I read Yankee Doodle sing and read storybook that is published by Scholastic. I like this one because the illustrations help students understand the song and what is happening in it. As I read, I am reinforcing the foundational skills of directionality (right to left progression), return sweep, turning pages, picture/text connection and fluency. This song also supports the theme of Patriotism.
If you do not have the storybook, you could use this video and song:
After I read the book, I let the kids listen to the song. I practice the first few lines with the kids using echo reading of the book. I say: Yankee Doodle keep it up. Kids repeat: Yankee Doodle keep it up. I say: Yankee Doodle dandy. Kids repeat: Yankee Doodle dandy. I do this through the end of the song. We then practice the song with the music.
I either show the video with the music or I play the song from a CD and flip the pages in the Yankee Doodle sing and read storybook by Scholastic as the kids sing the words.
Print and Book Awareness
We are reading the story Patriotism in our Big Book. This is a great book that allows students to 'see' and 'hear' what Patriotism looks and sounds like. It gives them a peek into communities, homes and activities that reflect patriotism.
Today, for the first read, I focus on print and book awareness. I do this so that my students understand how a story's/book’s structure will help us to read and understand the message of the text.
I stop on then following pages and point out and discuss text features:
Page 2 I point out the heading ‘Patriotism’ and tell students: This is a name for this page. It says Patriotism. We call the name for a page a ‘heading.’ The heading tells us what the page is going to be about. What do you think this page will be about if the heading says ‘Patriotism?’
Page 4 On this page I have students show me where I start reading on the page. I ask: What kind of letter do we use first in a sentence? (capital) I then ask: How do I know where to stop? (period)
Page 6 On this page I point to the word at the bottom of the page. (veteran) I say: This special information at the bottom of a page is called a footnote. Everyone say ‘footnote.’ (students repeat) I read the footnote for the word ‘veteran.’
Page 16 I point out the abbreviation ‘U.S.’ and ask students: Does anyone know what that means? We discuss that it is a short way to write United States. I ask: What is United States the name of? (our country)
Page 18 I ask: Who can come up and show me the ‘heading’ on this page? (Patriotism and You) Who can come up and show me the ‘footnote?’ (citizen) Can someone show me a capital letter? Can someone show me a period? What does a capital letter tell us? (beginning of sentence) What does a period tell us? (end of sentence)
American Symbols book-supporting and extending the theme of Patriotism
Our Flag Writing
I show students our American symbols book. This book extends student understanding of the theme of Patriotism. We discuss both Patriotic vocabulary and concepts to give the print structure/print features some context and purpose. This extends that learning to include Symbols of America.
I turn to the first page and read to them about the American flag. I explain that we are going to make our own symbols book and we are going to start by writing about the American flag!
Students each get one American Flag writing paper and put their name on the back. I do a guided writing with them, as we write what we just read. I model the writing on my own paper on the document camera so expectations are clear. Students help me find the sight words on our word wall. We sound out together to write them. I prompt them for capitals and end marks, as well.
For example, I say: Boys and girls, what kind of letter is first in a sentence? (capital) Put a capital ‘O’ for the word ‘Our.’ What is the last sound we hear in ‘our?’ (/r/) There is a ‘u’ before the letter ‘r,’ so we are going to write ‘our’ capital O-u-r. (I write it on the document camera and students write it on their papers)
I say: The next word is ‘flag.’ How do we write /f/? (I write f on my paper and students write it on theirs.)
I say: How do we write /l/? (I write ‘l’ on my paper and students write it on theirs)
I say: How do we write /a/? (I write ‘a’ on my paper and students write it on theirs)
I say: And how do we write /g/? ( I write ‘g’ on my paper and students write it on theirs)
I then sound out the word slowly to read it f-l-a-g. flag. Does everyone have “Our flag” on their first line? I walk around the room to check that students have the two words written correctly.
I say: We know the word ‘has.’ It is on our word wall. What letter for ‘has?’ (h) I walk over to the letter ‘H’ on our word wall and we find the word ‘has’ together. I say: Let’s write that on our line next to the words ‘Our flag’ so we have ‘Our flag has.’
I continue on in the same fashion with sight words and sounding out those words the kids can help me with. In the interest of time, there are some words that I may just model on my paper and the kids copy. As students are writing, I move through the room monitoring student progress and assisting where necessary.
In the writing. we are address the use of capitals and end marks. We also read the title of the page, which will be a subtitle when the book is complete. We talk about that in the lesson, as well.
Lessons and learnings connect to each other within a lesson and/or throughout a lesson series. This part of this lesson springboards from the text because the topic of the text is Patriotism. Almost every picture has an American symbol in it. This art will be the picture representation of the writing page in their book. The rigor of creating this book is high. It cannot be done in one lesson or one day. It must be taught in a series. Also, it requires students to retain learning from day to day!