external image images?q=tbn:ANd9GcTNguBn-DSEsotExcRzMkw-8Lci997NaulWJyGOg-MT_7xRdYjTAlphabet Books and Children Who Read Them: Week 1


Theme Essential Question: Why is it important to ask questions while you are reading?

Essential Questions:
  • What makes up a complete sentence?
  • What types of sentences are there?
  • How do we determine what is fact or opinion (fiction/non-fiction)?
  • How do we research more about a topic?

Focus Standards: These focus standards have been selected for the unit:
  • LAFS.1.RL.1.1 Ask and answer questions about key details and events in a text.
  • LAFS.1.RI.1.1 Ask and answer questions about key details in a text.
  • LAFS.1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
  • LAFS.1.SL.1.1 Participate in collaborative conversations with diverse partners about Grade one topics and texts with peers and adults in small and large groups.
  • LAFS.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • LAFS.1.L.1.1j Produce and expand complete simple and compound declarative, interrogative, Imperative, and exclamatory sentences in response to prompts.

Objectives:
  • Ask and answer questions about key details and events in fictional works, such as Tomas and the Library Lady. (RL.1.1)
  • recognize what a question is
  • distinguish how a question is alike and different from a telling sentence
  • define the meanings of question words who, what, when, where, and why
  • use these question words to ask questions orally as a story is read aloud
  • explain how to answer a question
  • answer questions before, during, and after reading for questions that ask who, what, when, why, and how
  • Produce and expand complete simple and compound declarative sentences in response to a prompt. (L.1.1j)
  • recognize what a simple and compound declarative sentence is
  • define what a simple and compound declarative sentences is
  • produce a simple and compound declarative sentence
  • expand a simple and compound declarative sentence
  • Participate in shared research and writing projects, producing a class ABC book on a pre-selected topic. (W.1.7)
  • recognize sequencing
  • explain the research process using different types of media materials
  • participate in teacher led writing process

Cross Curricular Standards
(insert standards here)
Objectives

Assessment
Product: Class ABC book

Key Questions:
Begin by asking questions such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?”
Allow the class to give some ideas (e.g., names, authors, books, plants, insects).
After ideas have been shaped into a research question, allow the children to vote on a theme for the class ABC book.

Observable Student Behaviors
Work together as a class to come up with a big class question. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling and punctuating correctly. (SL.1.1, W.1.7, W.1.2, W.1.8, L.1.1 a, L.1.1j, L.1.2b, L.1.2d, L.1.2e, RF.1.1a)


Suggested Activities
  • Reading / Literary: As you read the book Tomas and the Library Lady (or other text), pause periodically and encourage students to ask questions. By using, “I wonder” as the beginning of the question, have students predict what is coming next in the story and clarify understanding. Use Post-Its or white boards to keep each child engaged in the questioning. (RL.1.1). Discuss the characters family and culture after reading Thomas and the Library Lady.
  • Language / Writing: Introduce the writing of declarative and interrogative sentences by focusing on an informational ABC book, such as Eating the Alphabet: Fruits and Vegetables from A to Z (Lois Ehlert). On a chart, write a question such as “What is your favorite fruit?” Teach the students to answer the question with a complete declarative response, such as “My favorite fruit is a strawberry.” Discuss the end punctuation. Continue this activity to teach the expansion of sentences to include details, such as “Strawberries are my favorite fruit because they are juicy, sweet, and delicious.” (L.1.1j, L.1.2b, W.1.5,SL.1.6)
  • Shared reading: Feel free to use any of the Common Core books as shared reading books by putting them up on the Smartboard and reading them with your students. Make sure it’s reader-friendly enough for your students and that you can zoom in enough to where they can read it as well.
  • Consider using the following graphic organizer to help students process new vocabulary words they find in the stories you read this week.
  • As you’re planning, consider using Bloom’s Taxonomy to ensure higher-order thinking activities and questioning strategies. A digital Bloom’s taxonomy is available here.
  • Making Words The Basics
  • Practice Rhyming words: 37 Most Common Rimes
  • Word Family work

Homework
Give students a paper with all the letters of the alphabet on it. Have students try to find objects in the house that begin with all the different letters and write them down (or draw) on the paper. Family members can provide assistance.

Terminology for Teachers:
Choral Reading: http://www.readingrockets.org/strategies/choral_reading/
Conventional Spelling: dictionary spelling of words.
Phonetic Spelling: students use invented spelling that follows general phonics rules
Research questions: Questions asked about a topic under investigation
Shared research: Research done together as a class or small group
Informational text/nonfiction: Writings that convey factual information and are not primarily works of the creative imagination

Resources

Literary Text
  • Thomas and the Library Lady by Pat Mora and Raul Colon
  • Eating the Alphabet: Fruits and Vegetables from A to Z by Lois Ehlert
  • An A to Z Walk in the Park by R. M. Smith
  • Dr. Seuss’s ABC An Amazing Alphabet Book by Dr. Seuss
  • Chicka Chicka Boom Boom by Bill Martin