Lesson 2 of 4
Objective: SWBAT use inventive spelling and their knowledge of letter-sound correspondence to label a familiar picture of Santa.
Why Label Santa?
Labeling is something that is typically not shown in very many Kindergarten texts; however, it is an important part of books that we must teach our students how to take advantage of.
Labels should not only be seen in informational texts! I love to teach my students that labels are there to help us understand things. We can all use labels with our illustrations to help ensure that people understand them better!
I love to give my students opportunities, like this, to encourage them to label things. It gets their minds working and trying and they really do show me how much they know, so it's a fun assessment!
Let the Learning Ensue!
I will begin this lesson with a bit of direct instruction. Students will be seated in front of me on the carpet and I will address the whole group.
"Today, I am going to have you work to label Santa! As you know, labels can be really helpful, so it is important that we learn how and where to put labels! This activity will help you learn how to label your illustrations for the situations where you may need to use that text feature! Now, in order for you to do your labeling, I am going to give you directions and let you complete this activity for yourselves."
"With this page, you are going to find each box and see where it is pointing to." (I will hold up a page and point to Santa's belt.) "For example, this box is pointing to..." (wait time) (A student will say, "It is pointing to his belt.") "Yes, since this box is pointing to his belt... what do you think I would write as the label for this box?" (wait time) (A student will say, "You should write the word belt.") "Yes, I should write the word belt because the label box is pointing towards Santa's belt. I am going to sound out the word and write down the sounds I heard... b....e....l....t." (I will slowly write b, e, l and t.) "Now that you've seen how to do it, I want you to go work on your own labeling. I want you to take your time, look at each square and then sound out every word. Make sure your labels make sense!"
At this point, I will send students back to their seats to do this independently.
Assess the Labels
I will assess student's independent work pages for the following:
Did the student write a label in each box?
Did the student attempt to use good phonetic spelling for each label?
Did the student spell any labels in a way that doesn't seem to make sense?
Can the student point out and read their labels to someone else?
Here is my example of an assessment of a student's labeling of Santa.
If students are able to do all of these things, then I can safely see that they understand how to phonetically sound out and spell words to match a label. Students will not only have had experience with the words, but they will also see how illustrators use labels to explain their work!