Kindergarten, Reading
Std Comprehension VF:
Comprehension, a meaning making process, is the primary goal of
reading and is constructed through the dynamic interaction between
reader and text. Demonstrate comprehension of passages heard by
retelling stories and by answering questions. (AL COS 5) (SAT 10)
F.
Begin to use the four cueing systems.
- schema-connect events in a story to specific life experiences (text
to self, text to text, and text to world.)
- syntactic-use the structure of language (sounds right?)
- semantic-use context and prior knowledge (makes sense?)
- graphophonic-recognize cues provided by print (looks right?)
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| Lesson Plans:
Family Ties: Making Connections to Improve Reading Comprehension
Students gain a deeper understanding of a text when they make
authentic connections. Starting with a read-aloud of Big Mama’s by
Donald Crews, the instructor introduces and models the strategy of
making connections. Read-alouds of The Snowy Day by Ezra Jack Keats
and The Relatives Came by Cynthia Rylant are followed by activities
that help students learn to identify text-to-self, text-to-text, and
text-to-world connections and apply them when responding to texts.
After sharing and discussing connections in a Think-Pair-Share
activity, students plan and write a piece describing a personal
connection with one of the texts.
Taking Photos of Curious George: Exploring Character Through Images
Research shows that images can be valuable tools in helping students
explore and deepen their understanding of characters. This lesson
has first- through third-grade students use images and texts in a
variety of ways. They begin by exploring a familiar character —
Curious George — using books, a website, and a graphic organizer.
Students extend what they have learned by imagining what George
would do if he visited their school. After taking pictures of the
funny monkey in a variety of poses and locations, they work together
to create a storyboard and then a digital “book” that tells their
story.
Animal Study: From Fiction to Facts
This lesson describes how to use selected fiction and nonfiction
literature and careful questioning techniques to help students
identify factual information about animals. Children first identify
possible factual information from works of fiction which are read
aloud, then they listen to read-alouds of nonfiction texts to
identify and confirm factual information which is recorded on charts
and graphic organizers. They also use the Internet to gather
additional information about the animal.
The lesson can be used as presented to find information about ants
or can be easily adapted to focus on any animal of interest to
students. Resources are included for ants, black bears, fish, frogs
and toads, penguins, and polar bears.
Text Talk: Julius, the Baby of the World
The importance of reading aloud to children is a long established
tenet of reading instruction. This lesson supports the language
development and reading comprehension of kindergarten through second
graders. Through the use of the text talk strategy, students
explain, develop, and expand upon story ideas. This lesson is
designed to help students learn how to gain meaning from
decontextualized language.
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Resources:
What's Your Cue?
Incorporating the semantic and graphophonic cueing
systems into students' reading.
Guided Reading
with Emergent Readers:
An article that addresses the topic of guided reading with young students.
The Verizon Literacy Program Self-Assessment Tool
(VLP-SAT) is based on the Verizon Life Span Literacy Matrix, a
resource developed by the National Center for Family Literacy that
outlines literacy outcomes, appropriate standardized instruments for
measuring the outcomes, and effective research-based practices that
enable programs to increase literacy development across the life
span. The Matrix is an outcomes-based resource divided into
populations of learners by age group.
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Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)
E/B:
Have a students copy a story.
E/B: Create a picture word bank.
E/B: Label illustration about a story.
D: Cut out pictures representing the story and organize in
sequential order.
D: Fill in missing words in sentence strips from a story.
E: Expand on class language experience story orally or in
writing.
E: Change parts of a story and discuss what would happen.
E: Make a fold-a-book with cut outs and dictate sentences.
E/B:
Listen to stories read aloud and respond to comprehension questions
by using nonverbal communication or one-or-two word responses.
E/B: Respond to meaning and sequence of stories from a variety of
sources through pictures and key spoken words or phrases when prompted; D:
Respond orally to stories from a variety of sources with simple
sentences;
E: Respond to stories from a variety of sources by speaking or
writing with simple sentences.
E/B: Identify the title of a book through visual support;
D: Identify and restate the title and author of a book;
E: Identify and restate the title, author, and characters of a
book.
E/B: Convey understanding of basic facts through gesturing (i.e.
pointing to pictorial representations), using key words orally, and
possibly spoken words and phrases;
D: Summarize understanding of basic facts with key spoken phrases
or sentences when prompted;
E: Summarize plot sequence and main idea with simple sentences
and with limited support. |
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Language Arts