Students listen to the song “Teamwork” one time all the way through. I then play the song again, stopping it in chunks and have students repeat that chunk of the song to help them learn it. I have the words on a chart near the SmartBoard to help both me and the kids with the words!
:58 Let’s make a team. Each choose a position. Come up with a strategy. Execute with cooperation.
1:07 Let’s make a team. Give everyone a turn. And when the going gets tough. We’ll dig deep and put our rally caps on.
End T is working together. E is everybody counts. All for one and one for all. M let’s motivate each other!
It’s fun to play and be a good sport. Try hard and compete. We can do it ten times better if we work as a team!
I use this song because it does a great job of reviewing all of the aspects of a team that we will discuss throughout this unit!
I show students the vocabulary word and picture for teamwork, family. I tell the students: Think about the two parts of the word ‘teamwork’. Can you figure out what it means? Listen: team (pause) work. What is teamwork? (take student responses)
I ask: Who is in your family? Can animals have a family? Have you ever seen an animal family? These vocabulary words and concepts will be discussed in the reading.
Read pp. 1-4 I ask: What are some words that tell what this selection is about? (team, group, job, work, together) I ask: What one sentence on these first few pages tells us what this selection is about? (A team is a group that pulls together to get a job done.)
Read pp. 5-8 I ask: What team do you see on this page? What is the team doing?
Read pp.9-10 I ask: What is the main idea of these pages is? (teams can or cannot wear uniforms) Why do you think some teams where uniforms? Why do you think we wear uniforms to school?
Read pp. 11-12 I ask: What makes these teams close? (same interests, working on one thing)
Read pp. 13-14 I remind students: Earlier we said that the main idea of this selection is “A team is a group that pulls together to get a job done.” Team members have to depend on each other and know that each member of the team is going to do their job. What might happen if these two climbers didn’t do their right? What might happen if the skydivers didn’t pay attention to their job?
Read pp. 15-16 I ask: How are these girls encouraging each other? (high five) Turn and talk and tell someone near you how you like to encourage your teammates. I ask for volunteers to share their answers. I continue: What are these men working to do? What is their common goal? (rowing the boat, winning a race)
I remind students: Finding main idea and details is especially useful in reading like this that has many facts. Everyone say FACT. (students repeat) Who remembers what a FACT is? I accept student answers or use guided inquiry to help students recall that facts are statements we know are true. We have talked about FACTS before and compared them to OPINIONS. I do this so that students are making connections to previous learning.
Read pp. 17-18 I ask: What is the main idea in these pictures? Why does teamwork make these jobs easier? I encourage students to look at the pictures and think about what might happen if there was no team doing these jobs to help them infer why the jobs are easier with teams.
Read pp. 19-20 I discuss with students what families do together. I ask: What are these families doing together? (skating, puzzle, cooking/baking)
Read pp. 21-22 I review the two focus questions: What is teamwork? How does working together get the job done? I accept student answers. I continue: Who can tell me some ways we saw teamwork in text? Be ready to show me your evidence from the story. I allow students to come up to the big book and find the picture that shows their teamwork example from the text.
My Team writing
I start by putting my tree map on the document camera and we review out TOPIC (team) and what we are telling readers about our TOPIC. (is, has, can)
I ask: What part of the map to we read first? (the topic) And what is the first word on our map? (is) Let’s read that much off the map together. We chorally read “My team is”
I am now going to write that on my paper, but first I am going to write my name and date. (I write my name, date) This is routine for my kids and they know that they always write their name and date first.
I continue: Now I am going to write my ‘is’ words “me and my son.” I model writing “My team is me and my son.” I then read my sentence back to make sure it makes sense. I say: I am now going to give you your tree map from yesterday and a writing paper. Like I did, you are going to write your name, date and first sentence from your tree map. When you are done writing off the map, put your pencil down and wait for me. Any questions?
As students begin writing, I assist and monitor where necessary. If students are struggling, I prompt them to read of their map, first, before they write. This helps those who are struggling to ‘hear’ their sentence. This auditory processing often helps the kids translate it more easily into writing. Also, they are tracking the words on their map with their finger as they read off the map, so they are seeing what they need to write, as well. I am giving students the 1:1 auditory and visual processing assistance that builds understanding!
I follow the same process for the remaining two portions of the map: has and can.
1. Model write
2. Model read
3. Release responsibility to students/assist and monitor