Grade Level: First
Subjects: English Language Arts, Mathematics
Learner Outcomes:
The
student will be able to read self-selected materials during D.E.A.R.
Time at school.
The
student will be able to respond to the literature by writing.
The
students will publish their
response to literature.
The
students will respond to classmates’ published work.
The
students will sort, classify, and make a pictograph representing the different
kinds of books they read during the week.
Duration of Lesson: 45 minutes (at least
twice a week)
Materials:
Technology Tools:
Children's Publisher (Children's
Story Collections)
Computer/ Clip
art
Teacher Notes:
Make
ample supply of blank books
for publishing
Ready clip
art folder
Procedures:
-
The students will have Drop Everything And Read Time
at school.
-
The students will use a familiar word processing program
and/or clip folder
to write and illustrate a “retell” or book sharing his/her) favorite part
of the book or story. Review strategies to organize written work, including
the beginning, middle and end of the story.
-
Make dictionaries and word lists readily available
for student use and encourage the students to actively look for the proper
spelling, and/or ask the teacher or someone in the class who is a good
speller.
-
Edit at the appropriate level for the student, using post-it
tape
to cover up errors, or have the student write a corrected second draft.
-
Students will sit on the floor comfortably in a circle,
with one child sitting in the Author's Chair.
-
One child at a time, the author will share his or her
retelling of the story or favorite part and illustrations, as the remainder
of the class listens attentively.
-
The students are encouraged to ask the author questions
and discuss the shared piece of literature.
-
The student's published work is on display and used
for take-home reading material.
-
The students will bring in all the books they read
during the week to be laid out on a table and will discuss the different
variety of books. A pictograph will be made to represent the different
books.
Modifications: Students will participate
at their developmental level. If the student is capable, he may utilize
more computer function, such as spell check, to prepare the retell.
Students unable to write may illustrate their story by drawing or finding
clip
representation on the computer and share the book or story with the class.
Teacher will consult IEP and 504 plans for individual modifications.
Enrichment Activities:
-
Child made stories and books may be made available
through the school library.
-
Ask fellow teachers to invite student authors to their
classroom to share both the original book and the student written story
with other classes.
Evaluation/Assessment:
-
Keep a portfolio with each child's work throughout
the year to see developmental changes and keep track of progress as a writer.
-
Post a “READER'S COMMENTS” page on the back of the
child written document, so other readers may share positive comments with
the author.
West Virginia
Instructional Goals and Objectives:
English Language Arts:
Listening/Speaking/Viewing: 1.1, 1.6, 1.8, 1.9,
1.10, 1.11, 1.12, 1.13
Reading Comprehension: 1.19, 1.20, 1.22, 1.23,
1.24, 1.26, 1.32, 1.34, 1.37
Reading Vocabulary: 1.41, 1.51, 1.58
Handwriting: 1.61, 1.69
Composition: 1.73, 1.74, 1.76, 1.77, 1.79, 1.81
Language: 1.96, 1.97, 1.99
Computer/ Technology: 1.113, 1.117
Mathematics:
Probability/Statistics: 1.19, 1.23
National
Standards:
Language Arts:
Writing: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Reading: 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.8, 5.9, 6.1,
6.2, 6.4, 6.5, 7.3
Listening and Speaking: 8.1, 8.2, 8.3, 8.5, 8.6,
8.7, 8.8
Mathematics Standards: 1.4, 6.2
References:
Candlelight
Stories
Shape
books
abcTeach
Network
Amazon.com
Discovery.com
kidpub.com
Authors:
Jeannine
Lafferty
Karen Nardelli
IreneSellas
Nutter Fort
Primary Center
