Today I will engage my students in a discussion where I get my students to ask and answer questions about feet and toes. We will act out the actions from the story. We will end our lesson by writing a sentence about what our feet and toes can do. I will encourage my students to draw a picture that reflects what their sentence says. This lesson is one of many that helps lay the writing foundation for my students. The new common core expect my students to write about several genres, including personal narrative. In upper grade my students will have to read difficult texts and write papers in response to the text. It important for kindergarteners to understand how to express themselves, about themselves. Personal narratives are fun for my students, because they love to talk and write about themselves.
"Last night I went with my friend and got a pedicure. A pedicure means I went to a nail place and they scrubbed my feet and toes, clipped my toenails and then painted my toenails. Look at how pretty my toes are. I was thinking of how special my feet and toes are. Because of my feet I can do many things. I bet your feet can do more than my feet."
"Hmmm, I wonder what your feet and toes can do. Let's make a circle map and write down all the things they can do."
I draw a circle map on the board and use my name sticks to call on students to find out what their feet and toes can do. Before reading a story I like to find out what my students already know about the subject. It is fun to have a class discussion. I like to use the thinking maps when we have discussions. Thinking maps help my students organize and visualize their thoughts/ideas. Today I use the circle map. I will also ask the person to demonstrate their answer about what their feet can do. When I have finished with the circle map I will move on to read the story. After the story I will come back to the circle map and add more things that we have learned feet and toes can do.
"Look at all the things your feet and toes can do. You all have wonderful feet and toes. Woohoo! Let's do the echo reading. I will read what we wrote on the circle map and you can echo it back to me."
We echo read the circle map as a review of vocabulary and ideas.
"The book I am going to read to you today is called, 'Hello toes, Hello Feet.' This is a story about a little girl and all the shoes she loves to wear. Each time she puts on a pair of shoes she does something different with her feet and toes. She has some really fancy shoes. Let's read the story and see what she does with her feet and toes."
"Look, she is in bed and her feet are tangled between the sheets. What does tangled mean? No, it is not about the movie. Tangled means twisted. See her feet all tangled and twisted in the sheets. It is funny to have your feet all tangled in the sheets. that happens to me every night."
"Here her feet are hopping down the stairs. Can you stand up and hop with your feet?"
My students stand up and hop on their square. We act out as many of the actions that we can.
"Now her feet are kicking the table. We won't kick the table. That is silly."
"Look at all the shoes that the girl has to wear. She can do many things with her feet and toes in those shoes. The things she can do is an action word. The action word is a verb. When the girl hopped, kicked, or stomped, she was doing an action. Each action you do with your feet will make a sound and feel different."
We went back to our circle map and added some new words. I ask for a few words and prompt them with other words like stomp, creep and spin. I turn the pages to demonstrate that we sometimes have to go back to the text for answers. When we are finished with the circle map. We echo read the words.
"Now that we have read about our feet and toes and we have made a circle map of what our feet can do. Let's write a sentence and draw a picture about what our feet can do. That will be fun."
"I want you to think about what fun thing you can do with your feet. Can you jump, twirl, spin, run? Look at the circle map if you can't think of anything your feet can do. We will use the sentence frame; I can ____. Let me show you under the document camera how I am going to write the sentence."
Using the document camera and a blank piece of paper, I model drawing and writing a sentence of what I can do with my feet. I draw a picture of me jumping, and wrote; I can jump.
"I wrote; I can jump. What should me picture look like? Should I draw a picture of me swimming? No, I need to draw a picture of me jumping. I am going to have my feet jump me really high!"
I send my class helpers to pass out the papers. I dismiss my seated studentds one row at a time to get their pencil boxes and sit at their tables. I walk around prompting and helping them sound out their words for writing.
When they are finished with their papers, they read them to me and go sit down on the carpet to read library books.
When all my students have finished writing and drawing we gather again on the carpet. I call my students up one at a time to the front of the class to read their sentences and show off their drawings I give each student the opportunity to present their papers to the class. We applaud and cheer after each reading.