Telling Stories

Running Head: LANGUAGE ARTS: TELLING STORIES
An Integrated Thematic Unit for Language Arts: Telling Stories Kate Olden & Margaret Xavier Myers Trinity University EDTE 612: Dr. Steen
INTEGRATED ELA UNIT: TELLING STORIES PROJECT RATIONALE Content Area: Language Arts Language Arts is a broad term used to express the scope and breadth of experiences required to form fluency in listening, speaking, reading and writing. The National Council of Teachers of English (1996) describes its own standards for the content area as what students should know about language and be able to do with language (p. 1). Research has established that the integrated nature of receptive and expressive language and literacy require that this content area must encompass both oral and print language skills and must encourage the
development of expressive as well as comprehension skills (National Institute for Literacy, 2006; National Research Council, 1999). It is also known that children from economically disadvantaged backgrounds are exposed to fewer words, both orally and in print, and this gap in experience correlates to significant achievement gaps in many content areas in both early childhood and onwards. Early childhood instruction must address these gaps in experience and achievement through intentional strategies (Copple & Bredekamp, 2009; School Readiness Consulting, 2011). Curriculums must also work to make literacy a source of enjoyment for the child (Heroman & Jones, 2010). The International Reading Association [IRA] and National Council for Teachers of English [NCTE] (1996) acknowledge that literacy growth begins well before school entry and encourage practitioners to develop curricula and instruction that utilize the emerging literacy abilities children bring with them to school. NCTEs 1996 standards called for students to be exposed to a wide variety of texts and to employ a wide range of strategies as they interact with those texts. More recently, NCTE (2008) encouraged the formation of 21st century literacy skills, particularly students ability to share information and solve problems across cultural boundaries as well as the ability to interact with multimedia texts.
INTEGRATED ELA UNIT: TELLING STORIES The standards that currently govern language arts in the early grades are somewhat diverse. Standards for kindergarten and above have been set in the Common Core State Standards for English Language Arts (National Governors Association Center for Best Practice, 2010). These include standards and performance criteria for reading, writing, language (i.e. grammar), as well as speaking and listening. Learning standards for DC preschool and prekindergarten have been set by the Office of the State Superintendent of Education [OSSE] and include a section dedicated to language and literacy (OSSE, 2008). Teaching strategies for kindergarten and above are governed primarily by knowledge of best practices (evidence-based
methods) in K-12 education (Borich, 2011; Galda & Cullinan, 2002). Teachers of preschool aged children may use similar methods or follow developmentally appropriate practices as outlined by the National Association for the Education of Young Children [NAEYC] (Copple & Bredekamp, 2009; Hirsh, 2004).
Our Theme: Telling Stories The theme of this unit was chosen to provide a familiar format the story as a vehicle for learning and practicing foundational skills outlined in the corresponding language arts and literacy standards. The unit consists of 4 weeks of developmentally appropriate lessons for preschool and first grade classrooms that include at-risk and English language learning students. Lessons in both classrooms will utilize the same books and structure age-appropriate activities to help students explore various modes of storytelling and retelling. Texts will be purposefully selected to reflect diversity in classrooms and to provide students with the opportunity to explore similarities and differences in stories across cultures and viewpoints.
INTEGRATED ELA UNIT: TELLING STORIES This unit will engage students by mimicking developmental progression. A childs first experience with a story is aural. Further exposure comes through shared reading with a caregiver, leading to the association of stories with books and pictures (Bronfenbrenner, 1979). With the acquisition of language, children begin to narrate their playto tell stories to themselves. All students will practice retelling events in sequence and drawing text to self connections. Preschool students will focus on early print concepts and approaches to learning while first grade students will learn how to identify the author, learn the concepts of main character, plot and setting, and demonstrate proficiency of appropriate writing conventions. Students will be engaged in different ways during whole group shared reading and instruction, as well as small group and individual work. Activities will be hands-on, as is appropriate for this age group (Copple & Bredekamp, 2009; OSSE, 2008). Students will experience stories through listening, writing and illustrating, and dramatic play. They will practice working collaboratively and be encouraged to create original stories. The unit will culminate with a celebration planned by the children to show off their hard work and new skills.
LITERATURE REVIEW The art of storytelling is universal, but understanding why we tell stories, what elements make up a story, and what characteristics make a story good must be explicitly taught, often beginning in early childhood classrooms with read-alouds and shared readings. This unit on Telling Stories is designed to engage children with narrative and storytelling practices, using activities designed to support learning objectives in Language Arts as well as integrating other domains. Narrative is a complex process that includes both retelling stories and creating original ones, and it involves skills from the multiple developmental domains, particularly cognition and
INTEGRATED ELA UNIT: TELLING STORIES
language (Lynch, et al, 2008; Morrow, 1986; Stadler & Ward, 2005). A unit on Telling Stories must incorporate a wide variety of experiences for the students. Emergent literacy theory maintains that children begin to learn to read through exposure to meaningful print, a process that begins in the home and continues in school (Mason and Sinha, 1992). In the school setting, individual learning differences are supported through a variety of oral, interactive, and manipulative activities (Mason and Sinha, 1992; Gardner, 2006). Childcentered curricula, such as Creative Curriculum (Heroman & Jones, et al, 2010), provide developmentally appropriate frameworks that rely on both major learning modes, teacherfacilitated and student driven, which is important to student learning. It is also important to be culturally relevant, as students hail from a variety of backgrounds and languages (Copple & Bredekamp, 2009). Teachers need to understand what is and what is not transferable knowledge for their young students. For example, dual language learners are able to transfer the knowledge and skills of storytelling, phonemic awareness, grammar, the alphabetic principle, and higherorder thinking skills between languages. Vocabulary, on the other hand, does not transfer. Opportunities to explore stories in their home languages can enhance early literacy, but all children still need explicit help to incorporate English vocabulary (Miriam Calderon, personal communication, March 23, 2012). Most children interact with stories through visual media, particularly television. Many children also interact with stories at home reading with parents, older siblings or caregivers. Research shows that these experiences, when positive and joyful, are powerful predictors of literacy development in school (Sonnenschein, Baker, & Serpell, 2010; Copple & Bredekamp, 2009). It is also true that literacy development is enhanced by multiple and varied opportunities to interact with text, including games, dramatizations and hands on activities (Sonnenschein et
INTEGRATED ELA UNIT: TELLING STORIES al., 2010; Copple & Bredekamp, 2009). This Telling Stories unit mirrors these home experiences, providing multiple opportunities for students to interact with and create stories in different ways, across subject areas and through different media. Lessons focusing on language arts, the main focus of this unit, will facilitate student explorations designed to maximize development of both literacy and oral language skills, both decoding and comprehension skills. Lynch, et al (2008) looked into the relationship between word decoding skills and comprehension, two areas of literacy learning that are often compartmentalized. The results suggested that word decoding and comprehension skills development are in some ways related but in most are developing independently. That is to say, learning decoding skills is in some
ways transferable to comprehension capabilities, but not in the main. Both require explicit effort. There are specific cognitive skills required for comprehension, which have less to do with decoding, and vice versa. For example, working on questions of cause and effect would not be just about improving childrens comprehension skills but also their working and long term memories and cognitive strategies. This means that for this unit, the choice of narratives with accessible causal structure very important to provide opportunities for comprehension skill development. In terms of what is transferable, the study (Lynch, et al, 2008) showed that vocabulary is important to both comprehension and word decoding skills. Four year old children with larger vocabularies scored higher in terms of comprehension and word-decoding. Therefore, just as it is clearly appropriate to include cognitive skills in a Telling Stories unit, explicit planning for vocabulary instruction benefits children on a wide scope of literacy and language skills (Lynch, et al, 2008).
INTEGRATED ELA UNIT: TELLING STORIES It is important for children to retell stories they have heard as well as create their own. Although older, Morrows (1986) study of the relationship between structural guidance and childrens dictation of original stories is very useful. This study found that the benefits of retelling stories (increased comprehension, increased language development, and improved awareness of formal story structure) extended to childrens original stories. Understanding story structuresetting, theme, plot, and resolutionis a cognitive development that requires children to be able to differentiate between major and minor events, hold information in memory, and form an internal representation of the story for themselves.
Morrow (1986) found that children were most sensitive to setting and plot, and the exploration of these aspects will be central to this unit. Research provides a number of useful suggestions for activities and methods, including the idea that retelling can include acting out story or sequencing events (as with cards) and that children may enjoy creating original stories using story motivators such as a child, an animal, a kind of transportation, or a home. It is also vital to provide adequate free-play time to assure children not only receive guidance from teachers but also have enough opportunity to practice their narrative skills with peers (Copple & Bredekamp, 2009; Hirsh, 2004; Morrow, 1986; Heroman & Jones, 2010). Narrative skills, like other skills, develop along a particular continuum (Stadler & Ward, 2005). With this knowledge, teachers can use appropriate strategies to encourage and scaffold childrens continued narrative development between stages. Like comprehension, narrative is a developmental intersection, a combination of language skills that enable the listener to clearly understand the story teller and conceptual understandings such as the passing of time, cause and effect, and theory of the mind, or that people can think differently about the same thing. Another
INTEGRATED ELA UNIT: TELLING STORIES way to think of this is to see narrative development as a combination of centeringfocusing on the topicand chainingsequencing events in logical orders (Stadler & Ward, 2005). This unit topic is filled with opportunities to reach a broad spectrum of learners within a classroom environment that welcomes and encourages childrens active and generative participation. A unit on Telling Stories can be a treasure trove of literacy and cognitive development, one in which students will become both story tellers and authors.
