We are going to continue our work with RL1.1, RL1.2, RL1.3, and RL1.7 in this chapter. If you look back to my Day Two lesson, you will see how each of these standards connects to the work we are doing in this lesson series. Today, we will also be addressing a new standard, as well! I really wanted student to practice inferring in this lesson. When Toad gets frustrated in this chapter it says he wailed. This was a perfect time to address RL1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. I put in a think aloud about how he might feel by finding all these buttons that weren't his and in what manner would he say, "That is not my button." I wanted students to realize that Toad was angry and frustrated so I brought that out in the lesson. I also wanted my students to make the connection to times when they've been angry and frustrated. When listening to my think aloud students can think back to a time when they've felt the same as Toad. Once they make that connection, students can identify with Toad and be able to feel exactly what he's feeling in that moment. By addressing this standard, I am helping my students to eventually achieve the anchor standard for RL1.4 - CCRA.R4 -Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Inferring is hard for young students, but if we as early childhood educators think our students won't be able to achieve this skill, then they won't. Then in years to come, they will be weak when trying to achieve the anchor standard. So instead of shying away from it - jump in with both feet!
You will need the Smartboard lesson from the previous day's lessons and the student packet as well for today's lesson.
Today's chapter is called "A Lost Button" where Toad loses a button and keeps finding buttons that aren't his. I wanted students to write out what the problem was with each button and the clues that Toad gave for what his button looked like. I stopped reading after the information for each button was given and then let them write. I didn't feel that students were far enough in their development that their working memory was strong enough to remember all those details for the five buttons all at once. I gave them the information in manageable pieces and allowed them to write. I did make students do this independently because I wanted to know what they knew and not what their neighbor knew.
So the students wrote the problem with each button and then what Toad said his button looked like. Then I would read on. I read to page 34 in the text. Then I read the page on the Smartboard lesson that addresses how we would infer what the word wailed means. I let the students talk with their table mates about what wailed might mean. The text also didn't explicitly say why Toad gave Frog his jacket. So I asked, " Why do you think Toad gave Frog his jacket?" I let them discuss this as well with their table mates. Then it was time for them to write the answers to their questions independently.
It was time for the students to independently answer the questions for Chapter 3 in their packet. The questions were:
Many of my students were able to answer the questions easily. There was one student in particular that didn't have a strong grasp on what wailed meant. I have really been trying to work on my questioning techniques, so instead of just flat out saying she was wrong, I asked her questions to try and lead her to the right answer. You can see how my students did by watching the videos here in the resource section.
Since my students loved using our Facebook poster, of course they wanted to use our Twitter Poster. I put the poster up and gave each student a post it note. I had them "tweet" about what we learned in today's lesson and why it was important to be able to retell a story with key details and be able to describe the characters. They loved it and it was a great way for me to see what they took away from the lesson.