<p> Shared Reading to Writing Lesson Plan-Day 5</p><p>Text Title: Chrysanthemum ISBN-10: 0395854024 Grade: 1 Author: Kevin Henkes Unit # 1 Utah ELA Core Standard(s): RL.1.3: Describe characters, settings, and major events in a story, using key details. RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events. L.1.4a: Use sentence-level context as a clue to the meaning of a word or phrase. W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.</p><p>“ I Can” Statement(s): Comprehension and/or Reading Strategies:  I can use illustrations and story details to describe characters, Predictions settings, and major events in a story (RL.1.3 & RL.1.7 & RI.1.7).  I can use sentence-level context as a clue to find the meaning of a word or phrase.  I can write an opinion piece introducing my topic. </p><p>Content Core Objective: Vocabulary: Objective 2: Identify the roles of people in the school (e.g., Priceless, fascinating, and winsome principal, teacher, librarian, secretary, custodian, bus driver, Perfect crossing guard, and cafeteria staff). Parcheesi wilted sprouted epilogue Flowers: Chrysanthemum Delphinium Marigold Lily of the Valley</p><p>WIDA (ELL) Language Objective: Students will be able to Phonics/Word Study: write their name accurately. Help students find compound words.</p><p>Buttercream, playground, outfit Shared Reading Instruction (“I Do It”) Modeled and Explicit Instruction with Teacher Talk  “Today we are going to read a story about the importance of names and learn how to make predictions. Good Readers make predictions before, during and after reading. All of our names are </p><p>Created by Jordan School District important. In this story Chrysanthemum by Kevin Henkes we will learn about a girl that is named Chrysanthemum. Read this book using the interactive read aloud model. Introduce the vocabulary words by modeling/demonstrating (use the cards provided). </p><p>Whole Class Shared Reading (“We Do It”)</p><p> Read the book as an interactive read aloud. After reading to page 6, “What do you think is going to happen on her first day of school?” Write down their predictions and check these predictions after you have read the book.  After reading page 13, ask the students, “Using the context clues what do you think the word ‘trifle’ means?”  Read to page 17 and “As a class, we are going to discuss the details of the story structure (characters, setting, plot (two options provided)). The characters are “who” the story is about. The setting is “where” the story takes place and the plot is the “events” in the story. Who are the main characters in the story? Where was the setting? Was this story real or make believe? How was the problem solved? Who is the author?” </p><p>Small Group/Partners Shared Reading – No Independent Work (“We Do It”) Interacting and Reinforcing  After reading the story discuss how we treat others, and how they would feel if they were treated like Chrysanthemum.  Discuss how important names are. “Who were you named after? Why is your name important to you?”  Give each child a name box strip (provided) and have the students, “ write your name in the box with a marker (1 letter per box). After you have written your letters in the boxes, color lightly with a crayon all the vowels red and all the consonants black.” Model this with your own name (see example).  The students cut out their names and sort their letters; consonants and vowels (provided).  “Now it is time to play ‘fix and mix’ with your letters (see instructions below).”  “Our last game is called, ‘Look, Say, Cover, Write, Check’ (see instructions below).”  “After you have played the game(s), glue your ‘names’ on a piece of construction paper. Graph your names according to the amount of letters in your names. Before you graph your names let’s make some predictions as to whose name has the most letters and who has the fewest and which number of letters will have the most names and the fewest.”  Then have the students put their names on the word wall.  In the story the music teacher, Mrs. Twinkle, tells Chrysanthemum why she likes her name. Tell your ‘elbow partner’ why you like their name.” Writing Instruction (“I Do It”) Modeled and Explicit Instruction with Teacher Talk  Today we are going to write an opinion piece. Is your name important? Why? Today we are going</p><p>Created by Jordan School District to write about our names. You will write why you like your name. I like my name because…” My name is ______. Model writing the following: I like my name because… Writing Whole Class (“We Do It”) Interactive with Explicit Teacher Talk  I like my name because (brainstorm some reasons of why you like your name)…</p><p>Writing in Small Group/Partners (“We Do It”)</p><p> “Get with a partner. Tell your partner your name and why you like it. </p><p>Independent Writing (“You Do It”)</p><p>Opinion Writing - I think I have the best name because…. / I like my name because…</p><p>Other Options: Informative Writing-Acrostic poem with their name describing themselves. </p><p>Narrative Writing-Write a story (real or make-believe) as to how they got their name.