LANGUAGE ARTS: TELLING STORIES Backwards Design BACKWARDS DESIGN Part 1: What Will Students Learn? Standards PRESCHOOL OSSE Early Learning Stnds. LL.4.I.4.2 Integrate new vocabulary into conversations with peers and adults. LL.3.II.1 Children understand and value books 1.BR-F.20 Read aloud grade-appropriate text fluently, accurately and with comprehension. and other print materials LL.3.II.2 Children demonstrate knowledge of and appreciation of books LL.3.II.6.1 Children will engage actively in read aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book. LL.3.II.6.2 Children will retell story events in sequence. 1.BR-PC.3 Identify the author and title of a book, and use a books table of contents. 1.LT-U.1 Make predictions about what will happen next in a story and explain why the predictions were or were not confirmed FIRST GRADE DCPS Standards
1.LD-0.5 Retell stories using standard grammar rules, sequencing story events by answering who, what, when how and why questions. 1.W-I.1. Write or dictate stories that have a beginning, middle and end, and arrange ideas in a logical way.
LL.3.II.6.3 Children will relate themes and information in books to personal experiences.
1.LT-F.5 Relate a theme in fiction to life experiences. 1.LT-F.6. Identify elements of plot, character and setting in a favorite story. 1.BR-PC.2. Recognize the distinguishing features of a sentence.
LL.3.III.1.1 Children will dictate ideas and stories. MT.4.1.5 Child will quickly recognize quantity of small groups of objects up to 4.
1.EL.2. Write in complete sentences.
1.NSO-N.5. Identify numbers to 20 as odd or even.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design PRESCHOOL (Continued) MT.4.1.7 Construct sets of a given number using concrete objects (e.g., fingers, counters) MT.4.1.9 Children will use ordinal number and positional words in everyday activities. FIRST GRADE (Continued) 1.NSO-N.6. Make combinations of different coins up to 50 cents. 1.NSO-N.1. Count, read and write whole numbers to 110 and relate them to quantities they represent. 1.NSO-N.8. Demonstrate the ability to use conventional algorithms for addition and subtraction.
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MT.4.2.2 Children will recognize, describe, and copy simple patterns.
AL.1.2.1 Children will follow through on a plan made by self or others. AL.1.2.2 Children will participate in group activities for increasing periods of time. SED.2.3 Children engage in positive interactions with others. 1.LD-D.1. Follow agreed-upon rules for discussion, including raising ones hand, waiting ones turn, speaking one at a time, and listening politely to the ideas of others.
CA.7.2 Children use imaginative play as a vehicle to express life experiences and familiar stories. SI.5.1.2 Observe and describe cause and effect. 1.1.5. Measure the length of objects having straight edges in centimeters or non-standard units to the nearest unit. 1.1.7. Describe and compare objects in terms of number, shape, texture, size, mass, color and motion. SS.6.7.1 Children will demonstrate appropriate social interactions that include sharing, compromise, and respect for others. PHS.8.2.3 Use a pincer grip to grasp and manipulate writing, drawing, and painting tools.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design Objectives PRESCHOOL 1. Appreciate books and know that they are used to find information and tell stories FIRST GRADE 1. Students will be able to identify the author and illustrator and tell what each one does.
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2. Students will be able to distinguish between fiction and non-fiction and to identify elements of each genre. 2. Be able to identify characters and themes that repeat in other stories or apply to life experiences. 3. Retell stories in correct sequence with a beginning, middle, and end. 3. Students will be able to identify the elements of a story, including setting, character, and plot. 4. Students will be able to retell a story in logical sequence and talk about the beginning, middle, and end, as well as the problem and solution.
4. Retell or expand upon stories through 5. Students will be able to draw text to text and dramatic play, drawing, or conversation, text to self connections and be able to compare drawing text-to-text or text-to-self connections. similarities and differences between two texts. 5. Use stories to share play experiences with classmates. 6. Students will be able to write their own stories using conventions of grammar and punctuation.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design Understandings PRESCHOOL 1. Stories are told for a reason, usually for entertainment or to teach something important. 2. Stories can be told in different ways and from different points of view. 3. Stories have authors, illustrators, characters, and settings. 4. Some stories could happen in real-life and others are fantasy. FIRST GRADE
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1. Stories are told for a reason, usually for entertainment or to teach something important. 2. Stories can be told in different ways and from different points of view. 3. Stories have authors, illustrators, characters, settings, problems, and solutions. 4. Some stories come from our imaginations, but other stories really took place.
Essential Questions PRESCHOOL 1. Why do we tell stories? 2. How can you tell a story? 3. Who are the characters? 4. Where does this story take place? 4. How can we write stories that make people want to read them? FIRST GRADE 1. Why do we tell stories? 2. How can we tell stories? 3. What do all stories have in common?
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design Key Terms PRESCHOOL Book Story Make-believe Fantasy Author Illustrator Title Beginning, Middle, End First, Then, Last First, Second, Third Setting Character Setting Character Personification Onomatopoeia Problem Action Solution Act Perform Puppet Perform Plot Genre Fiction Non-fiction Author Illustrator FIRST GRADE
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INTEGRATED ELA UNIT: TELLING STORIES Backwards Design Part 2: What Is Acceptable Evidence? How Is It Documented? Preschool
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PERFORMANCE TASKS 1. Children will use 3 sequence cards with images from the stories to retell story in order. The teacher will use the rubric below to rate the childrens performance. BASIC Child can identify which event came first or which event came last in simple sequencing, does not use or reply correctly to teachers use of ordinal vocabulary PROGRESSING Child can identify which event came first and which event came last, using vocabulary first and then or last and/or beginning and end ADVANCING Child can place all three events in the correct sequence, using vocabulary first, second, third, first, then, last, and/or beginning, middle, end
2. Children will be asked to identify the story being depicted and to count the number of characters and objects in stories when they are presented as figures on an otherwise blank piece of paper.
CONVERSATIONS WITH STUDENTS 1. Teacher will ask children to tell her what a story was about based on the books cover illustrations. Teacher will take anecdotal notes as the conversation takes place. This will be done right after reading the story and at end of school day. 2. Children will be asked to compare two books based on a single attribute, such as characters, setting, or if it is fantasy or could happen in real-life. Teacher will rate students using the rubric below. NOT YET Child does not identify anything the two books have in common. BASIC Child identifies one thing both books have in common but does not expand upon it. PROGRESSING Child identifies two or more similarities between books, may identify a common attribute shared with another story not mentioned by the teacher.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design CHECKLISTS
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1. Tally Sheet: Teacher will note childrens participation in read-aloud activities, noting questions, retelling, and comments relating story to daily life. 2. Tally Sheet: Over the period of the theme, how does each child engage in story-related behaviors? (dramatization, puppetry, retelling, drawing/writing, other) 3. Checklist: Which elements of book appreciation does each child exhibit? (holding correctly, turning page by page, identifying author or illustrator or title, caring for book appropriately, trying to read story based on illustrations, using language from story while reading, etc.)
WORK SAMPLING Work Sampling: Observe childrens drawings with dictated descriptions for elements of a story (characters, setting, actions, retelling of book or real life experience, etc.)
OBSERVATIONS/NARRATIVES Observation and narrative notes documenting childrens small group (2+) interactions in the dramatic play, outdoor, library, and music/movement areas, documenting those interactions that revolve around or touch upon stories from books or real-life.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design First Grade PERFORMANCE TASKS
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1. Students will be asked to write their own story which will be evaluated using the following rubric: Beginning Doesnt demonstrate awareness of sentence structure with little or no use of capital letters or punctuation. Story is not logically sequenced with no beginning, middle or end. Developing Demonstrates awareness of sentence structure. Uses capital letters and punctuation with a few minor errors. Story is logically sequenced with beginning and end but no middle. Secure Demonstrates clear understanding of sentence structure. Uses of capital letters and punctuation. Story is logically sequenced with a beginning, middle and end.
Sentence structure: punctuation and capital letters.
Logical sequencing and identifiable beginning, middle and end.
2. Students will construct a Venn diagram using themselves and a favorite story character to highlight shared and different characteristics. 3. Students will construct a Venn diagram for two mentor texts, highlighting shared and different characteristics. Teacher will evaluate diagrams for completeness and relevance using the following rubric: Beginning Identifies 1-2 physical differences but is not able to identify character traits. Does not make any connections. Identifies 1-2 differences. Doesnt identify any similarities. Developing Identifies 3-4 physical differences. Makes 1-2 connections. Secure Identifies 5 + physical and or personality differences. Makes 2-3 connections.
Text to self
Text to text
Identifies 3-4 Identifies 5 + differences. Identifies differences. Identifies 1-2 similarities. 2-3 similarities.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design CONVERSATIONS
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Teacher will assess understanding of story elements during shared reading by asking students to identify the elements of the story, make predictions based on what they know from the story, draw text to text connections, draw text to self connections, and draw text to world connections. Understanding will be tallied over the course of the unit.
CHECKLISTS Checklist will be kept to record student identification of a setting, characters and plot. Information will be collected during shared reading and readers workshop. Teacher will connect with each student 3 + times over the course of the unit.
WORK SAMPLING Reading journals will be assessed for correct identification of the title, author and illustrator of a story, as well as understanding of plot, character and setting. Students will retell a story orally. Reports will be assessed during presentations for accuracy in retelling the story in logical sequence, the ability to identify plot, character and setting, and the ability to identify the problem and solution.
ANECDOTAL RECORDS/ OBSERVATIONS Anecdotal records will be taken during formal and informal individual or small group conferences in readers and writers workshop documenting the ability to retell stories in logical sequence, identify the beginning middle and end of the story, as well as the problem and solution. Evidence will be gathered when students conference directly with the teacher and when they conference with each other.
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design Part 3: Materials Preschool BOOKS Stories to Focus on: The 3 Little Pigs (various versions) Goldilocks and the 3 Bears (various versions) A Chair for My Mother by Williams Anansi the Spider by McDermott Alternative versions of focus stories: The True Story of the Three Little Pigs by Scieszka Suddenly! by McNaughton Whos Afraid of the Big Bad Wolf by Bradman & Chamberlain Deep in the Forest by Turkle Jolie Blonde by Collins Bears on Chairs by Parenteau A Chair for Always by Williams Peters Chair by Keats Anansi and the Moss Covered Rock by Kimmel Anansi Goes Fishing by Kimmel Anansi and the Talking Melon by Kimmel Why Mosquito Buzz in Peoples Ears by Dillon & Dillon Talk, Talk by Newton Chocolate Abiyoyo by Seeger Other books: Informational books about animals Informational books about furniture Informational books about money Informational books about families Informational books about libraries, writers Music: Kindermusik Internationals Goldilocks & the Three Bears and The 3 Little Pigs NON-BOOK MATERIALS
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Dramatic Play Materials: Puppets (of story characters, various animals) 3 size chairs (toddler, schoolage, adult) 3 size bowls and spoons 3 size blankets (baby, small throw, lrg throw) Jar and plastic coins & Calculator Small plastic people (for block area) Dollhouse furniture (for block area) Manipulatives: Sequencing cards (w/ and w/o number hints) Bear sorting set (small, large, by color) Animal and story related puzzles Science: Straw, Sticks, and Brick pieces Stacking cubes and straws (for blowing) Art/Writing Materials: Journals (for each child) Stencils (of story characters & elements) Rubber Stamp Sets (of story characters) Drawing Materials (markers, crayons, pencils) Big Paper (for shared writing) Mask making materials Book making materials Computer: British Council website (Anansi stories) PBSKids.org (Folk Story activities) E-book versions of focus stories You Tube videos by children reading stories Slide shows of class telling stories
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design First Grade BOOKS Mentor Texts: The 3 Little Pigs Goldilocks and the 3 Bears A Chair for My Mother Anansi the Spider Alternative versions of focus stories: The True Story of the Three Little Pigs Anansi and the Moss Covered Rock Peters Chair Other books: Informational books about animals Informational books about furniture Informational books about money Informational books about families Informational books about writing, reading, libraries, bookmaking NON-BOOK MATERIALS Dramatic Play Materials: Story board with both identifiable (mentor texts) and generic characters and settings. Manipulatives: Coins, counters, unifix cubes. Science: Measuring tapes, rulers, lengths of wood and paper clips. Foam board toothpicks marshmallows Blocks of different types and styles
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Art/Writing Materials: Drawing Materials (markers, crayons, pencils) Construction paper Scissors and glue sticks Large graph and chart paper Book making materials Computer: British Council website (Anansi stories) PBSKids.org (Folk Story activities)
INTEGRATED ELA UNIT: TELLING STORIES Backwards Design INTEGRATED THEMATIC WEB
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SCIENCE - use books to study things/events in stories (i.e. animals, money) - blow at dif. materials PHYSICAL- construct & test objects in stories EDUCATION - dance to(i.e. chair) tell a - comparing story - recreateobjects for size, volume, weight characters experiences as obstacle courses ART - illustrate a story - talk about the jobs of the illustrator and the author - identify mediums used in different books - difference between photos & drawing
LANGUAGE ARTS - use new vocabulary - retell familiar stories with sequence - engage in readalouds & shared reading - create original stories - identify types of stories - identify aspects of books & stories
Telling Stories
FAMILY & COMMUNITY - ask parents to share stories from cultures - parents do readalouds - field trip to library with parent chaperones - parents come to class play put on by children or put on play for kids
MATH - compare sizes - use ordinal numbers - recognize quantities (small, common amts) - add/subtract - identify numbers SOCIAL STUDIES - make text to life connections - identify morals/lessons - discuss different cultures stories - work together to dramatize stories MUSIC -listen to songs that tell stories (i.e. The Owl & The Pussycat) - using rhythm instruments to tell stories and to communicate mood
LANGUAGE ARTS: TELLING STORIES Lesson Plans
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES Lesson Plan #1 - Goldilocks and the Three Bears GRADE LEVEL: Preschool & Pre-K SUBJECT AREA: Language Arts LESSON TOPIC: Goldilocks & The Three Bears RATIONALE: This is the first lesson in our study of Telling Stories. This story is already somewhat familiar to the children, involves familiar vocabulary, and has two central characters (Baby Bear and Goldilocks) with whom children are likely to connect. It is also simple enough for younger children to be able to retell it in sequence. ______________________________________________________________________________ OBJECTIVES & STANDARDS 1. Children will practice using vocabulary and concepts large, medium, small LL.4.I.4.2 Integrate new vocabulary into conversations with peers and adults. MT.4.2.1 Sort and classify objects by more than one attribute (color, shape, size, number) 2. Children will practice how to retell story in correct sequence LL.3.II.6.2 Children will retell story events in sequence. LL.3.III.1.1 Children will dictate ideas and stories 3. Children will quantify small sets (up to 5). MT.4.1.5 Child will quickly recognize quantity of small groups of objects up to 4.
MT.4.1.7 Construct sets of a given number using concrete objects (e.g., fingers, counters) 4. Children will make life to text and text to text connections.
LL.3.II.6.3 Children will relate themes and information in books to personal experiences. CA.7.2 Children use imaginative play as a vehicle to express life experiences and familiar stories. 5. Children will work together to create play scenarios together. AL.1.2.1 Children will follow through on a plan made by self or others. AL.1.2.2 Children will participate in group activities for increasing periods of time. SED.2.3 Children engage in positive interactions with others. OUTCOMES Younger Students 1. Children will be able to identify the 4 main characters of the story. 2. Children will be able to distinguish between what is larger and what is smaller. Older Students 1. Children will be able to explain who Goldilocks is. 2. Children will be able to distinguish between large, medium, and small.
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans DURATION Large Group 20 minutes Small Group 45 minutes
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MATERIALS Mentor Text: Goldilocks and the Three Bears by B. Dobkin (Teaching Strategies) Secondary Texts: *Goldilocks and the Three Bears by J. Brett, *Deep in the Forest by Turkle, *Goldilocks Returns by L. Campbell Ernst, The Three Bears by P. Galdone, *The Three Snow Bears by J. Brett, Jolie Blonde by Collins, Bears on Chairs by Parenteau [*indicates books that will be substituted for mentor text during large group over week] Informational texts on bears, cooking, trees, houses, furniture Blonde wig (for teacher use) Text of poem (Goldilocks, Goldilocks) for posting on wall Balls of clay in three sizes 3 sizes of chairs 3 sets of bowls in 3 sizes Sequencing Cards (from Creating Readers by P. Schiller) Numeral matching cards with images from story (bowls, beds, chairs, bears, girls, trees) Small toys that come in three sizes (dolls, blocks, balls, buttons, bears, crayons) Natural materials that come in three sizes (shells, fabric, leaves, rocks, cones, seeds) Rulers and teacher made measuring bars (marked long, medium, and short) Hand puppets of 3 Bears, 1 girl Flannel board set with bears, bowls, chairs, beds, girl ______________________________________________________________________________ ANTICIPATORY SET First Lesson: 1. Ask children to tell me what the words large, medium, and small mean. Provocation: Choose three children to stand in center of circle and work together to order them from smallest to largest Explain that we will be reading a story in which 3 characters are different sizes. 2. Ask children to tell me what the words gold and blonde mean Provocation: A gold colored shaker egg from the music area and a blonde wig Explain that sometimes people are given nicknames because of a feature 3. Ask children if they have ever been over to someone elses house? If so, let them share about it with the circle. [Later Lessons: repeat above questions as necessary for comprehension, ask children to compare what the mentor text was like to what they think that days version of the story will be like, based on the title and cover]
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans LARGE GROUP INSTRUCTION Read book. Emphasize: sizes, character names, first/then/next. [In later lessons, substitute secondary text for mentor text.] Encourage children to reflect on the book. Did they like it? Why or why not? Which character would they like to be? Would they behave like Goldilocks? [In later lessons, also reflect on how it was different from mentor text.] Poem: (Adapted from Creating Readers by P. Schiller) Goldilocks, Goldilocks, turn around! Goldilocks, Goldilocks, touch the ground! Goldilocks, Goldilocks, knock on the door! Goldilocks, Goldilocks, eat some more! Goldilocks, Goldilocks, have a seat! Goldilocks, Goldilocks, go to sleep! Goldilocks, Goldilocks, run, run, run! Goldilocks, Goldilocks, what have you done? Explain center area activities, release children to centers
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[turn around] [touch the ground] [knock in the air] [pretend to eat porridge] [squat] [sleep with head on hands] [run in place] [hands on hips]
SMALL GROUP INSTRUCTION/CENTER TIME Art Area With teacher modeling, children will choose a ball of clay and make a pinch pot. While working, they will be encouraged to discuss size, texture, process, and what they imagine they will put in it when it is dry (The three bears would put porridge in their bowl, but what would you put in it?) Manipulatives 1. Sort toys by large, medium, small into appropriate bowls 2. Sequence cards with images from story 3. Match number cards with images from the story Library 1. Read books (mentor text, secondary texts, informational books on bears, cooking, furniture, trees) 2. Retell story using flannel board and props Dramatic Play 1. Housekeeping area: encourage children to use the different sizes chairs and bowls to retell the story. 2. Puppet area: encourage children to use the bear & girl puppets to retell the story
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans SMALL GROUP INSTRUCTION/CENTER TIME (contd) Discovery/Science 1. Sort natural materials by large, medium, small into appropriate bowls 2. Measure natural materials using rulers and teacher made measuring bars ASSESSMENT Performance Tasks 1. Sequence Story (Manipulatives) BASIC PROGRESSING Children put two cards Children put two cards in correct order in correct order and retell general story 2. Quantify sets of 5 (Manipulatives) BASIC PROGRESSING Able to quantify 3 or Able to quantify at least less, Recognizes only 1 4, Recognizes at least 3 or 2 numerals numerals 3. Retells story (Library, Dramatic Play) BASIC PROGRESSING Identifies some Correctly retells more characters, story events, than one story event with or settings characters 4. Sort objects (Manipulatives, Discovery/Science) BASIC PROGRESSING Correctly identifies Correctly identifies larger and smaller large, medium, small
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ADVANCING Children put all cards in correct order and retell details of story ADVANCING Able to quantify 5 objects, recognizes at least 4 numerals ADVANCING Correctly retells at least 50% of story events using correct characters ADVANCING Identifies large, medium, small, also re-sorts by other characteristics
Anecdotal Notes (Art, Dramatic Play) Document childrens discussions of their play, especially retelling of story and use of symbol systems CLOSURE Gather children in circle area. Sing Goldilocks, Goldilocks. Invite each child to tell the others what they have been working on. Help children make connections to story. ACCOMODATIONS Children with speech/language delay encourage speech but accept some gestures in place of spoken words, especially for new vocabulary and verbs Children with motor delay encourage all children to use tweezers or tongs to pick up small items for sorting, if too difficult for child then accept use of fingers
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans
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ACCOMODATIONS (contd) Children with social-emotional challenges provide children with strategies for difficult moments: sharing, speaking, walking away, finding similar toys, getting an adult FAMILY CONNECTION 1. Provide parents a copy of song and list of classroom titles and call numbers for books in public library. 2. Ask parents to read a book with their child and to practice identifying the characters. Let parents know children will be asked about this experience during morning circle.
