Emma Cook
Reading Designs for Learning
Emergent Literacy Design
Pant like a Puppy with H
Emergent Literacy Design
Rationale: This lesson aims to help students identify /h/, the phoneme that is represented by H. Students should be able to recognize /h/ in spoken words through a meaningful representation (Ha Ha! (laughing)) and the letter symbol H. Along with this, students will have ample time to practice finding /h/ in words, and apply their phoneme awareness with /h/ in a reading resource (Dr. Seuss’ ABC’s) and for further reading.
Materials: For this lesson, students will need primary paper and a pencil. The primary paper is for students to use when practicing how to write /h/. I will use a GIF of a dog panting to help students remember /h/. I also will use a tongue tickler: “Hungry Henry hit his head and he hurt himself”. As for reading resources, Dr. Seuss's ABC (Random House, 1963) will be used. I also will construct an activity related to phonetic cue reading. For this, I will use HAT, HILL, HONK, CHASE, and WHALE. Next, Word cards with HIP, HEN, SHAPE, HOORAY, and BEEHIVE will be used for our final assessment. There will also be a worksheet provided for students to practice what they have learned about H.
Procedures:
1. For this part I will focus on teaching the student(s) how to pronounce /h/. This consists of explaining how the mouth looks when saying /h/. We're going to work on noticing how the mouth moves to pronounce /h/. Also, it is important to reiterate that we spell /h/ with letter the H. A way to remember this is that H or /h/ sounds like a puppy panting after going on a long walk (I will use GIF of dog panting).
2. Now, I will proceed to ask the student(s) to pretend to be dog that is panting using /h/. This should sound like /h/, /h/, /h/. Now, I will stop and ask students if they notice what their mouths are shaped like and how air is being pushed out while they pronounce H. When we say /h/, we blow air out and make our mouth into a circle, this should create the sound of H. We will practice this multiple times.
3. Next, I will help the student(s) learn how to find /h/ in the word behave. I'm going to do this by stretching out behave in super slow motion and asking the student to listen for the “dog panting” sound. Bb-e-e-h-h-ave. Slower: Bbb-e-e-h-h-h-ave. Hopefully the student will have noticed /h/ through circling their mouth and blowing air out and/or using our cat hissing technique.
4. I will now incorporate a tongue tickler for the student(s) to try (on piece of paper that is printed out).
Story: Henry was helping his sister play hide-and-go-seek when he felt very hungry. He ran to his house to get a ham sandwich. On the way Henry tripped and fell on his head and it made a huge bump. Now Henry has a headache but his happy mom made him a ham sandwhich to help.
Tongue Tickler: “Hungry Henry hit his head and he hurt himself.”
I will ask the student(s) to say it three times. On the fourth time we will stretch out the beginning of each word that begins with /h/. “Hhhungry Hhhenry hhhit hhhis hhhead and hhhe hhhurt hhhimself”. We will then try it again but this time will break it off the word: “/h/ ungry /h/ enry /h/ it /h/ is /h/ ead and /h/ e
/ h/ urt /h/ imself”.
5. This portion of the lesson with focus around learning how to write the lowercase H. Most students know how H is written and what it looks like. However, we now need to become familiar with how to write lowercase “h”. For this, we will use our primary paper and a pencil. We will start writing “h” by dropping a ball and letting it fall in a straight line on to the sidewalk. Next, we will let the ball bounce up off the sidewalk and then fall to the right creating a hump. I will then go view the student(s) “h’s” and whenever I give them a star they will continue to write “h’s” to practice this new skill.
6. I will next conduct an activity that requires students to listen for /h/ in a series of spoken words.
Do you hear /h/ in hop or tap? skirt or hat? soft or hard? shoe or sock? hurt or pain? After the student successfully completes this task we will reiterate the skill of hearing /h/ in spoken words through a fun hand-gesture activity. If the student recognizes /h/ in a word then he/she will stick their tongue out and fan themselves (panting like a dog)! “Pant like a puppy if you think you may hear /h/ in these words: harry, horse, went, running, happily, through, a, meadow, and, to, the, other, horses.
