Annabelle Swift, Kindergartner
Lesson 17 of 21
Objective: SWBAT listen to an unencumbered read of the story and create a personalized book cover modeled after the story cover.
Prepare the Learner
Preview Annabelle Swift, Kindergartner by Amy Schwartz
This is the sixteenth lesson is a series of twenty.
I say: Today we are going to read a book about a girl and what happens when she goes to Kindergarten. I point to the title on the cover and I ask: What is the title of the book? Everybody say "Annabelle Swift, Kindertner." Students repeat.
Point to the author’s name and tell the students that this is the name of the person who wrote the words in the book. I say: The author writes the words in the book that tell us the story. The author’s name is usually on the front cover and the author of this book is Kevin Henkes. I check for understanding: What does the author do? What is his job?
Introduce the vocabulary cards: mother, father, sister I usually have the words with picture representations because my second language learners need the visual support.
Interact with text/concept
Browse the Book
I begin by taking the kids on a picture walk through the book. This is done with no talking, just examining the pictures. I say: We are going to 'walk' through the book and look at the pictures before we read. As we do, I want you to NOTICE what is happening in the picture. I want you to THINK about what the picture is telling us.
As I turn the pages slowly, I exaggerate facial expressions so kids SEE how we notice specifics about pictures and that we think about them. Use facial expressions that show the ‘wonder’ and ‘acknowledgement of information’ that the pictures bring that draw us into the story by pointing at certain details within the picture and raising my eyebrows.
Text to Self Connections
I ask students: Have you ever had anyone try to tell you what to do at school? Thumbs up if yes and thumbs down if no.
I give kids time to think and respond with their thumbs. I explain: Even though people are trying to be helpful with advice, we have to be careful about whether or not we follow it. This is a story about just that. Annabelle gets some advice and we are going to see if that advice works out for her or not.
Unencumbered Read-1st Read
This first read of Annabelle Swift, Kindergartner is, for the most part, unencumbered. Because most of my kids speak little to no English in the beginning of the year, I do stop periodically to check for understanding. Because we will be examining the text more deeply in subsequent lessons, I only make brief stops. Primarily, students are listening for understanding of the main idea and basic events.
Make Your Own Cover!
Students are sitting on the carpet with me.
I ask: What grade are we in? (kindergarten) And that is the same grade that Annabelle is in. We are going to make our own book covers for kindergarten.
I show students the page that will be there cover and I model what they will be doing. I say: THere are two parts to the cover: the TITLE and the PICTURE. What is the title? What does it tell us? (the name of the book) The picture usually gives us a peek at what the book will be about.
I refer to the student cover page and say: I have made a cover with each of your names, first and last, like the Annabelle Swift, Kindergartner cover. I also have one for me! I will make mine and then you will make yours in the same way but with your own picture!
I show students my cover. I say: First, I am going to trace MY title: Ms. Pearson, Kindergartner. Your title will have your name in it. What do we trace with, crayon or pencil? (pencil) Watch me as I trace my name, exactly on the dotted lines. I trace my name.
I continue: Now I am going to trace this last word. What is that word? (kindergartner) I trace 'kindergartner' as students watch.
I point to the picture box and say: This box is for the picture that you want to draw for your cover. When we looked at our Annabelle cover, what did we see? (Annabelle at school) Because your title is about you being a kindergartner, your picture needs to match that. You need to draw something we do in kindergarten. What are some things we do in kindergarten? I take student suggestions and we discuss each, as I ask: What could we draw to show that?
I refer back to my cover and say: When I am at school in kindergarten, I like to read books. So I am going to draw me reading a book. I model how to draw a good picture of me reading a book. We have talked a lot about what a good picture should look like and what good coloring should look like.
I direct: Now you are going to go to your seats, trace YOUR title and make a picture for your cover. Who can tell me what your picture should show? (you doing something in kindergarten-you at school)