Shared Reading Lesson Plan #1
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Picture Walk and First Reading
Number of Children: Whole Group
Objectives:
Cognitive: SWBAT identify the main idea of the story by looking through the pictures of the book. SWBAT to listen along as the story is read, joining in when they hear a pattern or familiar words.
Social: SWBAT predict what will happen in the story by discussing what they see in the pictures with classmates.
Motor: SWBAT move their hands while saying “dishy washy"
Language: SWBAT use receptive listening and expressive language to answer questions about the book
Adaptive: SWBAT stay seated on the rug for the whole lesson
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Vocabulary: wishy, washy, dishy, cries
Teach:
- Today we’re going to read one of my favorite books – it’s very funny and silly, and it’s about Mrs. Wishy Washy’s husband! It’s called Mr. Wishy Washy, and it’s written by Joy Cowley.
- Let’s all look through this book together and see if we can tell what is happening in the story by looking at the pictures.
- Read and point, “Mr. Wishy Washy, by Joy Cowley”
- What do you see on the first page? This is the title character of the book; the title of the book is his name, Mr. Wishy Washy. What sounds do you hear in wishy and washy? Which sounds do both words have? Which sounds are different?
- What is Mr. Wishy Washy doing? That’s right, he’s washing cups and mugs, plates and bowls, pots and pans. How do you think Mr. Wishy Washy feels about washing the dishes? How can you tell?
- Who do you see in the background here?
- Who has joined Mr. Wishy Washy on this page?
- Uh oh, what’s happening here? Do you think the cat likes it? How can you tell? I’d like you to turn and talk with a partner and figure out what you think the cat and Mr. Wishy Washy will do next. (Ask some students for their predictions)
- Let’s see what happens…Oh, there goes the cat! (Comment if this matched anyone’s prediction or not)
- How does Mr. Wishy Washy feel about what happened? How can you tell? He also says, “Oh, My!”
- He goes back to washing dishes. What is the cat doing?
- Where do you think Mr. and Mrs. Wishy Washy live? How do you know? That’s right; the setting for this book is a farm.
- Now I will read this book with you. If you see any words that you recognize, you can read along. Also, the words “dishy washy” appear a lot in the book. When you see them or hear them, you can say them along with me and pretend that you are washing dishes.
- While reading and pointing:
What sounds do you hear on this first page?
Why do you think Joy Cowley wrote “cries” instead of “said”?
Modifications:
Easier:
· The book will be read out loud two times
· Mrs Wishy Washy will be read the day before
· The phonemes spoken about will be gone over several times
Harder:
· The students will engage in echo reading
· The students will be asked for the setting of the book instead of where Mr. and Mrs. Wishy Washy live
· Students will be asked for words besides “cries” that would make sense in the text
English Language Learners:
· These students will be called on after other students have answered questions about the author and events in the book
· The translated version of the book will be available and encouraged
· Students will be paired with bilingual students in the turn and talk if possible, and strong English speakers if not
Assessment:
- The picture walk will help students in comprehension and fluency (common core standards)
- Students will be able to ask and answer questions about key details, characters, and settings (common core standards)
- Students will answer questions about unfamiliar words (common core standards)
- The students will describe the relationship between the illustrations and the story (common core standards)
- Students will demonstrate an understanding of phonemes (common core standards)
- Students will participate in conversations with their peers about the text while predicting the outcome of the story (common core standards)
- Students will have opportunities to answer questions audibly and clearly (common core standards)
- Students are actively engaged in both the picture walk and shared reading (Morrow, p. 15)
- Students will be challenged to think about aspects of texts that have not been introduced before (Triplett and Nelson, p. 69)
Reflection:
- Were all of the students enjoying the shared reading? Were some not? How would I engage the students who were not?
- Were the students who are not strong readers able to anticipate “dishy washy” and participate in the picture walk?
- Are the students interested enough in the story to continue with this book for the week?
- What do students know about life on a farm?
Next Steps:
- Tomorrow’s lesson will focus on phonemic awareness, with an emphasis on /d/, /w/, /sh/, and the different vowel sounds in “wishy” and ‘washy”. Vocabulary that will be focused on: wishy, washy, dishy,
Extension Activities:
- Visit a farm for a class trip
- Have students participate in a shared writing project on how to wash dishes
- Lead a discussion about the students’ pets, most specifically if they ever get in the way of what the students are doing
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Picture Walk and First Reading
Number of Children: Whole Group
Objectives:
Cognitive: SWBAT identify the main idea of the story by looking through the pictures of the book. SWBAT to listen along as the story is read, joining in when they hear a pattern or familiar words.
Social: SWBAT predict what will happen in the story by discussing what they see in the pictures with classmates.
Motor: SWBAT move their hands while saying “dishy washy"
Language: SWBAT use receptive listening and expressive language to answer questions about the book
Adaptive: SWBAT stay seated on the rug for the whole lesson
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Vocabulary: wishy, washy, dishy, cries
Teach:
- Today we’re going to read one of my favorite books – it’s very funny and silly, and it’s about Mrs. Wishy Washy’s husband! It’s called Mr. Wishy Washy, and it’s written by Joy Cowley.
- Let’s all look through this book together and see if we can tell what is happening in the story by looking at the pictures.
- Read and point, “Mr. Wishy Washy, by Joy Cowley”
- What do you see on the first page? This is the title character of the book; the title of the book is his name, Mr. Wishy Washy. What sounds do you hear in wishy and washy? Which sounds do both words have? Which sounds are different?
- What is Mr. Wishy Washy doing? That’s right, he’s washing cups and mugs, plates and bowls, pots and pans. How do you think Mr. Wishy Washy feels about washing the dishes? How can you tell?
- Who do you see in the background here?
- Who has joined Mr. Wishy Washy on this page?
- Uh oh, what’s happening here? Do you think the cat likes it? How can you tell? I’d like you to turn and talk with a partner and figure out what you think the cat and Mr. Wishy Washy will do next. (Ask some students for their predictions)
- Let’s see what happens…Oh, there goes the cat! (Comment if this matched anyone’s prediction or not)
- How does Mr. Wishy Washy feel about what happened? How can you tell? He also says, “Oh, My!”
- He goes back to washing dishes. What is the cat doing?
- Where do you think Mr. and Mrs. Wishy Washy live? How do you know? That’s right; the setting for this book is a farm.
- Now I will read this book with you. If you see any words that you recognize, you can read along. Also, the words “dishy washy” appear a lot in the book. When you see them or hear them, you can say them along with me and pretend that you are washing dishes.
- While reading and pointing:
What sounds do you hear on this first page?
Why do you think Joy Cowley wrote “cries” instead of “said”?
Modifications:
Easier:
· The book will be read out loud two times
· Mrs Wishy Washy will be read the day before
· The phonemes spoken about will be gone over several times
Harder:
· The students will engage in echo reading
· The students will be asked for the setting of the book instead of where Mr. and Mrs. Wishy Washy live
· Students will be asked for words besides “cries” that would make sense in the text
English Language Learners:
· These students will be called on after other students have answered questions about the author and events in the book
· The translated version of the book will be available and encouraged
· Students will be paired with bilingual students in the turn and talk if possible, and strong English speakers if not
Assessment:
- Did the student participate in the picture walk discussion?
- Were the students able to identify the sounds in “wishy” and “washy”?
- Were the students able to actively participate in the turn and talk?
- Did students anticipate when “dishy washy” was coming?
