Grade Level(s): K or 1
Subject(s): Reading
Learner Outcomes: Children can feel successful "reading" at an early age because they can often read environmental print in context, surrounded by familiar shapes, colors, and pictures. This early success motivates young children to read more and more.
Duration of Lesson: 1 to 3 hours plus time spent at home searching for environmental print
Materials: Construction paper, examples of environmental print from home and school, scissors, glue, ribbon, computer, printer
Technology Tools/Courseware: Students, with the help of parents, can download examples of environmental print to print out. In the classroom, we search for more examples of environmental print online.
Teacher Notes: Teacher will need to format this letter, explaining environmental print and asking parents to start collecting it. The print that each child can "read" depends on his/her environment and experiences. Environmental print should be used in as full a context as possible, surrounded by familiar colors, pictures, and shapes.
Procedures:
1. Discuss with children what environmental
print is--the print in our environment. It is the print on commercial
signs, billboards and labels of all kinds and the logos of the products
we use everyday. It's the print we recognize not so much because
of the letters or words, but because of the colors, pictures, and shapes
surrounding the print.
2. Discuss examples of environmental print.
4. After a few weeks, have individual conferences with the child. Decide on what type of book he/she will make (ABC books, What I Can Read books, Tt books, Tommy's Favorite Things, What I do with Mom on Saturdays, etc.). Make a list of what examples you and him/her need to search for on the internet.
5. When children are able to read their samples and have sufficient samples, they can begin to publish individual books of their own environmental print. Mount print samples in/on
Modifications: Students without computers at home can work one on one with you to have the experience of searching for environmental print.
Enrichment Activities: When you remove the color from the print by making black and white copies, you change the context. This should be done with only more advanced children.
Evaluation/Assessment: Observation using this rubric
West Virginia Content Standards:
RLA.1.1.6 Understand
level appropriate sight words and vocabulary.
RLA.1.1.11 Use
meaning clues to aid comprehension and make predictions about content.
RLA.1.1.13 Read
aloud familiar stories, poems, and passages with fluency and expression
and self select a variety of literary works.
RLA.1.1.16 Use
reading skills and strategies to understand a variety of informational
resources to support literacy learning ( e.g., environmental print; written
directions; signs; caption; labels; informational books).
RLA.1.1.17 Increase
amount of independent reading.
RLA.1.2.5 Use
a variety of sources to gather information to share thoughts and
ideas.
RLA.1.2.11 Use
complete sentences in written composition.
TEC.1.1.1 Use
a keyboard to input information using letters, numbers, arrow key and delete
key: begin to use left/right hand position.
TEC.1.1.2 Use
a mouse to click and drag.
TEC.1.1.3 Start
and exit programs as well as locate files.
TEC.1.3.1 Type
words and / or sentences using word processing software.
National
Standards:
1. Use input devices and output devices
to successfully operate computers and other technologies.
2. Use variety of media and technology
resources for directed and independent learning activities.
3. Communicate about technology using
developmentally appropriate and accurate terminology.
4. Use developmentally appropriate
multi-media resources to support learning.
5. Work cooperatively and collaboratively
with peers, family members, and others when using technology in the classroom.
Job/Career Clusters: N/A
Author:
Liza Jonczak
Pam Chambers
Stephanie Unger
Shepherdstown Elementary
| Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 |