Instructional Goals
Students will be able to:
· Make predictions about what they think will happen next
· Identify vocabulary words throughout the text of the story
· Create a class list of things they can do during a group activity
Instruction
· I will begin by introducing the story and talking about the author and illustrator.
· After introducing the story, I will ask the students to look at the illustration on the cover of the book. Based off of the picture and title of the book, I will ask the class to make predictions about what they think the story is about.
· While discussing their predictions, I will ask the students, “Have you ever been told they can’t do something?” (example: tie your shoe, ride your bike)
· I will introduce vocabulary by using flash cards and a pocket chart. The “Special Words” in the story- are, clean, why, it, can, away. Have the class say them together, out loud (use pointer finger when saying them).
· “Can you think of a way the author might use these in the story? Why would she use the word clean?” …clean room, put away clothes, you can do it.
· Next I will do a picture walk with the students. I will tell them not to pay attention to the words on each page at the moment, only look at the pictures. As a class, we will “walk” through the illustrations. I will ask the students what they think is happening in each picture. Address the issue that each child is trying to do something challenging by themselves. Try and get them to come to the conclusion that they can accomplish their goals together.
· Continue to challenge students to make predictions- what do you think is going to happen next? Why do you think that?
· After the picture walk, I will read the story out loud to the class. Point to words in the Big Book as I read using the finger pointer.
· Use the word wand to find “Special Words” in the story. I will pick one of the “Special Words” and ask a student to come to the front and find the word on that page. Use “I spy with my teacher eyes, someone who is sitting very nicely! Can you help us find the word “clean” on this page?” Do this with each vocabulary word.
· Lastly, I will have the students make a class list of things that they can do. Either write a list on big paper OR get the kids in a circle and play the “knee-clap” game. Get a rhythm going (knee-clap-knee-clap…) go in a circle and each kid will say something they can do, for example, “(knee-clap) I can…knee-clap-read a book-knee-clap…).
Content Standards
Language Arts Standard #6: students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique and discuss print and non-print tests.
Instructional Material/Resources
- Finger pointer to use while reading
- Flash cards, one word per card (6)
- Word finder
- Big Book
Assessment
Teacher will:
- Listen to student responses when asked to predict what events will take place in the story
- Observe student responses/behavior when they are asked to identify vocabulary words throughout the text of the story
- Observe student responses/behavior during the “I can” class activity
Adaptations/Accommodations
I will repeat directions for the “I can” class activity as well as demonstrate the rhythm we are going to use for any students who are confused. Because there are some students who have problems paying attention/get antsy when they sit for too long, I will call on some of those students for the participation part of the lesson that way they can get up and moving.
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