LITERACY PROJECT

MINILESSON

Name: Heather Lankford, Whitney RoarkGrade Level: FirstContent: VocabularyLesson: Vocabulary words in Bear Feels Sick

Content Objective: After teacher modeling and guided practice, students will develop a deeper understanding of the vocabulary words from the text Bear Feels Sick by creating word posters for words.

GLE: R1E01Develop vocabulary by reading, listening to, and discussing unknown words in stories using c. context clues.

Modifications:

Basic Beginner: Use pictorial support in patterned books to develop new vocabulary with teacher modeling and assistance.

High Beginner: Explain the meaning of familiar vocabulary in leveled texts based on pictorial support and known words with a partner.

Low Intermediate: Explain the meaning of unfamiliar vocabulary in leveled texts based on pictorial support and known words in a small group.

High Intermediate: Explain the meaning of unfamiliar vocabulary in leveled passages based on known words, sentence structure and background knowledge with a partner.

Materials/Media/Resources: Wilson, K. (2007) Bear feels sick. New York, NY: Margaret K. McElderry Books.Poster paper 8 ½ x 11Index cardsPencilsCrayons

Anticipatory Set: Yesterday we read Bear Feels Sick. The animals took care of Bear while he was sick. Can anyone tell me some of the animals that took care of Bear? There were some animals in the story that are probably new to you. Today we will look closely at vocabulary words in the text and we will create word posters for the vocabulary words.

Instructional Input: Today we are going to look for clues around the vocabulary word to figure out what it means. We will also look at the illustration to get an idea of what the word means. After we figure out what the word means, we will create a word poster.

Modeling/Demonstrating: I will show you the vocabulary word on a word card and then we will find the word in the text. The first word I want to show you is “cave”. As I read the sentence that contains the word “cave”, raise your hand when you hear the word.

I will read the sentence now and students raise their hand when they hear the word.

Ok you heard the word “cave”. Let’s look closely at the words around “cave”. “Alone in his cave as the autumn wind blows, Bear feels achy with a stuffed-up nose.” This tells us that Bear is inside and out of the wind, so we can figure out that this is where Bear lives. Looking at the illustration gives us a good clue about the vocabulary word. We can see he is inside looking out. So I will write the word “cave” on my poster and draw a picture of a cave. I think I will draw a picture of a Bear inside of the cave. Next I am going to write a sentence using the word “cave”. My sentence is going to say “Bear’s home is a cave.”

I create a word poster for “cave”.

Guided Practice: I want each one of you to create a word poster. I will give each one of you a poster and a word card.

I will hand out word cards.

I want you to raise your hand when you hear the vocabulary word.

I will reread the sentence and students will hear the word “autumn”.

Ok, you heard the word autumn. Look at the colors of the leaves in the picture. What color are they? Do you know another word that means “autumn”? That’s right…fall. Now you need to write the word on the poster, draw a picture of your word, and write a sentence using the word. Think about the illustration in the text, where the autumn wind is blowing the leaves.

Checking for Understanding: While the students are working on their posters, I will circulate the room and check closely to see that they have followed the directions and created a poster with an appropriate illustration of “autumn”. I will check to see that they are writing a sentence using the vocabulary word. When everyone almost complete, I will pass out their new word card.

Independent Practice: I will give you a new vocabulary word. You may have a different word than your neighbor this time. You need to get out your copy of Bear Feels Sick that is at your table and use it to create your word poster. You need to think about the words around your vocabulary word and look at the illustration on the page

your vocabulary word is on. Then you may create a poster for your word. Make sure you spell the vocabulary word correctly. You can use the word card to check your spelling. Remember to illustrate using crayons and make a sentence that correctly uses your vocabulary word. Just do your best to sound out the words in your sentence. The vocabulary word should be spelled correctly though. We will display the word posters on the bulletin board, so you can all learn from each other’s word posters.

Closure: Today we learned about vocabulary words by looking for clues around the word and at the illustration to find the meaning of the word. As you read different books, you will be able to use these same types of clues to figure out the meaning of an unfamiliar word.

Evaluation/Assessment: Students’ posters will be reviewed and graded to see if they made a correct illustration. Students will also be graded on their sentence, to see if the vocabulary words make sense in the sentence. Students will be graded on the spelling of their vocabulary word, since they are provided the word card.

