# The Great Big Enormous Turnip 5

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## Objective

SWBAT sequence events of The Great Big Enormous Turnip. SWBAT read with guidance and emergent reader based on the story.

#### Big Idea

Perseverance pays off!

## Prepare the Learner

10 minutes

I have students watch a video of The Great Big Enormous Turnip.  This is an unencumbered view, so students watch it from beginning to end without interruption.

I say: Boys and girls, pay particular attention to the sequence of events in our story.  Can anyone tell me what I mean when I say ‘sequence of events?’

I accept student responses and we discuss that the sequence of events is the order in which things happen.

## Interact with Text

45 minutes

Release of Responsibility- You do

Students will sequence events from the story.  I use smaller versions of the large sketches we used for the whole group sequence previously.  Students place the events in order in a flow map.  By this time of year, I begin to challenge students to do this independently.

First, I review what event each sketch represents.  I say: What does this sketch represent?  This goes fairly quickly, as we have done this previously.

I say: Boys and girls, what do we usually do first when we are putting our events in order on our flow map? (cut out all of the events)  Cut out your events first.  What do we do next? (glue them in order)

I model cutting out each event and placing it in front of me.  I ask: What always goes first in a story? (title) That’s right.  I am going to glue my title in the first box.  I glue the title in my first box modeling that we use just a small dot of glue.

I say: You are going to cut your events first.  Then I want you to glue them all in the order of the story.  When you are done raise your hand.

As students finish, I go to their desks to check work.  If time allows, I have them orally retell the story to me by picture reading their flow map.

Sequence of events is hands on and picture based.  A retell is verbal where students (in kindergarten) rely on pictures to summarize the story.  By the end of the year, I try to wean kids off of the picture support and see if they can retell the story from memory.

This follows the pattern of our reading series.  We sequence events whole group on day 4 of the text then the rigor is upped and kids sequence independently on day 5.  This lesson challenges students to sequence the events independently.  It is an assessment tool for me to see who understands the story and the importance of event sequence.

## Extend Understanding

30 minutes

This emergent reader retells the story of The Great Big Enormous Turnip

I like to let the kids look at the pictures first.  We have done many picture walks together, so the kids know to look at the pictures with a focused eye, both noticing detail and developing wonderings.

We begin by reading the title.  We read each page together and on each page we stop and discuss the bold vocabulary words.  I will pause at the sight words that the kids should know and let them tell me what the sight word is.  If we come to a basic CVC word or one that I think they might have success with, I encourage students to try to sound out the word.

We use the pictures and the text to uncover meaning.

Making the book:

1.  Run the pages 2-sided
2. Place the two 2-sided pages together, fold them in half to make a book.
3. The title should be the first pages and the following pages should end up in order.