Shhhhhh, Everyone is Sleeping
Lesson 8 of 11
Objective: SWBAT identify story events to write sentences and orally read them to the class.
Today I plan to engage my students in a discussion about the story details. They will independently write sentences about the story details and then orally read their sentences to the class. I am encouraging my students to write as many sentences about the story details that they can. This story is perfect for sentence writing. One story event leads to another event, each funnier than the one before. It is important that my students know how to identify story events so they can give an accurate retell.
"Yesterday was Sunday. At my house on Sunday, we go to church, come home and eat lunch then everyone takes a nap. I love it when my house is nice and quiet with everyone sleeping. Do you ever take a nap on Sundays?"
We have a discussion about taking naps. Everyone is given the opportunity to talk about their experiences with naps.
"When my children were little they would like to come sleep in my bed. Our fat dog sometimes liked to sleep in my bed too. How many of you let your dog or cat sleep with you?"
We talk about our animals sleeping with us in our beds.
"When I was taking a nap yesterday I thought of this book called The Napping House This book is about a Granny, a child and all the animals in the house that were taking a nap. This story will make you laugh."
Reading the Story
"I will read the book as soon as all my friends are seated in their squares and sitting criss cross apple sauce with ears ready to listen. Great, we are all ready!"
I begin to read the story and stop to explain the different vocabulary words that are used to describe what the characters are doing.
"Look at this first picture. what do you see is happening outside? Yes, it is raining. I love to read a book and fall asleep listening to the rain. What sound does the rain make? Let me show you and we can all make the sound of rain. First you rub the palms of you hands together really fast. Then you drum your fingers on your thighs as you sit in your square. Shhhh, listen, do you hear the rain? Hands quiet and in your laps. Oh that was fun. Let's find out who falls asleep in the napping house."
"mmmmm, a cozy bed. What does that mean? Is the bed good or bad? Yes, it is very good."
"The story said the Granny was snoring. Can you make the sound of a snore? Everyone snore."
"A dreaming child. Does that mean the child is a sleep? Is the child happy? Yes!"
"Ha, ha, ha, a dozing dog. Can you say dozing? What does dozing mean?"
"The cat is snoozing. What does it mean to snooze?"
"The mouse is slumbering. Look at the picture, can you tell what slumbering means?"
"Oh, no, a wakeful flea. What does that mean? Yes, he is awake and not sleeping."
I engage my students in a discussion about the vocabulary and acting out the words; Bites, scares, claws, thumps, breaks to help with comprehension. The more we move and act words out, the more my students understand the story and can relate it to them.
"Now that everyone is awake they go outside and are happy. What is happening outside? The sun is out and there is a rainbow in the sky."
"Let's go back through the story and put all the characters their describing words on a bubble map. This will be fun. I need all my friends to sit and think about who the characters are in the story and be ready to give me an answer when I call your name."
I use my name sticks to call on students to give me the names of the characters in the story and the describing words for me to write on the bubble map. My school district uses the Thinking maps in all grades k-12. Teaching using the Thinking Maps in kindergarten is important because they will know how to use the maps and be able to use them for writing assignments and assessments in upper grades. I use the bubble map to help organize my students thoughts and ideas. I leave the map on the board so they can use it as a visual reference during the writing activity.
"Here are all the characters and their describing words. We will take each little bubble and write a sentence about it. I will call name sticks again for students to help me think of sentences we could write."
I call on more students to help me with sentences. I write the sentences on the board. By using the name sticks I can keep my students focused, waiting for their name to be called and to assure I give everyone a chance to talk.
"Here are all our sentences. Let's all read them together. I will use a pointer. Remember we are reading this together, it is not a race."
We chorally read the sentences. I model the writing on story paper under the document camera. I demonstrate that I am making up sentences from the bubble map.
"When you write your sentences, I want you to write as many sentences as you can. Just think of all the characters in the story and write one sentence about each character. Look at the bubble map for the characters if you need help remembering. A sentence goes from the capital letter at the beginning of the sentence to the period at the end. I am not counting lines, so don't write really big. I will come around to help you."
I dismiss my students to their tables one row at a time. If I dismiss them all at once, my room turns into a chaotic mess! I then hand the writing paper to my class paper passers to hand out to every seat. I walk around and prompt students with phonetic writing and sentence choices. As students finish, I send them to the carpet to read books quietly.
When all my students are finished writing, we clean up the books and sit on our squares. I call my students up five at a time today. They line up at the front of the class to give their oral presentation My ELL students feel more comfortable coming up in a small group than one at a time to read their writing. I also find that the reading goes faster when they are already up their to read. Each student is given the opportunity to read their writing. We applaud and cheer after each reading.
I love to find videos of the story I just read that I can show my class. My students are glued to the smart board and make comments about the story. They enjoy the video because they have heard the story and have some knowledge about the story line. I find videos help my ELL students with vocabulary and comprehension about the story and content taught during the day. Here is a reading of the story.