Sylvester and the Magic Pebble

This is actually for a day that you decide to integrate all day. I leave this for a substitute. I put the plans and all the necessary papers, book, etc. in a basket for an emergency sub day.  DON’T MENTION THE TITLE OF THIS BOOK YET!!!!!!!!!!!!!!

Probable Passage:
1. Read this list of words to the kids (I also write it on the board):  wolf, Sylvester, shiny, red pebble, lion,  scared,dogs, searching,
rain ceased, Acorn Road, Mrs. Duncan, howling all night, wishes

2. Talk about how to write a story. For example,

Once upon a time there was a wolf named Sylvester. He had a friend that was a
lion. The lion was scared of a shiny, red pebble he found on Acorn Road. The
dogs were searching and howling all night long. Sylvester wishes his friend
wasn’t afraid.

Give the kids the lined paper with donkeys on it. Have them write a story using the above words. If they don’t use all the words it is ok or even if they only use a few words. Whatever they do is ok. We’ll repeat this activity several times throughout the year.
Have the kids stop writing after 10 minutes. Call on 4 or 5 volunteers to share what they have written so far.
Let them write about 5-10 more minutes. Then collect their papers.
Have them sit by the white board on the floor. Read to the kids. Tell the kids “Let’s find out the way that the author, William Steig, used these words…
4. Do together — List cause and effects on board.

IDEAS…

Cause Effect
Sylvester collects rocks He finds a red, shiny pebble.
Sylvester wished the rain would stop. It ceases.
Sylvester sees a lion He is frightened.
He is frightened He wishes he is a rock
Parents were worried They looked for Sylvester
Sylvester was lost Parents went to police
Parents found pebble Mother wished for Duncan
Duncan found Everybody happy
5. Have kids write advice on star shaped paper
Do you have a magic pebble that makes wishes come true? If you do, take my
advice and remember these two things. ….
6. Share papers

7. A Map of Oatsdale
Talk about maps. Maps help people know how to get around.

Begin by asking the class where Sylvester lived. He lived on Acorn Road in
Oatsdale. Then reread to the class the part in the story that tells about
Sylvester being less than a mile away from his home during the time that he
was a rock.

Have the class brainstorm parts of Oatsdale. MODEL Draw the places on the
board. Then have the kids make own map or work with partners or small
groups. They can pick.

Strawberry Hill
Acorn Road
the Duncan’s home
the place where Sylvester found the magic pebble
lion’s home

8. As a final end of the day activity, I give each child a red spray painted pebble (little rocks from the beach) as a sstory bit. The kids love going home and telling their parents about the story.

Happy Birthday, Moon by Frank Asch (Guided Reading the Four Blocks Way) Quick Ideas

Happy Birthday, Moon written by Frank Asch
(I used this on an easy reading day in second grade. deb)

Day 1 guided reading:
I read the kids the whole book. I use echo reading. I make sure they get the story. We talk about pretend and make believe and that the moon can’t really answer…etc. I have the kids read in partners and enjoy the book on day one.

Day 2 guided reading:
Then I read the first five pages of print.

Teacher reads the following text:
Now I am much closer to the moon, thought Bear, and again he shouted: “Hello!”
This time his own voice echoed off one of the other mountains: “Hello!”
At this point I tell the kids they can help me read the story. They can be the moon. I’ll be the bear. I told them I would point to them and would repeat after me. I only read the part being echoed… for example, I don’t say the “asked Bear” part. I have prepared sentence strips of the echoes. I have the kids read it after me. I put the strip up and read it then point to them and they read it.

Hello!
Tell me when is your birthday?
Well it just so happens that my birthday is tomorrow!
What do you want for your birthday?
I would like a hat.
Goodbye.

Read the book from the staple in the middle to the second to last page. Then have the kids help you read again.

Hello!
I lost the beautiful hat you gave me.
That’s okay, I still love you!
Happy Birthday!

Then as the kids read with a partner today I encourage them to take turns being the bear and the moon.

