K-2, Brief Description This lesson has students examine unusual pictures, describe their impressions, and create stories around the images. Objectives observe different pictures and describe what they see both verbally and in writing.
Self-Assessment Tell the students that today, they are going to be spending their time reading picture books. Explain that they will each take a picture book and be given a few minutes to practice reading it out loud before being recorded reading the book aloud.
Ask students to think about what a good read aloud includes. Allow them to share ideas in their home language L1. Provide a word bank for students to choose traits that describe a good read aloud.
Give them a sentence stem to use as they share their answer: Go over the self assessment and rubric, letting them know that you expect honesty from them. Provide a student-friendly definition and images for key words in the self assessment rubric: Have ELs verbally summarize the main components of the self assessment rubric to a partner.
Give them a word bank of key terms to include, such as: Give learners sentence frames to use as they summarize the main components of the self assessment rubric.
Provide ELs with a manageable text and preview it with them.
Frontload vocabulary as needed. Have students record any additional unfamiliar words in their picture book on the left side of a t-chart. Allow them to look these words up and write a definition in their own words on the right side of the t-chart. Chunk the text into smaller portions for ELs to read at a single time.
Provide ELs with a list of vocabulary words from their picture book. Include student-friendly definitions and images. Put ELs with a partner who is reading the same book. Have them practice reading aloud to each other. Independent working time 45 minutes Begin calling students up one at a time to make their audio recordings.
If the class has an additional adult present to help, have them positioned at the opposite end of the room or in a quiet part of the hallway. Each reading will take approximately 5 minutes. Give each student the self assessment rubric after they have finished recording their read aloud.
Have them turn it in after it is completed. Allow ELs to read a shorter portion of their picture book for the audio recording. Display a simplified self assessment rubric for students with visuals for each section, such as a speaker for Volume. Include visuals for score levels, such as smiley faces, plus and minus signs, or checkmarks.
Give ELs an extended amount of time for their audio recording if they read the entire text. Allow learners to work with a partner to complete the self assessment. Students considered to be advanced verbal readers can be recorded on a video, reading the books and showing the illustrations.
Advanced students may be allowed to read a more complex book for their recording. Students in need of support may be allowed one re-record. Students in need of support may be given a slightly lower level book to read aloud.
Students in need of extra support may be given a different task to complete for their grade. Assessment Ask students to complete their self-assessment rubrics and turn them in. Students will also be assessed with your rubric. Provide a word bank for students to use as they complete the self assessment.
Allow students to draw images to accompany their answers on the self assessment. Give sentence stems and frames for each question: Review and closing 5 minutes Ask students how they felt about their reading skills. Let them know that it is okay not feel like they did a great job; even teachers stumble over words sometimes!
Finally, ask students to go home and read out loud to someone, whether it be their siblings, dolls, parents, or pets. Allow ELs to draw an image that describes how they felt about their reading skills.Before you bring a book into your writing workshop to use as a mentor text, read it for enjoyment and comprehension during a different part of the day.
Students need to have an opportunity to enjoy and talk about the content of a text before they are asked to examine it closely and use it to learn about writing. Write this information on the story map. Model writing one or two pages of the story using the information on the board.
Write the labels or sentence(s) for each page on chart paper, emphasizing elements of good writing such as capitalization and punctuation.
Have students share ideas for the remaining pages of the book, based on the information on . The latest edition of this perennial favorite contains an additional annotations of picture books published between and The new annotations include many books suitable for use with young adult readers and listeners, indicated with a 'YA' coding/5(2).
Below you'll find some fun writing prompts for your kindergarten students. Each writing prompt is designed to help students develop beginning writing skills and focuses on easy concepts like friendship, weather, and days of the week (e.g.
Select a big book to use as an example of book writing, and choose a student-drawn picture labeled by a kindergartener from a previous year (e.g., a picture with a simple label/statement, such as, “I S A R”).
Sep 09, · Picture Books to Use for Teaching Persuasive Writing September 9, Leave a comment Go to comments Compiled from recommendations on teacher websites and librarians.