I chose these books because the kids love them and I consider them classic literature. The kids all know about the 'spider version' but it was fun to read these other versions. The illustrations are excellent and very conducive to predicting.
This is one of the lessons in the middle of my prediction unit and my students have used the SEE/KNOW/READ strategy and are familiar with questioning. For more background on these strategies, take a look at Peek Inside and Predict (Lesson 1 of 2), Peek Inside and Predict (Lesson 2 of 2), Predict the Ending - It Goes Around and Around, Predict the Ending and Use the Characters' Voices, Predict Using Characters' Action and Rhythm, Go Figure with Figurative Language and Tie it Together with Transition Words.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
Gain student interest
Preview the task
Review the strategies
As students use rhythm, rhyme and onomatopoeia, they are describing how words and phrases supply meaning in this story. (RL.2.4) They are interpreting words and phrases as they are used in the text purposefully by the author. This figurative language shapes meaning and tone in the story. This kind of close reading with a focus on figurative language and wording is a shift in learning based on the Common Core State Standards.
Demonstrate the prediction
Explain the task
This focus on asking and answering questions to demonstrate understanding of key details in a text (RL.2.1) helps students read closely to determine why at the text says explicitly and make logical inferences form it. They are citing specific textual evidence to support the answers. They are also using information gained from the illustrations and words to demonstrate understanding of the characters, setting and plot. (RL.2.7) As they integrate and evaluate the content presented visually and in words, I am encouraging the students to draw on their own abilities to discover answers by themselves rather than relying on adults to supply the answers.
Supervise and prompt
Share the ideas
Scaffolding and Special Education: This lesson can be scaffolded up or down, depending on student ability.
For students with lesser academic abilities, the group work should allow them to have others read but give them a chance to contribute ideas. The books have great pictures, but they may need another student to read and help with vocabulary.
For students with greater academic skills, they should be challenged to really use the rhythm and rhyme in the stories and make some inferences. These books are full of humor and underlying ideas (there are extra characters in the pictures that can help the reader infer what will happen and they also are doing funny actions that add to the meaning of the story.)