Transferring Comprehension from Listening to Reading (idea from Pat Cunningham)

“Transferring comprehension from listening to reading” is an excellent article written by Patricia Cunningham The Reading Teacher volume 29 date 1975 pages 169-172

Another sample listening reading transfer lesson from the article:

Patricia Cunning writes, “Stating the main idea of a selection is very difficult for most elementary school children. Often they do not understand exactly what is being asked of them. Stating the task in several ways (main idea, most important idea, what you would tell someone if they asked you about) often clarifies the task.”

Then Cunningham continues to explain how to go about this lesson:

1. Set the purpose for listening. “There are three sentences on the board. All are about things that happen in the story I am about to read to you. As you listen try to decide which sentence tells the main idea of this story, the most important. Try to choose a sentence you would tell someone if they asked you what this story was all about.”

2. Read the selection

3. Have the children volunteer choices for main idea; have them explain why that choice seems to tell what the story is mainly about and why the others don’t.

4. Give the children sheets with three sentences and a story. Tell them to read to determine which of these sentences tells the main idea.

5. Children read and choose the main idea

6. Children share their choice and the explanation for that choice as a whole class or in small groups.

Pat Cunningham adds, “As in the sequence of events lesson, this lesson can and should be varied. Many paragraphs have a topic sentence. Children may select the topic sentence after reading and listening. The most difficult main idea task is stating the main idea in one’s own words.

WOW again! This was written in 1975…… sounds like Guided Reading the Four Blocks Way to me! Really good comprehension lesson. Thanks, Pat!!

Using Words You Know

Using Words You Know:  This activity is designed to help children learn use the many words they can already read and spell to read and spell hundreds of other words.

Content Objective: If there is a vowel next to the letter it is a r controlled vowel. Your job is to notice if you can spell one word with a r controlled word, you can spell many more.

Language Objectives:

Students will recognize rhymes.

Students will produce rhymes.

Students will identify by telling their turn and talk partners about word families (onset and rime) of r controlled vowels using the sentence frame support. I can spell _____ because I can spell _____. This is the same ____ (rime). This is different ______ (onset).

I demonstrated the lesson Using Words You Know in a highly ELL population 3rd grade classroom.  The r controlled lesson is from the Month By Month Phonics for Second Grade by Dorothy Hall and Patricia Cunningham.  (Since this was an initial lesson for the teachers, I did not want to use any of the third grade Using Words You Know from their book so they would still have Dottie and Pat’s models left for them to use as examples.)  The picture and vocabulary introduction is my ELL support to launch the lesson. 

New Procedure Modeled The teacher handed papers to approximately 5-6 students, “Take one paper, stand up, and pass the rest to other children.” (Passing out papers took less than 30 seconds).   As soon as you have a paper, 1.  name the pictures muttering under your breath, like this. Teacher demonstrates, children imitate, they say the names of the pictures for 2 minutes. Teacher monitors. 

I DO  Teacher  models how to be ok with not knowing what the name of a picture is.  My example was  ’perch.’ The teacher says, “The bird is on the limb.  The arrow is pointing to the limb, but limb is not a ’r’ controlled word.  hmmmm. I will keep figuring out other ones.

30 second warning. Keep saying words for pictures. (Teacher is placing some copies of the second paper facedown on 5-6 desks). 

10 second warning. Keep saying words for pictures. (Teacher is placing some copies of the second paper facedown on 5-6 desks). 

New Procedure Modeled “Take one paper, stand up, and pass the rest to other children.” (Passing out papers took less than 30 seconds).  

 Teacher says, “My turn.” Reads word. “Your turn.” 2. Children read the word. Repeat for all words. 

I DO  When teacher read perch, she demonstrated thinking oh I was thinking the bird was chirping on a limb, but it is a perch. The bird chirps on a perch. The perch is another name for limb, but it has a r next to the vowel.  All the words we are reading right now have vowels next to the r.   Teacher says, “My turn.” Reads word. “Your turn.” Children read the word. Repeat for all words. (This took approximately 3 minutes)

Traditional Using Words You Know Steps  starts… with Deb additions …

1. Teacher places germ in the pocket chart. Teacher reads germ. Teacher underlines er. Students read germ. Repeat for star, burn, fork, girl.

