I Know an Old Lady Who Swallowed A Pie

REVISED LESSON: NOVEMBER 9, 2011

 

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

http://www.amazon.com/Know-Old-Lady-Who-Swallowed/dp/0525456457

Day 1- Enjoyment of the story

Before Reading:

Introduce the title, author and illustrator; Show the cover and talk about what the students notice on the cover? (Thanksgiving feast, food, pie).  Why do they think that?  Explain that in this story

(Amazon Summary of Story:  I know an old lady who swallowed a pie, a Thanksgiving pie, which was really too dry. And with that the feast begins! After the pie the old lady swallows a whole squash, all of the salad, and the entire turkey! As Mother and Father watch in shock, the two children are delighted to see the old lady growing fatter and fatter. And, in the end, the old lady makes a surprising and humorous contribution to the holiday festivities.)

Set purpose:  Today your job is to think about what the old lady ate during the feast while I read the story.

During Reading:

Read the story aloud. 

After Reading:

Return to the set purpose.  What food did the old lady eat?

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 2

Materials Needed

Print the Shared Reading Retelling Sheet page 3 for all students, word cards for all food (see after), retelling cards for pocket chart (Retelling pdf); print one copy of page 2 for the teacher for the document camera (Shared Retelling)  

http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading:

Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.

Set Purpose:

Today your job is to use the pictures to notice the order of the food that the old lady eats. 

During reading:

1. The teacher reads the book and place a picture of each food item in the pocket chart as the food is mentioned.
2. The teacher and students read the Retelling Page using echo reading I DO We Do.
3. The teacher and one student model how to read the retelling page using the fish bowl technique.
4. The students read the retelling page using with their partners at least twice. Peanut Butter partners first. Jelly partners second. Switch. Jelly partners first. Peanut Butter second.

 After reading:

Use name cards of the food and picture cards to put in the pocket chart.  Place the cards in the chart in the order that they appear in the story.  Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding.

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 3

Materials Needed  Use yesterday’s Retelling cards for pocket chart (Retelling pdf); copy the emergent reader for all students; copy the Sequencing.pdf for all students;  http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading:  It is important to know the order or sequence that events take place in a story. It helps you understand what you read. Today the old lady ate the food in a certain order. Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.  The beginning letter of a word helps you read the word. For example, I see p so this is pie. I see p and there are lots of letters … pumpkin.  (Note to teacher picture yourself in front of the students explaining how to read the words, think through the words).

Set Purpose:  Today your job is to use the beginning letter to help you read the word to notice the order of the food that the old lady eats. 

During reading:

1. The teacher reads the book, highlights the food words, and models how read the words
2. Teacher and students sit in a circle to read the emergent reader together.
3. The teacher and students read the emergent reader using echo reading or choral reading.
4. The teacher and one student model how to read the emergent reader using the fish bowl technique.
5. The students read the emergent reader using with their partners at least twice. Peanut Butter partners first. Jelly partners second. Switch. Jelly partners first. Peanut Butter second.
6. Students sequence the story using the sequence page pictures. (might be day 5 instead).

 After reading:

Use name cards of the food and picture cards to put in the pocket chart.  Place the cards in the chart in the order that they appear in the story.  Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding. How do we know what are the food words.

*reading the food words is the added layer to the lesson today

 I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 4

Materials Needed Syllable Sort (one page for two students)  http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading: Sometimes words have one beat (clap hands once). Sometimes words have two beats (clap hands twice). Say words to give examples: dog(1); cat(1); elephant(3); puppy(2)

Read food words I Do We Do. Teacher reads Pie. Students read Pie. How many claps? Children clap. How many fingers? 1 Place pie under 1.

Set Purpose:

Today your job is to notice if the word has one beat (syllable) or two beats (syllables).

During reading: Read book paying attention to food words

After reading: Read the food words and do the sort. Then the students do the syllable sort.

 I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

DAY 4 OPTION 2:  http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html  The kinder teacher at the blog CAN DO KINDERS, is choosing a different Phonemic Awareness skill to complete on day 4.  It makes sense since her class is working on beginning sounds.  She put together the printables for a beginning sound sort. Scroll down and you will see where she posted the sort. 

Materials Needed: Beginning Sound Sort (one page for two students)  http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html

Before Reading:  Show a picture. What is the letter name? What is the letter sound?

Read food words I Do We Do. Teacher reads Pie. Students read Pie.

Set Purpose:

Today your job is to notice what the beginning sound of the food that the old lady ate is.

During reading: Read book paying attention to the beginning sounds of the food words

After reading: Read the food words and complete the sort.  This is a ____ (name of picture). It has the sound ___. It has the letter _____.  Then the students do the beginning sound sort individually with their own materials.  This is a ____ (name of picture). It has the sound ___. It has the letter _____.

Day 5

Materials Needed

Emergent Reader; Retelling Sheet; Sequence pictures from Sequencing.pdf (needs to be copied for today’s lesson); pictures from day 2 

http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading: Teacher models retelling the story using the pictures. Teacher models retelling the story using the food names. Teacher models reading the retell sheet. Teacher models reading the emergent reader.

Set Purpose: Today your job is to read, read again and read, read read read again and then retell the story using the pictures of food and the food names.

During reading: Read and Retell with pictures and food names

After reading: The teacher guides the students to retell using the pictures and food names. Each student has their own from the sequence pdf.

Mrs. McNosh Hangs Up The Wash (Shared Reading)

This is the cover of Mrs. McNosh Hangs Up the Wash.

Day 1

Before Reading – Building Vocabulary

Teacher holds up an item, says the item name, the children repeat the item’s name, and then the item is said in a kid friendly definition sentence.

Some of the items that Mrs. McNosh hung up were silly items.   

Some of the items that Mrs. McNosh hung up were regular items.

Today your job while listening is to notice what items Mrs. McNosh hangs up. 

During Reading – Teacher reads the Big Book pointing to the words one-on-one. 

After Reading – Teacher leads the discussion re: question, “What items did Mrs. McNosh hang up?”

  This is the picture of the yes/no sort

Day 2

Before Reading – What items did Mrs. McNosh hang up? 

Today while you read, notice the items that Mrs. McNosh hung up?

During Reading – Read story and notice what items were hung up (not in order today).

After Reading – Sort.  Yes, this item is hung up; No, this item is not hung up.  For example, Mrs. McNosh did not hang up a cat.  Another example, Mrs. McNosh did hang up an armchair.

    

Two pictures show items that Mrs. McNosh Hangs Up The Wash. 

Day 3

Before Reading – Mrs. McNosh hangs up items on a clothesline.  Show the items mixed up in a pocket chart. 

Today your job is notice the items in order.

During Reading – Read story.  Reread the story noticing the items in order.  

After Reading – Place the items on the clothesline in order using the book.

  

Day 4

Before Reading – practice letter/sound match with the items in the Mrs. McNosh Hangs Up the Wash.  Teacher gives a few examples.  Children have a sheet of paper with 9 letters on it.  Teacher says a word and the children repeat the word, say the letter, say the sound. 

During Reading – read two pages

After Reading – Teacher puts an items on the clothesline and children say the beginning sound.  Children identify the letter.    Teacher writes the letter above the item.

Caps for Sale

Retelling helps students learn a story really well.

http://vimeo.com/6521556

Rough Draft – Summarization Ideas

Summary (narrative) – a shortened version of the original story or article. It should include a beginning, middle and end.  It includes information about the characters and setting, the situation or problem the character is facing 2 – 3 events that happened as the characters deal with their situation or problem.  It includes information about the problem was solved or how the situation ended.

Summary (expository/non-fiction) – a shortened version of original article. It should include main ideas and important details. It should also reflect the structure of the text. (If, for example, it is a how-to piece, then the summary should be written in the same sequence of steps; if it is a compare and contrast structure, likewise, it should follow the compare and contrast text structure.)

Retelling – orally or in writing restating what is remembered from the text

Topic: the topic is the subject of the text. The topic can usually be stated in one or two words: dinosaurs, skateboarding, etc.

Main idea - the statement the author makes about the topic, or the most important idea. It usually can be stated in one or two sentences.

Sylvester and Magic Pebble

This is one of my favorite lessons.  DON’T MENTION THE TITLE OF THIS BOOK YET!!!!!!!!!!!!!! Hide the cover from your students. 
Probable Passage   Click here for directions of how to do a probable passage by Kylene Beers. 

http://www.learningpt.org/literacy/adolescent/strategies/passage.php  Beers wrote the book,

http://www.amazon.com/When-Kids-Cant-Read-Teachers/dp/0867095199

More directions are here: 

http://www.lessonplanspage.com/LAPredictingUnderstandFluency35.htm

 

1.  I introduce this lesson with a probable passage.   First, I read this list of words to the kids (I also write it on the board or give the list of words to the students. (wolf, Sylvester, shiny, lion scared, red pebble, dogs searching, rain ceased, Acorn Road, lion, Mrs. Duncan, howling all night, wishes).  The students sort the words under the story map categories.  Then we discuss them a little bit. 

2. Talk about how to write a story. For example I might say,  “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.”    Then the students 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.   Students turn and talk with their writing partners.  Everyone is engaged and shares.  Let them write about 5-10 more minutes. Then collect their papers.
3.  I have the students sit on the floor while I read to the kids. Tell the kids “Let’s find out the way that the author, William Steig, used these words… As the students hear a word/phrase from probable passage, they might put a thumb up.  After reading, discuss the story and how their predictions were different from Steig, but thinking of the words/phrases prepared them to think about the story. 
Second Reading of the Sylvester and the Magic Pebble  - List cause and effect on board. 

The teacher makes sure the students understand about cause/effect.  The teacher reads the selection or leads the students through the reading stopping on pages that have cause and effect examples.  After Reading the students and teacher discuss the possible Cause and Effect ideas from selection. 

Here is a list of possible Cause/Effect ideas in the selection. 
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

Social Studies Connection to Sylvester and Magic Pebble

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 story bit. The kids love going home and telling their parents about the story.  The idea of a story bit is that it is a ‘bit’ of a reminder about the story.  “Hey, mom!  I will remember to tell you about my story because I am holding something in my hand to remind me about the story.”  Many teachers also type up a summary of the story to help the parent know if the story that the child is retelling or summarizing matches the ‘real’ one that occured in the classroom.

Brown Bear Brown Bear Retelling

Each student picked one animal and had that sentence as a cut-up sentence. They re-read their own sentence numerous times and glued it on their own page. Each small group of students made their pages into a book.

Look at this link for Shared Reading lessons:

http://www.hubbardscupboard.org/brown_bear_brown_bear.html