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES Lesson Plan #2 The Three Little Pigs GRADE LEVEL: Preschool & Pre-K SUBJECT AREA: Language Arts LESSON TOPIC: The Three Little Pigs RATIONALE: This is the second week of our study Telling Stories. This is another story that is already somewhat familiar to the children, involves some familiar vocabulary and some new vocabulary, and has a few more characters than our previous mentor text. It is still a story that is simple enough for younger children to be able to retell it in sequence. ______________________________________________________________________________
OBJECTIVES & STANDARDS 1. Children will practice using vocabulary, concepts, and materials straw, sticks, brick LL.4.I.4.2 Integrate new vocabulary into conversations with peers and adults. MT.4.2.1 Sort and classify objects by more than one attribute (color, shape, size, number) SI.5.1.2 Observe and describe cause and effect. 2. Children will practice how to retell story in correct sequence LL.3.II.6.2 Children will retell story events in sequence. LL.3.III.1.1 Children will dictate ideas and stories 3. Children will quantify small sets (up to 5). MT.4.1.5 Child will quickly recognize quantity of small groups of objects up to 4.
LL.3.II.6.3 Children will relate themes and information in books to personal experiences. CA.7.2 Children use imaginative play as a vehicle to express life experiences and familiar stories. LL.3.II.1 Children understand and value books and other print materials LL.3.II.2 Children demonstrate knowledge of and appreciation of books 5. Children will work together to create play scenarios together. AL.1.2.1 Children will follow through on a plan made by self or others. AL.1.2.2 Children will participate in group activities for increasing periods of time. SED.2.3 Children engage in positive interactions with others. OUTCOMES Younger Students 1. Children will be able to identify the 4 main characters of the story. 2. Children will be able to identify different materials described in the story.
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans OUTCOMES (contd) Older Students 1. Children will be able to explain who the Big Bad Wolf is. 2. Children will be able to identify and describe the different materials in the story. DURATION Large Group 20 minutes Small Group 45 minutes
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MATERIALS Mentor Text: The Three Little Pigs by B. Dobkin (Teaching Strategies) Secondary Texts: *The True Story of the Three Little Pigs by Scieszka, The Three Pigs by D. Weisner, Suddenly! by McNaughton, Whos Afraid of the Big Bad Wolf by Bradman & Chamberlain, *The Three Little Jassies by J. Brett, The Three Little Pigs by P. Galdone, *The Three Little Pigs: An Architectural Tale by S. Guarnaccia, *The Three Little Javelinas by S. Lowell, [*indicates books that will be substituted for mentor text during large group over week] Informational texts on pigs, wolves, houses, building Straw/Hay Sticks Bricks Sequencing Cards (from Creating Readers by P. Schiller) Numeral matching cards with images from story (pigs, wolves, houses, chimneys) Sorting Trays for three materials and for soft/hard Hairdryer Electric Fan Drinking straws Hand puppets of 3 Pigs, 1 Wolf Flannel board set with pigs, wolf, houses Pictures of real houses and models built with classroom blocks Collection of boxes and fabric for building Text of song (Una Casita) to post on wall ______________________________________________________________________________ ANTICIPATORY SET First Lesson: 1. Ask children what kind of house they live in? What is it made of? 2. Ask children to tell me what the words first/next/last and first/second/third mean. Provocation: Choose three children to stand in center of circle and work together to order them from first to last.
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ANTICIPATORY SET (contd) Explain that we will be reading a story in which 3 things are going to happen. [Later Lessons: repeat above questions as necessary for comprehension, ask children to compare what the mentor text was like to what they think that days version of the story will be like, based on the title and cover] LARGE GROUP INSTRUCTION Read book. Emphasize: character names, characteristics, first/then/next, first/second/third. [In later lessons, substitute secondary text for mentor text.] Encourage children to reflect on the book. Did they like it? Why or why not? Which character would they like to be? What would they build their house out of? [In later lessons, also reflect on how it was different from mentor text.] Song: Una Casita Yo tengo una casita que es asi y asi [hands make sides, bottom/top] Que cuando sale humo sale asi y as [circle fingers in the air] Que cuando quiero entrar hago asi y asi [knock on imaginary door] Me limpio los zapato asi, asi, asi [stomp feet on floor] [Do three times, making a medium, small, and then large house] Explain center area activities, release children to centers SMALL GROUP INSTRUCTION/CENTER TIME Manipulatives 1. Sequence cards with images from story 2. Match number cards with images from the story Library 1. Read books (mentor text, secondary texts, informational books on wolves, pigs, building) 2. Retell story using flannel board and props. Dramatic Play 1. In puppet area: encourage children to use the puppets to retell the story. 2. In housekeeping area, encourage children to use boxes and fabric to build a house together. Blocks 1. Encourage children to build houses, describe them, and retell portions of story or make connections to story.
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans SMALL GROUP INSTRUCTION/CENTER TIME (contd) Discovery/Science 1. Sort natural materials by type and characteristic (hard/soft, strong/weak) 2. Make structures out of different materials and test them by blowing air with hairdryer, fan, and/or straws
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ASSESSMENT Performance Tasks 1. Sequence Story (Manipulatives) BASIC PROGRESSING Children put two cards Children put two cards in correct order in correct order and retell general story 2. Quantify sets of 5 (Manipulatives) BASIC PROGRESSING Able to quantify 3 or Able to quantify at least less, Recognizes only 1 4, Recognizes at least 3 or 2 numerals numerals 3. Retells story (Library, Dramatic Play, Blocks) BASIC PROGRESSING Identifies some Correctly retells more characters, story events, than one story event with or settings characters 4. Sort objects (Discovery/Science) BASIC PROGRESSING Correctly identifies Correctly identifies different materials different materials and investigates their use
ADVANCING Children put all cards in correct order and retell details of story ADVANCING Able to quantify 5 objects, recognizes at least 4 numerals ADVANCING Correctly retells at least 50% of story events using correct characters ADVANCING Identifies materials, investigates use, describes characteristics of materials
Anecdotal Notes (Library, Dramatic Play, Blocks, Discovery) Document childrens discussions of their play, especially retelling of story and use of symbol systems
CLOSURE Gather children in circle area. Sing Una Casita. Invite each child to tell the others what they have been working on. Help children make connections to story.
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ACCOMODATIONS Children with speech/language delay encourage speech but accept some gestures in place of spoken words, especially for new vocabulary and verbs Children with motor delay encourage all children to use tweezers or tongs to pick up small items for sorting, if too difficult for child then accept use of fingers Children with social-emotional challenges provide children with strategies for difficult moments: sharing, speaking, walking away, finding similar toys, getting an adult FAMILY CONNECTION 1. Provide parents a copy of song and list of classroom titles and call numbers for books in public library. 2. Ask parents to read a book with their child and to practice identifying events in order. Let parents know children will be asked about this experience during morning circle.
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES Lesson Plan #3 Anansi the Spider GRADE LEVEL: Preschool & Pre-K SUBJECT AREA: Language Arts LESSON TOPIC: Anansi the Spider RATIONALE: This is the first lesson of the third week in our study of Telling Stories. This story has several characters, each with different abilities, so children can really get into the concept of character. It is also an exciting story, moving clearly from event to event, so children can use it as a basis for beginning to tell their own original stories. ______________________________________________________________________________ STANDARDS & OBJECTIVES 1. Children will practice identifying characters by name. LL.4.I.4.2 Integrate new vocabulary into conversations with peers and adults. 2. Children will practice how to retell story in correct sequence LL.3.II.6.2 Children will retell story events in sequence. LL.3.III.1.1 Children will dictate ideas and stories 3. Children will quantify small sets (up to 8). MT.4.1.5 Child will quickly recognize quantity of small groups of objects up to 4.
LL.3.II.6.3 Children will relate themes and information in books to personal experiences. CA.7.2 Children use imaginative play as a vehicle to express life experiences and familiar stories. LL.3.II.1 Children understand and value books and other print materials LL.3.II.2 Children demonstrate knowledge of and appreciation of books 5. Children will work together to create play scenarios together. AL.1.2.1 Children will follow through on a plan made by self or others. AL.1.2.2 Children will participate in group activities for increasing periods of time. SED.2.3 Children engage in positive interactions with others. SS.6.7.1 Children will demonstrate appropriate social interactions that include sharing, compromise, and respect for others. OUTCOMES Younger Students 1. Children will be able to explain who Anansi is and what happened to him. 2. Children will be able to quantify sets of 6.
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OUTCOMES (contd) Older Students 1. Children will be able to identify at least 5 of the 10 characters in the story and explain how they relate to each other. 2. Children will be able to quantify sets of at least eight. DURATION Large Group 20 minutes Small Group 45 minutes MATERIALS Mentor Text: Anansi the Spider by G. McDermott Secondary Texts: *Anansi & His Children by B. Dobkin, Anansi and the Moss Covered Rock by Kimmel, Anansi Goes Fishing by Kimmel, Anansi and the Talking Melon by Kimmel, Why Mosquito Buzz in Peoples Ears by Dillon & Dillon, Talk, Talk by Newton Chocolate, Abiyoyo by Seeger, Ashanti to Zulu: African Traditions by Dillon & Musgrove, Grandmas Ashanti Cloth by McNaught, [*indicates books that will be substituted for mentor text during large group over week] Informational texts on spiders, families, fish, rivers, Africa Text of song (Itsy Bitsy Spider) for posting on wall Dark Circles of posterboard with 8 holes punched for making spiders String Pipe cleaners Colored Chalk Figure of each of Anansis sons to mark center activities Numeral/Counting mats (Anansis sons make 6 spots, Anansis legs make 8) Spider masks Props for flannel board Plastic spiders and fish ______________________________________________________________________________ ANTICIPATORY SET First Lesson: 1. Ask children to tell us who is in their family. Provocation: A picture of the teachers family, which she can describe Explain that we will read a story in which the characters are all members of a family.. 2. Ask children to tell me what a character is Provocation: Books previously read by class, identifying characters in each Explain that characters are in stories and often named by their features
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans ANTICIPATORY SET (contd) 3. Ask children what they like to do or do well? As they share, give each a playful nickname based on what they like to do or do well.