Criteria 1 2 3 4

Identified the vocabulary word by correctly illustrating it and coloring neatly.

Illustration is not correct.

Illustration is correct but is not colored at all.

Illustration correctly defines the word but coloring isn't neat.

Illustration correctly defines the word and is colored neatly.

Vocabulary word is used correctly and makes sense in a sentence.

Wrote vocabulary word only, but not used in a sentence.

Wrote a sentence, but it didn't include vocabulary word.

Vocabulary word is in sentence, but doesn't make sense.

Vocabulary word is used correctly and makes sense in the sentence.

Vocabulary word is spelled correctly on word poster.

Vocabulary word is not used on the poster.

Vocabulary word is used on the poster, but misspelled each time.

Vocabulary word is used twice, but only spelled correctly once.

Vocabulary word is spelled correctly each time it is used on the poster.

cave badger

autumn gopher

heap mole

raven wren

MINILESSON

Name: Heather Lankford, Whitney RoarkGrade Level: FirstContent: Comprehension-Reader factorsLesson: Text-to-Self connection in Bear Feels Sick

Content Objective: After teacher modeling and guided practice, students will learn how making connections will help them to understand and comprehend the text Bear Feels Sick by completing a Text-to-Self Connections T-Chart.

GLE: R1I01Identify connections between text to self (text ideas and own experiences).

Modifications:

Basic Beginner: Read a visually supported, leveled text about a personal, universal experience and draw a picture about how the text is related to student’s life with teacher modeling and assistance.

High Beginner: Create a picture showing how the text is related to his/her life and label the picture after having listened to a visually supported level text with a partner.

Low Intermediate: Sketch a picture relating text-to-self connections and describing it using short phrases with a partner.

High Intermediate: Complete a Venn diagram comparing personal experiences and a story character in a leveled text in a small group.

Materials/Media/Resources: Wilson, K. (2007) Bear feels sick. New York, NY: Margaret K. McElderry Books.Making Text-to-Self Connections T-ChartPencils

Anticipatory Set: Yesterday we read Bear Feels Sick. The animals took care of Bear while he was sick. Today we are going to re-read the text and I am going to share how the text in Bear Feels Sick helps me to make some connections or remember some similar experiences.

Instructional Input: When a text makes me think of my own life, I’m making a Text-to-Self connection. When I make a Text-to-Self connection the text makes more sense and means more to me. Really good readers think about how books relate to their own

life and this helps good readers understand books better. While I read aloud Bear Feels Sick, I will model how I make Text-to-Self connections by thinking of an experience in my own life.

Modeling/Demonstrating: I will begin by reading our text. “Alone in his cave as the autumn wind blows, Bear feels achy with a stuffed-up nose.” Look at illustration of Bear. He doesn’t look like he feels good. I remember a time when I was at home and I had a really sore throat. I really felt bad like Bear does in his cave. This connection that I made helps me to understand the story better. It helps me to understand how Bear feels. I will transfer this Text-to-Self connection to my T-Chart. On the side that says “The author said…” I will write “Alone in his cave Bear feels achy.” On the other side of the chart where it says “That reminds me of…” I will write “When I was at home and I had a really sore throat.”

Guided Practice: Now we will make a Text-to Self connection together. I will pass out the T-Charts so you will each have one. Go ahead and write your name and date. Then put your pencil down. I will allow time for students to write name and date.Now I will continue reading. “He tosses and he turns, all huddled in a heap. Bear feel tired, but he just can’t sleep.” Look at the illustration of Bear. He is tossing and turning. Raise your hand if the author’s words and illustrations remind you of something that happened in your life. You just made a Text-to-Self connection. I would like for you to turn to your shoulder partner and discuss your connections to the text.I will allow two minutes for pairing. Who would like to share their text-to-self connections with the class?I will allow several students to share their responses and I will choose one to use for the T-Chart.Ok, ___(Student’s name)___ told us that when the author said_____________, it reminded him/her of___________________. First, we are going to use “The author said…” side of the T-Chart. Who can tell me what we need to write here?I will select a student to answer.So, we are going to write __________________ in “The author said…” column.I will fill in “The author said…” side of the T-Chart and allow time for students to complete as well.Ok, now we are ready to complete the “That reminds me of…” side of the chart. ___(Student’s name)___said that when the author said____________, it reminded him/her of ______________. So, what do we need to write in the “That reminds me of…” side of the chart?I will select a student to answer.Now we will write _______________ in the “That reminds me of…” side of the chart.I will fill in the “That reminds me of…” side of the chart, allowing time for students to do so too.