2. Divide your chart, board, pocket chart or overhead into the correct number of columns so that each word appears at the top of one column (see pocket chart example).

3. Remind students that rhyming words usually have the same spelling pattern.

4. The students make a chart on their paper (make sure students spelled words correctly). Have students spell words quickly. Teacher uses the I Do We Do to move the pacing along.  This means I spell the word while they write, put their pencils down we spell the word while they touch the letters to check the spelling. This moves pacing along faster.

5. Show a word and have students write it in the column under the word that looks the same. If you can spell _____, then you can spell ______. (Continue using additional words.) 

I DO

For example, The teacher says, “I am going to show you a word.   Do not say the word. Look at the word and read it. This is I DO. Watch me.  My turn.” 

I am looking at the word bark. germ bark, We are learning about r controlled vowels. ar. er. no. 

star. bark. ar ar. they rhyme. both have ar.

bark. burn maybe, b.b. hmmm. 

bark fork. ar.or. no.

bark.girl. ar.ir. no

The star bark is right because they both have ar and they rhyme star bark. Teacher hands places bark under star to model how to start a column.

WE DO / YOU DO

Students slide between independence and support during this section so it is We do and I do. 

 The teacher shows the next word. “I am going to show you a word.   Do not say the word outloud. Look at the word and read it. Your turn. You write it in your notebook. Go.”   The teacher (or a reliable student) immediately places another copy of the word under the document camera for easy access for all students. Teacher notices students who have spelled the word correctly and has placed it in the correct column. Second person is handed the word in the teachers hand to place in pocket chart. Third person writes on the chart paper posted someone in room (identical to pocket chart. Fourth person is starting the picture chart paper. 

Although the teacher checks for understanding, the teacher quickly moves on. All students fix errors. Every student erases any mistakes. There are four models of correct. Fast paced.

Repeat each time. Show word. Students write, when approximately 1/4 to 1/3 of students have written words, start calling on 4 different students to be actively engaged in 4 ways besides writing every word in their working with words notebook:

• Place card under document camera for whole class to read (actually before the class writes it).
• Place card from teacher’s hand in a pocket chart.
• Write word on chart paper.
• Glue stick a picture on chart paper to form a r controlled vowel chart.

6. Now say some words, but do not show them to the students. Have students write these words in the appropriate column.

The process is virtually the same.  Teacher says the word without showing the card. After 1/4 of the students have correctly written the word in the correct column the teacher starts having the 4 students post or write words in the 4 places. 

• Place card under document camera for whole class to read after class has written the word.
• Place card from teacher’s hand in a pocket chart after class has written the word.
• Write word on chart paper.
• Glue stick a picture on chart paper to form a r controlled vowel chart.

Repeat SHOW CARD  with more difficult words.

Repeat SAY WORD with more difficult words.

**** A word about pacing and multilevel instruction. It is more effective to do 3-4 words of SHOW, SAY, SHOW, SAY in one lesson then it is to do LOTS OF easy SHOW and SAY words. 

 

Language Objective:  Students will identify by telling their turn and talk partners about word families (onset and rime) of r controlled vowels using the sentence frame support. I can spell _____ because I can spell _____. This is the same ____ (rime). This is different ______ (onset).

I DO - The teacher models the thinking.  I know that birthday is in the girl column because there is ir in birthday and ir in girl.    I know that car and jar rhyme and both have ar.  

WE DO

Look at my running starts for you (sentence frames).

____ and ____ are the same because ________________.

____ and ____ are different because ________________.

_____ and _____ are in the same column because __________________.

______ and ______ are in different columns because  ______________.

Your job is to listen and think about my words. Am I using the running start chart? Am I thinking about the lesson today. Give me a thumbs up or down. So, if I am peanut butter partner. You are all my jelly partner. Listen to me try again. Car is the same are jar because they rhyme. Thumbs up or thumbs down?

Thumbs up!