- The picture walk will help students in comprehension and fluency (common core standards)
- Students will be able to ask and answer questions about key details, characters, and settings (common core standards)
- Students will answer questions about unfamiliar words (common core standards)
- The students will describe the relationship between the illustrations and the story (common core standards)
- Students will demonstrate an understanding of phonemes (common core standards)
- Students will participate in conversations with their peers about the text while predicting the outcome of the story (common core standards)
- Students will have opportunities to answer questions audibly and clearly (common core standards)
- Students are actively engaged in both the picture walk and shared reading (Morrow, p. 15)
- Students will be challenged to think about aspects of texts that have not been introduced before (Triplett and Nelson, p. 69)
Reflection:
- Were all of the students enjoying the shared reading? Were some not? How would I engage the students who were not?
- Were the students who are not strong readers able to anticipate “dishy washy” and participate in the picture walk?
- Are the students interested enough in the story to continue with this book for the week?
- What do students know about life on a farm?
Next Steps:
- Tomorrow’s lesson will focus on phonemic awareness, with an emphasis on /d/, /w/, /sh/, and the different vowel sounds in “wishy” and ‘washy”. Vocabulary that will be focused on: wishy, washy, dishy,
Extension Activities:
- Visit a farm for a class trip
- Have students participate in a shared writing project on how to wash dishes
- Lead a discussion about the students’ pets, most specifically if they ever get in the way of what the students are doing
Shared Reading Lesson Plan #2
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Phonemic Awareness
Number of Children: Whole Group, Small Groups
Objectives:
Cognitive: SWBAT identify and differentiate between the sounds /w/, /d/, /sh/, and the short vowel sounds /a/ and /i/ when reading the book. SWBAT participate in echo reading with expression and will be able to answer questions about the text.
Social: SWBAT actively engage in discussions about the book. SWBAT share their work with the class.
Motor: SWBAT use their hands to paint, draw, cut, and glue and when segmenting and blending words
Language: SWBAT use receptive and expressive language to participate in class discussion and group work
Adaptive: SWBAT gather their own materials and clean up
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Smartboard and markers
Magazines, paper, crayons, paint, scissors, glue
Vocabulary: wishy, washy, dishy
Teach:
- Yesterday we looked through a book together about a man who washes many items in his house. Do you remember the name of the book? That’s right; it was Mr. Wishy Washy by Joy Cowley. Can anyone tell me who Joy Cowley is? That’s right, she’s the author, and she wrote this book.
- Who remembers some of the events that happened in this book? (Call on as many students who want to speak, facilitate discussion for whole class). Great, let’s explore some of the sounds we hear in the book.
- Read and point: Mr. Wishy Washy, by Joy Cowley. Yesterday, you told me some of the sounds that you heard in “Wishy” and “Washy”. What were some of them? (As students answer, write each sound on the smartboard next to each other)
- Read the book aloud, pointing to each word as it is read, with the students engaged in echo reading, echoing the teacher after each sentence. While reading, ask students about the difference in “wishy” and “washy” and how we know that “dishy” isn’t “dashy”.
- The phrase “dishy washy” appears a lot in this book. What sound does “dishy washy” have that is different than “wishy washy”? (write D next to the other letters on the smartboard).
- Say each sound written down with an example and have the students echo each one.
- Students will then segment the words “Dishy”, “Wishy”, and “Washy” by pulling their hands apart while breaking the words into sounds and then clapping while saying the full word.
- Let’s read the book again, this time finding words that have the sounds /d/, /w/, or /sh/. (While reading, stop to write the words the students find under one or more of the letters written).
- Segment a few of these words that the students choose.
- The class will then break into small groups where paint, crayons, magazines, scissors and glue will be available to create a piece depicting one or many things that contain those sounds. Students may come to the front of the room to share their work, and comments and questions will be encouraged.
Modifications:
Easier:
· Each sound with example will be repeated multiple times
· Segmenting of words will be repeated multiple times
· A picture will be added next to the sound written on the smartboard
· Pictures will be added next to the words the students find
· Students will work in pairs during the art project
Harder:
· Segment “dishwasher” and “Washington” in the initial segmenting
· Look for words that contain /a/ and /i/
· Students will be asked to create a piece depicting items that all end with one of the sounds discussed
English Language Learners:
· During discussions, these students will be called on first
· The translated version of the book will be available and encouraged
· Student will be paired with a bilingual or English speaking partner for the art project
Assessment:
- Students will be able to ask and answer questions about key details, characters, settings, and events (common core standards)
- Students will name the author and define their role (common core standards)
- Students will count, pronounce, blend, and segment syllables in spoken words (common core standards)
- Students will distinguish between similarly spelled words by identifying the sounds of the letters that differ (common core standards)
- Students will follow agreed upon rules for discussions (common core standards)
- Students will be given opportunities to ask and answer questions in order to get information or clarify something that is not understood (common core standards)
- Students will have opportunities to speak audibly and express their ideas clearly (common core standards)
- Students need to focus on the sounds that make up words when they first begin to experiment with reading and writing (Juel, 1989)
- Phonemic awareness instruction in preschool, kindergarten, and first grade strengthens reading achievement (Morrow, p. 27)
- Phonemic awareness and phonological awareness are needed to learn phonics (Morrow, p. 157)
- Instruction in the area should be playful, but purposeful and planned (Morrow, p. 158)
- Matching sounds and working with sounds in isolation help students learn about sounds in words (Morrow, p. 158)
- Students who are more competent in manipulating the sounds of language become better and more fluent readers (Snow et.al, 1998)
Reflection:
- Were all of the students able to participate in the discussion about the book? If not, how could I guide these students in future discussions?
- How did the echo reading sound? Fluent or choppy? Were some students having difficulty echoing?
- Did the students enjoy pulling the words apart and them clapping them together? Is this a useful tool for segmenting?
- Did the students find all of the words in the book containing the target sounds? Were there any they missed?
- Did the students enjoy the art project? Which students preferred working individually and which with a partner or group?
- Were the students able to identify the /w/ sound when it came at the end of a word?
Next Steps:
- Tomorrow’s lesson will focus on vocabulary, with an emphasis on the word “dishwasher” and other words that are made up of smaller words and word parts.
Extension Activities:
- Students will write a song or poem containing as many words with the /d/, /w/, and /sh/ phonemes as possible
- A homework assignment will be given emphasizing these phonemes
- The students will come to the smartboard to write or draw what comes next in the book
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Phonemic Awareness
Number of Children: Whole Group, Small Groups
Objectives:
Cognitive: SWBAT identify and differentiate between the sounds /w/, /d/, /sh/, and the short vowel sounds /a/ and /i/ when reading the book. SWBAT participate in echo reading with expression and will be able to answer questions about the text.
Social: SWBAT actively engage in discussions about the book. SWBAT share their work with the class.
Motor: SWBAT use their hands to paint, draw, cut, and glue and when segmenting and blending words
Language: SWBAT use receptive and expressive language to participate in class discussion and group work
Adaptive: SWBAT gather their own materials and clean up
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Smartboard and markers
Magazines, paper, crayons, paint, scissors, glue
Vocabulary: wishy, washy, dishy
Teach:
- Yesterday we looked through a book together about a man who washes many items in his house. Do you remember the name of the book? That’s right; it was Mr. Wishy Washy by Joy Cowley. Can anyone tell me who Joy Cowley is? That’s right, she’s the author, and she wrote this book.
