Students are seated on the carpet with me. I ask: Do you remember the book we read yesterday? What was the title? (Wind Says Goodnight) That book was about the wind and today we are going to sing a song about the wind!
I show the words to Windy on the SMARTboard or I chart them on paper.
First, I read the song, pointing to each word as I read so that students see directionality and moving from word to word, "jumping over' the spaces between the words. I model how to sing“Windy” song and then encourage the kids to sing it a couple of times through with me. We will be singing this for several days, so I say: Boys and girls, remember this song because we will give it another try tomorrow!
Read Aloud with Text Dependent Questions
Read aloud pp. 14-26: Wind Says Good Night by Katy Rydell
Because CCSS call for an emphasis on text dependent questions, I ask after each question: How do you know that? or What is the evidence in the text? Text dependent questions help me to monitor student comprehension but they also help the kids to self monitor their own comprehension. It is my hope that my questioning will resonate with them and stay with them so they question their own understanding as they become better readers and more mature.
Pages 18-19: Why did the moth stop dancing?
Pages 20-21: Why did the frog stop strumming?
Pages 22-23: Why did the cricket stop playing?
Pages 24-25: Why did the mockingbird stop singing?
Page 26: What time of day is it?
Sequence Wind says Good Night whole group with large retelling cards in the pocket chart.
I enlarge these events so that the whole class can do this sequencing activity together. I like to sequence in a pocket chart, but a chalk board ledge works well too. Before we begin, I review each of the event stick illustrations out of order. This is my way of making sure the kids know what each picture signifies. I usually place the first square at this point in the year. Say: This is the name of the story Wind Says Goodnight. Do you remember what we call the name of the story? (title) The title always goes first so that the reader knows what story we are talking about.
Say: Now, let’s look at the events we have here. Which event came in the beginning of the story? What was the FIRST event of the story. You can take volunteers or pull a name stick and have a student come up to the pocket chart to identify the first event of the story. If they do not know, I choose another student. When they pick the correct one, I help them to place it right next to the title in the pocket chart.
I follow that same pattern until all of the events are placed in order after the title. After all of the events have been placed, we ‘reread’ the events. Say: Boys and girls, this fast way of telling a story is called a retell/summary. A retell/summary is when we tell the story with the main events.
We then retell the story as a whole group. I say: What is the word we use to tell that we are beginning the retell? (First) How would we tell about our FIRST event of the story? (First, the girl could not sleep.)
I say: How would we tell about our SECOND event of the story? (Second, the frog was strumming and the moth was dancing.)
I continue on in this same fashion as we work our way through each of the events represented by the pictures.
It is important for students to practice sequencing and retelling with guidance from the teacher. I can prompt students and model by thinking aloud to help students see and hear how we think through a sequence and/or retell. They then build the understanding of how important order is to telling a fluid and coherent story.