Checking for Understanding: While students are discussing their text-to-self connections with shoulder partners, I will circulate and listen closely to make sure their

connections are relevant. I will circulate as they complete their T-Chart during guided practice to see that they enter the correct information in the appropriate columns.

Independent Practice: Now I will continue reading Bear Feel Sick. As I read, I want you to listen to the text and look at the illustrations very closely. I want you to think about how the text reminds you of a similar experience in your life. When I am finished reading, you will get to write your own text-to-self connections on the T-Chart.I will read the remainder of the book.Now you get to finish filling out the T-Chart with your own text-to-self connections. I want you to choose two things that the author said and what it reminded you of in your own life. I will give each table a copy of Bear Feels Sick. You may look back through it if you want to. Just do your best to sound out your words. You may begin.I will give each table a copy of Bear Feels Sick. Closure: Today we learned about making text-to-self connections. We thought about the author’s text and illustrations and how they reminded us of similar experiences in our own lives. This helped us to better understand the book. As you read different books, you can use text-to-connections to help you understand those books too.

Evaluation/Assessment: Students’ T-Charts will be reviewed and graded to see if they made relevant Text-to Self connections.

CRITERIA 2 1 0Relevant Sentence

makes a relevant self-to-text connection.

There is a sentence, but it isn’t a relevant text-to-self connection.

No response

Clearly explained

Sentence clearly explains to a text-to-self connection.

There is a sentence, but it doesn’t clearly explain the text-to-self connection.

No response

Neatly written Sentence is neatly written.

There is a sentence, but it isn’t neatly written.

No response

Student Name___________________Date_________________

Making Text-to-Self Connections T-Chart

The author said… That reminds me of…

MINILESSON

Name: Heather Lankford, Whitney RoarkGrade Level: FirstContent: Comprehension – Text factorsLesson: Story Elements/Beginning, Middle, and End in Bear Feels Sick

Content Objective: After teacher modeling and guided practice, students will identify the story elements of beginning, middle, and end in Bear Feels Sick by creating a flip book.

GLE: R2C01Use details from text in independent reading and read-alouds to identify events in logical sequence.

Modifications

Basic Beginner: Arrange a set of picture cards in logical sequential order from a familiar leveled text with teacher modeling and assistance.

High Beginner: Draw or use a graphic organizer indicating the (beginning, middle and end) to sequence events in a familiar leveled text with a partner.

Low Intermediate: Use a sequential graphic organizer to illustrate events in a leveled text in a small group.

High Intermediate: Share 3-5 events in sequential order using sequencing words and phrases in a small group.

Materials/Media/Resources: Carle, E. (1987) The very hungry caterpillar. New York, NY: Philomen Books.Shannon, G.W. (2003) Tippy-toe chick, go! Singapore: Tien Wah Press.Wilson, K. (2007) Bear feels sick. New York, NY: Margaret K. McElderry Books.Flip books (already prepared)PencilsCrayons

Anticipatory Set: Yesterday we read The Very Hungry Caterpillar. Today we are going to discuss what happens at the beginning, middle and end of The Very Hungry Caterpillar and make flip books showing the beginning, middle, and end. This will help us to remember the most important parts of the story. You will be making a flip book for Bear Feels Sick.

Instructional Input: All stories have a beginning, middle, and end. If we understand the story elements, we understand the story better. The beginning is what happens at the start of the story. The main character will be introduced and we will find out where the story takes place. The middle is what the character does next. Lots of things can happen in the middle of a story. The end is what finally happens, or how the story turns out. Today I’m going to show you how to record the story elements in a flip book.

Modeling/Demonstrating: We read The Very Hungry Caterpillar yesterday and today we are going to identify what happens at the beginning, middle, and end of the story. You will see in the flip book that you have three sections and they are marked Beginning, Middle, and End. The middle is larger than the beginning and end because there are usually more events in the middle. Let’s remember the beginning of the story. Who can tell me what happened? (Pause for student response) That’s right…The caterpillar was born and was hungry. I’m going to draw a picture of an egg and a small caterpillar on the top part of the section marked Beginning. I will write my sentence on the bottom part of the section and it is going to say “The caterpillar was born and was hungry.” What happened in the middle of the story? (Pause for student response) Ok…Each day he ate a little more than the day before. That’s what I will write for my sentence and I will draw a picture of the caterpillar eating and make him bigger in this illustration. What happened at the end of the story? (Pause for student response) That’s right…The caterpillar turned into a butterfly. That will be my sentence and I will draw a picture of a butterfly.

Guided Practice: Now, we will create a flip book together. I want you to think about another story we read yesterday, Tippy-Toe Chick, Go! Each of you has a flip book on your desk. We are going to identify the beginning, middle, and end of Tippy-Toe Chick, Go! We will put the information and illustrations in our flip books. Think about the book

and remember what happened in the beginning of the story. Who can tell me what happened? (Pause for student response.) That’s right…Hen and the chicks went to the garden to eat. We will write that for our sentence in the bottom part of the section marked Beginning. Who can tell me what we should draw for our illustration? (Pause for student response.) Ok…on the top section, we will draw a picture of Hen, Big Chick, Middle Chick, and Little Chick walking toward the garden. Who can tell me what happened in the middle of the story? (Pause for student response.) That’s right…Dog wouldn’t let Hen, Big Chick, and Middle Chick in the garden. That’s what we will write for our sentence in the bottom part of the section marked Middle. Who can tell me what we could draw for an illustration? (Pause for student response.) Ok…on the top, we will draw a picture of Dog barking. What happened at the end of the story? (Pause for student response.) That’s right…Little Chick got Dog wrapped around the tree, so they were able to get in the garden. That’s what we will write for our sentence on the bottom part of the section marked Ending. What could we draw for an illustration of the ending? (Pause for student response.) Ok…on the top, we will draw a picture of Hen, Big Chick, Middle Chick, and Little Chick eating in the garden.

Checking for Understanding: While the students are working on their flip books, I will circulate the room and check closely to see that they have separated the beginning, middle, and end of the story and check to see that they have identified the important details. When everyone is complete, we will begin independent practice with the text Bear Feels Sick.

Independent Practice: I will give each table a copy of Bear Feels Sick. We have already read Bear Feels Sick, but you may look back through it if you want to. Remember to illustrate showing what happens in the beginning, middle, and end using crayons. Your illustration will go on the top section that you flip open. You also need to write a sentence describing the beginning, middle, and end on the bottom section. Just do your best to sound out the words in your sentence. You may begin.I will give each table a copy of Bear Feels Sick. Closure: Today we learned how to find the beginning, middle, and end of a story. This will help us to understand the story better and help us to remember the most important parts of the story. All stories have a beginning, middle, and end, so as you read different books you will be able to find these story elements to help you understand the book you are reading. Evaluation/Assessment: Students’ flip books will be reviewed and assessed to see if they correctly identified the beginning, middle, and end. Students will also be graded on their sentence, to see if it corresponds to their illustration and correctly describes the story element.

Criteria 0 1 2Picture for Beginning

No picture There is a picture, but it doesn't accurately identify the beginning of the story.

Picture accurately identifies the beginning of the story.

Sentence for Beginning

No sentence There is a sentence, but it isn't relevant to the beginning of the story.

Sentence accurately describes the beginning of the story.

Picture for Middle

No picture There is a picture, but it doesn't accurately identify the middle of the story.

Picture accurately identifies the middle of the story.

Sentence for Middle

No sentence There is a sentence, but it isn't relevant to the middle of the story.

Sentence accurately describes the middle of the story.

Picture for End

No picture There is a picture, but it doesn't accurately identify the end of the story.

Picture accurately identifies the end of the story.

Sentence for End

No sentence There is a sentence, but it isn't relevant to the end of the story

Picture accurately identifies the end of the story.