7. As we wrap the lesson up we will read a page or two from Dr. Seuss’s ABC book. I will ask the student(s) to look at pages 20-21.
I will say: “Wow! Isn’t this book so funny? You just read about a very hungry horse and a hen that flies into a hat! Did you recognize /h/ as you read? Great! Now, it is your turn to be a creative writer. I want you to come up with and name a farm animal using /h/. It can be any time of animal with any name, just remember to use /h/!”
Example: A harry hippodogmus!
8. Before the student(s) completes the final assessment it is important to try a phonetic cue reading activity. The words, as mentioned previously, are HAT, HILL, HONK, CHASE, and WHALE. I will remind students to channel their inner tired puppy and pant using /h/ to determine the correct word. Next, I will proceed to read out the words and give the student(s) two options. I’ll start with HAT and ask how we decide if it’s hat or mat. Since we see H we know to make a panting noise like a tired puppy so then we know the word is hhh-at, hat. For the rest of the words I will give the student more independence to answer questions on their own. HILL: hill or fill? HONK: honk or clonk? CHASE: chase or pace? WHALE: whale or tale?
9. I will assess my student(s) using the list of words I assembled earlier on in the lesson. (HIP, HEN, HOLD, SHAPE, HOORAY, and BEEHIVE). This is an assessment focuses on phonetic cue reading. Since the previous activity focused on preparing students for this assessment this one will be totally independent. I will provide students with cards that have a word written on it and will then ask them to determine the word given two choices. Not only this, but with each answer the student gives he/she must also relay how they determined it was one not the other. HIP: hip or dip? HEN: hen or den? HOLD: hold or cold? SHAPE: shape or cape? HOORAY: hooray or say? BEEHIVE: beehive or dive?
10. Lastly, I will distribute the worksheet. Students will practice tracing H and h and will color the pictures that begin with H.
References:
Murray, Bruce; Emergent Literacy Design: Brush Your Teeth with F.
http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
Worksheet: https://www.superteacherworksheets.com/phonics-beginningsounds/letter-h_WFQTT.pdf?up=1466611200
Picture/Graphic:http://critterconsulting.com/info/wp-content/uploads/panting-dog1.jpg
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Beginning Reading Plan
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The Alligator goes aaa!
A Beginning Reading Lesson
Rationale: This lesson will help teach children how to identify /a/, the phoneme that is represented by A. Students will be able to identify /a/ in spoken words as they learn the meaningful representation (an Alligator going aaa) and the letter symbol of A. Not only this, but students will learn by practicing finding /a/ in words and by applying their phoneme awareness of /a/ through reading a decodable book that focuses on /a/.
Materials: Graphic Image of Alligator; tongue tickler; cover-up critter; whiteboard or smart board; Elkonin boxes for each student; letter manipulative for each student and magnetic of smart board letters for teacher: p, a, t, m, p, c, b, r, ,k, s, l, e; list of spelling words: app, tag, pat, map, cab, crack, slap, place; on poster or whiteboard to read decodable text: A Cat Nap and the assessment worksheet.
Procedures:
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Say: In order to become an expert reader we must all learn the secret code! We need to be able to understand how each letter is pronounced. This means that we must be aware of the mouth moves we make as say our words. Today, we are going to focus on recognizing /a/ in our spoken words. We spell /a/ with A. Also, we can remember /a/ by an alligator screaming whenever it gets scared.
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Say: Now, let’s pretend to be really scared alligators! /a/, /a/, /a/. Whenever we hear /a/ we will use our hands and throw them into the air like someone who gets really scared. Let’s try that again! /a/, /a/, /a/. Did you notice how our jaws drop and our tongues are flat on the back of our lower teeth as we blow are through our mouth? That is our mouth move for /a/!