Now, YOU DO. Turn and Talk 

Turn and Talk to a partner. Jellys go first. After one minute. Peanut butter thumbs up or down. Tell why. Two minutes switch. Peanut butter. Repeat. Power of three share.

Transferring comprehension from listening to reading (ideas from Pat Cunningham)

The following article helps clarify why you teach 2 days below grade level and 3 days on. First students are listening and practicing comprehension strategies using listening skills. The material may be too hard but the teacher is giving them opportunities — strategies — direct modeling of how to think while dealing with on grade level material. Then the below grade level material is an opportunity for the students to practice the strategy on material they CAN read. The transfer can’t happen if:

1. You are not teaching all kids how to read on grade level material
2. You are not allowing a time to practice the strategy with material they can read.

“Transferring comprehension from listening to reading” is an excellent article written by Patricia Cunningham
The Reading Teacher volume 29 date 1975 pages 169-172

WOW! You all should get your hands on her article and read the complete article. I found a copy through the local university. It really explains the listening/reading transfer. I have struggled with how to do listening reading transfer when I read the brief overview in the teacher’s guide to 4 blocks and Classrooms That Work so I looked up the references after that chapter.

It states:
“One strategy is a listening-reading transfer lesson. The act of listening differs from the act of reading in several ways. Unlike the reader, the listener cannot control the rate at which he receives information or regress to check his listening. Often, the listener must adjust his listening to a speaker’s dialect which differs from his own. Finally, the listener cannot re-listen. On the other hand the reader lacks intonation and nonverbal cues to meaning available to the listener. He must also translate the written code to the familiar verbal code. There is, however, one very important similarity between reading and listening: in both the receiver is the object of some message and is trying to construe its meaning. It is estimated that, for good readers, reading ability surpasses listening ability somewhere during the secondary school years; for most elementary children, however, listening ability is superior to reading ability. Elementary children can understand more when a passage is read to them than when they read it themselves. (pages 169-170)”

“In a listening-reading transfer lesson, the students learn that the kinds of things they can do after listening to a passage are the same kinds of things they are asked to do after reading a passage. To achieve this, the teacher plans two parallel lessons. In the first the students listen and respond in the same ways. Some sample lessons will illustrate this principle. (page 170)”

Sequencing Events Sample Lesson from page 170
Many children have difficulty ordering the events in a story they have read.     A listening-reading transfer lesson will help them. There are six steps to this lesson:

1. Set the purpose for listening: “Listen so that when I have finished reading, you can put the events of the story in the order in which they actually happen.”

2. Read a selection to the students

3. Write the major events of the story on sentence strips and tape them to the board (nowadays, use a pocket chart). The children physically should be able to rearrange these strip until they agree that the order is correct.

4. Give the children passages to read. Tell them that they will do the exact same thing reading that they have just done in listening. They should read to be able to put the events of a story in order.

5. As the children finish reading, give them a sheet with the main events of the story. They cut apart the sentences and physically order the events.

6. The children share their orderings and explanation for their orderings as a whole class or in small groups.

To make this lesson easier Pat includes this:

*The teacher could read the main events to the students
*When the students begin reading, they will have a copy of the main events ready before reading

To make this lesson harder Pat includes this:
*Having the children listening for main events; they generate the list of events then writing them (not having the teacher pre-list the main events)
*During reading they would be asked to read, list, cut the list, and put it in order

TRANSFER
“To achieve the transfer the children should regularly be reminded, “See what you just did after listening, I want you to do the same thing after reading.” page 170

READ STOP THINK TALK: Triad Routines

Students read their anthology today in triads or groups of three.

In one classroom I coached I noticed many procedures that had already moved to routines even though it is not even Halloween!  As I reflected on the lesson I observed, I started thinking about the reasons I believe in my routines.

There are many decisions the teacher made to make the triad (triangle knees group) run smoothly. 

1.  Each child brings strengths to the triangle knees group (triad).  There were usually three levels of reading ability in a triad or group of three (high reader, middle reader, and low reader).  At least one child in each group is a comfortable oral processor. This child is not necessarily the highest reader.  Usually the middle or low reader is capable of becoming a better word coach or fix-it strategy coach.  In contrast, the highest reader typically just spits words at the other children when they miss a word until taught what to do instead. Whereas the middle reader and low reader have been taught the fix-it strategies so they are better at coaching them.

