You are on page 1of 6

Zachary Powers and Christina Chapman Subject: Literacy

Lesson On: Making Lists

Date/Time to be Implemented: TBA Grade Level: Kindergarten Anticipated time: 45 minutes


Zachary Powers! 12/11/13 3:06 PM
Deleted: 30

Goals/Objective(s):

SWBAT generate a grocery list.

Zachary Powers! 12/4/13 8:32 PM


Comment: We replaced the word reproduce with generate to highlight the original work that the students would be producing. Reproduce misrepresented our pedagogical goals as being mechanical, where as we seek in our lesson to have students do authentic, higher order work.

SWBAT identify a list.

user! 11/8/13 4:43 PM

SWBAT recognize basic food words.

Comment: I would think about your verbs. We want to hold our students to higher order skills. Check Blooms and how you effectively push students in their literacy development.

Zachary Powers! 12/4/13 8:30 PM


Deleted: reproduce

Zachary Powers! 12/4/13 8:32 PM


Deleted: basic

Common Core State Standards for Kindergarten (Foundational Skills):

CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Materials and Preparation:

The Beastly Feast by Bruce Goldstone Chart Paper Large marker 6 (4) List templates Crayons 6 (4) Pencils

Classroom arrangement and management issues:

Students will be arranged at a circular table, with teacher sitting alongside them. There will be a chart placed next to the teacher for recording the class grocery list.. When students discuss their lists with one another, we will have to monitor for distraction. During the wrap up portion it will be important to give everyone a chance to add to the class list.

user! 11/8/13 4:48 PM


Comment: Clarify language.

Zachary Powers! 12/4/13 8:33 PM


Deleted: A chart will be available for ready use what the class makes a list together

Plan

Introduction: 5 min. Before the reading, we will discuss the title and the word feast. We will ask probing questions. What is a feast? What do people do at a feast? Do you ever have feasts with your family and friends? When? What do you love to eat at your feasts? Read-Aloud: 15 min. We will begin the lesson by reading The Beastly Feast by Bruce Goldstone. The book is about a group of animals who have a feast together. It is structured as a litany of rhymes, pairing different animals with rhyming foods. As we read, we will point out the foods in the pictures, to prime students thinking about food asking questions like: What do you think the mosquitos needed to make their burritos? Stopping at certain points to ask questions like Weve seen a lot of foodwhat do you think would be on the animals grocery list?.

user! 12/4/13 8:38 PM


Comment: How will you actively engage students during the read aloud?

Zachary Powers! 12/11/13 2:46 PM


Comment: We added this section after my lesson to better focus our reading of the book. Initially we had thought that simply focusing on the foods and talking about them generally would be enough. After my lesson it was clear that the reading needed to be much more focused on making lists in order to support the Grocery List Activity.

Demonstration: 5 min We then introduce the idea of throwing our own feast. To throw our own feast, well need to get the food at the grocery store! So well make a grocery list. Do you know what a grocery list is? Have you ever written one? What do they look like? Making Grocery Lists: 20 min. We will set up a piece of chart paper and talk about how the students are going to make their own lists. We introduce the parts of the list and make a mock grocery list together, writing Groceries at the top of the page and with our name adjacent. First, Teacher will brainstorm aloud foods items that they eat at their family feasts (ideally items that begin and end in consonants): e.g.: What do I eat on Thanksgiving? I love turkey, so Ill write turkey. But my sister is a vegetarian, Ill include some beans for her. When spelling out the words, teacher will sound out first and last letters of each word with the class.

user! 12/4/13 8:38 PM


Comment: This sounds like a model for what students will be asked to do independently. Compare your modeling to what students will have to do independently. Are there any elements missing? How will you make transparent your process for creating the list?

Zachary Powers! 12/11/13 3:08 PM


Comment: We rewrote this paragraph to illustrate the act of modeling more explicitly, relating it to the students independent task of making a grocery list for their family feast.

Zachary Powers! 12/4/13 8:34 PM


Deleted: We will set up a piece of chart paper and make a mock grocery list together, writing Groceries at the top of the page and with our name adjacent. Teacher will brainstorm aloud foods items (ideally items that begin and end in consonants) and walk through sounding out first and last letters with class.

