I will begin my lesson by discussing the topic of weddings. It is important that I engage my students in this conversation so I find out how much they know about weddings. If they don't have much experience I will have to supply the information through other pictures, books and videos. My goal today is for my students to be able to sequence the story events for a story retell. An accurate retell of a text is an important skill for future grades. This story lends itself naturally for a story retell. The story is funny and the events build upon each other until the resolution making it perfect for today's writing activity.
I gather my students on the carpet for whole group Reading Block.
"Good morning. I hope you all had a wonderful weekend. I had a great weekend. I went to my Niece's wedding. How many of you have been to a wedding? This wedding was big and fancy. Tell me about the weddings you have been too."
All my students seem to have a lot to say about weddings. I will go up and down each row and let each student tell their wedding story briefly.
"WOW! You have all been to more weddings than I have. Some of you had a lot of fun. I would like to read to you a story about a wedding. It is called the The Rooster Who Went to his Uncle's Wedding. Some of you have been to your Uncle's wedding. Let's see if he does the same things you did at the wedding."
As I read the story, I will be drawing the characters on the board. I will be reading from my Harcourt Anthology book. My students have not heard this story before and I think the drawings on the board will help This book has the words but very few pictures. My students have gotten used to me drawing on the board as I tell a story. By drawing the pictures I am setting a visual sequencing of the story so it makes sense and helps with vocabulary. Moving from the drawings to the sequencing template will then be easier for my ELL students.
"This story is about a Rooster. A rooster is a daddy chicken. He is all dressed up for his Uncle's wedding. He is prancing down the road like this."
I act like a Rooster prancing down the road.
"Roosters strut, like this. Every one get up and strut like a Rooster. Good job. Now sit, quick and we will see what happens next."
"Hmmm, he is hungry. He sees the corn. How many of you think he will eat the corn? How many of you think he will just keep walking?"
We take a quick vote and most students think he will eat the corn.
"What will happen if he eats the corn? Yes, he will get his beak all muddy. Ewww. He doesn't want to go to the wedding all dirty. Did you go to your weddings dirty or did your mom make you get cleaned up and wear nice clothes? Yes I thought so. He wants to be clean also. How do you think he will clean his beak? He doesn't have any hands."
We discuss different ways the rooster can clean his beak. They all agreed he needed to rub his beak in the grass or find water to stick his beak in.
I continue to read the book and to pause to draw the story pictures.
"He did find some grass. He did not rub his beak on the grass. What did he do? Yes he asked the grass to wipe the mud off. That is silly. Can grass wipe mud off the rooster? I don't think so. The grass said no. What did the Rooster do next?"
We discuss the lamb, the dog, the stick, the campfire, the brook and the sun. We talked about the possibility of each "thing" being able to clean the Roosters beak.
"Now that we have read the story, can you retell the story by telling me about the pictures I have drawn?"
I touch each picture and they tell me the story with great enthusiasm. For some reason they find it funny that the Rooster would ask each thing to hurt the previous thing if they did not clean his beak.
"Great Job! You sound like you really liked that story. Let's see if we can sequence the story events on our template."
Sequencing and story retell is an important skill. The CCSS increase the expectations with each grade. In kindergarten we are able to use simple stories to accomplish these expectations. I use a template for sequencing stories. Templates are great for visually organizing the information. I made a poster sized template and laminated it so I could model the writing before each assignment. (I spelled the word sun wrong, sorry. I often find mistakes in my writing. My students aren't able to catch my mistakes unless it is in their names.)
"We will use my big template to sequence this story. What happened first in this story? I will use my name sticks to choose friends to help me retell this story."
"Great idea. I will draw a picture of the Rooster with a dirty beak. I will write; First the rooster was dirty. What happened next in the story? I will use my name sticks to choose a friend to help me retell this part of the story."
"A lot happened in the middle of the story. I will draw all the parts of the middle of the story. I will write; Next the rooster asked for help. When you write your own paper you only have to choose one of the parts. Now I will choose a friend to help me retell the last part of the story."
"You are right, the sun did help the Rooster get clean so he could go to the wedding. I will write: Last the sun helped the Rooster. Now it is time for you to fill out your own template and write your sentences."
I have class jobs for all my students. I feel that having a class job teaches responsibility and a sense of community within our classroom. My two paper passers will pass out the templates to each seat while I dismiss the seated students to their tables. I will walk around and help those who need help.
I do have one student that lost his glasses and has difficulty doing his work. I highlight his sentences as he dictates them to me. Then he traces the sentences. He is able to draw pretty well, he is not confident with his writing skills. I gather the writing papers as they finish. I encourage them to sit quietly on the carpet to read library books until everyone is finished.
This is the part of the assignment that can be used for a formative assessment. I keep the most current writing sample for report cards and progress reports. I often write notes on the student work in reference to their oral retell.
I gather the students back on the carpet after putting away the books. I have the students stand up by rows so they are not alone. Each student reads his/her sentences and shows their drawings. Then the row sits down and another row stands up. The students did really well with this story. We cheer and applaud each story retell.
Here is Allen's oral Presentation
I love to show a video of the book or a reading to help reenforce the vocabulary, story comprehension and the love of listening to a story. I show videos at the end of the day when chairs are stacked, backpacks are on we are waiting for dismissal.