike. Then, ask how they think the stories will be different. Prompt the students until the following points are discussed: The book Farm Animals has a true life picture of animals on the cover, while the book Funny Farm has an animated illustration. The title of the book Farm Animals lets you know that it is factual; while the title of Funny Farm lets the students know ahead of time that this book may be fictional.
Mueller 5 A guided oral reading of text will then take place. A discussion of what makes this book a funny farm will take place after the reading. In order to emphasize the rhymes in the book the teacher will tell the class that authors often use technique of rhyme to make their writing playful. The teacher will revisit each page and the students will elicit the rhymes used throughout the story. As the students do this the teacher will make a list of the rhymes on chart paper. Tell the students that many times words that rhyme are spelled almost the same way. Have them examine the list of the rhyming words to see which words are like that. Go through the list and identify the rhyming word pairs that differ by only one letter in their spelling. Circle the letter that is different in each word and ask the students to think of other words that may also rhyme with those words. The students can be encouraged to create silly words to fit the rhyming pattern as well as real words. These activities support literacy development by showing students that authors write for difference purposes, such as for informational text and for entertainment. The students will be able to see the patterns in words by examining their letters and spellings while noting initial consonant sounds.
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Rhyming Words
LookBook NewDoo GiggleWriggle LongSong FroHello ChewMoo BarkDark NightTight
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This activity connects to literacy development because the students will be adding originally created pages to a book. It shows them that they can be authors too.
Animal
Cow
Should Behave Eat grass Like Mud Lay eggs Chase sheep
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Name: _____________________
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It will be dictated by the students and recorded by the teacher. The students will then write a one sentence letter to a family member asking them for something. This activity will help with literacy development by showing students that writing is a form of communication.
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Standards: RL.K.10 Actively engage in group reading activities with purpose and understanding. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Objective: Students will be able to create a paper doll friendship chain that tells the qualities of a good friend.
Talk to the class about who is their friend and why they like them. Tell them we are going to read a story today about two friends that help one another. Read to find out how they help each other. After reading the book students will dictate to the teacher qualities that are important to being a good friend. The teacher will record these qualities on one side of a paper doll. Then the students will decorate the other side to represent their friend. Each child can share their doll with the class and talk about the quality they chose. When they are finished presenting the teacher will hang up the dolls around the classroom.
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This connects to literacy development because it helps them see that spoken language correlates to written language. It will also show that in books illustrations are used to highlight the written text and what they are doing highlights their own words that have been written about their illustrations.
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Pigs(Non-fiction)
By: Gail Gibbons Grade: 2-3
This book Pigs is a critical literacy book that teaches the students all about pigs. First it describes what the common thoughts are about pigs. The book talks about the history of pigs and where they came from. It also discusses different breeds and the basic characteristics of pigs. The names of pigs; such as before a female pig has a baby and after, and the name of a male pig are talked about. Also, what pigs do on farms and their behaviors are discussed. To go along with farms, it mentions where pigs will live on farms and their different kinds of housing. Piglets and their development are also discussed. Lastly, the uses of pigs are mentioned.
Standards: RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. Objective: Students will be able to use context clues to determine the meaning of a word.
This book is going to be placed in a center for two to three days prior to reading. A sticky notepad will be made available to students at the center. Students will be directed to visit the center upon completing their work and to skim through the pages of the book. Each child will be given page numbers from which they can find four words that they are unfamiliar with. When the students find a word that they are not familiar with they will record the following on the sticky note: 1. Their name 2. The page number 3. The unknown word
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4. The sentence the word is used in 5. What they think the word might mean 6. Explain why they think that might be the meaning of the word The students will place the note in a box located next to the book. Prior to reading, the teacher will separate the sticky notes and group together all of the words that students had in common. Students will then meet in collaborative groups and discuss/share their predictions as to what the word means and why. Then as a class they will listen to the book being read by the teacher. The list of words will be discussed again as they appear in the reading. At that point, the remainder of the class will have the opportunity to share what they believe the word means and the class will come to a consensus as to the meaning of the word. This activity will help support literacy development by using context clues to determine the meanings of unfamiliar words when presented in independent reading activities.
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First the students will discuss as a class what kind of friend they think Peepsqueak is looking for. Then as the story is read students will be listening to determine who Peepsqueak meets and if they become his friend. After reading the teacher will discuss how many of something makes a pair, what are things that come in pairs and as they go the teacher will record their responses. Remind students that Peepsqueak thought that friends only come in pairs, but at the end he learned that you can have more than one friend. This fact will then be used to demonstrate a simple math equation how 1 person + 1 person = 2 people (The pair). It will be further demonstrated through the use of story text that just like friends dont always come in just twos, that numbers can be joined together to make larger groups as well. A simple number sentence will be shown on the board and the answer will be determined by the class. Students
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will then be encouraged to then create their own number sentences by using manipulatives. Then they will record their number sentences on paper. This activity supports literacy development by making connections between math and their reading. It will also allow them to see that stories are a combination of the actions of one or more characters.
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The students will discuss the title of the book and determine what is wrong with it. Then, the teacher will read the book aloud to the class. The students will predict which animal comes next by using context clues. Then, students will pick an animal and determine the sound that they make. They will then identify the sound that the initial consonant makes by that animals calling. Then each student will be given three cards with a consonant on it. They will identify a sound made by an animal that starts with the same initials consonant. They will then share these sounds and the name of the animal that makes them as a class. This activity supports critical literacy because students will recognize that words are made of letters and that letters stand for sounds. This is a phoneme grapheme correspondence.
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