external image images?q=tbn:ANd9GcTNguBn-DSEsotExcRzMkw-8Lci997NaulWJyGOg-MT_7xRdYjTAlphabet Books and Children Who Read Them: Week 2

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.

  • Ask and answer questions about key details and events in fictional works, such as A Kiss for Little Bear. (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 interrogative sentences in response to a prompt. (L.1.1j)
    • recognize what a simple and compound interrogative sentence is
    • define what a simple and compound interrogative sentences is
    • produce a simple and compound interrogative sentence
    • expand a simple and compound interrogative sentence
  • Participate in shared research and writing projects, producing a class 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

Product: Students will work in cooperative groups to create a class book about Elsie Minarik (or another author). (R/D)

Key Questions (match Standard): Who was Elsie Minarik? What did she do that was important? What information should we share with others about her? (W.1.1.7)

Observable Student Behaviors: Students will each create a page of the shared research book on the chosen author. Students can dictate the text, while you transcribe it, and then cut the transcription apart to give each student their sentence (so that they know how to spell everything, etc.). This can be adapted to the developmental level of your classroom. Students will write their sentence and illustrate their page of the class research book.

Suggested Activities
  • After reading A Kiss for Little Bear have a class discussion on the character of Little Bear. Little Bear can be seen on television. You can also read books about him and his family. Today you will follow this Web Quest http://www.lauriefowler.com/littlebearwq.html to learn more about Little Bear. After researching Little Bear write a class book on Little Bear. (W.1.7)
  • Read the Big Book “Bear who Wouldn’t Share” (or other texts) and ask questions such as “Who is the character” and “Where is the setting?” (RL.1.1)
  • Use questioning strategies in books read this week to focus students on asking questions about what they are reading. (RL.1.1)
  • 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.
  • Sort letters based on if they are small, tall, or if they fall. (L.1.1a): More resources for this: Handwriting chart, or Handwriting guide.

Have students read a book to their parents and identify the author and illustrator of the book to their parents (and other book features, as appropriate).

Literary Texts
  • A Kiss for Little Bear by Else Holmelund Minarik
  • Bear who wouldn’t share by Jonathan Allen