Beruflich Dokumente
Kultur Dokumente
Student will read regularly spelled two-syllable words using decoding sounds
including diphthongs.
KPBSD 1.2.1
Student will answer questions about information explicitly stated in the text.
Student will identify real-life connections between words and their use.
Student will describe how words and phrases e.g., regular beats, alliterations,
KPBSD
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Support for English Language Learners (ELL): Since the reading lesson is done as a large
group and has repeated rhythm lines, all ELLs can participate. If students are just becoming
fluent in English, pair them with an English speaking partner. Lesson notes indicate activities
that might be needed to support these learners.
Introduce the Text
Show students the cover of the book. Tell the students that this book is about Pigeon and
his quest to find a valentine for Valentines day. Ask them to describe what a quest is.
After instructing the students to do a quick picture walk, ask them to predict what the
book will be about. (Ask ELLs to describe what they can; if students are just becoming
the words and figure out what some of the words mean.
Remind students that after reading the story, you will help them answer the questions and
complete the concept map at the end.
State that as they read they should think about what Pigeon is feeling as he talks to his
friends. How would it make them feel if they were in that situation? Repeat to them that
they should keep their predictions in mind as they listen.
As a group, read aloud the text in its entirety. Be sure to point out that the repetitive line
contractions?
After reading, review all predictions. Discuss whether they were verified or not.
Summarize the story using the questions and concept map at the end of their booklets.
Encourage them to write their information on the lines provided and to fill in the hearts
on the concept map.
would retell the story in your own words based on the book they just read.
Tell students they are going to Think/Pair/Share to retell the story. (Ask ELLs to retell
what they can; if students are just becoming fluent in English, have them work with an
English-speaking partner.)
If a couple of students are finished ahead of the others, they can color their booklets
while they wait for the rest of the class to finish.