Professional Documents
Culture Documents
b. Procedure
The class will review the introductions in four previously
studied/read non-fiction books on the projector.
The students will be asked Where is the introduction located?
and the teacher will write their response on the chart paper below
the definition.
The students will be asked to play the role of detective and think
about how the author wrote the introduction or ways they would
write the very start of their all abouts.
The teacher will read aloud each introduction one at a time.
After each book, the teacher will ask the students what they
noticed about the introduction.
The teacher will write Introductions can on the chart. Some
things to look for are: (facts, comparisons)
o Start with a question
o Start with an action
o Start with a little story that pulls the reader in
o Start with a big idea about the topic
The students will be asked after all introductions are read, Does it
matter how many sentences are in the introduction?
The teacher will tell the students that they need to write at least
three sentences in their introductions.
The students will share their all abouts with a partner and discuss
ways they can write their introduction.
The students will be told to go back to their desks by row color and
begin writing their introduction on lined paper the teacher created.
Mrs. Schassler and Molly, the teaching assistant, will walk around
the classroom to answer any questions the students have.
Mrs. Tighe and myself will work at the back cubbie table with the
three students with an IEP to guide them in writing their
introduction.
Mrs. Tighe will work with RC. I will work with HZ and LS. We
will ask if they want to ask questions, state facts, or write
comparisons.
We will instruct them to use their brainstorm web, which shows
what they know about basketball or gym.
If they want to ask questions, the teacher will instruct them to think
about what someone who knows nothing about basketball or gym
may want to know. Why is it important? Why do you like it? Why
is it worth someones time? Who can you do it with? Where can
you do it?
If they want to write facts, the teacher will ask them what they
know about gym or basketball. They might want to mention each
subtopic on the brainstorm web.
Mrs. Tighe will show RC pictures with labels of basketball
uniforms, bouncing a basketball, a court, the New York Knicks, as
Introduction Checklist:
_____ Did I capture the readers attention using facts, questions, or comparisons?
_____ Did I use capital letters in the appropriate places?
_____ Did I use punctuation at the end of each sentence?
_____ Did I use my dictionary and word wall to help me spell words?
12. Differentiated
Re-reading the non-fiction books aloud to the class, not only shows the
importance of re-reading books, but it also emphasizes a specific part of the book
that the teacher thinks is important. The teacher also models a think aloud and
creates a visual for students to refer to during their writing time. For audio and
visual learners, the use of technology, as a means for modeling instruction, helps
students understand the directions. Moving from the desks to the carpet is good
for kinesthetic, young, learners. The graphic organizer is a scaffolding technique
that allows a gradual release of responsibility from teacher to students. The ability
to write and draw on the graphic organizers allows for visual and verbal/linguistic
learners to express their knowledge in different ways. The lesson allows for
students to have an interpersonal connection in the classroom by having partner
and grand discussions. Sounding out and drawing lines for RC, a student with an
IEP, helps him make sound letter connections and write each word in appropriate
sequence.
13. Resources
Amazing Sharks! By Sarah L. Thomson
Colorful Peacocks by Deborah Underwood
Football for Fun! By Kenn Goin
Sharks! By Sindy McKay
Chart paper
Markers for chart paper
Pencil
Projector
Writing folders
All about graphic organizer
Introduction checklist
Nonfiction Chapter Books: Grade 1 Unit 2 Information by Lucy Calkins,
Kristine Mraz, and Barbara Golub (p.91-93)
http://www.corestandards.org/ELA-Literacy/W/1/
http://www.corestandards.org/ELA-Literacy/SL/1/
Index cards with pictures and labels of basketball related items/terms
http://www.nba.com/knicks/roster
Jersey
Basketball Court
Sneakers