This book had GREAT examples of onomatopoeia and the story was perfect for predicting. I chose this app because it had appropriate sounds (some of the apps had really inappropriate choices, including guns) and it was easy to use.
This is one of the last lessons in my unit on predicting. I have used several of the strategies for reading comprehension, story structure, and figurative language in the other lessons. Here are links to those lessons for your reference: 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, Making Shadows with Foreshadowing While We Predict, Predict Using Characters' Action and Rhythm, 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.
Explain the task
As students read and listen to stories, the Common Core State Standards encourage them to analyze the structure of the text and how the parts relate to each other. Realizing that the overall structure contributes to meaning, the beginning introduces the story and the ending concludes the action will help them visualize that the parts of the story relate to and make up the whole. (RL.2.5)
My goal in this part is to have students identify figurative language and make a prediction at the end, based on the clues from the text.
Introduce the concepts
Modeling and Guided Practice
As we discuss this figurative language, students are learning to describe how words and phrases supply meaning and in a story. (RL.2.4) They are interpreting words and phrases as they are used in a text and analyzing how specific word choices shape meaning or tone. I am carefully constructing situations to allow students to identify how an author uses the figurative language and allow them to use in in their own story. This has been a new focus for me as we transition to the Common Core State Standards toward student discovery and practice in situations and lessons created by the teacher to allow for more student led facilitation of the learning process versus dissemination of the information by the teacher.
My goal in this part of the lesson is for students to use the figurative language they have learned to write their own story.
Demonstrate the project
Writing pieces with an emphasis on story structure and element familiarity (W.2.3) is a focus in the Common Core State Standards. Students should be able to demonstrate literary knowledge to weave that structure into grade level work demonstrating an understanding of reading and writing knowledge.
Students make the project (put in groups if you are sharing iPads)
Explain the task
Students created these audio recordings of stories and added drawings to share ideas, thoughts and feelings. (SL.2.5) Using the iPads helps me make strategic use of digital media and visual displays of data to help students express information and enhance understanding of their presentation. Then kids LOVE using these digital tools, but we need to incorporate the activities as part of a larger learning experience. It takes some planning and practice, but digital tools, which will be an integral part of our students' lives, can be educational and fun.
Scaffolding and Special Education: The lesson could be used for students with more or less language ability.
Make sure to mix groups with students of varying abilities. Since the students are working together, they should be able to compensate for each other weaknesses and strengths. Some students are more creative, some students draw well, some students are skilled in writing so using mixed groups allows for students to share their talents.
If you want to focus on more onomatopoeia, here's a cute video that has lots of great examples. I didn't have time to show it, but next time, I'll use it at the end for a fun reward for all of their hard work!