Today's story is a story that follow's yesterday's story; The Pout, Pout Fish. We had so much fun listening, participating in the reading of the story and then sequencing the story events, that I thought we could read another Pout, Pout Fish adventure. The Ocean theme always lends itself to good writing with my students. It is a topic they have all have some experience with and have a great interest in learning more. We continue to work on sequencing the story events. This is an important skill for my students to learn. In upper grades they will use this skill on difficult texts for standardized testing and for writing assessments. In kindergarten I am teaching them how to identify and sequence fun stories. YAY! I begin with my students on the carpet for whole group reading block.
"We had so much fun with yesterday's story of The Pout, Pout Fish. I found another book about the Pout Pout Fish. In this story he tries to help a friend but it is too hard. Have any of you tried to help a friend or your mom? What did you do? Was is hard to do?"
We have a quick discussion about helping someone. There are many stories about helping.
"When you were helping someone, would it be easier if you had help? It is always easier when someone helps us do something. Let's read the story and see what the Pout Pout Fish tried to do to help someone."
Like yesterday's story, this story has a "chorus" for them to chorally chant with me as I read the story. This repetition of the "chorus" helps with vocabulary and comprehension of this part of the story. My students seem to take on the characteristics of the main character when they chant their part. I love seeing them get so "into" a story. My goal is to teach the love of reading and writing through the guidance of the standards.
"This story is called The Pout, Pout Fish and the Big, Big Deep. Who can tell me why the fish is called the Pout, Pout Fish? Yes, because he has a Pouty face. What did he have at the end of yesterday's story? He had a smile because they called him what? The kiss kiss fish. That's right. In today's story the pout, pout fish is going to help Ms. Clam. There is a part in this story that I want you to say with me. I will say the whole thing first and then you can say it with me.
I'm fast as a sailfish,
I'm strong as a shark,
I'm smart a a dolphin,
But I'm scared of the dark!"
We practice the chorus a few times with motions and then I read the story. I stop to point out picture details and explain what is happening.
"By the chorus we just learned, what is he scared of? OOOOO, he is scared of the dark. I am scared of the dark, are you?"
We have a quick discussion about being scared of the dark. Everyone has a story to tell.
"Ms. Clam lost a pearl. Pearls are made inside the clam. Mr. fish promised to help her. Even though he is scared of the dark. Let's see where he finds the pearl. I will let you know when to help me. So keep your eyes up here."
"Who is whispering to Mr. Fish? Who? Ms. Shimmer. How do you know? Well, I don't know so let's keep reading."
"Yay, they found the pearl! What does the book say at the end. Together we are bigger than the dark. Are you scared of the dark when someone is with you? I am not scared of the dark if I have a friend with me. I am so glad Mr. fish has Ms. Shimmer as a friend."
I use a Thinking map to help my students visualize today's assignment of sequencing story events. I did modify the map by not adding the arrows that go from box to box. This map helps separate the events into meaningful parts which makes for an accurate retell. I love to use this map. It helps my students to organize and visualize their thought process which making the writing part easy.
"Let's sequence the story events together. I will draw 4 boxes on the board and we will title them First, Next, Then and Last. I will call on students that are sitting criss cross and looking at me. I will go up and down the row starting with the red row. Irvin, can you tell me what happened first in the story. . . ."
As a class we decide what came first, next, then and last. I draw the pictures according to their suggestions. We then write the sentences to accompany the pictures. I use the students wording on the sentences or prompt them to reword it. We chorally read the sentences together.
"Now it is your turn to draw the pictures and write the sentences for this story. I will leave the sentences on the board but would like you to write the sentences with out looking. I can help you sound out the words to write them."
I dismiss my students from the carpet by the color of their row. I remind them that we walk in the classroom. I then ask my class paper passers to pass out the templates to every seat. I walk around and support my students with phonetic spelling and sentence choice.
I collect their work as they finish and let them sit on the carpet to read library books while others finish.
When everyone is finished writing, we clean up the books and sit on our squares. I call my students up to the front of the class by rows. My students feel more comfortable standing in front of the class surrounded by peers when they read out loud. The reading process goes quicker this way so I don't have them go up one at a time any more. Each student is given the opportunity to give their oral presentation. We cheer and applaud each students efforts. I really enjoy seeing my students helping each other when they get stuck on a word. I love how much they help each other learn.
This video of the story is a song just like the Pout, Pout Fish. The tune is really catchy and my students love to sing along. They even break out in singing during math stations. On the day of the lesson I showed this video at the end of the day. I love to show short videos at that time. It is like a bribe to get my students to stack the chairs, stuff their backpacks and sit on the carpet ready for dismissal. They are so excited to watch a movie that they hurry and sit down. It eliminates the opportunity for fights and dawdling.