- Who remembers some of the events that happened in this book? (Call on as many students who want to speak, facilitate discussion for whole class). Great, let’s explore some of the sounds we hear in the book.
- Read and point: Mr. Wishy Washy, by Joy Cowley. Yesterday, you told me some of the sounds that you heard in “Wishy” and “Washy”. What were some of them? (As students answer, write each sound on the smartboard next to each other)
- Read the book aloud, pointing to each word as it is read, with the students engaged in echo reading, echoing the teacher after each sentence. While reading, ask students about the difference in “wishy” and “washy” and how we know that “dishy” isn’t “dashy”.
- The phrase “dishy washy” appears a lot in this book. What sound does “dishy washy” have that is different than “wishy washy”? (write D next to the other letters on the smartboard).
- Say each sound written down with an example and have the students echo each one.
- Students will then segment the words “Dishy”, “Wishy”, and “Washy” by pulling their hands apart while breaking the words into sounds and then clapping while saying the full word.
- Let’s read the book again, this time finding words that have the sounds /d/, /w/, or /sh/. (While reading, stop to write the words the students find under one or more of the letters written).
- Segment a few of these words that the students choose.
- The class will then break into small groups where paint, crayons, magazines, scissors and glue will be available to create a piece depicting one or many things that contain those sounds. Students may come to the front of the room to share their work, and comments and questions will be encouraged.
Modifications:
Easier:
· Each sound with example will be repeated multiple times
· Segmenting of words will be repeated multiple times
· A picture will be added next to the sound written on the smartboard
· Pictures will be added next to the words the students find
· Students will work in pairs during the art project
Harder:
· Segment “dishwasher” and “Washington” in the initial segmenting
· Look for words that contain /a/ and /i/
· Students will be asked to create a piece depicting items that all end with one of the sounds discussed
English Language Learners:
· During discussions, these students will be called on first
· The translated version of the book will be available and encouraged
· Student will be paired with a bilingual or English speaking partner for the art project
Assessment:
- Did the students know what an author is?
- Did the students participate in the discussion about the events in the book?
- Were the students able to identify all of the sounds in “wishy” and “washy”?
- Did the students engage in fluent echo reading?
- Were the students able to differentiate between /i/ and /a/?
- Did the students identify the /d/ sound?
- Did the students convincingly echo each example?
- Were the students able to segment the words?
- Were the students able to identify words with the target sounds in them?
- Were the students able to come up with words outside of the book containing these sounds?
- Did the students share their work, comment, and/or question?
- Students will be able to ask and answer questions about key details, characters, settings, and events (common core standards)
- Students will name the author and define their role (common core standards)
- Students will count, pronounce, blend, and segment syllables in spoken words (common core standards)
- Students will distinguish between similarly spelled words by identifying the sounds of the letters that differ (common core standards)
- Students will follow agreed upon rules for discussions (common core standards)
- Students will be given opportunities to ask and answer questions in order to get information or clarify something that is not understood (common core standards)
- Students will have opportunities to speak audibly and express their ideas clearly (common core standards)
- Students need to focus on the sounds that make up words when they first begin to experiment with reading and writing (Juel, 1989)
- Phonemic awareness instruction in preschool, kindergarten, and first grade strengthens reading achievement (Morrow, p. 27)
- Phonemic awareness and phonological awareness are needed to learn phonics (Morrow, p. 157)
- Instruction in the area should be playful, but purposeful and planned (Morrow, p. 158)
- Matching sounds and working with sounds in isolation help students learn about sounds in words (Morrow, p. 158)
- Students who are more competent in manipulating the sounds of language become better and more fluent readers (Snow et.al, 1998)
Reflection:
- Were all of the students able to participate in the discussion about the book? If not, how could I guide these students in future discussions?
- How did the echo reading sound? Fluent or choppy? Were some students having difficulty echoing?
- Did the students enjoy pulling the words apart and them clapping them together? Is this a useful tool for segmenting?
- Did the students find all of the words in the book containing the target sounds? Were there any they missed?
- Did the students enjoy the art project? Which students preferred working individually and which with a partner or group?
- Were the students able to identify the /w/ sound when it came at the end of a word?
Next Steps:
- Tomorrow’s lesson will focus on vocabulary, with an emphasis on the word “dishwasher” and other words that are made up of smaller words and word parts.
Extension Activities:
- Students will write a song or poem containing as many words with the /d/, /w/, and /sh/ phonemes as possible
- A homework assignment will be given emphasizing these phonemes
- The students will come to the smartboard to write or draw what comes next in the book
Shared Reading Lesson Plan #3
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Vocabulary
Number of Children: Whole Group
Objectives:
Cognitive: SWBAT break the word “dishwasher” into “dish” “wash” and “er”, discuss the different parts of these words, and create new words that are made up of smaller parts. SWBAT participate in echo reading with expression and will be able to answer questions about the text. Social: SWBAT actively engage in discussions about words and words parts and participate in vocabulary activities cooperatively.
Motor: SWBAT move around the room in order to find an appropriate partner. SWBAT write on the smartboard with a marker.
Language: SWBAT participate in class discussions, segment and blend words, build new words, and repeat a section of text once heard
Adaptive: Students will fasten flashcards to their shirts
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Smartboard and markers
Flashcards with word parts written on them
Vocabulary: dishwasher, “er” words generated by the students
Teach:
- We’ve been reading a book about the best dishwasher in the state of Washington. Do you remember the name of the book? That’s right; it was Mr. Wishy Washy by Joy Cowley. Can anyone tell me who Joy Cowley is? That’s right, she’s the author, and she wrote this book.
- What can you tell me about some of the sounds in the book that we spoke about yesterday? (Have a few students come up to share their homework from the night before).
- One of the words that has a lot of these sounds in it is the word “dishwasher”. Students will repeat the word and segment it by pulling their hands apart while breaking the word into phonemes and then clapping while saying the full word.
- Read the book aloud, pointing to each word as it is read, with the students engaged in echo reading, echoing the teacher after each sentence. On the first page, ask students to define the word “dishwasher” based on the picture and surrounding text.
- After reading, there will be a teacher guided discussion on how some of the students figured out the meaning of the word “dishwasher”. Different strategies will be emphasized and praised.
- We can also figure out what the word “dishwasher” means by looking at the word itself. “Dishwasher” is a long word, but it can be broken up into smaller parts. (Teacher will write the word “dishwasher” on the smartboard with lines separating “dish”, “wash”, and “er”).
- Looking at the different parts of this word, we know what “dish” means (allow students the chance to define it), and we know what “wash” means (allow students the chance to define it), but “er” is a little trickier. “E-R” at the end of a word can mean “one who” (write “one who” underneath the “er” in “dishwasher”).
- Now that we know what all of the parts of this word mean, we can define the word dishwasher by saying, “A dishwasher is one who washes dishes” (point at the different parts of the word while defining it).
- What would someone who dances be called? That’s right, a dancer (write the word on the smartboard with a line separating the “er”). What about someone who writes? (repeat with the word “writer”.
- Flashcards will be given out to the students, half with “er” written on them, and half with verbs that the students are familiar with and can relate to, such as “read”, “jump”, “eat”, and “sleep”. These flashcards will be fastened to the students’ shirts.
- Students will be asked to pair up with either an “er” or verb classmate (the one that is different from theirs) to form words. The pairs will come to the front of the room to share and define their word (e.g. “We made the word “reader”. A “reader” is someone who reads.). The whole class will repeat the definition after each pair of students present.