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Say: Next, I will show you how to find /a/ in the word “pack”. I will do this by stretching out this word in slow motion while listening for my scared alligator screaming. P-a-a-c-c-k-k. Now, I will try this even slower. P-p-a-a-a-c-c-k-k. Right there! I heard my /a/ as I blew out through my mouth while I dropped my jaw and kept my tongue flat on the back of my lower teeth. I can recognize my alligator screaming in the word “park”. Now, I want us to try one more word! The word is “lick”. L-i-i-c-c-k-k. Lll-i-i-c-c-k-k. Nope! I do not hear /a/ or my alligator screaming in “lick”.
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Say: Our next activity will include a tongue tickler! Tongue ticklers are so much fun! Here is out story: Ally the alligator loved apples and to be active. Ally wanted to know if her friend, Alice, liked the same activities too. Ally asked Alice. Alice said no and Ally got angry. Tongue tickler: Ally the alligator asked Alice if she liked apples. Now, we will repeat the tongue tickler two times. Did you hear the /a/ sound? I hear /a/ in Ally and alligator! How about you? Now, we are going to say the tongue tickler one last time but, this time, we are going to stretch out each word that contains /a/. “Aaally the aaalligator aaasked Aaalice if she liked aaapples”.
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Say: Now, we are going to focus on spelling words that contain /a/. What if we wanted to spell the word pat? “The dog got a pat on his furry back”. (Show hand motion for giving oneself a pat on the back) How would we do that? First, we need to know how many phonemes are in the word pat. To do this, we need to stretch out the word and count. /p/ a/ /t/. I need three boxes! What letters go in what boxes, though? First, we can identify my /a/ was in the middle of my two other letters so my letter tile “a” must go in the second box. Next, the beginning of my word starts with a /p/ which is represented with what? The letter “p”, good job! Lastly, the final letter in my word is /t/. What is /t/ represented by? The letter “t”!
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Say: Now, I am going to have you spell various words in letterboxes. You will begin with two letterboxes for the word app. “I had to download a new app to play Angry Birds”. What letter tile should go in the first box? How about the second box? I will check on you and your spelling while I walk around the room. (Proceed to observe progress). Now, the next word will need three letterboxes. I want you to listen for the beginning of the word so you know what to place in the first box. Then, I want you to listen for /a/. The word is tag. “He loves to run and play tag with his friends”. (Allow student to have time to spell the word). Now, I will check your spelling of the word. Watch how I spell it: t- a -g. I want you to check to see if your spelling looks the same. I will then ask a student to volunteer to spell the word correctly on the board. This allows for students to check their spellings and fix them if they are incorrect. This same practice will be completed for various other words. The words are map, cab, crack, slap, and place.
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Say: Now I am going to let you read over the words that you have spelled. Before this, though, I want to show you how to read a difficult word. (Display poster with “place” at the top and model how to read the word). Everyone say it together, now! (Students should be reading the word aloud in unison).
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Say: You have done a terrific job today! I am so impressed with your spelling and reading skills while using /a/! We are now going to try something new. We are going to read a book called A Cat Nap. This book is about a fat and sleepy cat. This cat’s name is Tab and he can take a nap just about anywhere. One day, Tab crawls into Sam’s bag and falls asleep. Sam does not know Tab is in his bag and takes Tab to his baseball game. Oh no! What will happen next? Will Sam ever find Tab? You have to keep reading to find out! (Students will then pair up and take turns reading pages of the book. During this time, I will walk around the room and monitor progress. After this the class will come back together and read A Cat Nap aloud while passing after each page to discuss the book and its plot).
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Say: That was such a funny story! What ever happened to Tab? Oh right, Sam finally found him! Before we finish our lesson on /a/ I want to see if you can solve a reading problem. On this worksheet, you will identify which words have /a/ in them. You will color each box with an /a/ word! You will need to reread your answers to be sure they all make sense! (Call students one by one to table/desk and check to make sure words are correct).
