Today's lesson is about listening skills and responding to the text. This story may be new to a few students but a peanut butter and jelly sandwich is not new. They have probably made a sandwich themselves at home. I will try not to give much help in the writing of the sentences, they are at a place now where they just need prompting with a small amount of modeling. Picture details is what I have to prompt them to add. The more details they put in their drawing the more I know they understood the story. Writing and speaking skills are important CCSS skills. In my ELL class, I need to provide multiple opportunities every day for my students to listen/speak and read/write. Proficiency in these skills is more difficult to obtain for my ELL students. I want my students to be confident and comfortable in writing and speaking at the kinder level so they can show progress in first grade.
I begin my lesson with my class seated on the carpet ready for our reading block.
"I saw that for lunch we were going to have Peanut Butter and jelly sandwiches. MMMMMMMM. I love those, don't you? How many of you like Peanut butter and jelly sandwiches? Who likes crunchy peanut butter? Who likes creamy peanut butter? Hmmmm, what about the jelly? I love strawberry jelly. What kind of jelly do you like?"
We have a quick discussion about the kind of jelly we like on our sandwiches.
"Do you know how to make peanut butter and jelly sandwiches? Have you helped your mom make them at home? Let's see if we can figure out what we need to make a sandwich.
"First, we need What? Bread! That's right. Next, we need the, What? Peanut butter. Right again. What do we do with the peanut butter? Oh, we put it on the bread? OK. Then what do we need? Jelly? Good. What do we do with the jelly? oh, we put it on the bread. Are we done? No? Oh you put the sides together and what do we do? EAT it!!! OK! Let's watch this video and see if you are right."
I orally walked through the steps of making a peanut butter and jelly sandwich with my students to get their attention and to see if they do have this knowledge. Sometimes my students do not have this back ground knowledge but gain it through our class discussions. I like to begin my lessons with a video to hook them into my lesson and to introduce them to content knowledge and vocabulary. Videos always excite my students
"That was a fun song. MMMMM. Her sandwich looked so delicious! I have this book called, Peanut Butter and Jelly. Let me read this book to you and we will see how this boy and girl make their sandwiches. You will never believe how they make their sandwich!"
I begin reading, we stop at each page to look at picture details, discuss who the characters are and what the setting and event is. Because I have difficulty reading a book when I know it as a song also. So I teach them to sing the parts with me and we act it out. I have them use their hand to pretend to saw the bread then we stomp on our pretend peanuts. Then we smash them. Then we use our hands to act like we are spreading the peanut butter on our bread. Then we have to squish our grapes to make jelly. Then we put it all together and eat it, we eat it!! I love the part where the mom comes home to the mess and faints! I like to read stories that have the class participation written in. The actions just come naturally and my students are able to remember the order because of the song and motions.
"Oh my, Does your mom make your bread that big? That is a huge loaf of bread. What is the baker cutting the bread with? A saw? Why would he use a saw? Oh, because it is so big."
"Then the elephants come to the house. Is that really how they make peanut butter? Hmmm. I don't think an elephant would fit in my kitchen."
"Look the elephants are smashing the grapes. That is my favorite kind of jelly. What a mess they are making."
"Now they are eating it. Look how big the sandwich is. Wow!"
"Let's sing it again now that you know the song. I will turn the pages and you can sing the song straight through.
"This book had some CRAZY ways of making peanut butter and jelly. Today, we are going to write opinion sentences. We will use the sentence frame; I like _____. Think about all the crazy pictures in the story and write about it. What did you like? Did you like the jelly? Did you like the elephants? Did you like the big bread? You will be writing the sentence all by yourself today. You know how to write I and like, then you just sound out the words and write the letter that makes that sound. You can do this. You are awesome writers."
I ask my class helpers the paper passers to please pass out the papers to every chair. I dismiss my students by row color.
"Red row, walk like robots to get your pencil boxes. Orange row, green row, blue row, purple row, walk like robots to get your pencil boxes." I dismiss my students at staggered times so I don'e have crazy behavior at the cubbies when they get their pencil boxes.
"So tell me, What is your job? To write a sentence about the story. Write a sentence that starts with; I like. I will walk around and see how you are doing. Think about what characters are going to be in your picture. What is the setting? Draw all your details, they are important."
It is important for my students to learn how to identify the story details. Who is in the story, what are they doing, where is it taking place, when is it, day or night, and why are they doing this? These are all the elements that will produce an accurate retell. This is an important skill for future grades.
When we are finished writing we gather back on the carpet and read our sentences to the class. I used to call my students up one at a time to read their sentences and they were reluctant and very shy. One day I was short on time and called up a row at a time thinking the reading would go faster. The reading did go faster and they were happy and read louder than before. Some students even helped others who got "stuck" on a word. WOW! I never did the readings with them standing alone again. Each student gets the opportunity to read their sentences. We applaud and cheer after each reading.
Here is an example of student work.
Just as I like to begin my lesson with a video as an introduction, I also like to show a video at the end for review of content and vocabulary. My ELL students love to hear a song or story over and over again. What a fun way to learn. I show the video Later in the day when back packs are stuffed and we are ready for dismissal.