Triangle Knees Groups posted so groups are easily formed

 

2. Routine Read Stop Think Talk

 

Language Objectives: 

Students will read a passage outloud with two other students.

Students will listen to a passage read outloud with two other students.

Students will word coach when one of their partners appeals for help.  (Teacher previously taught and provided sentence starters.)

 

My routine of Read, Stop, Think, Talk is perfect for developing language objectives related to speaking.  The triad will read three pages of text because there are three students reading. Partners read two pages of text, then stop reading.  If the text is long or a chapter book, the students will read a ‘handful of text’ or a paragraph. 

READ  Student decides ‘together’ or ‘alone’.  For example, Andrew said, “Together.” His two reading partners, Ashleigh and David starting reading chorally with Andrew. All three read “Andrew’s page chorally.”  When the teacher stopped in and listened to the group, she coached reading with expression.  She read chorally with the students modeling stopping at the period and pausing at a comma.  The students practiced reading fluently as they continued reading together.  Pacing is worth spending time on. Sometimes a high reader misinterprets reading really fast as being a good reader.

Language Objective: Students will listen to the teacher read using expression: how the voice goes up and down, pauses at commas, stops at the ends of sentences.

READ Ashleigh decides to read alone.  For example, Ashleigh is reading outloud as the other two are listening. She was stuck on a word, Andrew gave her the word. David gently reminds Andrew to wait until Ashleigh asks for help. In the next sentence, Ashleigh is stuck on a word. She appeals for help. David and Andrew word coach. Ashleigh rereads the sentence. In the next sentence, Ashleigh miscues and doesn’t seem to notice.  Andrew said, “Try that again.” She did self-correcting.  Ashleigh finished the page asking for word coaching as needed.

Language Objective: The student will ask for word strategy help. (Your job today is to notice when you are stuck on a word and ask your partners for word strategy help.)

READ David said together. The three worked on their fluency language objective without the teacher who was working with other triads.

Language Objective: Students will listen to the highest reader read using expression: how the voice goes up and down, pauses at commas, stops at the ends of sentences. The students echo read after the highest reader practicing using expression.

READ READ READ is completed for round one.

STOP reading is clear.  Just stop.  All three people in the triad read. 

THINK

The students think about their job today.  This  is the content objective.  Examples of Shared Reading “Your Job today is…”:

• Today while you read, notice if Bear is still lost.
• Today while you read, make a prediction, read more, adjust or confirm your prediction.
• Today while you read, your job is to _______. Every day, there is a content objective taught before the students read (in the BEFORE READING section).

TALK

After the triangle knee or triad group sits quietly thinking for approximately 20 seconds, they begin discussing the content object for the day. One student states the job for the day. They discuss what they know about the job so far. 

Language Objectives:

• The student will orally explain to a partner why he or she thinks ______.
• The student will display their knowledge of _____ by using complete sentences when discussing the content objective with triad groups.

• The student will use sentence frames to respectfully agree or disagree with other class members’ perspectives about _________:   “I disagree/agree with _____ because ______”

Repeat READ STOP THINK TALK routine until reading time is done.

 

Guided Reading the Four Blocks Way: a few ideas for Little Bear by Else Homelund Minarik

Little Bear, by Else Homelund Minarik

This is one of the sweetest chapter books around. Little Bear has been helping children make that transition from picture books to chapter books for over 20 years. Perhaps because of this, or because of my own fond memories of this book, I chose to use this book with my first graders this year. They handled the text well, and fell in love with this charming little bear along the way.

We worked with this book during our Guided Reading Block. We spend 3 days a week reading from our required basal. We spend the other 2 days a week using materials that I choose based on the children’s reading level. Therefore, we spent 2 days a week reading and discussing Little Bear’s adventures. The unit was organized over a five week period, one for each chapter in the book. The fifth week, we culminated our reading with a Reader’s Theater production of the book. The children chose which chapter they liked best and we broke into four groups. Each group decided how to present their chapter, assigned roles, wrote the script and made any necessary props. They practiced and we then invited parents, administrators, and other school personnel to see our show.