Resources:
Morgan Anderson, “Aaaa, an alligator!”
https://morgananderson0011.wixsite.com/mysite-1/beginning-reading
Sarah Allaway “The Crying Baby says ‘Aaaa’”
https://sarahallaway3.wixsite.com/eldesign/beginning-reading-1
Worksheet: https://www.teacherspayteachers.com/Product/Short-a-Worksheet-1414920\
Graphic Image: https://www.deviantart.com/nixwerld/art/Screaming-Alligator-756935464
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Growing Independency and Fluency Design
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Fishing with Bears into Fluency
Rationale: Reading fluency is a necessary part of reading and being able to comprehend while reading. Reading fluency is the ability to read with automatic word recognition. Readers are able to understand the message of the whole text when they can read automatically and fluently. When a reader is able to do this they drastically improve their reading comprehension skills. Fluency is developed by reading, rereading, and decoding. This lesson was designed to helps readers become more fluent through various repeated readings and timed readings. The goal of this lesson is to help students be able to read texts smoothly and effortlessly which, in turn, improves reading comprehension.
Materials:
1. Class set of Curious George Goes Fishing
2. Sample sentences for the teacher to model-“We saw the pig at the farm”
3. Stop watches for each pair of students
4. Comprehension Questions Worksheets
5. Peer fluency sheets for students
6. Peer fluency sheets for teacher
7. Fluency graph to show improvement in speed.
8. A copy of The Berenstain Bear’s Lemonade Stand by Mike Berenstain
Procedures:
1. Say: “Today we are going to learn how to become master readers! In order to become a master reader we must be able to read fluently. Does anyone know what being a fluent reader means? Fluency is the ability to read word effortlessly, smoothly, and at a good pace. When we are able to read fluently we can understand the story better and figure out the message of the text. Being a fluent reader allows you to comprehend the text better which will then allow you to read the text with better expression. Alright, let’s practice reading wth fluency and expression!”
2. Say: “Have you ever been reading a really good book but you reach a word that you are not familiar? This can cause you to stop and and try to sound out each part of the unfamiliar word. When this happens, you may lose your focus on what is actually happening in the whole story. If this kind of thing happens to you, try to finish the sentence and then return to the word you didn’t recognize to try to figure it out. Remember to reread the new word multiple times after you successfully read it once. This will help you recognize the word whenever you see it again in the text.”
3. Say: “If I read a sentence that does not make sense what do I do? Crosschecking, that’s right! I crosscheck to see which word makes sense given the sentence context. Now, let’s look at the sentence strip I have on the board. I want the whole class to listen to me as I read the sentence. ‘We saw the pig at the far.’ We saw the pig at the far? What? Oh my goodness! We saw the pig at the FARM. So this means the sentence says ‘We saw the pig at the farm.’ That is so silly! We thought the word was far, but it’s actually farm! When we are reading today, make sure that you are practicing crosschecking. Once you can uncover the unfamiliar word, make sure to reread the sentence multiple times so you can remember what you had been reading before. This can also help you better store the new word to memory.”
4. Say: “Have you ever been reading a really good book and you come across a word that you do not recognize? Yeah, that has happened to me too! I am going to help you learn how to handle this whenever it may happen. First, I am going to show you how to read a sentence from the book The Berenstain Bears Play Football. It’s tim for f-oo-t-b-a-ll, football in Bear C-o-w-n-try, Country. It’s tim for football in Bear Country? Tim, t-iii-m? Oh man! That word is time not tim. If you recognized it, I had to stop myself and sound out the words that I had trouble with. Here, I am going to do it one more time and I want you to pay attention to what I am doing. It’s tiiiimme for foot-ball in Bear Coun-try. This attempt was much better than my first one, don’t you think? Now I am going to try to do read this sentence one more time. It’s time for football in Bear Country. This time I was actually able to read the sentence smoothly and fluently. Now I am going to show you how to read this sentence with expression. (Proceed to read the sentence with expression). Did you understand what I was reading better when I read with expression? Yeah, that’s the point! The sentence becomes easier to understand and comprehend whenever I read with expression. Now, I want everyone to read this sentence using expression.”
