_Section Assignment 3K.Lofton
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Jan 9, 2024
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Kenah Lofton Responsive Literacy Instruction
In the Elementary Classroom Section : Assignment 3:
Interactive Writing & Mentor Texts
Develop a writing lesson using a mentor text. Make sure to choose a teaching point that
matches a state standard for your grade level.
Mentor TEXT
: For the first nine weeks of the year we have been reading nursery rhymes. Students have been practicing identifying characters , beginning, middle, and end , and locating rhyming words. For this assignment I will be using a familiar nursery rhyme from CKLA Domain 1.
I have been creating interactive slides for my students to gain a better understanding of word meanings and identifying attributes found in the nursery rhyme.
Kindergarten State Standard:
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing,
and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
(A) demonstrate phonological awareness by:
(i) identifying and producing rhyming words;
Explicit Instruction
The teacher will review the objectives with students echoing the teacher.
The teacher will focus on the objectives identified as the (BE ABLE TO) portion.
The teacher will discuss rhyming words. Rhyming words are words with
the same ending sounds, but the beginning sound will differ. The teacher
will create an anchor chart to re-introduce rhyming words.
The teacher will display a picture of a cat along with the word CAT. Then underline the (at) portion of cat .
The teacher will add a picture of a hat along with the word HAT and inquire of students what parts look the same.
Look closely at the cat and hat words…. Now say the word CAT. Then say the word HAT. The teacher will have the students say the word cat followed by the word hat several times. -What letters are the same? The
words cat and hat are rhyming words because they have the same ending sounds. Both words end in at.
Together the teacher and the students will practice generating words that end in at.
Guided Practice
The teacher and the students will practice generating words that end rhyme. The teacher will display a word and students will produce the counterpart that rhymes with the word. Students will come up and illustrate pictures that rhyme with og,ip, and un.
Using Mentor Texts
The teacher will read the nursery rhyme “Little Miss Muffet.” The students will be required to listen actively as the teacher instructs them to pay close attention to the words that sound alike or the same.
Then the teacher will re-read the nursery rhyme. The student will echo read as the teacher reads.
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The teacher will write the first two lines of the nursery rhyme “Little Miss Muffet” and ask the students what word rhymes with Muffet.
The Work of Independent Writing
Formative Assessment
Students will identify rhyming words in “Little Miss Muffet.” The students will rehearse the rest of the nursery rhyme lines. They will illustrate two parts of the nursery rhyme and generate rhyming words.
Writing Conferences
The teacher will review students' illustrations. Then the teacher will have students orally express rhyming words. The teacher will label illustrations with sticky notes. Then students will write the words.
Writing Rubrics
The student will continue to practice generating rhyming words throughout the remaining domains. Independently generating illustrations and words will receive an E for excellent . Students that receive little redirection from the teacher and illustrate pictures that and orally produce words will receive an S for satisfactory. Students that
create an illustration with teacher redirection will receive an N for Needs
Improvement. Students that can not produce illustration detationg rhyming words will receive a U for Unsatisfactory.