- Students will then write the word on the smartboard under the word “dishwasher”, with a line separating the verb from the “er”. Some of these words will be added to the word wall.
Modifications:
Easier:
· Use the “s” or “es” for plural rule instead of “er”
· The segmenting of “dishwasher” will be repeated several times
· Flashcards will have words and pictures
· Students will dictate words to the teacher, who will write them on the smartboard
Harder:
· Address some “or” words (e.g. “author”, “actor”)
· Flashcards with only letters will be given out; students must spell out word
· Students will work independently to create their own lists of “er” words
· Students will be asked to come up with something or someone that is a “jumper”, “eater”, or “sleeper”
English Language Learners:
· Have students share the translation of “er” words in their language to see if there is a corresponding “one who” word part
· The translated version of the book will be available and encouraged
· All English language learners will have verbs on their flashcards
· Verbs will be acted out by the students as they are defined
Assessment:
- Students will be able to ask and answer questions about unknown words in a text (common core standards)
- Students will name the author and define their role (common core standards)
- Students will be actively engaged in this group reading activity with purpose and understanding (common core standards)
- During echo reading, students will follow words from left to right, top to bottom, and page by page (common core standards)
- Students will pronounce, blend, and segment syllables in spoken words (common core standards)
- Students will follow agreed-upon rules for discussion (common core standards)
- Students will have opportunities to ask and answer questions in order to seek help, get information, or clarify something that is not understood (common core standards)
- Students will have opportunities to speak audibly and express their thoughts clearly (common core standards)
- Students will be introduced to a strategy to help figure out unknown words (Morrow, p. 168)
- When children learn new words, they need to look at the elements within the word to help them understand its parts (Morrow, p. 169)
- Teacher checklists are important for assessing students on word study skills (Morrow, p. 180)
- Until children have had experience thinking about words in terms of their components, they can be puzzled when moving from print to sound (Triplett, p. 62)
Reflection:
- Are there any students still unsure of the definition of an author?
- How did the echo reading sound? Fluent or choppy? Were some students having difficulty echoing?
- Did the students enjoy sharing their homework with the class? Which students seemed to enjoy it the most and which the least?
- How did the students sound segmenting the word “dishwasher”?
- Which strategies did which students utilize while figuring out the definition of “dishwasher”?
- How many exceptions to the rule came up? Which students brought them up?
- Which students teamed up?
Next Steps:
- Tomorrow’s lesson will focus on phonics, with an emphasis on spelling “wishy”, “washy”, “dishy”, “washes”, “dishes”, “dishwasher”, “dish”, “washing”, and other words with the /d/, /w/, or /sh/ sound.
Extension Activities:
- “er” words generated will be sorted into words that start with the same letter, verbs that show lots of action, verbs that show quieter action, and others
- “er” at the end of words can also mean “more” (e.g. wet, wetter), differentiating between “one who” and “more” “er” words
- A video will be made up the students’ partner words, edited, and presented to the students at the end of the unit
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Vocabulary
Number of Children: Whole Group
Objectives:
Cognitive: SWBAT break the word “dishwasher” into “dish” “wash” and “er”, discuss the different parts of these words, and create new words that are made up of smaller parts. SWBAT participate in echo reading with expression and will be able to answer questions about the text. Social: SWBAT actively engage in discussions about words and words parts and participate in vocabulary activities cooperatively.
Motor: SWBAT move around the room in order to find an appropriate partner. SWBAT write on the smartboard with a marker.
Language: SWBAT participate in class discussions, segment and blend words, build new words, and repeat a section of text once heard
Adaptive: Students will fasten flashcards to their shirts
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Smartboard and markers
Flashcards with word parts written on them
Vocabulary: dishwasher, “er” words generated by the students
Teach:
- We’ve been reading a book about the best dishwasher in the state of Washington. Do you remember the name of the book? That’s right; it was Mr. Wishy Washy by Joy Cowley. Can anyone tell me who Joy Cowley is? That’s right, she’s the author, and she wrote this book.
- What can you tell me about some of the sounds in the book that we spoke about yesterday? (Have a few students come up to share their homework from the night before).
- One of the words that has a lot of these sounds in it is the word “dishwasher”. Students will repeat the word and segment it by pulling their hands apart while breaking the word into phonemes and then clapping while saying the full word.
- Read the book aloud, pointing to each word as it is read, with the students engaged in echo reading, echoing the teacher after each sentence. On the first page, ask students to define the word “dishwasher” based on the picture and surrounding text.
- After reading, there will be a teacher guided discussion on how some of the students figured out the meaning of the word “dishwasher”. Different strategies will be emphasized and praised.
- We can also figure out what the word “dishwasher” means by looking at the word itself. “Dishwasher” is a long word, but it can be broken up into smaller parts. (Teacher will write the word “dishwasher” on the smartboard with lines separating “dish”, “wash”, and “er”).
- Looking at the different parts of this word, we know what “dish” means (allow students the chance to define it), and we know what “wash” means (allow students the chance to define it), but “er” is a little trickier. “E-R” at the end of a word can mean “one who” (write “one who” underneath the “er” in “dishwasher”).
- Now that we know what all of the parts of this word mean, we can define the word dishwasher by saying, “A dishwasher is one who washes dishes” (point at the different parts of the word while defining it).
- What would someone who dances be called? That’s right, a dancer (write the word on the smartboard with a line separating the “er”). What about someone who writes? (repeat with the word “writer”.
- Flashcards will be given out to the students, half with “er” written on them, and half with verbs that the students are familiar with and can relate to, such as “read”, “jump”, “eat”, and “sleep”. These flashcards will be fastened to the students’ shirts.
- Students will be asked to pair up with either an “er” or verb classmate (the one that is different from theirs) to form words. The pairs will come to the front of the room to share and define their word (e.g. “We made the word “reader”. A “reader” is someone who reads.). The whole class will repeat the definition after each pair of students present.
- Students will then write the word on the smartboard under the word “dishwasher”, with a line separating the verb from the “er”. Some of these words will be added to the word wall.
Modifications:
Easier:
· Use the “s” or “es” for plural rule instead of “er”
· The segmenting of “dishwasher” will be repeated several times
· Flashcards will have words and pictures
· Students will dictate words to the teacher, who will write them on the smartboard
Harder:
· Address some “or” words (e.g. “author”, “actor”)
· Flashcards with only letters will be given out; students must spell out word
· Students will work independently to create their own lists of “er” words
· Students will be asked to come up with something or someone that is a “jumper”, “eater”, or “sleeper”
English Language Learners:
· Have students share the translation of “er” words in their language to see if there is a corresponding “one who” word part
· The translated version of the book will be available and encouraged
· All English language learners will have verbs on their flashcards
· Verbs will be acted out by the students as they are defined
Assessment:
- Did the students know what an author is?
- Were the students that shared their homework able to demonstrate an understanding of yesterday’s lesson and speak clearly in front of the class?
- Were the students able to segment and blend the word “dishwasher”?
- Were the students able to participate in the discussion? Which strategies came up the most? Which were underutilized?
- Did the students engage in fluent echo reading?
- How did students define “dish” and “wash”?
- Were students able to define their word when they were in pairs?
- Were the students able to write with the markers effectively?