5. Say: “Now we are all going to get a chance to practice being a fluent reader by reading a super fun book called Curious George Goes Fishing. This story is about George, the monkey, who sees someone fishing and decides he wants to try it too! Do you think he will catch anything? Read silently to yourself to figure out what happens! This means that you will not move your lips and that you will be quiet as you read.”
6. Say: “Now I want everyone to find a partner. We are going to practice reading with one another. I would like each partner to read this book aloud to the other partner. You need to be recording the time and mark down any observations you have of your partner that is reading (provide a stopwatch or anything to record time on + a pencil and paper to write down observations). One partner will be reading first and the other partner will be recording the time and taking notes. I want the first partner to read the story three times. Also, I want y'all to only read the first ten pages of Curious George Goes Fishing. The first read through does not need to be timed, though. However, I want the second and third reading to be observed and timed. Look to see if your partner is reading fast with fluency and with expression! I also would like each partner to track their partner’s improvement with the graph that I handed out to you all. You should be able to see improvements in fluency and expression. Please participate and be a good partner. Everyone needs to be kind and encourage one another! I will be walking around and observing everyone. This will be turned in for a grade.”
Peer Fluency Sheet for Students to record with:
Total number of words in the 10 pages read:
Reader:
Timekeeper:
1. _____ words in _____ seconds
2. _____ words in _____ seconds
3. _____ words in _____ seconds
What changes did you notice?
1. Remembered more words?
2. Read Faster?
3. Read smoother?
4. Expression?
7. Say: “ I now want each student to come up to my desk and read to me one-on-one! (This a helpful tactic to understand where each student is at and where they may need to improve. I can use this formula to help model fluency (words x 60/seconds). This formula will allow me to see how many words my student is reading per minute. I need to mark any improvements and miscues while working with the students.)
Peer Fluency Sheet for Teachers to use:
Student Name:
Words x 60/seconds:
Improvements:
Miscues:
Graph:
8. Say: “Everyone has done wonderful reading the books together and silently! Since everyone did so great I would like each student to answer questions about the text. These will be turned back into me whenever you are done.” (Pass out sheets)
Reading Comprehension Questions:
1. What did George make his fishing pole out of?
2. What did George put on the hook to try and attract the fish?
3. What did George end up using his string for instead of fishing?
8. For teacher: I will use the information I received from the Student Peer Fluency sheet and see how each student did during their partner work. Then I will review the fluency sheet I used with every student and look at the numbers I got from the formula. Lastly, I will look at the reading comprehension questions and evaluate how well each student comprehended the text.
References:
Griffith, Jaima: https://jaimagriffith.wixsite.com/jaima-griffith/growing-fluency-and-independence-de
Henson, Lauren: https://lehenson214.wixsite.com/lessondesigns/growing-independence-fluency
Rey, H.A. Curious George Goes Fishing http://www.amazon.com/Curious-George-Goes-Fishing-Rey-ebook/dp/B003WUYQQO/ref=sr_1_2?s=digital-text&ie=UTF8&qid=1445832187&sr=1-2&keywords=fishing+book
Berenstain, Mike.The Berenstain Bears' Lemonade Stand https://www.amazon.com/Berenstain-Bears-Lemonade-Stand-Level/dp/0062075454?crid=34LL2HQQRESFI&keywords=berenstain+bears+lemonade+stand&qid=1540788125&sprefix=berenstain+bears+lemonade+%2Caps%2C187&sr=8-1-fkmrnull&ref=sr_1_fkmrnull_1
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Reading to Learn Design
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Sailing into Summarization
Rationale: The goal of this lesson is for readers to learn by comprehending what they have read. This lesson will teach reading comprehension and will use research-based procedures shown to work in educational experiments. Students should be participating in Comprehensive Reading. This means that the student will be able to understand and be aware of what the text is saying. Also, students will learn about summarization and how to effectively use it. Summarization teaches the students how to pick the most important details of the story and present it in a manner that encompasses the whole text.
