10(D) Predictions Informational Text/Expository (Readiness)

      

Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions
K	1	2	3	4	5
10(D) use titles and illustrations to make predictions about text	14(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text	14(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text	13(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.	11(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.	1(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information
Use titles to make predictions about text. Use illustrations to make predictions about text.

Activities:

ConnectED - English: Animated Comprehension Lesson - Make and Confirm Predictions
                       Spanish: Lecciones Animadas de Comprension - Hacer y confirmar predicciones
RATT -

• Teacher will prompt students to look at the front cover (title and illustration) to make predictions about the text.

• Read heading/subheadings and have students "Think, Pair, Share" what the section will be about.
• Look at photographs and predict what the text will be about.  Are the predictions reasonable?

Anchor Activities:


Possible Assessment Questions:                                                                                                                                                                                                                                                                                                                                                                                                                                                   

2(C) Rhymes

Reading/Beginning Reading Skills/Phonological Awareness
K	1	2	3	4	5
2(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?" (e.g., "Que rima con mesa?"	2(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., - ake, -ant, -ain, and consonant blends (e.g., bl, st, tr)
Orally generate rhymes in response to spoken words

Activities:

• The Body Rhyme Chant (Say PUP, now please stand UP.  Say GO, now touch your TOE.)
• The Name Game:  use a students name and words that rhyme with his/her name

                                         _____, ______ ziggety _______
                                        Wibble, wobble, wibble, wobble ______
                                        Tip top, tippy toe, Texas   ___________
                                       Yea, yea, yippy, yi _______
                                       Happy, happy day to _______

• Do you know two rhyming words: (sung to the tune of "Muffin Man"

                    Do you know two rhyming words,
                    Two rhyming words,
                    Two rhyming words?
                    Oh, do you know two rhyming words?
                   They sound a lot alike.

                   Rag and wag are two rhyming words,
                  Two rhyming words,
                  Two rhyming words,
                  Rag and wag are two rhyming words.
                  They sound a lot alike.

• Oddball Out: Children listen as you say three words.  Explain that two of the three words share a common sound.  Have children identify the word that does not belong.
• Variation - use pictures instead of words.
• Nursery Rhymes -  Interactive Read-Alouds by Linday Hoyt pg. 175 and 176
• Dr. Seuss books
• Interactive Read-Alouds by Linday Hoyt - Rhyme  pg. 169 using Noisy Nora by Rosemary Wells
• The whole book is based on rhyming at it still tells a great story.
• Teacher reads and stops to model and guide students to repeate a sentence with rhymes and say the two words that rhyme.
• Extension:  say other words that rhyme with the two in the story.
• Interactive Read-Alouds by Linday Hoyt - Rhyme  pg. 171
•    "Five Little Ducks" poem - rhymes
• Interactive Read-Alouds by Linday Hoyt - Rhyme  pg. 173 using Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. and Chicka Chicka Boom Boom by Bill Martin, Jr.
• Have children illustrate and label words that are rhyming pairs
• Rhyme House: 
• Teacher will create a house for different rhymes (-op, -ee, -at, ) 
• The house will have a sample picture on the roof as a sample
• Teacher and students place picture cards in the house that it rhymes with
• Display on wall and add pictures/words from RATT or guided reading.

Figure 19 (E): Retell

Figure 19 (E)
K	1	2	3	4	5
Retell or act  out important events in stories	Retell or act out important events in stories in logical order	Retell important events in stories in logical order	Summarize information in text, maintaining meaning and logical order	Summarize information in text, maintaining meaning and logical order	Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts
Retell  important events in stories Act out important events in stories

Activities:

• Retell events using nursery rhymes and felt-board activities
• Use a flow map to introduce order of events and retelling using the concept of PK thru 4th.  You must go to kinder before first grade and so on

Anchor Activities:

• Use a flow map for the students to place the pictures from the nursery rhyme in order on the map
• On Our Way to English big book retelling
• Felt-board nursery rhymes
• photocopies of weekly big book

Possible Assessment Questions: