ABC Thanksgiving- 1st Read
Lesson 2 of 14
Objective: SWBAT read with the teacher an ABC Thanksgiving book to build vocabulary and practice the reading of learned sight words in context.
Prepare the Learner
Review the Then/Now
This is the second lesson in a series of 15.
We review the pictorial map drawn previously. I say: I remember that the Pilgrims sailed across the Atlantic Ocean to a new land. What do you remember from our pictorial?
I pair students and they use partner talk to share what they remember. I suggest the use of linguistic patterns.
I suggest: You might remember:
The Pilgrims lived/went ______.
Pilgrims wanted ____.
The Wampanoag lived ____.
Animals in the forest were ___.
Animals in the ocean were ___.
Because my students are second language learners and this lesson is done fairly early in the year, we rely heavily on linguistic patterns. These give the students the basic structure of the sentence in order for them to communicate their thoughts and information. As the year goes on, students we build to more complex linguistic patterns and, eventually, students do not rely on them quite so heavily.
Interact with text/concept
The Best Thanksgiving Book ABC Adventure- 1st Read
I introduce: Today we will read a story about everything we learned on the pictorial. I want you to listen for some familiar words and details that we discussed when we made our pictorial/map.
Each page of this book has a letter of the alphabet, a word and illustration for that letter and a sentence involving that word. For example, on the A page you will see "America" with a picture of a map and the sentence "Many years ago, the Pilgrims came to America." Each letter of the alphabet follows the same format.
As I read the book, I encourage students to read high frequency words that we have learned. I might stop and say: We know this word! It is on our word wall and we have practiced it. What does this word say? You can tailor this to meet the needs of your class!
I model the one to one correspondence we use when we read, by pointing to each word as I read it. I say: Boys and girls, do you notice how I am touching the words as I read? That is what good readers do!
I also point out spacing, capital letters, endmarks etc. periodically throughout the read. I might ask: What kind of letter is first in a sentence? What do we put last in a sentence? I do this to reinforce those writing skills that make text manageable for the reader. When students see the skills we are focusing on in our writing block in real writing, it gives those skills meaning and value.
I try to read the book unencumbered, but it is often necessary to point out new content vocabulary and use step-aside explanations, as well as context clues/illustrations. On the "B" page, for example, I say: On this page they use the word "ship." Look at the picture and listen to the sentence again. What do you think a "ship" is? (a big boat) My students are second language learners, so I have to stop more often to explain or check for understanding than teachers of native English speakers might have to.
**Note: Although the text does not use words like “mushroom” (F page), point to the illustration and ask/tell students what the foods were (also pumpkin, nuts, blueberries, etc.)
The First Thanksgiving
Scholastic has a great website that brings the first Thanksgiving to life! The videos show the kids what life might have been like in on Plymouth Plantation and in Wompanoag homes. These are virtual field trips and expose the kids to the Blended Learning through multi media that is stressed in the CCSS.
I show students what the Pilgrims and Wampanoag really looked like by viewing some videos and/or pictures on the Plymouth Plantation and Wampanoag Homesite.
I pause the videos at points that I think might need clarification or to do a quick check for understanding. For example, I might stop the Plymouth video right away and ask: What was the Mayflower? Why was the Mayflower important to the Pilgrims?
These videos are rather lengthy, so depending on the maturity and ability level of my class, I usually break these up into manageable chunks for the students. My kindergarteners cannot watch them in their entirety in one sitting. Be sure to preview the videos so you can show them in a way that best suits your class!