Each day my students gather at our classroom rug to hear a story and begin our literacy block. This month we are learning about Dr. Seuss as an author/illustrator, so we have lots of books to fall back on, including my childhood favorite:One Fish Two Fish, Red Fish Blue Fish.
Boys and girls we are going to be listening to another story by our Author of the Month. Who remembers his name? Dr. Seuss is correct. Can you think of the names of some of his other stories? (Answers will vary.) Today's story begins with some rhymes about fish and then ventures off to describe some other creatures. Raise your hand if you have pet fish or have had fish as pets. I wonder if your fish ever looked like these fish.
I am going to read the book, One Fish Two Fish, Red Fish Blue Fish The first time I read it, I want you to enjoy the rhythm of the book. The second time that I read the story you will be listening for something specific. You will be listening for rhyming words, but you will also be listening for words that fit into a word family. Remember, word families are groups of words that do what? End in the same letters and rhyme.
I read the book once to the students.
Now, I am going to give you your whiteboards, markers and erasers. Draw a line down the center of your board, like this. (Demonstrate and show students). At the top of the left side, write ad. At the top on the right side, write ar. (Again show your model).
As we are listening to this story for the second time, we are going to keep our ears open for words that end in these two sounds: -ad and -ar. When you hear these sounds, do not shout out, but save them in your brains for later discussion. You may write down any words you think below under the ad or ar headings. If you are not sure, do not worry because we will go over them when I am done reading.
I write the -ad and -ar headings on the big board in the same manner that the children wrote on their whiteboards. We do activities like this because phonemic awareness is critical to reading and spelling success.
Okay, now everyone listen quietly to the story so that you can here as many words with these endings. Point to the board as you say this. Begin reading story in a loud clear voice and have the book towards the students so that they can see the pictures as you read.
By allowing some children to write as I read, I find that those are the children who need greater challenges and it gives them an opportunity to get the answer "first" instead of blurting out their responses.
Can anyone tell me some words that you heard me read that have these endings? Tell me the letters that need to be added to these endings to make the word complete.
(Wait for answers. If they can’t remember, help them out with some. When they say a word, ask them to find the proper heading on the board and write it in for them.)
Very good! I can tell that you all were listening as I read the story. As I write these words on the board, I would like you to write them on your whiteboard, too.
For the assessment piece, the students are going to take the information that they have gathered through our discussions about One Fish Two Fish, and write their own book. They will start with the beginning lines of the book and create some events similar the story. Then the children provide a reaction to what happened through their own stories and illustrations. They can store these booklets in their book boxes and take them out at any reading time. Some students will write out stories, some will draw detailed pictures, and others will write just one word. This gives me an opportunity to check their writing ability levels in a quick way.
At this time we are going to review the words that are on the chart we just made. We will read the words aloud and spell them together.
From the words that you have just been practicing, we are going to make our own mini book of One Fish, Two Fish. You will be given two pages to illustrate and then cut apart to make your book. Once you have done this, I will staple the book together and you may read your book with a buddy who is also finished with his/her work. I will walk around to help and to listen to you read.