Lesson 5 of 14
Objective: SWBAT answer the 5Ws of a story and write a narrative sentence in response to literature.
Today I will be addressing several CCSS into my lesson. I will be using the 5 W's to lead my discussion about the story. It is important for my ELL students to be able to identify the main ideas and details in a story for complete comprehension and retell. First grade uses the 5 W's when identifying the details of a story. So, we will begin our learning to identify the 5 W's to make this task easier. We will then write a narrative sentence about the people, places and events of the story. I am going to begin my lesson with a song to get them interested in the topic.
"I am so excited to read a fun book to you today. But before I do I want to sing one of your favorite songs. The five little monkeys swinging from the tree."
We sing the song as we do the hand movements.
"I wanted to sing that song because the book I want to read to you is about a monkey. What do monkeys like to eat? Yes, they like to eat bananas. This book has only one monkey, and a lot of crocodiles. Who do you think is smarter, the monkey or all the crocodiles? I don't know who is smarter. What do crocodiles like to eat? Yes, crocodiles do like to eat the monkeys. Hmm, I wonder what will happen in the book? I want you to listen carefully to the details so we can identify the 5 W's. The title of the book is Counting Crocodiles."
Reading the Story
This is a cute story that shows how smart the monkey is. This will also be an easy story for my students to identify the 5 W's of the story. Identifying the 5 W's is a great way to retell the story using all story details and events. We start out with easy texts in kindergarten to prepare them for more difficult texts in the grades to come.
I begin reading with my students sitting on the carpet.
"Hmmm, it says the monkey wants the bananas. How do you think he will get to the other island to eat a banana?"
I call on students using my name sticks to discuss the possibilities of how the monkey will get to the bananas. I begin to read on.
"What is the monkey doing? Is he tricking the crocodiles? How is he tricking the crocodiles?"
We discuss what the monkey was going to do, count the crocodiles across the sea to get to the bananas.
"Do you think it will work? Will all the crocodiles line up and be counted or will they eat the monkey?"
I read the rest of the story.
"Wow, that monkey was really clever. He did trick the crocodiles. I would like to use the Tree Map and identify the 5 W's of the story."
I bring out the Tree Map and I use my name sticks to choose students to tell me the 5 W's.
Who - monkey & crocodiles
What - he wanted to get to the bananas
Where - on the island in the sea
When - in the day times
Why - he liked to eat bananas
I draw pictures under the headings of the crocodiles 5W's.
In reviewing the 5 W's we discuss the people, places and events of the story. I have forwarded the video of the story to the part where the crocodiles are all lined up to be counted and show it on the smart board . I put this picture up as a visual for my students as they write their sentences.
"I want you to write about the story. Write about what the monkey did and draw a picture to go with your sentence. What could we write?"
The students came up with several sentences that they could write.
1. The monkey tricked the crocodiles.
2. The monkey counted the crocodiles.
3. The monkey likes bananas.
I do not write these sentences on the board. I want them to write the sentence by using phonetic spelling. It is an easy assignment. I walk around and help with phonetic writing of words. The students really got into drawing all the fun details of the story.
This is the part of the lesson that demonstrates their comprehension of the story, the 5 W's and of the assigned task. Formative assessments are easy to collect and use for progress reports and report cards. I like to keep samples for parent teacher conferences.
I collect the writings as they finish. We gather again on the carpet. I call one row of students up to the front for sentence crocodiles reading. I don't call them up one at a time anymore. My ELL's are so soft spoken and shy that you can hardly hear them speak. Going up as a row gives them the confidence to read more loudly and often times their friends help them with their readings. We applaud and cheer after each crocodile reading.
I love to show a video at the end of the day either a reading of the book or an animated version of the book. Watching the video gives my ELL students another opportunity to hear the vocabulary and see the story line another time. ELL students need to see and hear things many times for them to comprehend the language and the content. I show videos at the end of the day when the chairs are stacked and they are seated with their backpacks on the carpet ready for dismissal.
This is a Math counting the crocodiles that I found for the smart board. It is fun to incorporate the reading theme into the rest of the day.