Shared Reading Plan

“Rumble in the Jungle”

Kate McLaughlin

Book Information:
Book: Rumble in the Jungle
Author: Giles Andreas
Illustrated by: Giles Andreae, David Wojtowycz
Level: 1st Grade/2nd Grade

Introduction:

“Rumble in the Jungle” by Giles Andreae is a theme related book to my lesson plan on
The Jungle. This is a great book to use for the shared reading activities because it exposes
students to rhyming words, sight words, animals, and the characteristics of animals. This story is
about all of the noises in the jungle waking up in the morning. We go on an adventure to see
what kinds of animals we can find living in the jungle. Each animal discussed has a fun rhyme
associated with what they are doing in the jungle.

This book is great practice for students to become more familiar with language, words,
sounds, and rhyming. They will be able to identify the difference between uppercase letters and
lowercase letters. They will be able to understand the concept of rhyming from the different
animals described. It is beneficial for students to explore the different types of animals in the
book as well. These animals are not native to where we live so they may be learning about
species they have never been introduced to before. There are various sound noises explored in
this book as well. This book will help students learn about alphabet knowledge, phonemic
awareness, sight words, analogizing words, and decoding words. All of these focuses coupled
with the fun artwork on each page, makes this book fun for readers. This introduces the jungle as
an exciting place to learn about, which will help develop an interest for the lesson plan.

Focus 1 - Alphabet Knowledge

Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.1.D:

Recognize and name all upper- and lowercase letters of the alphabet.

Activity to Teach Alphabet Knowledge: Hungry Crocodile

Alphabet knowledge is very important for emerging readers. A fun activity to practice
with your class is the Crocodile Game. Create a crocodile out of a container and construction
paper. Fill the crocodile with uppercase and lowercase letters. Each student will be given a
whiteboard at their desk with a marker. Chant with your students “crocodile, crocodile down by
the lake, I'm going to reach right in and see what letter you ate." Students will take turns pulling
a card out of the crocodile. The student will then have to identify the letter, the letter sound, or
both. If the student only identifies one, as the teacher identify the other part for the students. The
student will also have to identify if the letter is uppercase or lowercase. For example, if a student
pulls out the “R”, they will put it up on the board and then identify what letter it is. If they can,
they will also say the letter sound out loud. Lastly, they will identify if it is uppercase or
lowercase. Once all of those parts are completed, each student will practice drawing the letter on
their whiteboard. This will add a bodily kinesthetic component to the lesson, using the students
fine motor skills to physically draw the letter out. Continue this activity until each letter has been

pulled from the crocodile, or until you feel your students have reached their max attention levels.

Focus 2: Phonological or Phonemic Awareness

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.K.2.E

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words.

Activity to Teach Phonemic Awareness: Take out the Trash

This activity is a great activity to make students aware of rhyming words. Take out the
Trash is an activity that is easy to create in any classroom. You create a list of 3 pictures. The
pictures illustrate a reading level word the students are able to identify. One of the pictures in the
list does not rhyme with the other pictures. You will have your students identify which picture
does not rhyme with the other pictures. Put the 3 pictures in a line on the board. Using the
rhyming words from “Rumble in the Jungle”, each student will have a chance to walk up to the
board, read the sequence of words out loud, pick up the picture card that does not match. For
example, there would be pictures of a bee, a tree, and a giraffe . The student will identify
“giraffe” as being the picture that doesn’t belong. If the class and I agree that they chose the
correct picture, they may crumple up the picture and shoot it into the trash can. This activity is
great to do as a whole class because it exposes the students to multiple examples of rhyming
words. It exposes them to hearing the words out loud over and over. They must sound out the
word and understand what sounds match other sounds. This activity can be modified for any
book, as you would just choose rhyming words that come from the text. If a student if having a
hard time figuring out which picture does not rhyme with the other pictures, they can sound out
the syllables of each picture to show their understanding of how words break up into different
syllables. They would identify the pictures and tap out how many syllables they hear when they

say it out loud.

