6(A) Elements of a Story (Readiness)

Reading/Comprehension of Literary Text/Thmes and Genre. Students  analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide from the text to support their understanding. Students are expected to.
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6(A) identify elements of a story including setting, character and key events
Identify elements of a story including setting Identify elements of a story including character Identify elements of a story including key events

Activities:

After the teacher reads during Shared Reading/RATT the students identify elements of a story by using the retelling cube (any other cube with character, setting, problem, solution) the students sit in a circle and pass it around (like hot potato).  When the music stops the student holding the cube answers one of the questions.

First it can be orally, then the teacher can write the answers, and finally the students can do it on their own (drawing/writing)

4(B) Ask & Respond to Questions (Readiness)

Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed.  Students are expected to.
K	1	2	3	4	5
ask and respond to questions about texts read aloud.	ask relevant questions, seek clarification, and locate facts and details about stories and other texts.	ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text	2(B) ask relevant questions, seek clarification, and locate facts and details about storiesand other texts and support answers with evidence from text.
Ask questions about texts read aloud. Respond to questions about texts read aloud.

Activities:
Question Box -  Place a stuff animal, shape, item from the classroom and have students ask questions.  This is very difficult because they state comments.  To change up the activity, the teacher can write the questions on the board for students to see the question mark "?".

Shared Reading - As students ask questions teacher writes on the board and the class answers together.  Confirm answers at the end.

Fig. 19(E) Retell Events - Readiness

Figure 19 (E)
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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





Green light - first, to begin
Yello light - next, then
Red light - last,  in the end, finally


• Use sequencing words when retelling to provide a format/guidance (first, next, last)
• Use pictures from big books to retell the story
• Reenact with finger puppets or hats
• Use graphic organizer

8(A) Retell Main Event - Readiness

Reading /Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
K	1	2	3	4	5
8(A)retell main event from a story read aloud.	9(A)describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events.	9(A)describe similarities and differences in the plots and settings of several works by the same author	8(A)equence and summarize the plot's main events and explain their influence on future events.	6(A)sequence and summarize the plot's main events and explain their influence on future events.	6(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future evetns
retell main event from a story read aloud.

 

          Activities:

 

• RATT - What was the story about? Thinking about that event - what happened first, next, last.

 

 

 

Anchor Activities:

5(B) Compound Words

Pre K Guideline  111.B.2 Child combines to make compound words Guideline  111.B.3 Child deletes a word from a compound word

K 5(B)  recognize that compound words are made up of shorter words

1st 6(B)  determine the meaning of compound words using knowledge of the meaning of their individual component words (lunchtime)

5(A) Naming Words

Reading/Beginning Reading Skills/Phonological Awareness
K	1	2	3	4	5
5(A) identify and use words that name actions, directions, positions, sequences, and locations;	6(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns)
Identify words that name action Identify words that name directions Identify words that name positions Identify words that name sequences Identify words that name locations Use words that name action Use words that name directions Use words that name positions Use words that name sequences Use words that name location

Activities:

ACTION WORDS

Anchor Chart-make a chart with each of the students name and next to it an action word (verb).
Read Aloud - pick a big book with lots of verbs.  As teacher reads aloud, students find the action words (verbs) and place "magic tape" on it.  Transfer this skill to writer's workshop.

DIRECTION WORDS

Simon Says - play Simon Says with the student's by telling them to move forward, backward, to the right, to the left, in front of, in back of.


POSITION WORDS

Obstacle Course:

• A pretend river to jump over, made of a towel or sheet
• A table to go around or under
• Two rows of blocks for children to go between
• A tunnel to go through, made by draping a blanket over some chairs or by opening both ends of a large cardboard box

Rosie's Walk by Pat Hutchins

Act out the story: Use pictures or things in the room to be the rake on the ground, the pond to walk around, the haystack to climb over, the mill she walked next to, the fence she walked through and the beehives she walked under, and the henhouse.
Other ideas: Innovate the text by choosing two new animals to be predator and prey, like a bird and a worm or octopus and fish. Discuss the setting and use directionality phrases like over a rock, through a cave, around a bush, etc. Each child can illustrate a page. The last page could read "and got back in time for dinner."
Another Innovation: Write an innovation called The Kindergarten Walk. It'll be set in the playground (Kindergarten went for a walk...under the monkey bars, across the bridge, through the tunnels, etc....and got back in time for lunch!) and take digital pictures to illustrate the book

SEQUENCE WORDS

Stop Light- Use the stop light and it's colors to talk about green light, yellow light, and red light words.

• GREEN - First, In the beginning,
• YELLOW - Next, Then, Second
• RED - In the end, Finally

Anchor Stations: