Today's lesson will be addressing the CCSS of engaging students in a discussion about the relationship between the illustrations and the text. This book will be good for this discussion. The illustrations are very elaborate and crazy while the text is easy to read. I foresee great conversations with this book. My students will then compose sentences about one of the story events.
I begin my lesson with my students seated at my back reading table. I will be working with my high reading groups with this book. I use a template for our reading warm up, each student gets a template which they read individually. Each student uses a green witch finger to help them point to the letters and words and a sand timer so they can time themselves with the letter naming fluency part. The template is divided into sections for quick review of the skills. The fist part is a letter naming fluency practice. They turn their timer and say all the letter names they can in a minute. The district set a goal for the students to be able to say 55 correct letter names in a minute. The next section is for non sense word fluency. I write three rows of nonsense words composed of two or three letters. We practice blending the sounds trying to encourage the students to be able to read them as whole words. Our district has set the goal at twenty eight sounds and one word during a one minute timing. I put the words from the story that can be sounded out and then I put in what I call New Words, words in the story that can not be sounded out because we don't know all the rules yet. I also have a high frequency review table with the words from the story. When they have finished with the warm up template, I practice phoneme segmentation with them by saying words that they have to tell me all the sounds. Our District has set the goal for phoneme segmentation at 40 sounds a minute. Today, I am not going to make flash cards of the words in the story or any other props. I want to see how well my students can read with the skills they have. This will be a cold read and I will help them sound out words and tell them the tricky words.
"You have your templates, who wants a witch finger? Do you have a timer. When you are ready, just begin."
I listen and encourage speed with the letter naming, help with vowel sounds in the nonsense word section. My ELL students have difficulty remembering the vowel sounds when they begin blending words. I listen and prompt with the blending of words and wait for them to review their high frequency words. I introduce the new words by having them touch the word, look at the word and say the word.
"Ok, great pacing with the letter sounds. We have to be fast for the test that is in two weeks. Now I am going to say a word, I want you to tell me all the sounds in that word. If I say fan you would say /f/ /a/ /n/. I am going to say words and you say all the sounds you hear."
I rapidly say words with multiple sounds to help them practice this skill. I have instructed my students to use their sounding arm when saying all the word sounds. They stretch one arm out in front of them and using the other hand, tap the extended arm each time they say a letter sound. This action seems to help them.
"I believe we are ready to read our book. The title is; Go, Dog, Go! we will be chorally reading this, which means we will read it TOGETHER. When reading the story it is not a race. We will read all the sentences together. Put your finger on the title, ready, read."
We begin to read the story. I help them with the new words and prompt them with the blending of some new words. We discuss each page comparing what was said and how the picture shows us that information. We laugh at the poodle with her ever changing hat.
"We will be stopping on each page to talk about what the words mean and how the picture tells us that information. On this first page the two dogs say hello. What do you think of her hat? It is pretty crazy? Does he like it? No, he does not. I wonder where all these dogs are going? Let's turn the page."
We finish the book.
"We have talked about all the events of the story. This book is full of silly dogs. What event or part of the story did you like? Would you open you book to that part and we will talk about everyone's choice."
"For our writing activity today, I want you to write some sentences about the story event you liked. Let's try and write at least two sentences. Juan, you liked the end event where all the dogs arrived at the party in the tree. That will be a good event to write about. What sentences could you write?
I help each student compose two sentences about the story event they chose. Using story paper each student writes their sentences and draws their pictures. I allow them to use the book for a resource.
When they were finished writing I had them read to me.
While I had my reading group back at my table the other students were doing small group stations of math, reading and writing. I rotated those groups every ten minutes using a timer and kept my students until they were finished. They then went back to their team an I would call up another group to the back table.
I love to show a video of the book or a reading to help re-enforce 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.