Focus 3: Sight Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3.C

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Activity to Teach Sight Words: Playdough Print

 Sight words are an extremely important concept for young learners to understand. A
simple and effective activity to build knowledge on sight words is called Playdough Print.
Students will be given a container of playdough. Each group will get a bucket of magnetic
letters. As the teacher, I will write a sight letter on the board, and have the class read it aloud.
Then, individually, the students will fish through the magnetic letters and stamp the playdough to
form the sight word. For example, I would write “said” on the board. I would then pronounce the
word said. I would then ask my students to pronounce it as a class. Finally, each student would
then spell out “said” with their magnetic letters in the playdough. To tie in the book we are
reading, I would pick out sight words from the text and as a class we would reread the sentence
they are in. This will help students apply their new found knowledge of sight words to something
concrete in their lives. This helps make the concept less abstract since it is applicable to a book
they are familiar with.

Day 4: Analogizing Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3.D

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Activity to Teach Analogizing Words: Word Ladder

Word ladders are a great way to help students learn how to spell words by identifying
sounds and switching letters. For this activity, each student would get an individual whiteboard.
As the teacher, I would prompt my students. They would be given 6 magnetic letter stickers. In
this activity they would get the letters “r, n, g, l, i, & o”. I would ask the class to begin with the
word “king”. I chose this word because of a line in the book we are reading, “the lion is the king
of the jungle”. Individually, each student would take the letters and put them on their whiteboard.
Now we would build our ladder. With the remaining letters, I would ask the class to change one
letter to spell the word of the piece of jewelry you wear when you get married. Students would
change the “k” to an “r” to spell ring. Next, students will change one letter to describe what you
do when music comes on. They will change the “r” to an”s” to spell sing. Next, I would ask the
class to change one letter to spell song. They would change the “i” to an “o”. Lastly, the class is
asked to change one letter to spell the word that means the opposite of short. Students would
change the “s” to an “l” to spell long. After each step of the ladder, as a class, we would say the
new word out loud and then put it up on the board next to a picture that illustrates the word. This
activity helps students distinguish between similar sounds and words. As the teacher, you can
pick any sequence of letters you want your students to work with.

Focus 5: Phonics

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

Activity to Teach Phonics:

For this part of the shared reading plan, students will be learning the phonics rule that
deals with the two sounds of c. The letter c can be pronounced /k/ or /s/. This activity will have
students reviewing words with both of the pronunciations. They must be able to identify if the
word is making a /k/ sound (hard c) or /s/ sound (soft sound). As a class we would make the /k/
sound a few times and the /s/ sound a few times. This will get the students comfortable with the
new sounds and also show that letters can sound different when paired with certain letters. On
the board I will hang two pairs of vines. One vine will be for the /k/ sound c’s. The other vine
will be for the /s/ sound c’s. Words will be written on leaves mixed up in a bowl in the middle of
the classroom. Students will take turns picking a leaf out of the bowl. They will pronounce the
word to the class. After they pronounce the word, they must decide if the c belongs on the /k/
vine or the /c/ vine. Once they decide, they must sound out the c to show they understand why
they chose the vine they chose. If they are correct, they can clip the leaf onto the vine. If they
happen to get it incorrect, as the teacher, I would go over with the class the correct answer. For
example, a student would pick up a leaf that says “crocodile”. They would say the leaf belongs
on the /k/ vine. After identifying which vine they would put it on they will sound out the /k/
when pronouncing crocodile to exhibit they understand why it belongs on that vine. Inversely, a
student may pick up a leaf that says “cycle”. They would say the leaf belongs on the /s/ vine.
They would then sound out the /s/ in cycle. This is a great way to incorporate vocabulary from
the text, as well as new vocabulary. This will help students with the concept of sounding out
chunks of words to identify what type of sound certain letters are making.

Crocodi Cycle Circle Car

/k/ Vine
Hard c

/s/ Vine
Soft c

Conclusion:
To conclude, every activity described above helps growing learners develop the skills
they need to be able to successfully read. Building the foundations to student achievement
through fun activities keeps students engaged and open to learning. These 5 activities help
students identify letters in the alphabet, rhyming words, different sounds letters make, and how
to decode.