Assignment 6004 #2
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6004
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English
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Apr 3, 2024
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Tabitha Persaud
6004 TX Assignment 2
Content Area: Kindergarten
The Book: “All By Myself” by Mercer Mayer
I chose this book because at the kindergarten level this is a simple and short book that has words we use almost every day. We will be able to read this book multiple times within a short setting. This book is also a great tool for English Learners (EL’s) as it can help build their English vocabulary for those daily tasks. In the story, the character is wanting to do everything by himself. At this age, I feel
they can relate to the character because most are not wanting as much help doing things anymore. They want to be “big kids”. While the character is doing most things by himself, the illustrations are showing a little bit different side because they portray him making some mistakes and possibly needing some help. I believe it shows that, yes, they can do many things by themselves, but it is okay to ask for help when you need it. Using 110.2 English Language Arts and Reading, Kindergarten TEKS
Day 1: Fluency
2(D) Demonstrate print awareness by identifying the front cover, back cover, and title page of a book. On the first day, I will introduce the book. We will discuss the different parts
of a book (print awareness) and then I will have the students identify them as whole group. Once I feel they have a general understanding we will move on to reading the story. If am not able to obtain a class set, I will have to book on my smartboard so that all the students can see the text. We will go through each page slowly at first. I will read and then I will have them echo me. Day 2: Phonological Awareness
2(A) Demonstrate phonological awareness by identifying and producing rhyming words On day 2, I will have pre-prepped words from the story that have easy rhymable words so that they students are able to think of them. The students will have a few minutes to turn and talk with their partner/group and come up with as many rhyming words they can think of. I will give them a few minutes for each word I have prepped.
Day 3: Spelling
2(C) Demonstrate and apply spelling knowledge by spelling words using sound-spelling patterns.
On day 3, like day 2, I will have preselected words for the students to use. With their partner/group they will recreate new words from the starting word I give
them. For example: ball, look, cake, boat, put. They will have the opportunity to share their new words with the class at the end of each timed session. Day 4: Vocabulary 3(C) Identify and use words that name actions, directions, positions, sequences. Day 4 we will discuss what it means to use action words. I will give examples that they can demonstrate at their seat, like stand, jump, bend, etc. We will then reread the story, however, this time the students will stop the reading when they see an action word. If we can safely perform the action at our seat, I will
ask them to show me what it looks like. This will benefit my EL’s because they can put words to actions. Day 5: Comprehension
5(E) Make connections to personal experiences, ideas in other texts, and society
(G) Evaluate details to determine what is most important with adult assistance. On day 5 we will read the story in its entirety as a whole class. After we finish, I will ask the students to do a turn and talk. The students will talk about what they have personal experienced like the character has. Have they tried to do everything themselves all day? Did they need to ask for help? If they did, what was
it for and who did they ask? This will require the students to recall what the character does in the story. I will walk around and listen while asking questions if I
don’t see conversations happening.
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