Students learn to sing the song, "A-Hunting We Will Go" with the original verses and learn to sing several new verses that support rhyming concepts. They then brainstorm pairs of rhyming words to create their own verses for the song. As a follow up activity, students can create original verses using other simple rhyming songs as a framework.
This mini unit walks students through the question/discovery process of nonfiction literature. The first lesson encourages students to wonder while reading. Then students research to find the answers to their questions. They explore ways to show/write their new learning. As a class the kids work to publish 1 or 2 classroom books on the research topic. This is a great way to introduce the nonfiction unit and then let each student write thier own question book based on the process they used with the class book.
Students are able to bring their favorite popular culture characters into the classroom in this engaging lesson, which focuses on Sue Williams' pattern book I Went Walking. Students listen to a reading of the story and identify the language patterns that they hear. After identifying a language pattern, students practice substituting different subjects into the sentence. In subsequent sessions, students bring in their favorite pop culture character, in the form of a stuffed animal or toy, and the teacher takes digital photographs of the characters in various locations around the school during a class walk. Once the photographs have been stored on a computer, students participate in a shared writing session to create their digital storybook, which follows the pattern of the book they read at the start of the lesson.
Do worms live underground? Are they good diggers? Can they really read and write? As students read Doreen Cronin's Diary of a Worm in this lesson, they learn to separate the facts from the fictional details. Students begin the lesson by brainstorming what they know about worms. They then begin examining the book in layers. Four read-aloud sessions engage students by focusing attention on different features of the text in each session. In a whole-group setting, students explore the illustrations, fictional details, nonfiction details, and captions and speech bubbles. In this way, students are given concrete strategies that they can use to help differentiate narrative and informational elements in other books they read.
Junie B., as she insists on being called, is an opinionated, lively, character in Barbara Park's series of books, and she is sure to delight primary students. In this unit, the teacher reads aloud selections from Junie B., First Grader (at last!). Students discuss the text with a partner and then individually compose sentences about key events from the story. Each student also creates and adds items to a mystery box, or a box that holds items or pictures referenced in the story. After students have listened to the entire story, they use their mystery boxes to retell the story to a classmate. As a culminating activity, students use the mystery boxes and the sentences they composed to make a related stapleless book about the story.
Students will have exposure to basic Menominee Language words, memorize and know the meaning of the words as well as collaborating with others through small-group activities to practice the Menominee Words.