How
it works:
The purpose of this project is to get young
children excited about reading by letting them take the same
book (of their choice) home each night to focus on it for one
whole week! They learn what a plot is and how to describe a
problem and solution in the story. They learn to retell a story
focusing on the sequence of beginning, middle, and end. They
also learn to describe the characters and setting. After using
the ideas presented in this project Stacey noticed that her
students had an increased interest in books, authors and
subsequently in reading. The project exposes students to a large
number of books by the same author, which provides an
opportunity for an in-depth study and appreciation of each
author. The lessons follow the same framework for each author so
the students become familiar with the routine and expectations.
They have a journal, which the teacher makes ahead of time. In
this journal they keep track of which books they have read from
the featured author, and they rate each book too. They also
keep all their class work and homework in it as well. On Monday
they pick a book that they will use for their homework each
night. The class work prepares them for the homework assignment,
and the computer lab activities add motivation and excitement to
the process of learning about each author.
Assessment:
There is an assessment check off list
which includes all the projects for the week and a 1 through 4
grading system (1=below average and 4=excellent).
Standards:
Reading
1.2 Identify the title and author of a
reading selection. Vocabulary and
Concept Development
1.17 Classify grade-appropriate categories
of words (e.g., concrete collections of animals, foods, toys).
Reading
Comprehension
2.1 Identify text that uses sequence or
other logical order. Comprehension and Analysis of
Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and
how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities
about word and sentence meanings.
2.5 Confirm predictions about what will
happen next in a text by identifying key words (i.e., signpost
words).
2.6 Relate prior knowledge to textual
information.
2.7 Retell the central ideas of simple
expository or narrative passages.
Literary Response and Analysis
3.1 Identify and describe the elements of
plot, setting, and character(s) in a story, as well as the
story's beginning, middle, and ending.
3.2 Describe the roles of authors and
illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books
read during the school year.
Listening and Speaking Strategies
Students listen critically and respond
appropriately to oral communication. They speak in a manner that
guides the listener to understand important ideas by using
proper phrasing, pitch, and modulation.
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and
understanding.
1.3 Give, restate, and follow simple
two-step directions. Organization and Delivery of Oral
Communication
1.4 Stay on the topic when speaking. Use
descriptive words when speaking about people, places, things,
and events.
2.2 Retell stories using basic story
grammar and relating the sequence of story events by answering
who, what, when, where, why, and how questions.
Software or Materials Used:
TECHNOLOGY MATERIALS
Hardware:
Internet connection
Computer lab
CD ROM drive
Software:
Imagination Express: Castle
Kid Pix Deluxe 3
Sheila Rae, the Brave (A Living Book)
Keywords:
Plot, problem, solution, character, setting
The
Students:
This unit was used with a first grade class. It would also
work with a second grade class. There are no prerequisites.
Overall
Value:
After using the ideas presented in this project Stacey
noticed that her students had an increased interest in books,
authors and subsequently in reading. The project exposes
students to a large number of books by the same author, which
provides an opportunity for an in-depth study and appreciation
of each author. After each unit the students were anxious to
check out books from the library that were written by the author
they had just studied. These books almost became sacred.
Details:
Subject Area: Language
Arts
Grade Level: First and Second Grades
Tips
for the Teacher:
It is very important to do the preparation suggestions for
each lesson. If a teacher is inexperienced with using technology
with a class, it is crucial for that teacher to spend time on a
computer before the lesson. That teacher can follow the
guidelines specified in the lessons and practice. This will make
the lessons be less stressful and run more smoothly.
|
