Jabari Jumps

1stGRADE Rooted in READING MAY Jabari Jumps by Gaia Corwall by Amy Lemons and Katie King Jabari Jumps reading vocabulary Grammar Introduce the book of the week: Jabari *Please note: The Introduce Possessive Jumps. Ask students to think about all the words for this Nouns using the digital things they like to do in the summer to activate week do not come poster. Brainstorm their schema. Then read and discuss. We will from the text. different examples of use the Jabari Jumps Anchor Chart before, They are growth mindset words possessive nouns with during, and after reading to model that go along with your students. Write synthesizing. Students record their thinking the story.* those examples on an before, during, and after reading. Discuss Show students the what happened in the story to change their five vocabulary anchor chart or the thinking throughout. words for the board. Discuss the week. Discuss the apostrophe and how to Synthesizing: Tell students that we are in the pictures and words. use it appropriately. time of the year when we are starting to put Introduce one word M everything together. Show them the digital to the students Possessive Noun Match: using the picture poster for Synthesizing: Putting it All Together. card. Discuss the Students will match When we infer, gather information, watch meaning and how it the possessive nouns characters change, our thinking changes. was displayed in the book. to the correct Follow Up Activity: After discussing the charts, description. You may Students glue the ask students to think about what caused their vocabulary prompt want to have students thinking to change. Did they make a connection for that word in highlight the to the story? Did something new happen? their spirals. apostrophe or highlight Students write three events from the story Students respond as seen in the picture that led to their final thoughts. to the prompt. example. Before Reading: Use the discussion cards as an introduction to reread Jabari Jumps. Review the digital chart from yesterday before reading. Read the book again and discuss anything new the students Choose another picked up on. vocabulary word Continue discussing to discuss today. possessive nouns. After Reading: Look at the new anchor chart for Discuss the word today which is Synthesizing: Gaining Information. I and where it was like to think of the analogy of when you are displayed in the Possessive or Plural approaching a city in an airplane, you get a better story. Sort: Students cut view the closer you get. After discussing the digital out the cards at the anchor chart, complete the puzzle activity that is in Students glue the bottom of the page. T it’s own PowerPoint (instructions are inside). You will vocabulary delete a puzzle piece one at a time to reveal the prompt for that Students will sort the picture, just like what happens when we synthesize. word in their nouns into two Follow Up Activity: Students will complete the Gaining spirals. Students categories: Possessive Information writing activity to show what happened respond to the Nouns and Plural Nouns. during the puzzle lesson. Students can draw the prompt. picture that was revealed and explain how they saw more of the picture once more puzzle pieces were removed. Jabari Jumps reading vocabulary Grammar Continue reviewing and Review what you have learned so far this discussing Possessive week. Tell students we will be listening to the Review the two words Nouns. book My Lucky Day. Here is a great link: that you have http://bit.ly/2RIRLuckyDay. Tell students that introduced to the class Possessive Nouns they will write about how their thinking this week. Booklet: Students cut changes from beginning to middle to end. Discuss a new out the pages and Have them write at 1:11, 2:41, and 5:35. vocabulary word. staple together. Discuss the meaning and Students look at the what is happening in the W Introduce the Reading Comprehension picture. picture and the passage for the week. Each student should description. Students have a copy and if possible have a copy Students complete a write the possessive projected in front of the class. Have vocabulary journal noun that matches. students track with their finger as you read prompt. They can also write the passage to have students complete. the possessive noun in a sentence. Before reading have students write about what Possessive Noun Cards: they already know in terms of Pool Safety using Place the cards around the anchor chart or flap-ups. Now read the There are two words the room or pass out Nonfiction Reader: Pool Safety. Discuss what left. Discuss both to each table group. students learned about being careful around words, their picture, Students will look at pools and other bodies of water. and the meanings. the card and the two T Choose one of the After Reading: Use the whole class anchor chart vocabulary prompts to options below. and/or the printable to record new information complete in class. Students will decide learned about pool safety. Students can draw Students glue the which has the vocabulary prompt in possessive noun themselves swimming and answer the “on their spirals and demand” question: What is the most important respond to the prompt. written correctly. H safety rule for the swimming pool? This allows Students write their students to reflect on the nonfiction reader and answer on their write with a purpose. recording sheet. Discuss all five words Students should complete the Comprehension from the week. Review Check. ***Take students through the the words using the assessment as a class. Make sure to picture cards. Make Me Possessive: demonstrate how to fill in the circles. Students will look at Students complete either or both of the the picture and the Have students complete the swimmer craft vocabulary pages. You name. Students will F and complete a writing sample for Jabari might want to do one of write the possessive Jumps. Students can write about the story them together. noun on the blank. Students match the or students can write what they learned word with the picture from Jabari. or the sentence. COMPREHENSION Book Questions: Use these questions to guide the discussions that the class has during the read aloud throughout the week. Keep them nearby so that you can facilitate a meaningful classroom discussion! Digital Anchor Charts: Use these posters during your mini-lessons. Display them after the lesson to serve as a reminder or helpful tool for students who need it. Fol l o w-Up Activities: These printables are designed to check student understanding. Most can be glued right into notebooks to keep for future reference. If you are needing grades, these activities would serve that purpose. v cccv b i9jjji8jnre Check for Understanding: Reading Passage Comprehension Check Jabari Jumps Book Questions by G aia Corwall Before Reading: Preview the title and cover. Discuss where the setting may be. Before Reading: Look at the back of the book. Read the quote. Discuss what it means. At the beginning of the story, was Jabari ready to jump off of the diving board? How do you know? “But when his dad squeezed his hand, Jabari squeezed back.” Discuss what is happening and why his dad squeezed back. How did Jabari feel as he was standing at the bottom of the ladder looking up? Why does Jabari let other kids go in front of hi m? Do you think that Jabari really is tired as he is climbing up the ladder? Why or why not? Why do you think that Jabari wanted to stretch? How does Jabari’s dad encourage him? Have you ever been scared to try something? Discuss. What can you do to be an encouragement to someone else? How does Jabari work up the courage to go up the ladder? How does Jabari show bravery? Would it have been easier for Jabari to give up? Why or why not? What steps did Jabari take to accomplish his goal? Why do you think that Jabari is talking to hi msel f before he jumps? How do you think Jabari felt as he was jumping off of the board? Jabari’s family celebrated with him. Discuss how we can do that with one another. Was Jabari scared after he jumped once? How do you know? Synthesize: Put it all together As you read, you will gather information and put things together. Your thinking will change throughout the book. Name:_____________ Putting it all Directions: What caused your Together… thinking to change throughout the book? Final Thoughts Name:_____________ Putting it all Directions: What caused your Together… thinking to change throughout the book? Final Thoughts Synthesize: Gaining Information As you get closer to your destination, things become clearer and clearer. As you read more of the book, you gain more and more information and your reading makes sense. Name:________________ Gaining Information Directions: Explain how the puzzle activity is like synthesizing while reading. \\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ At the At the beginning beginning I thought… I thought… In the In the middle middle I thought… I thought… Lucky Day At the Lucky Day At the end end I think I think… … My My Name:________________ Reading Comprehension Directions: Read the passage and answer the questions. Jake and his family grow vegetables in a garden every spring, but their work starts much earlier in the year. They prepare the soil, buy seeds, and clean out any weeds. Dad built some raised garden boxes that they can reuse every year. Jake really enjoys helping in the garden because it is such a change from the loud streets of the city.

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