LetsWrite

Gradeandleveloflesson:ThislessonisbasedonakindergartenSpeakingand
ListeningStandards.Ourclasshas23students.13boysand10girls.Wehaveagirlwith
lowvisionandusesATdevicessuchasamagnifierandtactilepaper.Wealsohavean
ELLstudentaswellasastudentwithdyslexia.
CommonCoreObjective(s):
CCRA.R.3Analyzehowandwhyindividuals,events,andideasdevelopandinteract
overthecourseofatext.
CCRA.SL.1:Prepareforandparticipateeffectivelyinarangeofconversationsand
collaborationswithdiversepartners,buildingonothersideasandexplaintheirown
clearlyandpersuasively.
Lengthoflessontime:(45minutewholegroupinstruction)
Whatwentbeforeandwhatwillcomeafterthislesson:
YesterdaywereviewedanddiscussedCorduroy.Weintroducedthemainpartsof
asentenceandlookedforcapitalsandpunctuationsinourstory.
Tomorrowstudentswillworkwithapartnertodesign,write,oractoutasentence
basedoffofthestoryCuriousGeorge,checkingforcomprehension.
StudentObjective:
Thestudentswillpracticewriting,designing,oractingoutasentencethat
includesacapitalandpunctuationbasedoffthestoryCuriousGeorge.
Tobesuccessfulinthisassignment,studentswilldesign,write,oractouta
sentencebasedoffthestoryofCuriousGeorge,whichdemonstratescomprehension.

MaterialsNeeded:CuriousGeorgeGoestotheChocolateFactory
Maragret&H.A.REYs
_______________________________________________________________________
Focus/Review:Studentspriorknowledgewillactivatedthroughyesterdayslessonwith
thebookCorduroy.Wewillfocustheskillinthislessonbylookingatdifferentstructures
inthestorybook.
TeacherInput:LookingthroughthestorylineofCorduroy,wewillfindasmany
differentsentencesaswecanbyhavingthebookenlargedonourSmartBoard.Students
willhavetheoptionoflisteningtothebookviaaudiobook.Thiswillallowstudentsto
seethebookandthetextatthesametime.Introducingthelessonbyshowingthemthe

differentsentencesaswellaswritingsentencesontheboard.Ourstorywillalsoberead
inSpanishonaCDtoaccommodateourstudentwithELL.
Also,priortoteachingsentenceformation,studentswillhavetheoptionofforming
sentencesonaniPadthatusesvoiceoverandreadsdifferentoptionsforstudentto
choosefrom.Thiswillassistthosestudentswhoarestrugglingwithwriting,yetcan
identifycapitalsandpunctuationmarks,forinstanceourstudentwithdyslexia.
GuidedPractice:Studentswillbecomparingthedifferentsentencestructuresthatare
foundinthetwodifferentbooks.Wewillthentransferourobservationstowriting.As
partoftheassignments,studentswillassisttheteacherinwritingasentencetogetherasa
class.
Havestudentsholdsentencestripswithacapitalandpunctuationarrangingthemselvesin
propersentenceformationasatransitionactivityintojournalentry.
IndependentPractice:Studentswillbeabletopracticetheirskillsbywriting
individuallyintheirjournalsafterreadingthestoryduringreadaloud.Thiswillcheckfor
comprehensionandpropersentenceformation.Thislessonshouldtake45minutestotal.
ReadAloud:20minutes
DirectionInstruction:10Minutes
JournalWriting:15Minutes
Closure:Thelessonwillendwithstudentssharingtheirsentences,illustrations,andor
creations.
Assessment: Assessmentwillbeinformalthroughobservationanddiscussion.
Analysis:
Basedonthestudentsresultsfurtherinstructionwillbedeterminedand
lessonwillbereviewedasnecessary.
Interpretation:Basedontheassessmentandanalysis,studentswillcontinuetowrite,
design,orcreatetheirownsentencesduringfuturereadaloudstories.
Citation:
ReadingtoRemember:StudiesofMetacognitiveReadingSkillsinElementarySchool
AgedChildrenhttps://www.jstor.org/stable/27539885?seq=1#page_scan_tab_contents