- Students will be able to ask and answer questions about unknown words in a text (common core standards)
- Students will name the author and define their role (common core standards)
- Students will be actively engaged in this group reading activity with purpose and understanding (common core standards)
- During echo reading, students will follow words from left to right, top to bottom, and page by page (common core standards)
- Students will pronounce, blend, and segment syllables in spoken words (common core standards)
- Students will follow agreed-upon rules for discussion (common core standards)
- Students will have opportunities to ask and answer questions in order to seek help, get information, or clarify something that is not understood (common core standards)
- Students will have opportunities to speak audibly and express their thoughts clearly (common core standards)
- Students will be introduced to a strategy to help figure out unknown words (Morrow, p. 168)
- When children learn new words, they need to look at the elements within the word to help them understand its parts (Morrow, p. 169)
- Teacher checklists are important for assessing students on word study skills (Morrow, p. 180)
- Until children have had experience thinking about words in terms of their components, they can be puzzled when moving from print to sound (Triplett, p. 62)
Reflection:
- Are there any students still unsure of the definition of an author?
- How did the echo reading sound? Fluent or choppy? Were some students having difficulty echoing?
- Did the students enjoy sharing their homework with the class? Which students seemed to enjoy it the most and which the least?
- How did the students sound segmenting the word “dishwasher”?
- Which strategies did which students utilize while figuring out the definition of “dishwasher”?
- How many exceptions to the rule came up? Which students brought them up?
- Which students teamed up?
Next Steps:
- Tomorrow’s lesson will focus on phonics, with an emphasis on spelling “wishy”, “washy”, “dishy”, “washes”, “dishes”, “dishwasher”, “dish”, “washing”, and other words with the /d/, /w/, or /sh/ sound.
Extension Activities:
- “er” words generated will be sorted into words that start with the same letter, verbs that show lots of action, verbs that show quieter action, and others
- “er” at the end of words can also mean “more” (e.g. wet, wetter), differentiating between “one who” and “more” “er” words
- A video will be made up the students’ partner words, edited, and presented to the students at the end of the unit
Shared Reading Lesson Plan #4
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Phonics and Spelling
Number of Children: Whole group, individual work and conferences, partner work
Objectives:
Cognitive: SWBAT identify and match the /d/, /w/, /sh/, /a/, and /i/ sounds with their corresponding letters. SWBAT create new words based on this knowledge
Social: SWBAT actively engage in discussions about sounds and letters, will take turns in presenting their work, and will share materials · Motor: SWBAT manipulate magnet letters on an individual board and write with a marker on the smartboard
Language: SWBAT participate in class discussions and engage in partner conversations if necessary
Adaptive: SWBAT gather materials, hand them out to their classmates, and clean up
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Smartboard and markers
Individual magnetic boards for each student
Magnetic letters
Vocabulary: wishy, washy, dishwasher, dishy, washes, dishes, dish, washing
Teach:
- We’ve been reading a book about a man who accidentally washes his cat while he is washing dishes. Do you remember the name of the book? That’s right, it was Mr. Wishy Washy. Does anyone remember who the author of this book is? That’s right, it’s Joy Cowley, and she wrote this book.
- We are going to read Mr. Wishy Washy again today. This time I would like everyone reading along with me, since you all know the book so well. (Read the book aloud, pointing to each word as it is read, with the students engaged in choral reading, reading along with the teacher as the text is read). During the read aloud, the teacher will pause periodically to ask the students about some of the sounds they hear. The corresponding letters will be written on the smartboard by either the teacher or students.
- After reading, the class as a whole will spell “wishy”, “washy”, and “dishy” using the letters that have been written on the board. Students will have a chance to come to the front of the room to write which letter comes next. Students are encouraged to help the student who is writing by repeating the sound of the next letter in the word. Since the word “dishwasher” was spoken about a lot the day before, this word will also be spelled out on the smartboard after the other words.
- Students will then return to their tables where they will each have their own magnetic board and the magnetic letters “w”, “d”, “s”, “h”, “a”, “i”, “y”, “e”, “r”, “n”, and “g” (two of each). The teacher will call out words from the book that the students will have to spell on their boards. When they are finished, they will hold up their boards. The teacher will rotate around the room at this point, offering individual assistance as needed.
- The teacher will then write the correct spelling of the word on the board, sounding it out, and students will be asked to change their letters to match the word on the board, if it does not already.
- The students will then break into partners, combining the letters that they both have, and are asked to come up with some new words using the letters that they have. Again, the teacher will rotate around the room offering assistance as needed.
- These new words will be written on the board, with the students sounding out each letter as it is written. Some of these words will be added to the word wall.
Modifications:
Easier:
· Students will dictate the letters to the teacher instead of writing them themselves
· “Dishwasher” will not be spelled out
· Students will work in teams instead of individually
· Boards will be held up again after the correct spelling has been demonstrated
· Words can be dictated to the teacher, instead of being written by the students
Harder:
· “Washington” will also be spelled out
· All magnetic letters will be in the tray, so that students will need to look for the correct letters among them
· Students will write the correct words on the board
· Students will work individually to come up with their own words
English Language Learners:
· These students will be called on first in the questioning about the author
· The translated version of the book will be available and encouraged
· These students will be addressed first during individual and partner work
· Students will be paired with bilingual students if possible, and strong English speakers if not
Assessment:
- Students will name the author and define their role (common core standards)
- Students will demonstrate their understanding that words follow left to right (common core standards)
- Students will recognize that spoken words are represented in written language by specific sequences of letters (common core standards)
- Students will isolate and pronounce the different sounds in spoken words (common core standards)
- Students will demonstrate basic knowledge of one-to-one letter-sound correspondences (common core standards)
- Students will distinguish between similarly spelled words by identifying the sounds of the letters that differ (common core standards)
- Students will have opportunities to speak audibly and express their thoughts clearly (common core standards)
- Students will be able to form regular plural nouns by adding /es/ (e.g. “dish” to “dishes”) (common core standards)
- Students will have opportunities to spell simple words phonetically, drawing on knowledge of sound-letter relationships (common core standards)
- Knowledge of sound-symbol relationships is necessary for success at learning to read and write (Morrow, p. 27)
- Picture story books that use a particular letter prominently can help with phonics skills (Morrow, p. 168)
- Building words help children learn letter-sound relationships and consequently how to decode unknown words (Morrow, p. 168)
- When working with manipulatives, it is also very important to write down the words they create so the teacher can see if they understand what they are doing (Morrow, p. 169)
- Teacher checklists are important for assessing students on word study skills (Morrow, p. 180)
- Children must be helped to understand the concept that words are made up of sounds, and that letters represent those sounds (Triplett, p. 69)
Reflection:
- Are there any students still unsure of the definition of an author?
- How did the choral reading sound? Fluent or choppy? Were some students having difficulty with it?
- Are the students still enjoying Mr. Wishy Washy? Are there more elements of the story that can be discussed? Perhaps a comparison with Mrs. Wishy Washy?
- Which students wanted to come up to write on the board and which did not?
- Did some students prefer using the magnetic letters to writing on the board?
- What questions came up during the individual or partner help?
- Who did the students choose to work with during the partner work?
- Are the new word wall words being utilized?
Next Steps:
- Tomorrow’s lesson will focus on fluency and comprehension, with the students participating in a discussion about the book and how it relates to something in the students’ lives, followed by a choice of retelling the story, putting the sentences in the book in correct order, or writing an alternate ending to the book.
Extension Activities:
- more magnetic letters will be added to the trays, and words like “cat”, “cups”, and “mugs” will be spelled out
- a boggle-like game will be played with the children teaming up to make words out of the magnetic letters
- the new words generated will be used to create an original shared written story or poem
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Phonics and Spelling
Number of Children: Whole group, individual work and conferences, partner work
Objectives:
Cognitive: SWBAT identify and match the /d/, /w/, /sh/, /a/, and /i/ sounds with their corresponding letters. SWBAT create new words based on this knowledge
Social: SWBAT actively engage in discussions about sounds and letters, will take turns in presenting their work, and will share materials · Motor: SWBAT manipulate magnet letters on an individual board and write with a marker on the smartboard
Language: SWBAT participate in class discussions and engage in partner conversations if necessary
Adaptive: SWBAT gather materials, hand them out to their classmates, and clean up
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
Smartboard and markers
Individual magnetic boards for each student
Magnetic letters
Vocabulary: wishy, washy, dishwasher, dishy, washes, dishes, dish, washing
Teach:
- We’ve been reading a book about a man who accidentally washes his cat while he is washing dishes. Do you remember the name of the book? That’s right, it was Mr. Wishy Washy. Does anyone remember who the author of this book is? That’s right, it’s Joy Cowley, and she wrote this book.
- We are going to read Mr. Wishy Washy again today. This time I would like everyone reading along with me, since you all know the book so well. (Read the book aloud, pointing to each word as it is read, with the students engaged in choral reading, reading along with the teacher as the text is read). During the read aloud, the teacher will pause periodically to ask the students about some of the sounds they hear. The corresponding letters will be written on the smartboard by either the teacher or students.
- After reading, the class as a whole will spell “wishy”, “washy”, and “dishy” using the letters that have been written on the board. Students will have a chance to come to the front of the room to write which letter comes next. Students are encouraged to help the student who is writing by repeating the sound of the next letter in the word. Since the word “dishwasher” was spoken about a lot the day before, this word will also be spelled out on the smartboard after the other words.
- Students will then return to their tables where they will each have their own magnetic board and the magnetic letters “w”, “d”, “s”, “h”, “a”, “i”, “y”, “e”, “r”, “n”, and “g” (two of each). The teacher will call out words from the book that the students will have to spell on their boards. When they are finished, they will hold up their boards. The teacher will rotate around the room at this point, offering individual assistance as needed.
- The teacher will then write the correct spelling of the word on the board, sounding it out, and students will be asked to change their letters to match the word on the board, if it does not already.
- The students will then break into partners, combining the letters that they both have, and are asked to come up with some new words using the letters that they have. Again, the teacher will rotate around the room offering assistance as needed.
- These new words will be written on the board, with the students sounding out each letter as it is written. Some of these words will be added to the word wall.
Modifications:
Easier:
· Students will dictate the letters to the teacher instead of writing them themselves
· “Dishwasher” will not be spelled out
· Students will work in teams instead of individually
· Boards will be held up again after the correct spelling has been demonstrated
· Words can be dictated to the teacher, instead of being written by the students
Harder:
· “Washington” will also be spelled out
· All magnetic letters will be in the tray, so that students will need to look for the correct letters among them
· Students will write the correct words on the board
· Students will work individually to come up with their own words
English Language Learners:
· These students will be called on first in the questioning about the author
· The translated version of the book will be available and encouraged
· These students will be addressed first during individual and partner work
· Students will be paired with bilingual students if possible, and strong English speakers if not
Assessment:
- Did the students know who the author was and what an author does?
- Did the students engage in fluent choral reading?
- Were the students able to identify the correct sounds in the target words?
- Were the students able to write the correct letter on the smartboard?
- Which students needed the most individual assistance?
- Were the students able to spell out their words correctly the first time?
- If the students did not spell the words correctly at first, were they able to change the letters to match the word on the board?
- Were the students able to generate new words using these letters?
- Were the students able to sound out the words correctly?
- Students will name the author and define their role (common core standards)
- Students will demonstrate their understanding that words follow left to right (common core standards)
- Students will recognize that spoken words are represented in written language by specific sequences of letters (common core standards)
- Students will isolate and pronounce the different sounds in spoken words (common core standards)
- Students will demonstrate basic knowledge of one-to-one letter-sound correspondences (common core standards)
- Students will distinguish between similarly spelled words by identifying the sounds of the letters that differ (common core standards)
- Students will have opportunities to speak audibly and express their thoughts clearly (common core standards)
- Students will be able to form regular plural nouns by adding /es/ (e.g. “dish” to “dishes”) (common core standards)
- Students will have opportunities to spell simple words phonetically, drawing on knowledge of sound-letter relationships (common core standards)
- Knowledge of sound-symbol relationships is necessary for success at learning to read and write (Morrow, p. 27)
- Picture story books that use a particular letter prominently can help with phonics skills (Morrow, p. 168)
- Building words help children learn letter-sound relationships and consequently how to decode unknown words (Morrow, p. 168)
- When working with manipulatives, it is also very important to write down the words they create so the teacher can see if they understand what they are doing (Morrow, p. 169)
- Teacher checklists are important for assessing students on word study skills (Morrow, p. 180)
- Children must be helped to understand the concept that words are made up of sounds, and that letters represent those sounds (Triplett, p. 69)
Reflection:
- Are there any students still unsure of the definition of an author?
- How did the choral reading sound? Fluent or choppy? Were some students having difficulty with it?
- Are the students still enjoying Mr. Wishy Washy? Are there more elements of the story that can be discussed? Perhaps a comparison with Mrs. Wishy Washy?
- Which students wanted to come up to write on the board and which did not?
- Did some students prefer using the magnetic letters to writing on the board?
- What questions came up during the individual or partner help?
- Who did the students choose to work with during the partner work?
- Are the new word wall words being utilized?
Next Steps:
- Tomorrow’s lesson will focus on fluency and comprehension, with the students participating in a discussion about the book and how it relates to something in the students’ lives, followed by a choice of retelling the story, putting the sentences in the book in correct order, or writing an alternate ending to the book.
Extension Activities:
- more magnetic letters will be added to the trays, and words like “cat”, “cups”, and “mugs” will be spelled out
- a boggle-like game will be played with the children teaming up to make words out of the magnetic letters
- the new words generated will be used to create an original shared written story or poem
Shared Reading Lesson Plan #5
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Fluency and Comprehension
Number of Children: Whole group, small group work, individual work
Objectives:
Cognitive: SWBAT demonstrate fluency and comprehension of the text by connecting the text to their own lives, retelling the story, putting sentences in order and chunking, or writing an alternate ending to the story
Social: SWBAT follow agreed upon rules in discussions, choose whether to work with a group or independently and have an opportunity to share work with their peers
Motor: SWBAT manipulate puppets and dishes, use glue and write legibly
Language: SWBAT use receptive and expressive language to participate in class discussions and group work
Adaptive: SWBAT gather their own materials and clean up
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
A menu of choices
Puppets and theater
Dramatic play area with sink, dishes, and stuffed cat
Different strips of paper with the text on it
Glue, paper, pencils
Vocabulary: washes, cups, mugs, plates, bowls, pots, pans, cries, jumps
Teach:
- We’ve been reading a book about a man who is married to Mrs. Wishy Washy. Do you remember the name of the book? That’s right, it was Mr. Wishy Washy. Does anyone remember who the author of this book is? That’s right, it’s Joy Cowley. What does an author do? That’s right: they write the book.
- We are going to read Mr. Wishy Washy again today, with everyone reading together like we did yesterday. (Read the book aloud, pointing to each word as it is read, with the students engaged in choral reading, reading along with the teacher as the text is read). During the read aloud, the teacher will emphasize the action taking place (washing different items, the cat crying and jumping), and asking a few students to demonstrate “washing”, “crying”, and “jumping”.
- After reading, the teacher will lead the class in a discussion about how Mr. Wishy Washy reminds the students about another book they have read, or something that has happened in their lives. All students who wish to speak should have a chance to do so.
- Students will then return to their tables where they will find a choice menu with words and pictures showing the choices they can pick for their next activity. The menu will have the following choices:
· Working with a group of three students (Mr. Wishy Washy, the cat, and a narrator) to act out the story in the dramatic play area
· Working with a group of two students to put on a puppet show depicting Mr. and Mrs. Wishy Washy talking to each other about the events in Mr. Wishy Washy
· Working independently to glue strips of paper containing the text in the correct order, then marking the paper to show where a reader would chunk the words while reading
· Working independently to either write or draw (or both) an alternate ending to the story
- The students will then break into their groups, gathering the needed materials as stated on the choice menu. The teacher will rotate among the groups and individual workers to offer assistance as needed.
- When work is completed, the students will return to the large rug where the teacher will use the smartboard to project Mr. Wishy Washy and with the help of students, chunk the text into sections to read out loud.
- The book will be read again chorally, this time with an emphasis on reading with fluency using the chunking. The students who chose this activity will be asked to share how they put the text into chunks, and noting if it is similar or different.
- All students who wish to present their scene, puppet show, or alternate ending may do so. The word “cries” will be added to the word wall.
Modifications:
Easier:
· Students will be assigned activities rather than picking themselves
· The puppet show will be a reenactment of Mr. Wishy Washy
· Independent activities can be partner activities instead
· Students can dictate the alternate ending
· Students will sequence pictures instead of text
· Chunking the text will take place before the students break into groups
· Materials will be gathered for the students by the teacher
Harder:
· The choice menu will have words only
· Students will be asked to write and draw an alternate ending
· The teacher will not speak during the choral reading
· The students will chunk the text with minimal assistance from the teacher
English Language Learners:
· These students will be called on first in the questioning about the author, and in the discussion
· The translated version of the book will be available and encouraged
· Students will be asked to share the words for “cry” and “jump” in their language
· Students will be paired with bilingual students in group and independent work if possible, and strong English speakers if not
Assessment:
- Students will name the author and define their role (common core standards)
- Students will ask and answer questions about key details in a text (common core standards)
- Students will retell familiar stories, including key details (common core standards)
- Students will identify characters, settings, and major events in a story (common core standards)
- Students will compare and contrast the adventures and experiences of characters in familiar stories (common core standards)
- Students will actively engage in group reading activities with purpose and understanding (common core standards)
- Students will have opportunities to speak audibly and express their thoughts clearly (common core standards)
- Students will be able to read texts with purpose and understanding (common core standards)
- Students will use a combination of drawing, dictating, and writing to narrate a single event (common core standards)
- Students will be given opportunities to recall information from experiences to answer a question (common core standards)
- Students will follow agreed-upon rules for discussions (common core standards)
- Students will add drawings to descriptions to provide additional detail (common core standards)
- Students will use capitalization, punctuation, and phonetic spelling in writing (common core standards)
- Students will be able to use words and phrases acquired through conversations, reading and being read to, and responding to texts (common core standards)
- According the National Reading Panel Report (2000), helping children to become fluent readers is crucial for literacy development (Morrow, p. 221)
- Research has show that echo and choral reading are useful in helping to develop fluency (Morrow, p. 222)
- When a story is repeated and known, it offers the opportunity for fluent reading just because of its familiarity (Morrow, p. 222)
- Children’s comprehension of story can be demonstrated and evaluated through story rewriting, role-playing, sentence or picture sequencing, use of puppets to reenact stories, and questions and comments during storybook reading (Morrow, p. 225)
- Small group differentiated instruction is important for English language learners (Morrow, p. 227)
- Understanding what is read is one of the major goals for reading instruction (Morrow, p. 191)
- Comprehension development is enhanced as a result of children’s social interactions with others during reading and writing experiences (Morrow, p. 192)
- When learning comprehension strategies, children must play an active role as they respond to literature in different ways (Morrow, p. 195)
- Comprehension instruction is effective when students engage in learning in cooperative settings at least some of the time (Morrow, p. 196)
- The post discussion should be guided by objectives or purposes set (Morrow, p. 198)
- During shared book experiences, teachers will model fluent reading for the children (Morrow, p. 198)
- Research indicates that shared book reading benefits the acquisition of reading and writing by enhancing background information, sense of story structure, and familiarizes children with the language of books (Morrow, p. 199)
- A repeated story helps develop concepts about words, print, and books (Morrow, p. 200)
- Studies carried out in school settings illustrate that active participation in literacy experiences enhances comprehension of and sense of text structure (Morrow, p. 205)
- Letting a listener or reader retell or rewrite a story offers active participation in a literacy experience that helps develop language structures, comprehension, and sense of story structure (Morrow, p. 214)
- In retelling stories, children demonstrate their comprehension of story details and sequence, organizing them coherently (Morrow, p. 214)
- One study found that with multiple exposures to a story, children’s retelling became increasingly rich, integrating what they knew about the world, the language of the book, and the message of the author (Neuman et. al, p. 9)
- By using a wide variety of print activities and in talking, reading, writing, playing, and listening to one another, children will want to read and write and feel capable that they can do so (Neuman et. al, p. 11)
- Real reading is comprehension (Neuman et. al, p. 11)
Reflection:
- Are there any students still unsure of the definition of an author?
- How did the choral reading sound? Fluent or choppy? Were some students having difficulty with it?
- Are the students still enjoying Mr. Wishy Washy? How did they relate it to something else?
- Did the students enjoy being able to choose their own activity?
- Which students chose which activity? Were some activities more popular than others?
- What questions came up during the individual or partner help?
- Did the students choose to work with a group or individually?
- Which students chose to share their work and which did not?
- Were there any especially creative alternate endings?
- Are the new word wall words being utilized?
Next Steps:
- The big book, smaller books and translations of Mr. Wishy Washy will be placed in the bookshelves around the large rug, and students will be encouraged to look at them during center time. During a farm unit, the book will be referred to again, with a discussion about what the students know about the book and how it relates to life on a farm.
Extension Activities:
- Students will act out the alternate endings written or drawn
- Students’ sequencing work will be made into books
- Performances will be videotaped and shown to the students at the end of the unit
Unit of Study: Mr. Wishy Washy by Joy Cowley
Name of Lesson: Fluency and Comprehension
Number of Children: Whole group, small group work, individual work
Objectives:
Cognitive: SWBAT demonstrate fluency and comprehension of the text by connecting the text to their own lives, retelling the story, putting sentences in order and chunking, or writing an alternate ending to the story
Social: SWBAT follow agreed upon rules in discussions, choose whether to work with a group or independently and have an opportunity to share work with their peers
Motor: SWBAT manipulate puppets and dishes, use glue and write legibly
Language: SWBAT use receptive and expressive language to participate in class discussions and group work
Adaptive: SWBAT gather their own materials and clean up
Materials: A big book or projected image of copy of Mr. Wishy Washy to be read out loud to the class
A pointer
A menu of choices
Puppets and theater
Dramatic play area with sink, dishes, and stuffed cat
Different strips of paper with the text on it
Glue, paper, pencils
Vocabulary: washes, cups, mugs, plates, bowls, pots, pans, cries, jumps
Teach:
- We’ve been reading a book about a man who is married to Mrs. Wishy Washy. Do you remember the name of the book? That’s right, it was Mr. Wishy Washy. Does anyone remember who the author of this book is? That’s right, it’s Joy Cowley. What does an author do? That’s right: they write the book.