Materials:
-Paper, Pencil/Highlighter
-Bookmark that has Summarization Rules
-Summarization Checklist
-Swimming and Funky Looking Fish articles
-Rubric for Summarizing
Procedures
Say: Hey class! Today we are going to learn how to summarize the article that we will read! Summarizing means that you pick out the most important parts of the story that encompass the text and make it easy to explain to someone who may have never read the article. This also involves deciphering pieces of information in the text that are not worth using in the summary. We are going to practice this skill by reading two articles! We will pick out the main idea and the information that supports this idea.
Say: Before we read I am going to give each of you a very special bookmark! This bookmark is your new friend that will help you as you learn to summarize. It has the four most important rules to summarization. Delete or mark out information that isn’t important, Highlight the import information, Ignore the small details, Superordinate (find an Umbrella term for everything that occurs in a paragraph), and Form a topic sentence from the reading. These rules will be super handy so be sure to keep your bookmark close to you!
Say: The first article is about swimming! (Pass out Swimming article) Who in here loves to swim? Yes, me too! Today we get to learn all about swimming and its history. I have a feeling each of you will enjoy this article. As you read, I want each of you to be paying close attention to the rules on your bookmark as you will be summarizing this story after you finish reading. Also, remember that the summary should be shorter than the article.
Students will finish reading and I will say: Let’s go through this article and find the most important elements of the text! Please raise your hand if you have something you would like to share. Great! After this, we can formulate our topic sentence. We can do this by asking ourselves some questions about the text. For example, what is it about? What is the main point? Great! You all have done a wonderful job and I think it is time for each of you to summarize the article using all this information. I will be walking around the room to help if anyone needs me or to answer any questions.
Once I review their work on the Swimming article we will be able to move on. Say: Since everyone did such a terrific job summarizing the last article I want to challenge the class with another one! This article is called Funky Looking Fish. It is about fish that look different than most others and I want you to keep reading to find out more about them and how they first originated (pass out article). While reading remember your summarization rules because each one of you will need to write a summary of the article when you finish reading! When you read, do not forget to highlight the important facts and to compose the topic sentence that consists of the main points!
I will walk around the room and observe each student. I will then say: Everyone is doing great! Let’s remind ourselves to continue to pick out the important details to back up our main idea while we read. Once this is done everyone should have the necessary amount of information to write a summary.
Say: Now that we have summarized these two articles I would like everyone to identify one word they struggled with in both texts. For example, I could have struggled with the word “oceanography”. I would ask myself: What do I think this word means? Does it have something to do with the ocean? What does it have to do with the ocean? I would then look the word up in the dictionary. This would help me figure out that the word means the physical and biological study of the sea. Now, I will need to use this word in a sentence. Here is my sentence that I want each of you complete: “The man loved the mystery of the sea and devoted his whole life to ______ (oceanography) to learn more about it”. Now, I want each of you to write a sentence using this word correctly (I will walk around the room and check to see if students are using the word correctly). Can anyone give me an example? Great! It is important to recognize that this word is a crucial piece of the article and that it would not make as much sense without it.
Say: When everyone has completed this task please bring me your two summaries! I will then go on to check over the summaries and review each students’ work.
Assessment/Summarizing Rubric
In the student’s summary did they…
· Delete insignificant information? YES/NO
· Write a topic sentence? YES/NO
· Write 3-5 good, clear sentences? YES/NO
· Select key points? YES/NO
· Choose the correct main idea? YES/NO
After the assessment regarding their summaries I will then ask students to answer a few questions about the text. This will allow me to check their comprehension of the article.
Comprehension Questions for “Funky-Looking Fish”
1. In your own words, what is a Macropinna?
3. How does the Macropina catch its prey? What does it usually eat?
4. What are two physical characteristics of the Macropinna?
References:
Watkins, Kristen: https://kristenmaria44.wixsite.com/mysite/reading-to-learn
Dawson, Buck. Swimming. https://www.scholastic.com/teachers/articles/teaching-content/swimming/
Davidson, Laura. Funky-Looking Fish. http://kidsahead.com/external/article/827
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