SAMPLE LESSON Teacher’s Manual | Volume 1 CCC Collaborative Literacy GRADE K Being a Reader™ Sample Whole-class Lesson, Grade K Explore the new digital resources! © Center for the Collaborative Classroom Start a trial at ccclearninghub.org. Week 4 OVERVIEW Whole-class Instruction Shared Reading ........................................................................... 97 This week the students listen to and discuss the book I Went Walking. They discuss what it means to listen carefully during Shared Reading lessons, and they review and practice the procedure for choral reading. They learn five new high-frequency words, read them, and identify them in the week’s text. They also review previously learned high-frequency words. Independent Work ...................................................................... 105 This week the students do independent reading, writing, and word work every day. The focus is on reviewing and using all of the work habits on the “Ways We Work on Our Own” chart in preparation for next week when they start working in the reading, writing, and word work areas around the room. Throughout the week, you continue to stand aside and observe the students to encourage greater independence. Handwriting .............................................................................. 125 This week the students learn and practice the pincer and pencil grip to prepare for the letter-formation instruction that begins in Week 7. Small-group Reading Instruction and Independent Work Rotations This week the whole-class instruction continues to set the foundation for your students to work independently so that you may begin small-group reading instruction in Week 7. We suggest that you begin assessing your students for Small-group Reading this week. For more information, see “Placement Assessments” in the Assessment Overview of the Assessment Resource Book. The following are materials you might incorporate into independent work areas this week: Reading: • Charted “The Itsy Bitsy Spider” song (see “Independent Work Connection” on page 70) Word Work: • High-frequency word cards from Week 3 of Shared Reading (see “Foundational Skills Practice” on page 70) Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org Week 4 RESOuRCES Read-aloud • I Went Walking Extension • “Create a Class Pattern Book” Assessment Resource Book • Week 4 assessment Online Resources Visit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week. Assessment Form • “Class Assessment Record” sheet (CA1) 94 Being a Reader™ Teacher’s Manual, Grade K Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org DO AHEAD Shared Reading ✓ Prior to Day 2, collect two high-frequency word cards for I, see, and a. ✓ Prior to Day 2, collect highlighter tape to mark the high-frequency words in the book during the lesson. Also, decide how you will select volunteers to find and highlight the words in the book on Days 2 and 3. ✓ Prior to Day 3, collect two high-frequency word cards each for you and me. Prepare highlighter tape to mark the words in the book during the lesson. ✓ Prior to Day 3, locate the high-frequency word card review deck from Week 3 to review with the students. Independent Work ✓ Prior to Day 1, be sure that each reading bin contains at least 25–35 books so that each student at a table group can choose five books. Consider adding a few new titles at this time. ✓ Prior to Day 1, obtain a folder for each student’s word work and label it with the student’s name. ✓ Prior to Day 2, collect a few nonfiction books with interesting pictures and simple text features for modeling during independent writing. ✓ Prior to Day 3, set up your classroom library or other location to use as the reading area. Remove the books from the reading bins and place them in this area. For more information about setting up your reading area, see Appendix B, “Independent Work Resources.” ✓ Prior to Day 3, prepare a bin for returning books in the reading area, and label it Return. Prepare to introduce any procedures for how you would like the students to return books to the reading area (see Step 2). For example, decide in advance whether or not the students can take newly returned books directly from the “Return” bin. ✓ Prior to Day 4, exchange any word work materials that are not holding the students’ attention with new materials that focus on letter and word formation. For more information about materials for the word work bins, see Appendix B, “Independent Work Resources.” (continues) Week 4 95 Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org DO AHEAD (continued) ✓ Prior to Day 5, visit the CCC Learning Hub (ccclearninghub.org) to access and print the “Class Assessment Record” sheet (CA1); see pages 8–9 of the Assessment Resource Book. ✓ Prior to Day 5, prepare to introduce a procedure for managing the writing that has been accumulating in the students’ writing folders (see Step 6). We suggest having the students take home or turn in any work they have finished or no longer want to work on. ✓ Prior to Day 5, prepare to introduce a procedure for managing the word work that has been accumulating in the students’ word work folders (see Step 8). We suggest having the students take home or turn in any work they have finished or no longer want to work on. SUGGESTED WEEKLY SCHEDULE Monday Tuesday Wednesday Thursday Friday Handwriting (20) Shared Reading (20) Handwriting (20) Shared Reading (20) Independent Work: Independent Work: Independent Work: Independent Work: Independent Work: Setting the Foundation Setting the Foundation Setting the Foundation Setting the Foundation Setting the Foundation (45) (45) (45–55) (50–60) (50–60) 65 minutes 65 minutes 45–55 minutes 70–80 minutes 70–80 minutes 96 Being a Reader™ Teacher’s Manual, Grade K Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org Shared Reading OVERVIEW I Went Walking* by Sue Williams, illustrated by Julie Vivas In this rhyming text, a young boy goes for a walk and tells what he sees. *This is a big book. Academic Focus Social Development Focus • Students listen to, discuss, and chorally read • Students participate responsibly. a story. • Students listen carefully. • Students learn and practice reading high- frequency words. ELL SUPPORT Preview the Text • Preview this week’s book, I Went Walking, with your students before you read it to the whole class. You might turn the pages of the book and tell the students the name of each animal the boy meets. Provide Language Support • Write the questions What animal in the story do you like? Why? where your students can see them (see Day 1, Step 3 on page 98). Model answering the question using simple answers such as “I like the dog because it licks the boy” or “I like the pig because it looks happy.” Then have your students practice answering the question. As the students respond, turn to the illustration in the book that corresponds with their answer. Week 4 O Shared Reading 97 Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org Shared Reading Day 1 I Went Walking Materials In this lesson, the students: • • I Went Walking (big book) Listen to and discuss a story • Big book stand • Listen carefully 1 Gather and Discuss Listening Gather the class with partners sitting together, facing you. Review that last week, the students sang and chorally read a song. Tell them that today they will listen to a story in a book and discuss it with their partners. Remind the students that it is important to be good listeners when listening to the story and talking with their partners. Ask and briefly discuss: Teacher Note Q What is one way to show you are listening today? If the students struggle to answer the question, offer some examples like those Students might say: in the “Students might say” note. “ I will look at my partner when she is talking.” “ I will look at the book when you read it.” “ I will wait until it’s my turn to talk.” Explain that you would like the students to keep these things in mind during the lesson today. 2 Read I Went Walking Aloud Place I Went Walking on the big book stand, and show the front and back covers of the book. Read aloud the title and the names of the author and the illustrator. Review that an author is the person who writes a story and an illustrator is the person who draws the pictures. Explain that in this story, a boy goes on a walk and tells what he sees. Read the story aloud slowly and clearly. As you read, use your finger to point to the illustration of each animal mentioned in this text. 3 Briefly Discuss the Story E ELL Note You might provide the prompt “I like At the end of the book, ask and briefly discuss: the because ” Q What animal in the story do you like? Why? Turn to your partner. for your English Language Learners to help them verbalize their answers to Have a few volunteers share their ideas with the class. the question. 4 Reread the Story Explain that now you will read the book aloud again. Review that in Shared Reading, reading a story more than once helps the students 98 Being a Reader™ Teacher’s Manual, Grade K Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org remember it better so they can talk about it with the class. It also helps them learn the words of the story so they can read it aloud with you when they are ready.