Children will turn to their partners and discuss what foods they eat when they have feasts with their family. Each student will then receive blank template and create their own grocery list. On the blank list children will draw a picture of each food and write its name adjacent. Each child will think of three food items. Group Share: 10 min. The group will come back together and each child will share their favorite food on their own list. We will chart these items on a 3rd list of three items and the children will participate in writing the words on the chart and constructing the list. Spelling of these words will be guided by teacher. Students will then interact with chart by writing first and last letter of word, while the teacher writes the rest of the word (i.e. for hot dog teacher will cue student to sound out h and g.). The finished chart will be available for future reference when writing food words.

Zachary Powers! 12/4/13 8:45 PM


Comment: We edited this sentence to more clearly convey how the instructor would guide the process of sounding out the phonetics of each word. We retained the two-letter goal because, after consideration, we determined that most of our students were at or slightly below this level of proficiency. See below for detail on adjustments to this goal to accommodate students with higher phonic proficiency.

user! 12/4/13 8:45 PM

Assessment of the goals/objectives listed above:

Comment: This may be too limiting. What if students hear more sounds than the initial and final consonants? How could you phrase your directions to allow for your students varying levels of phonics development?

Zachary Powers! 12/4/13 8:39 PM

Students lists will be used to demonstrate an understanding of list structure.

Deleted: Students will interact with chart by writing first and last letter of word

Students invented spellings and observation of the spelling process will be used to assess student proficiency with phonics.

Students construction of the final lists structure will demonstrate understanding of the conventions of a list.

Anticipating students responses and your possible responses

Students may think of food names that are difficult to spell for their proficiency level. We would encourage them try these words, demonstrating sounding-out techniques like word stretching and using your mouth to feel each letter. If students are struggling we will sound

Zachary Powers! 12/4/13 8:43 PM


Comment: We edited this sentence to allow for more student freedom in word choice and to open a space for students who are more proficient in phonics to operate on their skill level.

out words with them highlighting phonemes for them to focus onfor example, choosing the word watermelon and focusing on W, R, M, N Students may get off topic during pair sharing. It will be important to clearly define the task during that portion of the lesson. We will model sharing prior to the activity, demonstrating appropriate/ inappropriate discourse. For examples, we might share and say, I chose pickles because my grandpa loves pickles. I drew them in a jar or we might respond by giving a complement or making a personal connection: My grandpa likes pickles, too. We will encourage student input on how this conversation sounded and what they noticed about how we listened to one another and were supportive.

user! 12/11/13 3:09 PM


Comment: Again, this sounds limiting. Rather than telling students to focus on easier words, what instructions can you provide for supporting the encoding of text?

Zachary Powers! 12/4/13 8:41 PM


Deleted: Students may think of food names that are difficult to spell for their proficiency level. We would encourage them to try one such word, but encourage them to focus on words that are on or not as high above their level of phonics proficiency.

user! 12/11/13 3:09 PM


Comment: What are the directions that answer these questions? How will you make clear to students what your expectations are? Are there cues that are used in the classroom that can be replicated for your small group instruction?

Students may also get caught up in perfecting their pictures and spelling. It will be important to be clear about time limits and to warn students before their time runs out.

Zachary Powers! 12/4/13 10:35 PM


Deleted: How do you share with your friends? How do you make it clear what youre talking about?

user! 11/8/13 5:15 PM


Comment: You mention time but there are no time frames for each component of your lesson. This should be determined in advance of teaching so that you dont end up running out of time.

Zachary Powers! 12/11/13 3:09 PM

Accommodations:

Comment: Duly noted and fixed!

For students who are not understanding the task:

Students may not be familiar with what a grocery list is, which might make the task too abstract for them. In this case, we might bring in experienced students to explain what a grocery list is and use the demonstration as an introduction to the genre and the term groceries, working with unexperienced students to construct an understanding of the grocery list through the model list itself.

user! 12/11/13 3:09 PM


Comment: Or you can define this for students. This targets new vocabulary acquisition for your students.

Zachary Powers! 12/11/13 2:54 PM


Deleted: The task could then become to create a list of their favorite foods, thus making the theme of the list more familiar

For students who are proficient with the task or finish early:

Students might make a list of other things we would need for the feast and explore different reasons for making a litany-style list. Alternately, some students could make a more advanced kind of list, using ordinal numbers to notate the order in which something is done (for example, the order in which we will prepare things at home to get ready for the feast.) This extension would explore the function of a list as a set of instructions. This would also invite them to compose sentences to describe the instructions.

You might also like