</p><p>Assessment Literacy Assessment: Content Assessment: Accurately spelling their name Accurately graph their names</p><p>STRATEGIES TAUGHT IN SHARED READING SHOULD ALSO BE REINFORCED AND PRACTICED IN GUIDED READING GROUPS AND INDEPENDENT WORK.</p><p>*Lesson plans may be used for multiple days.</p><p>Created by Jordan School District Chrysanthemum Delphinium </p><p>Carnation Marigold</p><p>Lily of the Valley Parcheesi</p><p>Created by Jordan School District Mix and Fix 1. Teacher calls 5 words from the word wall one at a time. Students chant and write on paper as teacher writes on board. 2. Teacher directs class to build the first word with letter tiles/cards at desk. 3. After all students have the word built; teacher directs class to mix up the letters of the word. 4. Students are directed to fix the word by arranging the letters to spell the word. 5. Chant the word. 6. Continue with remaining words.</p><p>Look, Say, Cover, Write, Check 1. Take a paper with three or four columns (see appendix 5). 2. Teacher calls out 5 word wall words. 3. Students write the list of words in the first column. 4. Begin with the first word. SAY it and notice parts to remember. 5. LOOK closely at the letters to notice the visual details. 6. COVER the word with a card and think about how the word looks. 7. WRITE the word from memory. 8. Uncover and CHECK it with the word in the first column. 9. Cover and write the word again and check. 10. Do all five words</p><p>Created by Jordan School District Extensions:</p><p>1. “Talk with your ‘thinking buddy’ about the two characters Chrysanthemum and Victoria. Talk about their similarities and differences.” As a class, fill out the Venn diagram (provided) to compare these two characters. 2. I have them count how many letters are in their name. We find out whose name has the most letters and who has the fewest. When we start studying money, each letter is worth 1 cent. They have to see how much their name is worth. 3. For homework, each student are to find out what his/her names means and why his/her parents chose that name. 4. Let the student’s make their names out of Chrysanthemum petals of different colors. 5. We use this book to discuss treating everyone kindly and not making fun of others. Then we discuss the name Chrysanthemum and how special it is. I tell the students I have a very special name inside of a Ziploc bag for them. I give the children a bag that has his or her name cut up and they unscramble the letters to make their own name. For those who need help unscrambling the letters I help them match it to their desk nameplate so that they see the special name is theirs. Then have the students glue the letters (their name) to a piece of white construction paper and make self-portraits. Later as an integrated math and reading activity we discuss and review consonants and vowels. We identify the name and number of both consonants and vowels in Chrysanthemum's name. As a whole group we tally the number of vowels in our names and make a class graph, How Many Vowels are in Our Names? 6. After reading the book, students create their own flowers using various materials and using the small foam letters put their names on them. We hang them in the hall where we make a flower garden. 7. Put student’s names in ABC order. Try to find how many different words we could make out of their names or if there were words in our names already in order. 8. Acrostic Poem-Of their name 9. "Magic Mystery Name." I print each child's name on a sentence strip. I put the sentence strips inside the Magic Mystery Name Board. I pull out one name at a time, showing only the first letter first to see if they can guess who it is. Then I show the next letter and so on, until they have guessed whose name it is. Then we count the number of letters, how many vowels, how many consonants, etc. and then ask that student questions about themselves so I can write a story about them for our beginning of the year picture book. We always talk about how many letters are in Chrysanthemum's name. </p><p>Created by Jordan School District priceless fascinating winsome perfect Parcheesi wilted sprouted epilogue Chrysanthemum Delphinium Marigold Lily of the Valley</p><p>Created by Jordan School District Created by Jordan School District Consonants Vowels (Bb Cc, Dd, Ff, Gg, Hh, Jj, Kk, Ll, Mm, Nn, Pp, (Aa, Ee, Ii, Oo, Uu) Qq, Rr, Ss, Tt, Vv, Ww, Xx, Yy, Zz)</p><p>Created by Jordan School District</p>