Grade K
Module 1-2
Lesson A: Environmental Print
Overview for Lesson
This lesson will introduce interactive writing. The goal is to offer students the opportunity to connect their own lives to learning to read and write. Through rich conversations, lots of storytelling, and detailed drawings, students will have the opportunity to construct and express meaning.
Teacher Preparation
As you begin to prepare for writing, consider where this will fit into your schedule. Time is needed to practice the procedures, teach students the expectations for demonstration, getting actual writing during independent writing, rehearsing for share time, and using the writing folder. Every student will need writing folder. Students will need a variety of blank paper with space for text and drawings.
Key Vocabulary and Concepts
Environmental print (Text and other graphic symbols that are part of the physical environment such as street signs, billboards, television commercials, or store signs) Interactive writing an instructional structure in which a, teacher shares a pen with a group of students as they collaboratively compose a written message. Writing folders two-pocket folder for each child to store their writing
Shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations. The teacher reads the book aloud and all of the children who are being read to can see and appreciate the print and illustrations.
Objective for Lesson A
The student will be able to use their knowledge of letters and sounds to write words.
Materials Needed
Sentence strips cut to fit a word or phrase to use in pocket chart, markers, tape, a poem or nursery rhyme on chart paper or Smart Board, a book to read aloud, Big Book for shared reading, two pocket writing folder for each child, blank paper for students with space for writing and drawing, a way to take notes on student conferences such as, a notebook with a page for each student in alphabetical order.
Technology Connections
During center time the following websites can be used for continued practice for oral language and environmental print.
http://www.learningplanet.com/act/fl/aact/index.asp
http://www.literacyconnections.com/OralLanguage.php
Teaching Lesson A Introduction to the lesson
Students will begin to use their knowledge of letters and sounds to write words. Establishing routines for writing: Begin writing time by demonstrating and allowing students time to rehearse routines, moving from community area to areas for independent practice. Tell the students what to expect during writing time, time to gather, time to work independently and time to share. Give each child a folder to keep work in and show them how to use it. Place folders in baskets that can be placed around the room in different areas for students to pick up and return with ease and little crowding.
Demonstration: (10 minutes) Begin a writing demonstration by talking about two or three experiences to write about. Narrow it down to one small idea. Then tell the story. On the chart paper quickly draw a simple picture. Label two or three items in the picture making the sound/letter connection. For example, Me, /m/ write me and repeat. Then write a sentence or two telling the story. Explicitly and briefly explain the writing demonstration.
§ Think about an everyday experience to write about.
§ Decide on one experience to write about.
§ Tell the story.
§ Draw a quick picture to go with the story.
§ Label the picture.
§ Write the story in a few simple sentences.
Engagement and Guided Practice: After explaining simple ideas for writing such as getting lost in the grocery store or playing football with friends, give students time to think about a topic. After giving them a minute to think, have students turn to a partner in the gathering area to tell the partner what they plan to write.
Independent Practice: (15 or 20 minutes) Give students small stapled books or plain paper and a pen. Pencils with erasers are not recommended. Walk around and confer with students about their drawings or writing. Show students how to place work in writing folder.
Share: Students come to the community area with their work. Have students hold up their work for all to see. Make positive comments about strategies and skills that you want students to understand. Have students put folders back in baskets.
Students need to be able to talk and think in complete sentences about a narrative story. It begins with oral language and an understanding that the pictures tell a story.
Assessing the Lesson Formative Assessment and Summative Assessment
Formative Assessment:
Use the following rubric as a guide for observation of students as students begin to write during independent writing.
Writing RubricIndependently / Sometimes / Not Yet
Pictures only
left to right
Top to bottom
Scribbles or lines
Random letter
Copies print
Uses initial consonants
Prints name
Spells some words
Uses a spelling pattern
Creates a sentence
Summative Assessment
District or teacher created assessments to be used as needed.
Extending the Learning Differentiation; Enrichment; Intervention
Differentiation
Learning centers provide opportunities for students to practice skills and strategies that are demonstrated and taught within the reading/writing framework. They allow students to manipulate language in both oral and written form. They engage the learner through interaction, while providing open-ended activities. They enable the teacher to assess the students’ use of literacy strategies.
All learning centers need to be demonstrated both with engagement and procedures for use. Slowly introduce centers to allow students to fully understand the expectations.
K-4.3 Use pictures, letters, or words to tell a story from beginning to end. In a flannel board center provide pictures of previously read stories for children to retell the stories from beginning to end.
K–4.1 Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures) In a writing center, provide stacks of small books using two sheets of printer paper, folded in half and stapled, forming a four page book. Encourage students to begin drawing pictures that tell a story they generated or a book they read. They can begin a new book or continue one started previously.
K–3.6 Use oral rhymes, poems, and songs to build fluency. In a poem center, provide copies of the poem, song or nursery rhyme from Shared Reading. Have the student glue into a poem book. Make the chart and pointer available for students to read during this time.
K–3.22 Carry out left-to-right and top-to-bottom directionality on the printed page.
§ A Reading Center provides opportunities for children to listen to books read aloud.
§ A Listening Center provides opportunities for children to listen to books on CD with matching book sets.
§ A Morning Message Center provides opportunities for children to read with a pointer.
§ A Big Book Center allows children to use a pointer to read big books previously shared by the teacher.
K–1.8 Create responses to literary texts through a variety of methods. In the Housekeeping Center, provide books, menus, paper, tag board, note pads, pencils to encourage creative play, list or sign making. Provide materials for active play such as appropriate hats or other props for students to act out a nursery rhyme.
K–1.11 Read independently for pleasure.
In the Reading Center, provide a variety of books and comfortable seating for students to read independently.
Enrichment
Some students are writing more. Provide small books of stapled paper for these students to create books.
Intervention
Some students need more help with letter knowledge. In small groups help these students create ABC books. Use magazine pictures to link with the letters when writing each letter give them the language for forming the letter.