Week One:

Introduction of Book/Chapter One

Chapter One was used to teach Problem/Solution. Preview the selection prior to reading and select 5 sightwords to focus on during Working with Words Block. Also select 5-6 vocabulary words that you feel will be difficult for your students to read. Be very selective as you do not want to take away an opportunity for them to practice their strategies. The sight words will be chanted and added to the word wall, so also be selective.

Prior to reading, introduce vocabulary using RIVET activity. Children are placed into groups to read the chapter. Set a purpose for reading ~ Everybody Read to Find Out What Happened to Little Bear One Winter Day. Children then work in group to read the chapter. They are told to focus on a problem that Little Bear had, and how he solved that problem. In discussions after reading, children identify the problem and what they felt was the solution. The next day, they reread the chapter and were given a long piece of white drawing paper. The paper is folded in half and one side is labeled Problem, the other Solution. The children work together to write about and illustrate the problem/solution.

Chapter Two:

Chapter Two was used to teach Sequence of Events. Again, choose 5 sight words and 5-6 vocabulary words. Follow same procedures for indtroucing and working with words. Begin a graphic organizer on chart paper with two columns – Character and What Did They Bring. Set purpose for reading ~ Everybody Read to Find Out Who Came to Little Bear’s Birthday. Children can be placed in different reading groups, or stay with the same group for the entire selection. Children read the chapter and list the characters that come to the party. They also list what each character brings. During discussions after reading, complete the graphic organizer as each group presents. The next day, the children can take a large piece of white drawing paper and fold into six boxes. They can number each box and write a sentence about and illustrate what each character brings.

Chapter Three:

Chapter Three was used to focus on Prediction. Again, choose 5 sight words, and 5-6 vocabulary words. Set purpose for reading ~ Everybody Read to Find Out if Little Bear Goes to the Moon. For a nice curriculum connection, during your Science lessons, you can learn about and discuss the moon. During after reading discussions, we discussed how Little Bear used his imagination in this chapter. The children also role played, making inferences, how Little Bear felt when he thought he was on the moon.

Chapter Four:

Chapter Four was used to teach both Prediction and Sequence of Events. Choose sight and vocabulary words. Prior to reading, children make predictions as to what Little Bear’s wish is. Begin a graphic organizer with headings – Little Bear’s Wish and What Happened. Set purpose for reading ~ Everybody Read to Find Out What Little Bear Wished For. Children read chapter and then go back and list the wishes and results. During after reading discussions, complete graphic organizer in sequence.

Reader’s Theater:

The final week of this Book Club was spent putting together a Reader’s Theater. The children were given index cards. They were told to write their name and list the chapter they would like to present. They were told to make a first and second choice. I then placed them into four groups, based on these choices. I made sure to have at least one strong reader/leader in each group. The children had to work together to decide how they would present their chapter ~ play, read aloud, puppet show, etc. They then had to assign roles, write scripts and make props. All four of my groups decided on puppet show. The scripts were simple, written on index cards. The puppets were also simple cut outs made from oak tag that were hand held. The puppet theater was made from a project display board. We cut out an opening and they sponge painted the board. We then placed material on for the curtain. The groups did a simple retelling/summary of the chapter. This was a wonderful assessment for me to measure comprehension. We made invitations and invited parents and staff members. We had a packed room, and the children did great. A nice culminating activity for this wonderful book.

Bulletin Board:

When we were finished I put together a bulletin board display outside our room to showcase their work. The border was bears reading books and the caption was – Our Book Club. In the center of the board I placed a piece of oak tag which read – This Month’s Selection. From the computer, I printed in color the cover of the Little Bear book. This was glued onto the oak tag. I then had a few children work in a group to write book reviews of this book. 3 of these were mounted on the oak tag under the caption – Our Reviews. (2 gave it 5 stars, 1 gave it 1 star. He said it repeated too much.)