- We are going to read Mr. Wishy Washy again today, with everyone reading together like we did yesterday. (Read the book aloud, pointing to each word as it is read, with the students engaged in choral reading, reading along with the teacher as the text is read). During the read aloud, the teacher will emphasize the action taking place (washing different items, the cat crying and jumping), and asking a few students to demonstrate “washing”, “crying”, and “jumping”.
- After reading, the teacher will lead the class in a discussion about how Mr. Wishy Washy reminds the students about another book they have read, or something that has happened in their lives. All students who wish to speak should have a chance to do so.
- Students will then return to their tables where they will find a choice menu with words and pictures showing the choices they can pick for their next activity. The menu will have the following choices:
· Working with a group of three students (Mr. Wishy Washy, the cat, and a narrator) to act out the story in the dramatic play area
· Working with a group of two students to put on a puppet show depicting Mr. and Mrs. Wishy Washy talking to each other about the events in Mr. Wishy Washy
· Working independently to glue strips of paper containing the text in the correct order, then marking the paper to show where a reader would chunk the words while reading
· Working independently to either write or draw (or both) an alternate ending to the story
- The students will then break into their groups, gathering the needed materials as stated on the choice menu. The teacher will rotate among the groups and individual workers to offer assistance as needed.
- When work is completed, the students will return to the large rug where the teacher will use the smartboard to project Mr. Wishy Washy and with the help of students, chunk the text into sections to read out loud.
- The book will be read again chorally, this time with an emphasis on reading with fluency using the chunking. The students who chose this activity will be asked to share how they put the text into chunks, and noting if it is similar or different.
- All students who wish to present their scene, puppet show, or alternate ending may do so. The word “cries” will be added to the word wall.
Modifications:
Easier:
· Students will be assigned activities rather than picking themselves
· The puppet show will be a reenactment of Mr. Wishy Washy
· Independent activities can be partner activities instead
· Students can dictate the alternate ending
· Students will sequence pictures instead of text
· Chunking the text will take place before the students break into groups
· Materials will be gathered for the students by the teacher
Harder:
· The choice menu will have words only
· Students will be asked to write and draw an alternate ending
· The teacher will not speak during the choral reading
· The students will chunk the text with minimal assistance from the teacher
English Language Learners:
· These students will be called on first in the questioning about the author, and in the discussion
· The translated version of the book will be available and encouraged
· Students will be asked to share the words for “cry” and “jump” in their language
· Students will be paired with bilingual students in group and independent work if possible, and strong English speakers if not
Assessment:
- Did the students know who the author was and what an author does?
- Did the students engage in fluent choral reading?
- Were the students able to demonstrate “washing”, “crying”, and “jumping”?
- Did the students participate in the discussion and connect the text to something else?
- Did the students who chose the puppet show or dramatic play area correctly recall the events of the story?
- Did the students working independently put the text in the correct order and chunk the text so that it made sense while reading out loud?
- Did the students writing an alternate ending recall the events of the book correctly?
- Were the students able to break into groups and gather the materials they needed independently?
- Were the students able to chunk the text and read it fluently?
- Students will name the author and define their role (common core standards)
- Students will ask and answer questions about key details in a text (common core standards)
- Students will retell familiar stories, including key details (common core standards)
- Students will identify characters, settings, and major events in a story (common core standards)
- Students will compare and contrast the adventures and experiences of characters in familiar stories (common core standards)
- Students will actively engage in group reading activities with purpose and understanding (common core standards)
- Students will have opportunities to speak audibly and express their thoughts clearly (common core standards)
- Students will be able to read texts with purpose and understanding (common core standards)
- Students will use a combination of drawing, dictating, and writing to narrate a single event (common core standards)
- Students will be given opportunities to recall information from experiences to answer a question (common core standards)
- Students will follow agreed-upon rules for discussions (common core standards)
- Students will add drawings to descriptions to provide additional detail (common core standards)
- Students will use capitalization, punctuation, and phonetic spelling in writing (common core standards)
- Students will be able to use words and phrases acquired through conversations, reading and being read to, and responding to texts (common core standards)
- According the National Reading Panel Report (2000), helping children to become fluent readers is crucial for literacy development (Morrow, p. 221)
- Research has show that echo and choral reading are useful in helping to develop fluency (Morrow, p. 222)
- When a story is repeated and known, it offers the opportunity for fluent reading just because of its familiarity (Morrow, p. 222)
- Children’s comprehension of story can be demonstrated and evaluated through story rewriting, role-playing, sentence or picture sequencing, use of puppets to reenact stories, and questions and comments during storybook reading (Morrow, p. 225)
- Small group differentiated instruction is important for English language learners (Morrow, p. 227)
- Understanding what is read is one of the major goals for reading instruction (Morrow, p. 191)
- Comprehension development is enhanced as a result of children’s social interactions with others during reading and writing experiences (Morrow, p. 192)
- When learning comprehension strategies, children must play an active role as they respond to literature in different ways (Morrow, p. 195)
- Comprehension instruction is effective when students engage in learning in cooperative settings at least some of the time (Morrow, p. 196)
- The post discussion should be guided by objectives or purposes set (Morrow, p. 198)
- During shared book experiences, teachers will model fluent reading for the children (Morrow, p. 198)
- Research indicates that shared book reading benefits the acquisition of reading and writing by enhancing background information, sense of story structure, and familiarizes children with the language of books (Morrow, p. 199)
- A repeated story helps develop concepts about words, print, and books (Morrow, p. 200)
- Studies carried out in school settings illustrate that active participation in literacy experiences enhances comprehension of and sense of text structure (Morrow, p. 205)
- Letting a listener or reader retell or rewrite a story offers active participation in a literacy experience that helps develop language structures, comprehension, and sense of story structure (Morrow, p. 214)
- In retelling stories, children demonstrate their comprehension of story details and sequence, organizing them coherently (Morrow, p. 214)
- One study found that with multiple exposures to a story, children’s retelling became increasingly rich, integrating what they knew about the world, the language of the book, and the message of the author (Neuman et. al, p. 9)
- By using a wide variety of print activities and in talking, reading, writing, playing, and listening to one another, children will want to read and write and feel capable that they can do so (Neuman et. al, p. 11)
- Real reading is comprehension (Neuman et. al, p. 11)
Reflection:
- Are there any students still unsure of the definition of an author?
- How did the choral reading sound? Fluent or choppy? Were some students having difficulty with it?
- Are the students still enjoying Mr. Wishy Washy? How did they relate it to something else?
- Did the students enjoy being able to choose their own activity?
- Which students chose which activity? Were some activities more popular than others?
- What questions came up during the individual or partner help?
- Did the students choose to work with a group or individually?
- Which students chose to share their work and which did not?
- Were there any especially creative alternate endings?
- Are the new word wall words being utilized?
Next Steps:
- The big book, smaller books and translations of Mr. Wishy Washy will be placed in the bookshelves around the large rug, and students will be encouraged to look at them during center time. During a farm unit, the book will be referred to again, with a discussion about what the students know about the book and how it relates to life on a farm.
Extension Activities:
- Students will act out the alternate endings written or drawn
- Students’ sequencing work will be made into books
- Performances will be videotaped and shown to the students at the end of the unit