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[Later Lessons: repeat above questions as necessary for comprehension, ask children to compare what the mentor text was like to what they think that days version of the story will be like, based on the title and cover] LARGE GROUP INSTRUCTION 1. Read book. Emphasize: character names, actions (plot). [In later lessons, substitute secondary text for mentor text.] 2. Encourage children to reflect on the book. Did they like it? Why or why not? Which character would they like to be? [In later lessons, also reflect on how it was different from mentor text.] 3. Song: Itsy Bitsy Spider 4. Explain center area activities, release children to centers SMALL GROUP INSTRUCTION/CENTER TIME Art Area (Marked with See Trouble character from story) Children can use pipe cleaners and/or string to add legs to dark paper circles to create spiders. They can then use chalk to mark their spider with a symbol. Children will be encouraged to think about what their spider might be able to do and to name it accordingly. Manipulatives (Marked with Stone Thrower character) 1. Children will quantify sets of objects (6 or 8) using number mats 2. Children will practice letter identification with letter magnets and mats with spiders marked with letters. Library (Marked with Cushion character) 1. Read books (mentor text, secondary texts, informational books on spiders, fish) 2. Retell story using flannel board and props Dramatic Play (Marked with Game Skinner character) In housekeeping area: have spider masks available, encourage children to play and negotiate family roles together. Water Table (Marked with River Drinker character) Encourage children to retell Anansi story or other story related to water using animal props, plastic boats Blocks (Marked with Road Builder character) Encourage children to build road and describe where they are going
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans ASSESSMENT Performance Tasks 1. Quantify sets of 6 and 8 (Manipulatives) BASIC PROGRESSING Children quantify < 6 Children quantify 6 or 8 2. Identify uppercase letters (Manipulatives) BASIC PROGRESSING Identify some letter from Identify all letters from own name own name and possibly some others 3. Retells story (Library, Water Table) BASIC PROGRESSING Identifies some Correctly retells more characters, story events, than one story event with or settings characters
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ADVANCING Children quantify > 8 ADVANCING Identify at least 80% of letters (12 of 15)
ADVANCING Correctly retells at least 50% of story events using correct characters
Anecdotal Notes (Art, Blocks, Water Table) Document childrens discussions of their play, especially retelling of story and use of symbol systems CLOSURE Gather children in circle area. Sing Itsy Bitsy Spider. Invite each child to tell the other what they have been working on. Help children make connections to story. ACCOMODATIONS Children with speech/language delay encourage speech but accept some gestures in place of spoken words, especially for new vocabulary and verbs Children with motor delay encourage fine motor work, if too difficult for child then accept verbal instructions for what child wants adult to do with materials Children with social-emotional challenges provide children with strategies for difficult moments: sharing, speaking, walking away, finding similar toys, getting an adult FAMILY CONNECTION 1. Provide parents a copy of song and list of Anansi related titles and call numbers for books in public library. 2. Ask parents to read a book with their child and to practice retelling the story. Let parents know children will be asked about this experience during morning circle.
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES Lesson Plan #4 A Chair for my Mother GRADE LEVEL: Preschool & Pre-K SUBJECT AREA: Language Arts LESSON TOPIC: A Chair for my Mother RATIONALE: This is the final week of our study Telling Stories. This story has only a few main characters but its plot is not completely presented sequentially, so it will be a new challenge for the children in terms of plot but still characters they can relate to intensely. It is also an excellent connection to the Latino culture of many of the students. ______________________________________________________________________________ STANDARDS & OBJECTIVES 1. Children will practice identifying characters by name. LL.4.I.4.2 Integrate new vocabulary into conversations with peers and adults. 2. Children will practice how to retell story in correct sequence LL.3.II.6.2 Children will retell story events in sequence. LL.3.III.1.1 Children will dictate ideas and stories 3. Children will sort coins by type and quantify small sets (up to 10). MT.4.1.5 Child will quickly recognize quantity of small groups of objects up to 4.
MT.4.1.7 Construct sets of a given number using concrete objects (e.g., fingers, counters)
MT.4.2.1 Sort and classify objects by more than one attribute (color, shape, size, number)
4. Children will make life to text and text to text connections.
LL.3.II.6.3 Children will relate themes and information in books to personal experiences. CA.7.2 Children use imaginative play as a vehicle to express life experiences and familiar stories. LL.3.II.1 Children understand and value books and other print materials LL.3.II.2 Children demonstrate knowledge of and appreciation of books 5. Children will create patterns. MT.4.2.2 Recognize, describe, and copy simple patterns. OUTCOMES Younger Students 1. Children will be able to explain why the characters in the story need a new chair. 2. Children will be able to sort coins by color and quantify up to 8 in a set. 3. Children will identify simple patterns.
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OUTCOMES (contd) Older Students 1. Children will be able to identify how characters each work to get new chair. 2. Children will be able to sort coins by size and color an quantify more than 10 in a set. 3. Children will identify and extent simple patterns. DURATION Large Group 20 minutes Small Group 45 minutes MATERIALS Mentor Text: A Chair for my Mother by V. Williams Secondary Texts: *Peters Chair by E. J. Keats, *A Chair for Always by V. Williams [*indicates texts that will be substituted for mentor text during week] Informational texts on families, firefighting, money, furniture Text of song (Una Casita) for posting on wall Wooden Chair Patterned paper Laquer Coins (Quarters, Nickles, Pennies, Dimes) Patterning cards with coins Number cards with matching numbers of coins Props for flannel board Firetrucks (for block area) Fire Helmets (for dramatic play area) ______________________________________________________________________________ ANTICIPATORY SET First Lesson: 1. Ask children to tell us who is in their family. Provocation: A picture of the teachers family, which she can describe Explain that we will read a story in which the characters are all members of a family.. 2. Ask children to tell us what they can do with money Provocation: Real money for children to touch and investigate Explain that characters in the story are working together to save for something special [Later Lessons: repeat above questions as necessary for comprehension, ask children to compare what the mentor text was like to what they think that days version of the story will be like, based on the title and cover]
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans LARGE GROUP INSTRUCTION Read book. Emphasize: character names, actions (plot). [In later lessons, substitute secondary text for mentor text.] Encourage children to reflect on the book. Did they like it? Why or why not? Which character would they like to be? What would they save money up to buy? [In later lessons, also reflect on how it was different from mentor text.] Song: Una Casita Explain center area activities, release children to centers
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SMALL GROUP INSTRUCTION/CENTER TIME Art Area Children will work together with teacher to decoupage a child size chair or rocking chair for the dramatic play area, using different patterned craft papers Manipulatives 1. Children will sort different coins by color or by color and size. 2. Children will then count the coins they have sorted and choose numeral cards to match the amount they have counted. 3. Children will make patterns with coins using pattern cards. Library 1. Read books (mentor text, secondary texts, informational books) 2. Retell story using flannel board and props Dramatic Play In housekeeping area, encourage children to play and negotiate family roles together. There will be firefighter helmets, coins, and a jar available to those who want to extend the scenario to retelling the book. Blocks Encourage children to use block area materials to build buildings or furniture and to use fire trucks and describe events. Discovery Children will sort materials (brick, fabric, wood, stone) by type and by hard/soft
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans ASSESSMENT Performance Tasks 1. Quantify sets of 6 and 8 (Manipulatives) BASIC PROGRESSING Children quantify < 6 Children quantify 8 2. Match and/or create patterns (Manipulatives) BASIC PROGRESSING Partially match Matches basic pattern patterning cards card, does not extend
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ADVANCING Children quantify 10+
ADVANCING Extends basic pattern card, matches more complicated pattern card
3. Retells story (Library, Dramatic Play) BASIC PROGRESSING Identifies some Correctly retells more characters, story events, than one story event with or settings characters 4. Sort objects (Discovery/Science) BASIC PROGRESSING Correctly identifies some Correctly identifies materials as either soft or materials as soft and hard hard
ADVANCING Correctly retells at least 50% of story events using correct characters
ADVANCING Correctly identifies materials, describes characteristics
Anecdotal Notes (Art, Blocks, Dramatic Play) Document childrens discussions of their play, especially retelling of story and use of symbol systems
CLOSURE Gather children in circle area. Sing Una Casita. Invite each child to tell the other what they have been working on. Help children make connections to story.
ACCOMODATIONS Children with speech/language delay encourage speech but accept some gestures in place of spoken words, especially for new vocabulary and verbs Children with motor delay encourage fine motor work, if too difficult for child then accept verbal instructions for what child wants adult to do with materials Children with social-emotional challenges provide children with strategies for difficult moments: sharing, speaking, walking away, finding similar toys, getting an adult
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FAMILY CONNECTION 1. Provide parents a copy of song and list of classroom titles and call numbers for books in public library. 2. Ask parents to visit a store with their child or to count money together and talk about how much things cost. Let parents know children will be asked about this experience during morning circle.
LANGUAGE ARTS: TELLING STORIES Lesson Plans Shared Reading (30) TP: Introduce unit: Fiction elements AE: Brainstorm RW (45) TP: Authors make stories their own. AE: Venn Diagram Goldilocks and the Three Bears by Jan Brett RW (45) TP: Why do we tell stories (fiction) AE: Brainstorm Telling Stories Unit Shared Reading (30) TP: Folktales threes, personification, onomatopoeia AE: Brainstorm
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RW(45) TP: Non-fiction, elements AE: Brainstorm list Brown Bears by Marcia Freeman
RW(45) TP: Non-fiction, elements (cont.) AE: Venn Diagram AS: Identify key terms
The Three Bears by Paul Goldone Shared Reading (30) TP: Why do we tell stories? (non-fiction) AE: Brainstorm
Shared Reading (30) TP: Retell Stories AE: Poets eyes Anansi the Spider by Gerald McDermott
RW(45) TP: Retell stories AE: Story board Anansi and the Moss Covered Rock by Eric Kimmel RW (45) TP: Telling original stories character/setting AE: Brainstorm A Chair for My Mother by Vera Williams WW(40) TP: Write for readers AE: Final draft
RW(45) TP: Retell stories AE: Sequencing
Shared Reading (30) Math (40) TP: Character/setting/ plot AE: Identify The True Story of the Three Little Pigs by Jon Scieszka WW(40) TP: Sequencing AE: Captions A Chair for My Mother RW Readers workshop
RW (45) TP: Plot AE: Venn diagram AS: Rubric The Three Pigs by David Weisner WW(40) TP: Write for readers AE: Write in complete sentences (rough draft)
Shared Reading (30) TP: Telling original stories something important AE: Identify Peters Chair by Ezra Jack Keats WW(40) TP: Write for readers AE: Edit
WW (40) TP: Plot AE: Storyboard
A Chair for My Mother
RW(40) WW (40) AE: Share original stories. AS: Rubric
TP Teaching point
AE Active engagement
WW Writers workshop
AS Formal Assessment
LANGUAGE ARTS: TELLING STORIES Lesson Plans Margaret Xavier Myers Trinity University, EDTE 612