Around the oak tag on the bulletin board I displayed the group work they had completed when reading. There was one area with Problem/Solution, one with Sequence, one with Character Webs and one with the Predictions about Little Bear’s Wish. I added the invitation we had made to our Reader’s Theatre and stapled some of the puppets the children had made around the board. A very nice display of their work and they were very proud of it.

Stellaluna – a few quick ideas

I read the book with the kids for enjoyment first. Then I read looking for bat facts and bird facts and things that are the same and different.

The kids read in groups of two or three depending on the strength and grade of the readers in your room. I start a venn diagram graphic organizer with the whole class. Then the kids read looking for information to add the the venn diagram. I give the kids sticky notes so the kids can put a sticky note where they find the information. We gather back together and add to the graphic organizer. To “assess/grade” I have them write two ways that bats are alike and two ways bats are different.

Alphafriends Songs!!!!!

Every song for the Alpha Friends is already typed and you can download here:

http://laura-armstrong-martinez.blogspot.com/2011/07/alphafriends-songs-printable.html

The song of EVERY ALPHAFRIEND is posted on this website!!!!!!!! What a blessing and a gift for our children and to us as instructors! Click on the name of the character. Click on the words Sammy Seal to hear the Sammy Seal song. 

http://teacher.ocps.net/janet.cahill/page7.html

Click on the picture to hear the sound: 

http://www.edina.k12.mn.us/cornelia/classrooms/kindergarten/pilcher/Meet_Alphafriends.htm

More Alphafriend Support:  (Each letter links to Starfall for your students)

http://www.chambersburg.k12.pa.us/education/components/scrapbook/default.php?sectiondetailid=22702&PHPSESSID=5a806a13b0604bdbe889e1e152c5978b

Guided Reading the Four Blocks Way: Frog and Toad Quick Notes

Materials Required: Frog and Toad books by Arnold Lobel
Concepts Taught: comprehension

(These notes to trigger your planning make a LOT more sense if you read the stories in the book.)

Frog and Toad Together “A List”
1. Make a list of different ways to say said. Make sure to include the following words from the story to build vocabulary support, “A List”: cried, wailed, shouted, and gasped.

2. Read

3A. To reinforce that the author is telling the kids something, have the kids go back to Toad’s list and figure out what Toad didn’t do. There may be discussion about the following because the list was lost at this point of the story. My kids were amused that Toad did all the things on his list except eat. The characters, Frog and Toad didn’t think they needed to read “eat” to remember.

3B. Generate a school list of what we do in a day.

3C. This could then lead to making a list of what each child does.

Frog and Toad Together “A Garden”
1. To build prior knowledge, in science class read in the science books about planting seeds. If time allows, plants seeds (grass works well). Talk about the cycle of plant life.

2. Read

3. What do the kids think is hard work for them.
Frog and Toad Together “Cookies”
1. Buy a box of cookie crisp cereal to use during math class. Kids will be using cookies and frog and toad to write story problems. I then type up their story problems and make them into a class book.

Frog says, “We need will power.” on page 34. What does that mean? Everybody read pages 34 and 35. Now what do you think it means? What is the author trying to tell you? When have you had to use will power? When have you had to use will power at school? At home? On the bus? On the playground?

2. Read

3. What is Toad going to do? Does he have will power? Do you think he’ll eat the whole cake? Write down what you think will happen.

Frog and Toad Together “Dragons and Giants”
1. Introduce vocabulary using the technique RIVET that the kids may not know: dragons, avalanche, trembling, brave

2. Read

3. Discuss brave. How were toad and frog brave?

Frog and Toad Together “The Dream”

1. Discuss showing off. How do you feel when your friend brag about stuff they can do? What are things friends talk about?

2. Read

3A. Discuss dark during the dream. Light when friend Frog was by the bed.

3B. Do one of the following activities:
Make a list of things to do with a friend.
Make a list of the things you do from morning to bedtime.
Write a story about Frog and Toad having an adventure.
Write a story about you and a friend spending time together.