Shared Reading Plan
Five Day Shared Reading Plan
“Not Afraid of Dogs” Book Information: Book: “Not Afraid of Dogs” Author: Susanna Pitzer Illustrated by: Larry Day Level: Kindergarten/ 2nd Grade Introduction: “Not Afraid of Dogs” is a book about a boy named David who is brave and not afraid of dogs, he just doesn’t like them. David avoids dogs at all costs throughout the book. David is then presented with a dog in his house! His aunt needed someone to watch her dog while she is out of town and David locked himself into his room. There was a thunderstorm one night and the dog, Bandit, was howling. David is brave and not scared of thunderstorms and ended up comforting Bandit during the storm to stop him from howling. Therefore, at the end of the story David likes dogs and cuddles with Bandit. This story correlates to my theme of characters being brave and overcoming their fears. This is a good book to use for a shared reading because students for this reading level may experience similar fears of dogs. Also, the repetition of David saying he is not afraid of spiders or thunderstorms is helpful. This book encompasses good sight words that readers should be familiar with or becoming familiar with. At the end of the book David learns how to like dogs by giving them a chance. Day one – Concepts of Print/Alphabet Knowledge Standard/Indicator: CCSS.ELA-LITERACY.RF.K.1 Demonstrate understanding of the organization and basic features of print. Activity to teach concept of print: “Sequencing Puzzle” The students need to learn the order in which stories are read is read that way for a reason. It is important to read left to right and top to bottom. The activity that will help enforce this concept is called Sequence Puzzle. The students will get sections of the story with a matching image in a puzzle piece and must match it up in the order of the section. There are there or four puzzle pieces per chunk of story and the students must put the images in order of the story. This will encourage the students to read and visually put the story in order. Activity to teach alphabet knowledge: Connect the Legos CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. The students will use Legos and place an upper-case piece with a lower-case letter piece together. On different Lego pieces, there will be a different letter uppercase or lowercase. The students will match up the uppercase with the lowercase Lego to learn the alphabet. For example, the student will match a Lego with a capital ‘A’ to another Lego that has a lowercase ‘a’ on it. This activity will teach the students about upper case and lower case letters. Phonological Awareness CCSS.ELA-LITERACY.L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). CCSS.ELA-LITERACY.L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Have a chart with pockets that allows to slide pictures into. Then set up the chart to have three to four sections labeled: 1, 2, 3 and 4. Underneath each heading teacher will use the students’ names and categorize them by how many syllables they have in their name. As a large group activity, show a photo card to the class, clap the syllables in the child’s name, and have that child come up to the board to place the card in the correct column on the pocket chart. Leave this activity out during center time for your pre-kinders to practice. If you don’t have a pocket chart, you could attach magnets on the back of each photo, and attach them to a magnetic white board. Phonemic Awareness: Alliteration Activity CCSS.ELA-LITERACY.RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. The concept of this activity is to have student build their ability to create additional words that begin with the same sound. The activity will need text, small objects, bucket, and chart paper. The students will pass around the bucket that has multiple object inside it. The students will take turns choosing a small object from the bucket and they should say the name of the object and then come up with another word that begins with the same sound as the object they have chosen. Continue to pass around the bucket – be careful no repeats! If another student picks up the same object they must pick a new word to come up with. While the students are naming all the words the teacher will be making a chart of them all. Some objects that could be in there for relate to the book is a dog, snake, and boy. After the bucket, has gone around the group of students another activity that would support this activity well is having the students then come up with a word that starts with the same letter as their name! An example from the book would be the main character Daniel, Dancing Daniel! Have the students work on some of those to fully grasp the alliteration concept. Sight Words – Break an Egg CCSS.ELA-LITERACY.L.K.1.B Use frequently occurring nouns and verbs. The activity the students will engage in is called Break an Egg. Teacher will prepare twenty-five eggs that will have tiles with different letters inside them and hide them around the room. The students will get a worksheet listed 1 to 25. The students will have to find each egg and then take the tiles out and put them in order to create one of the sight words. They will have to do that for each egg. Also, make sure the right number egg goes with the right box on the worksheet. The students will be moving and spelling their sight words all in one. The sight words that will be used will be words they have been struggling with to practice them. The students will practice spelling, saying, and decoding the words from the tiles inside. Phonics – Ball and Cap Game CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.2.3.B Know spelling-sound correspondences for additional common vowel teams. The students will pass around a hat and a ball and when the music stops the person with the hat must pick a piece of paper out of the hat and sound out the letter or letters on it. Now the person with the ball has to guess the letter or letters by the sound. After the student gets it right the paper gets put back in the hat and begin to pass it around again. This activity will reinforce students’ ability to identify letters by their sounds. Also, the ball being passed around will pick students at random therefore every student will get an opportunity to answer. Word Analogy- Word Changers CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes. CCSS.ELA-LITERACY.RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. The students will be making new words out of old words. The purpose of this activity is to apply the meaning from one word to another and substitute the vowel to make a new word that correlates with the clue word. A word would be chosen to manipulate from the text. Next the students will listen to the words called out and think about their meaning or the clue phrase that is provided. An example, “Listen to your firs word: dog. Now think of the meaning of the word hole. Use the word dog and change out a vowel to make a whole that means to scoop out to make a hole. The students will talk to their neighbor about what the new word is and what vowel they changed and then write it down on the worksheet. |
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