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES (Lesson Plan 1 Week 1, Day 1) GRADE LEVEL: First Grade SUBJECT AREA: Language Arts LESSON TOPIC: The Three Bears by Paul Goldone RATIONALE: This is the first lesson of the Telling Stories unit. As an introduction to the unit, prior knowledge of the components of fiction stories will be activated during our shared reading. ______________________________________________________________________________ OBJECTIVES & STANDARDS 1. Students will be able to identify the author and illustrator and tell what each does. 1.BR-PC.3. Identify the author and title of a book, and use a books table of contents. 1.LT-U.1. Make predictions about what will happen next in a story and explain why the predictions were or were not confirmed. 1.LD-D.1. Follow agreed-upon rules for discussion, including raising ones hand, waiting ones turn, speaking one at a time, and listening politely to the ideas of others. OUTCOMES Students will be able to identify the author and illustrator and tell what each does. DURATION Shared Reading (30 min.) Activate prior learning: 5 minutes I do: 10 minutes We do: 15 minutes MATERIALS Mentor Text: The Three Bears by Paul Goldone Chart Paper Markers ______________________________________________________________________________
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ACTIVATE PRIOR LEARNING 1. Ask children to touch their noses if theyve ever read the story (show them cover). 2. Ask for a couple of children to share the last time they read it. 3. Remind them that The Three Bears story is retold by a lot of different authors and in different ways. 4. Another way to say retold is to say inspired by. Inspired by means an author takes a story and makes it her own by changing some things. CONNECT Good readers know that authors tell stories for different reasons and in different ways genres and that every culture tells stories. 1. Brainstorm the different reasons authors tells stories. a. To entertain b. To remember c. To explain 2. Brainstorm different genres they know. a. Fiction b. Non-Fiction c. Folktales We are beginning a new unit on telling stories and we are going to be reading some stories that are retold by different authors and some that are original stories. Some of our stories will be fiction and some stories will be non-fiction. Were going to warm up our brain for our new unit by reading The Three Bears and thinking about the elements or parts of a fiction story. DIRECT INSTRUCTION (I DO) 1. Read the story. 2. STOP page 8 identify the characters. a. Who is this story about? Who are the characters in this story? b. What do you notice about the pages weve read so far? i. Units of 3 3. STOP page 29 Turn and Talk a. What do you think is going to happen next? i. She will run away. ii. Little bear and Goldilocks will become friends. 4. Finish reading a. So if you predicted thats another way of saying what do you think is going to happen that Goldilocks would run away, you were right. And, if you predicted they would become friends, you were right too because there are different versions of the three bears story.
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans b. Check for understanding version.
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ACTIVE ENGAGEMENT (WE DO) 5. Brainstorm and chart list of fiction story components and definitions. a. Author b. Illustrator c. Title d. Cover e. Pages f. Print/ words g. Pictures i. Illustrations ii. Photographs h. Page numbers i. A story 6. Is every thing on this list in every book? a. Which ones do you think every book will have? (check responses) 7. Were going to keep this chart right here so that we can check as we read other stories to see if our predictions are right. REFLECTION/ CLOSURE We have a great list already of the different components of fiction stories. Tomorrow we are going to read another version of the three bears story so that we can talk look at how two authors retell the same story but make it different. It is called Goldilocks and The Three Bears by Jan Brett. ASSESSMENT Checklist responses during active engagement. (note: checklist is generated by attaching initials to responses.)
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans Margaret Xavier Myers Trinity University, EDTE 612
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES (Lesson Plan 2 Week 2, Day 8) GRADE LEVEL: First Grade SUBJECT AREA: Language Arts LESSON TOPIC: Anansi the Spider by Gerald McDermott RATIONALE: Following exploring the components of fiction and non-fiction stories, we beging the retell section of the unit with this story. Students will zoom in on the character and plot of this story. Choosing a story that comes from an aural tradition that values spare language allows children to clearly identify the main characters, as well as the beginning, middle and end of the story. In order to keep their attention focused on the most important information, we will retell the story as a poet might. ______________________________________________________________________________ OBJECTIVES & STANDARDS 2. Students will be able to retell a story in logical sequence and talk about the beginning, middle, and end, as well as the problem and solution. 1.LD-05. Retell stories using standard grammar rules, sequencing story events by answering who, what, when, how and why questions. 1.LD-D.1. Follow agreed-upon rules for discussion, including raising ones hand, waiting ones turn, speaking one at a time, and listening politely to the ideas of others. OUTCOMES Students will be able to retell the story of Anansi the Spider by identifying the important information in the text, including who the main character is, and what happens at the beginning, middle and end of the story. DURATION Shared Reading (35 min.) Activate prior learning/ Read story: 3 minutes I do: 5 minutes We do: 15 minutes Closing song: 7 minutes
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MATERIALS Mentor Text: Anansi the Spider by Gerald McDermott Copies of select pages: character, introduction, fish, falcon Elmo Chart paper Markers UB 40/DW CD ______________________________________________________________________________ ACTIVATE PRIOR LEARNING 5. Ask children to touch their noses if they remember the story (show them cover). 6. Brainstorm what they remember about the story. CONNECT Good readers know that authors tell stories for different reasons and in different genres (ways) and that people from different countries and cultures tell stories. 3. Brainstorm the different reasons authors tell stories. a. To entertain b. To remember c. To explain 4. Brainstorm different genres they know a. Fiction b. Non-Fiction c. Folktales d. Poetry 3. What country does this story come from? 4. What genre is this story? DIRECT INSTRUCTION (I DO) You know something else good readers do? They read carefully so that they can retell the story by telling who the main character is and what happens at the beginning, middle and end. Were beginning to learn about what good poets do so we are going to retell the Anansi story as a poet might by finding the most important ideas. 8. Reread the story, identifying characters and main events. 9. Now we are going to retell this story as a poet might by focusing on the authors most important words, the ones that give us the most information. Remember poets choose words that say a lot and thats what we are looking for so that we can retell this story. 10. Im going to show you what I mean by letting you see my thinking. 11. Model finding the most important information on introduction/main character page. Copy to chart paper.
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ACTIVE ENGAGEMENT (WE DO) 1. Now lets do the next one together. We know who the main character is. 2. Pose question What happens at the beginning of the story? a. Project the page 3. So were pulling out the most important words. Lets underline those words and cross out the others. Choose students to identify what ideas we should keep and why. a. Goes on a long trip, gets into trouble 4. Copy to chart paper. 5. Pose questions What happens next in Gerald McDermotts story? a. Gets eaten by a fish/ sons save him. b. Is taken away by a falcon/ sons save him. 6. Choose students to identify most important words and explain why. 7. Copy to chart paper. 8. We chose the words that Gerald McDermott wrote that gave us the most important information to retell his story. Recap what we have done so far by reading the chart paper. 9. Which words would we choose to retell the end of Gerald McDermotts story? 10. Brainstorm different endings. 11. Together we retold Gerald McDermotts story like a poet might by choosing his most important words, the ones that give us a lot of information. 12. Reread the chart. REFLECTION AND CLOSURE 1. Today we practiced retelling a story we knew as a poet might by choosing the most important words, the ones that gave us the most important information. 2. For the rest of this week we are going to practice retelling stories in other ways and we are going to practice 3. Tomorrow we will read another Anansi story by Marc Kimmel and you are going to practice retelling the Mark Kimmels story by focusing on the characters and what happens at the beginning, middle and end. ASSESSMENT (Day 2) Students will identify the main character and, what happens at the beginning, middle and end in their journals.
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES (Lesson Plan 3 Week 3, Day 15) GRADE LEVEL: First Grade SUBJECT AREA: Language Arts LESSON TOPIC: The True Story of the 3 Little Pigs by Jon Scieszka RATIONALE: We will be reading two very different versions of the three little pigs story to illustrate how authors use familiar stories to inspire their own and how they make them their own by adding new details or by telling the story in a different way. Students will explore how authors can change the character, setting and plot and of a familiar story to create an original story. ______________________________________________________________________________ OBJECTIVES & STANDARDS 3. Students will be able to identify the elements of a story, including setting, character and plot. 1.LT-F.1.6. Identify elements of plot, character and setting in a favorite story. 1.1.5. Measure the length of objects having straight edges in centimeters or non-standard units to the nearest unit. 1.LD-D.1. Follow agreed-upon rules for discussion, including raising ones hand, waiting ones turn, speaking one at a time, and listening politely to the ideas of others. OUTCOMES Students will be able to identify the main character, setting and plot, as well as the problem and solution. DURATION Shared reading (35 min.) Math (40 min.) Activate prior learning: 5 minutes I do: 10 minutes We do: 15 minutes You do: 25 minutes Share and reflect: 15 minutes
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MATERIALS Mentor Text: The True Story of the 3 Little Pigs by Jon Scieszka Chart paper Markers Construction paper white and selection of colors Red construction paper tiles Straw Twigs Wet glue Unifix cubes Base 10 manipulatives Paper clips Rulers ______________________________________________________________________________ ACTIVATE PRIOR LEARNING 7. Ask children to touch their noses if they know the story of the three little pigs. a. Brainstorm characters and plot. 8. Oh no, you guys dont know the real story. The one Im about to read to you is the real one. CONNECT Last week we practiced retelling stories and we know that good readers pay attention to the characters and what happens in the beginning, middle and end of a story. Today and tomorrow we are going to zoom in on a familiar story to see how the author changes the characters, setting and plot to make it his own story. DIRECT INSTRUCTION (I DO) 12. Read the story. 13. POST IT STOP So who is the main character? a. Alexander T. Wolf 14. And who is telling the story, we call that person the narrator? a. Alexander T. Wolf 15. So this story is told from his point of view. 16. POST IT STOP Wait a minute, this story doesnt sound like the one you told me about. a. Why did the wolf go visit the pig? i. To get sugar. b. Does that sound like the story you guys know? 17. POST IT STOP IT Wait a minute, he goes to jail? Lets think about this?
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans ACTIVE ENGAGEMENT (WE DO) 13. Use Venn Diagram to chart: a. Brainstorm character similarities and differences. b. Brainstorm setting similarities and differences. 14. Review Venn diagram. So we know that some things are the same and some things are different in this version of The Three Pigs.
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REFLECTION AND CLOSURE We know the characters are the same but act different and we know the setting is the same. Tomorrow we will read another version of the three pigs story so that we can see how authors can change the character, setting and even the plot to make original stories that remind readers of a familiar story. SHAKE OUT Touch your tables and come back ready for math. 15. Tomorrow well be reading another version of this story and talking about how the characters, settings and plot are the same and how they are different. Now touch your tables and come back for math. Shake out ACTIVATE PRIOR LEARNING 1. Weve been practicing how to measure things using rulers and other things. 2. Whats the most important thing when we measure something? a. The unit 3. We have to tell people what unit we measure something with so they can picture how tall or short or wide or skinny it is. 4. Brainstorm measuring units used thus far. a. Unifix cubes b. Longs and ones c. Rulers d. Paper clips CONNECT Today you are going to work in groups of three to create a setting for the Three Little Pigs story. Each of you is going to make a house, measure it and then decorate it.
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DIRECT INSTRUCTION (I DO 1. So each of you is going to cut out the shape of a house. You can choose the shape of your house but it has to be one we use in math. a. Brainstorm list of known shapes. i. Square ii. Rhombus iii. Rectangle iv. Circle v. Trapezoid 2. Next you are going to measure how tall your house is in two different units (remind them of list) and write your measurements along the bottom of your house. You are also going to name the shape of your house and write it next to your measurements. 3. Model using teacher house. 4. You can decorate your house now using straws, sticks or bricks and add details like doors and windows. 5. When you are done decorating your house you will glue it to the background paper so that the setting for your three pigs story is ready. Some of you might want to add details to the background of your setting and thats OK. 6. Repeat steps and check for understanding
PRACTICE (THEY DO) Circulate to check for procedure and measurement understanding. SHARE AND CLOSURE 4. Ive asked a couple of friends to share their measurements. 5. What did you choose to measure your house with? a. Show each measurement b. Notice the units are labeled i. So if I hear this house is 15 paperclips high without seeing it, I have an idea of how tall that is. ASSESSMENT Checklist understanding of shapes and non standard units of measurement.
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INTEGRATED LANGUAGE ARTS UNIT: TELLING STORIES (Lesson Plan 4 Week 3, Day 18) GRADE LEVEL: First Grade SUBJECT AREA: Language Arts LESSON TOPIC: A Chair for My Mother by Vera B. Williams RATIONALE: We will finish our Telling Stories unit with students writing their own original stories about something that has meaning for them. We will begin by reading a story about an important event in a little girls life. Students will be able to identify with the main character and to easily access the plot of the story. ______________________________________________________________________________ OBJECTIVES & STANDARDS 4. Students will be able to draw text to text and text to self connections and be able to compare similarities and differences between two texts. 5. Students will write their own stories using conventions of grammar and punctuation. 1.W-I.1. Write or dictate stories that have a beginning, middle and end, and arrange ideas in a logical way. 1.LT.F.5 Relate a theme in fiction to life experiences. 1.EL.2. Write in complete sentences. 1NSO.N.6 Make combinations of different coins up to 50 cents. 1NSO.N.1. Count, read and write whole numbers to 110 and relate them to quantities they represent. 1.LD-D.1. Follow agreed-upon rules for discussion, including raising ones hand, waiting ones turn, speaking one at a time, and listening politely to the ideas of others. OUTCOMES Students will be able to identify a stories author and illustrator and tell what each does, and they will be able to talk about the characters, setting, plot, problem and solution.
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans DURATION Readers workshop (45 min.) Activate prior learning: 5 minutes I do: 10 minutes We do: 5 minutes You do: 20 minutes Share and reflect: 5 minutes Math (30 min.) I do: 5 minutes You do: 15 minutes We do: 10 minutes
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MATERIALS Mentor Text: A Chair for My Mother by Vera Williams 12 bags with dimes, nickels and pennies totaling up to 120 cents Work sheet Large graph paper Markers ______________________________________________________________________________ ACTIVATE PRIOR LEARNING 9. Weve been reading a lot of stories and we are going to start writing our own original story tomorrow so its a good time for us to review what weve learned. 10. Brainstorm what the components of a story are a. Author b. Illustrator c. 2 or 3 others 11. Brainstorm genres a. Fiction b. Non-fiction c. Folktales d. Poetry 12. What does every fiction story have a. Character b. Setting c. Plot CONNECT Yesterday we read about Peters chair and we talked about how good writers write stories people want to read by writing about something that is special to them. 1. Why was Peters chair special to him? 2. What did Peter do when he thought his parents didnt understand this?
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans 3. So Ezra Jack Keats wrote about an important event in Peters life, when his baby sister came home and seemed to be taking everything that was Peters away. Today we are going to read about another special chair but this chair is special for a different reason. Last week we practiced retelling stories and we know that good readers pay attention to the characters in a story and what is happening in the beginning, middle and end of a story. What stories they read. 1. What else do good readers pay attention to? a. Setting Today, as we read about this chair, I want you to be thinking about who and what this story is about.
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DIRECT INSTRUCTION (I DO) 18. Identify and read the story. 19. POST IT STOP Who is telling the story? Who is the narrator? Who are the other characters in the story? 20. POST IT STOP Check for understanding (tip). Reread 2nd paragraph. Why does her mother look worried? 21. POST IT STOP Who is adding money to the jar? 22. Turn and Talk a. Do you think they will divide it so they can buy something special for themselves or not and why? 6. Share out ACTIVE ENGAGEMENT (WE DO) 16. Brainstorm a. How is this story like the one we read yesterday? b. How is it different? PRACTICE (THEY DO) Today we noticed that both authors wrote about something that had special to them, a chair. Were getting ready to write our own original stories and we know that good writers write about something that is important or special to them. To get us started I want each of you when you return to your tables to write in your journals three things you could write an original story about. Remember you are thinking of a person, thing or even a place that is special to you. 1. While I model what your journal page will look like, I want you to be thinking of what you might put on your list.
INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans 2. 3. 4. 5. 6. 7. 8. Model journal page on white board. Check for understanding. Touch your nose if youve thought of something you will put on your list. Dismiss those who have to begin work. Conference with those having trouble generating ideas. Circulate to check for understanding. Identify 2 people to share what they chose and why.
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SHARE AND CLOSURE 6. Ive asked a couple of friends to share what they added to their list and why it is special to them. 7. Tomorrow we will read a little bit more of our story and we are going to zoom in on what is happening in the story, the plot of the story. Remember when we talk about the plot of a story we are talking about a problem and solution. Touch your tables and come back ready for math. ASSESSMENT 1. Anecdotal notes records. Who was able to generate three solid ideas quickly. Who needed a lot of prompting or direct assistance. SHAKE OUT Lets stand up (1,2,3,4,5) CONNECT AND ACTIVATE LEARNING We know our narrator and her mother and grandmother are saving up for a chair so they have a money jar. To warm up our brains for math, we are going to help them count how much money is in the jar. ACTIVE ENGAGEMENT (WE DO) 1. How many pennies do I have here? a. How much is each coin worth? b. How much are the coins worth all together? 2. Repeat for nickels and dimes. PRACTICE (THEY DO) You will work in groups of two. Each group is going to have a bag with some dimes, nickels and pennies. You are going to work together to answer 1. How many penny coins you have, what each penny is worth and the value of the penny coins all together.
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2. Then you will do the same thing for the nickels and the dimes. 3. Remember even though you are working with a partner, you are both filling out your own worksheet. 4. Circulate to check for understanding. Identify on group to share. SHARE AND CLOSURE 1. Ive asked one group to share a. How many pennies did you have? b. What were they worth? c. And Nickels? d. And Dimes? 2. Notice this group added together the value of all of their coins. If you didnt do that, thats OK. I didnt ask you to. Tomorrow we are going to take the information you guys have and bring it all together to see how much money is in the jar and we are going to figure out a quick way to do it. ASSESSMENT Review worksheets for understanding.
INTEGRATED ELA UNIT: TELLING STORIES Reviews Reviews of Preschool Mentor Texts
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Dobkin, B. (2010). The three little pigs. Washington, DC: Teaching Strategies. Dobkin (2010) retells this story in a very straightforward and traditionally repetitive way that makes it an excellent read aloud volume for children who know the story well and those who are encountering the tale for the first time. The author also takes this well known classic story as a way to discuss how the three different pigs personalities influence the way they choose to build their homes to protect themselves from the Big Bad Wolf. It seems that Dobkin, in fact, considered what is known about self-regulation skills as she retold the tale. The third little pig, the hero of the story, makes his house through planning, careful consideration of materials, and hard work, all important skills for children to have.
Dobkin, B. (2010). Goldilocks and the three bears. Washington, DC: Teaching Strategies. Traditionally, this story is focused on repetition, sequence, and vocabulary focused on sizes (specifically big, medium, and small). Dobkin (2010), on the other hand, is equally, if not more so, focused on Goldilocks experiences. The story actually begins in Goldilocks home, with her mother and father warning her not to go for a walk in the woods. As she approaches each step of the plot, Dobkins text illustrates that the little girl knows she should not do something but then notes each time that she does it anyway. While also focusing on the classic repetitive themes of size and sequence, Dobkin adds a new level to the readers experience. This is especially wonderful for small children, adding a distinct focus on a character with whom they can easily relate.
INTEGRATED ELA UNIT: TELLING STORIES Reviews
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McDermott, G. (1987). Anansi the spider: A tale from the Ashanti. New York, NY: Holt and Company. McDermotts (1987) Caldecott medal-winning portrayal of this African folktale is beautifully made with pictures that evoke the textures and fabrics of Ghana in western Africa. Especially lovely for young children is the simple manner in which the author/illustrator has marked each of Anansis six sons, giving each a symbol to identify not only his name but also his defining characteristic. This version of the story is a lovely opportunity for young children to begin to apply their emerging sense of symbol, text, and identity. The text also evokes the rhythm of oral traditions and poetry.
Williams, V. (1984). A chair for my mother. New York, NY: Harper Collins Children. This beautiful story is perfect for a classroom of young children from lower socio-economic status households, from Latino cultures, and from urban areas. A young girls helps her mother and grandmother save up the money for a new upholstered chair so that they can have a comfortable place to sit after having lost everything in a fire. Williams (1984) treats the story with frank honesty and focuses on the simple details that matter most to children, like the upholstery pattern and the way it feels to fall asleep on a mothers lap. For a classroom of young children, this volume deserves multiple readings to provide students adequate time to absorb the rich details and to interact with the more complicated plot sequence, which is not wholly linear.
INTEGRATED ELA UNIT: TELLING STORIES Reviews First Grade Book Reviews The Three Bears by Paul Galdone Galdone retells the familiar story of the three bears but adds his own whimsical twists with the
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Great Big Bear who speaks in a GREAT BIG VOICE, the Middle-Sized Bear who speaks in her middle-sized voice and the Little Wee Bear who speaks in his little wee voice. Galones beautiful illustrations capture both the with whimsy and the wit of his words.
Goldilocks and The Three Bears by Jan Brett Brett faithfully retells the story in its original form, but sets her story in a Sweedish forest. Her trademark illustrations are complex and beautiful, filled with rich detail that tell the story in their own right.
Brown Bears by Marcia Freeman Freemans non-fiction book about brown bears is presents information an age appropriate manner and engages young readers with vivid photographs of brown bears in nature.
Anansi the Spider: A Tale from the Ashanti by Gerald McDermott McDermott adapts this traditional story from the Ashanti people in Ghana. The Ashanti people are story tellers and McDermott capture the rhythm of spoken language in this tale of Anansi who travels far from home and gets into trouble. His six sons, each relying on a gift, save him. Anansi finds it impossible to decide which son to reward and when discord enters the family, Anansi asks Nyame for help. Nyame, the goddess of all things, has the perfect solution.
INTEGRATED ELA UNIT: TELLING STORIES Reviews McDermotts pictures are drawn with bold patterns and vivid colors that evoke the textiles woven by the Ashanti.
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Anansi and the Moss Covered Rock by Erick Kimmel Anansi the spider plays the trickster in Kimmels adaptation of a traditional folk tale from the Ashanti people of Ghana. Anansi uses a moss covered rock to trick his friends into giving up their food. A watchful bush deer decides to teach Anansi a lesson by turning the tables on him.
The True Story of the 3 Little Pigs by Jon Scieszka Readers are reminded that they only think they know the true story of the three little pigs when they meet Alexander T. Wolf, who narrates this clever twist on the traditional story. Told from the wolfs perspective, this entertaining adaptation attempts to set the record straight. Readers discover that the need for a cup of sugar, a sneezing cold and some very unfriendly pigs are responsible for the mayhem that ensues.
The Three Pigs by David Wiesner Wiesner sets the stage for a wonderfully inventive retelling of this folktale when the first little pig exclaims, Hey! He blew me right out of the story! When the wolf blows so hard that the pages of the story come apart, the three little pigs take to the air, joining other stories. Along the way they make a special friend who is on hand to help when the wolf arrives at the last little pigs house. Wiesners wonderful imagination comes to life with clever illustrations and use of print in his inventive adaptation.
INTEGRATED ELA UNIT: TELLING STORIES Reviews Peters Chair by Ezra Jack Keats
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When confronted with a new baby sister, Peter finds that everything that was once his is being painted pink. When Peter believes that his special chair will be painted pink too, he and his dog Willie run away. Happily, Peter soon discovers that his parents, had another thought about what should be done with Peters chair and Peters worries about his sister taking his place are laid to rest.
A Chair for My Mother by Vera B. Williams Williams tells the story through the eyes of a little girl of a family who survives misfortune and works together to recover. When a fire destroys their home, the community comes together to help replace things that were lost. But there is one last piece of furniture that the family is going to buy for themselves. To do so, everyone in the family must work together and contribute what they can to fill the money jar. Williamss realistic story and vivid illustrations tell how the young narrator and her family overcome tragedy by relying on each other and with the support of their community.
INTEGRATED ELA UNIT: TELLING STORIES Reviews Preschool Music Review Kindermusik Internationals Goldilocks and the Three Bears and The 3 Little Pigs.
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This album is a musical retelling of these two classic folktales with some modern twists. It is especially appropriate for young childrens classrooms because the rhyme and meter of the music also helps young children to incorporate longer words and more complex vocabulary. For example, the three little pigs sing about the importance of building homes appropriate to their personalities in the song, A House Just Right for Me (Track 6). The way the song repeats and rhymes the word personality, as well as putting it in context for listeners new to the word, would help English language learners as well as native speakers to incorporate such vocabulary into everyday use. The music is upbeat, with contemporary instrumentalization styles, including songs like Big Bad Wolfie Blues (Track 7), which culminates with the Mother Wolf scolding her son for being a bully. Another fun song is Find out who (Track 3), a very broadway style retelling of the three bears returning to discover Goldilocks. This story retelling also ends with Goldilocks making amends for messing up their home, including making more porridge and fixing the baby bears chair. The final song of the album, Isnt it nice when everything works out? (Track 8) includes a very hip hop section about building friendships despite superficial differences, including race (which the song refers to as color.) These two story retelling provide beautiful social messages about building friendships, correcting mistakes, and working together. The album was released in 2010 and is available for purchase and download from amazon.com.
INTEGRATED ELA UNIT: TELLING STORIES Reviews First Grade Music Review Anansi as told by Denzel Washington and with original music by UB40 (song) Denzel Washington tells two Anansi stories accompanied by the beautiful rhythms of UB40.
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Both the cadence of Washingtons voice and the beat of the music suggest the oral story tradition that gave rise to the Anansi stories. http://www.youtube.com/watch?v=ChbxNzwqQ8c
Goldilocks and the Three Bears by Debbie and Friends (Debbie Cavalier) (song and video) Debbie Cavalier and her friends retell this traditional tale in an inviting song that will have everyone singing and dancing along with the chorus in a series of appropriate for children developing gross motor skills. http://www.youtube.com/watch?v=UaulRHrJGeU
Three Pigs and a Wolf by Debbie and Friends (Debbie Cavalier) (song and video) Debbie Cavalier and her friends put another traditional story to music with a catchy tune, a chorus of childrens voices, a funny wolf and a quirky ending that will invite children to listen again and again. (See debbieandfriends.net for other selections) http://www.youtube.com/watch?v=WR4L_t6IAfc
A Chair for My Mother as read by Vera Wang (audio and video) Vera Wang reads this classic Willliams story with a clear, expressive voice. Her reading is accompanied by an engaging video of the original stories pages that draw the character into details on the page to emphasize the accompanying text. http://www.teachertube.com/viewVideo.php?video_id=119490 (This website is an excellent source for classroom audio and video material.)
INTEGRATED ELA UNIT: TELLING STORIES References References Borich, G. D. (2011). Effective teaching methods: Research-based practice. Boston, MA: Pearson Education, Inc. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Boston, MA: Fellows of Harvard College.
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Davis, B.C., & D.D. Shade. (1999). Integrating techonology into the early childhood classroom; The case of literacy learning. Information in childhood education, 1999, 221-254. Copple, C. & S. Bredekamp, Eds. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children. Edwards, C., L. Gandini & G. Forman. (1996). The hundred languages of children: The Reggio Emilia approachAdvanced reflections. Westport, CT: Ablex Publishing Corporation Galda, L. & B. E. Cullinan. (2002). Literature and the child. Belmont, CA: Wadsworth/Thomson Learning. Gardner, H. (2006). Multiple intelligences: New Horizons. New York: Basic Books. Gillanders, C. & D. C. Castro. (2011). Storybook reading for young dual language learners. Young Children. 66(1), pp.91-95. Heroman, C. & C. Jones. (2010). The Creative Curriculum for Preschool, 5th Edition, Volume 3: Literacy. Washington, DC: Teaching Strategies. Hirsh, R. A. (2004). Early childhood curriculum: Incorporation multiple intelligences, developmentally appropriate practice, and play. Boston, MA: Pearson Education, In.
INTEGRATED ELA UNIT: TELLING STORIES References International Reading Association [IRA] & National Council of Teachers of English [NCTE]. (1996). Standards for the English language arts. Newark, DE: International Reading Association. Lynch, J. S., P. van der Broek, K. E. Kremer, P. Kendeou, & M. J. White. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology 29, pp.327-365. Mason, J.M., & S. Sinha. (1992). Emerging literacy in the early childhoods years: Applying a Vygotskian model of learning and development. Unpublished manuscript, College of Education, University of Illinois at Urbana-Champaign, Champaign: Illinois.
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Morrow, L. M. (1986). Effects of structural guidance in story retelling on childrens dictation of original stories. Journal of Literacy Research 28(2), pp. 135-152. National Council of Teachers of English [NCTE]. (2008). 21st century curriculum and assessment framework. Retrieved from: http://www.ncte.org/positions/statements/21stcent framework National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards: English language arts. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://corestandards.org/the-standards/english-language-artsstandards National Institute for Literacy. (2006). Put reading first: Kindergarten through grade 3. Washington, DC: Literacy Information and Communication System. National Research Council. (1999). Starting out right A guide to promoting childrens reading success. Washington, DC: National Academy Press.
INTEGRATED ELA UNIT: TELLING STORIES References Office of the State Superintendent of Education. [OSSE]. (2008). District of Columbia Early Learning Standards for Pre-Kindergarten. Washington, DC: Office of the State Superintendent of Education. Sonnenschein, S., L. Baker & R. Serpell. (2010). The early childhood project: A 5-year
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longitudninal investigation of childrens literacy development in sociocultural context. In D. Aram, O Korat. (Eds.), Literacy development and enhancement across orthographies and cultures (pp. 85-96). doi:10.1007/978-1-4419-0834-6. Stadler, M. A. & G. C. Ward. (2005). Supporting the narrative development of young children. Early Childhood Education Journal 33(2), pp. 73-80.
More suggested resources Fold out booklet. (2011). FamilyFun Magazine. Retrieved from http://familyfun.go.com/ crafts/crafts-by-material/paper-crafts/all-paper-crafts/foldoutbooklet-1027097/ Shedd, M. K. & N. K. Duke. (2008). The power of planning: Developing effective read-alouds. Young Children. 63(6), pp.22-27. Stewart, D.J. (2012, Jan. 25). Retelling our own version of The Mitten in preschool. (Web log.) Retrieved from http://www.teachpreschool.org/category/childrens-books/the-mitten-book/

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Running Head: LANGUAGE ARTS: TELLING STORIES

INTEGRATED ELA UNIT: TELLING STORIES

1.EL.2. Write in complete sentences.

1.NSO-N.5. Identify numbers to 20 as odd or even.

MT.4.2.2 Children will recognize, describe, and copy simple patterns.

INTEGRATED ELA UNIT: TELLING STORIES Backwards Design CHECKLISTS

Sentence structure: punctuation and capital letters.

Logical sequencing and identifiable beginning, middle and end.

INTEGRATED ELA UNIT: TELLING STORIES Backwards Design CONVERSATIONS

LANGUAGE ARTS: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

ADVANCING Children quantify 10+

ADVANCING Correctly identifies materials, describes characteristics

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

RW(45) TP: Retell stories AE: Sequencing

WW (40) TP: Plot AE: Storyboard

A Chair for My Mother

RW(40) WW (40) AE: Share original stories. AS: Rubric

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Lesson Plans

INTEGRATED ELA UNIT: TELLING STORIES Reviews

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