I call the children to the rug and tell them that we are going to reread Brown Bear, Brown Bear. On the board, I will write the words do and did. I ask for a volunteer to read these words aloud and then have the class repeat them.
Children, today we are going to read the same story as we did yesterday. Who can remember our story? What did we do yesterday to help us remember the story? (Notice my emphasis on the word "did". I am doing this purposefully so that the children can hear me use it in the right context even if they are not yet aware of my meaning.)
I have written some words on the board that are going to be important to our lesson later on. Can I get a volunteer to read the words to us?
Remember these words--we'll come back to them later. First, let's work together to read the story.
I am pointing out the different tenses of the word "do", because some of the children are ready to be exposed to variations in language, so I want to give them an introduction. Also, our new sight words for this week are do and did. This will give them some additional practice.
I point out to the class that in the story, the question that each character is asked is “What do you see?”
Did you notice that in our story, the question that is always asked is “What do you see?” When we use the words like do, we are asking the question as if we are talking right now. If I were asking Brown Bear about yesterday or even earlier in the day, I would ask him, “Brown Bear, Brown Bear. What did you see?” He would answer, “I saw a red bird looking at me.”
I am pointing this out because “did” is one of our new sight words and we will practice it this week.
Our focus will then be directed to the word did. I tell the class that our new objective is: I can read the sight word-did and write it in a sentence.
You will have a special piece of writing paper to write about one of the animals in the story and what they did see. You will also need your writing folders to get their Brown Bear vocabulary sheet.
On the writing piece, the children will need to fill in the blanks with two items. In the first blanks, the children will need to go to their writing folders, use their Brown Bear vocabulary sheet, and choose to whom they are writing.
You will use your vocabulary sheet to choose any of the characters to write about. Where would you look to find the correct way to spell the character’s name? Most will say the vocabulary sheet, but some may say the color charts or word wall.
In the second blank, you will need to supply the word did. Where would you find that spelling? It is on the board. As I point this out, I would hand someone the word to add to our word wall.
Your third responsibility is to illustrate your writing using the correct color to match your words. This will let me know how carefully they have been listening to the directions and story. I repeat that the objective is: I can read the sight word-did and write it in a sentence, and then I hand my “paper passers” the writing paper so that the children can begin.
Once their writing is complete, I have the children read their writing to me and then place the paper in their writing folders for work later this week. I am looking for three things: 1. Putting a color word and an animal together to fit the pattern. 2. Using the word "did" in the proper place. 3. Illustrating their pictures with details to accurately depict their writing.
The pages will be added to make a class book after another similar lesson.