Author Study Sample Assignment
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Author Study
Assignment 3 Author’s Study: Bill Martin Jr.
Group 6
Student A
Student B
Student C
Student D
RED 3013
Professor Candales
March 23, 2022
Lesson Plan One
Author Study
Name:
Student A, Student B, Student C, Student D
Date:
3/23/2022
Topic and Focus:
Vocabulary
Seasons and Weather
Standards:
ELA.K.V.1.2
Ask and answer questions about unfamiliar words in grade-level content.
ELA.K.C.1.4
Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.
SS.K.G.3.3 Describe and give examples of seasonal weather changes and
illustrate how weather affects people and the environment.
Content Objective/s:
The students will be able to identify the seasons by writing, drawing, and describing at least 3 characteristics of each season.
Language Objective/s:
The students will:
●
learn the key vocabulary from the book The Turning of the Year
●
describe and give examples of seasons and its weather changes
●
illustrate/explain how weather affects people and the environment
with 90% accuracy.
Key vocabulary: weather, spring, summer, fall, winter.
Materials:
●
Book: The Turning of the Year by Bill Martin Jr.
●
Anchor Chart
●
Four Seasons Song: https://youtu.be/Iisj2kTZIFs
●
Seasons Mini Book
●
Season’s Tree Hands-On Activity
●
Teachers Pay Teachers - Four Seasons File Folder Sort ●
Recyclable Materials for crafting
●
Seasons Flashcards
●
Children’s Dictionary
Anticipatory Set:
Teacher will introduce the lesson and activate prior knowledge by asking students what they know about seasons and if they know what season we are currently in. Have students answer using thumbs up/down. Do you know what the four seasons are? (Answers may vary; yes, if thumbs are up; no, if thumbs are down.) The students will share their ideas with the class. The teacher will proceed to ask students to think about the different
kinds of weather and have them share and discuss their ideas on different weather they have experienced. Do you know how the weather changes in each season? (Winter: cold; spring: warmer; summer: hot; fall: chilly).
Author Study
Do you know how the weather changes in each season? (Winter: cold; spring: warmer; summer: hot; fall: chilly). Do you know what your favorite season is? Procedures:
Teacher will introduce the book The Turning of the Year by Bill Martin Jr. and will ask:
●
Based on the book cover and title, what do you think the book will be about? (Accept responses)
Teacher will read the book The Turning of the Year by Bill Martin Jr. aloud to the class and pause frequently for understanding.
●
What month are they talking about on this page?
●
How can we tell that it is winter/spring/summer/fall based on the picture?
●
What kind of weather comes with winter/spring/summer/fall?
The teacher will play the Four Seasons Song/Video and encourage the students to sing along. https://youtu.be/Iisj2kTZIFs
●
What is your favorite season?
●
Can you give a few reasons why this is your favorite season?
Teacher will differentiate instruction using a Four Seasons Mini Book. Students will be asked to provide either a drawing or words that have to do with each season. Students will be encouraged to utilize their children’s dictionaries as needed.
Teacher will hand out and provide recyclable materials that students will utilize to decorate each tree according to the season on their Season’s Tree hands-on activity.
Closure:
Teacher will recap the objectives with the guided activity Four Seasons Sort. Students will be grouped in sets of 4 where each student will be able to work on a season. Each season will have movable Velcro pictures that can be added to the season as they correlate. Example: Summer will include pictures of a sun, sunglasses, a popsicle, a bathing suit, etc. Groups will be expected to move all pictures to their correct season.
Learning Strategies:
Predict: Students will be asked to use their prior knowledge to set expectations about what will happen or what is to come.
Question: Students will ask and answer questions that are focused on the meaning of the text Modeling: Reading the story aloud and checking often for understanding.
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Author Study
Visualizing: Students will create their own mental images when reading about the different seasons. Assessment:
Students will complete a 4-question assessment related to the lesson objective.
ESOL Strategies:
B2 Cooperative Learning
B9 Think Aloud
C16 Focus on Key Vocabulary
D3 Illustrating and labeling
E4 Music/Chants/Raps
E8 Visuals
Adaptations:
●
Verbal communication with the student is supplemented by visual
systems such as objects, pictures, or written language
●
Extra visual and verbal cues and prompts.
●
New vocabulary introduced prior to a lesson and a glossary of terms
●
Extended time for activities.
Remediation:
At the end of the lesson, students who need remediation to help master the skill will be provided Seasons Flash Cards.
Author Study
Lesson Plan Two
Name:
Student A, Student B, Student C, Student D
Date:
3/23/2022
Topic and Focus:
What are the uppercase and lowercase letters that make up the alphabet?
What items will float or sink?
Standards:
ELA.KF.1.1-Demonstrate knowledge of the basic concepts of print.
1.
Locate a printed word on a page.
2.
Distinguish letters from words within sentences. 3.
Match print to speech to demonstrate that language is represented by
print. 4.
Identify parts of a book (front cover, back cover, title page). 5.
Move top to bottom and left to right on the printed page, returning to
the beginning of the next line. 6.
Identify all upper- and lowercase letters of the alphabet. 7.
Recognize that print conveys specific meaning and pictures may support meaning.
ELA.K.C.1.1- Print many upper- and lowercase letters
SC.K.P.8.1- Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.
SC.K.N.1.3 Keep records as appropriate –such as pictorial records – of investigations conducted.
Content Objective/s:
The students will be able to:
●
Classify different objects based on whether they will sink or float.
●
Make observations as part of the scientific process
Language Objective/s:
T
he students will be able to:
●
identify upper- and lower-case letters in the alphabet
●
identify parts of a book Materials:
●
Chicka Chicka Boom Boom by Bill Martin Jr. (
https://online.fliphtml5.com/yzvqr/wtht/#p=16
) ●
Sink or Float Observation Sheet, T-chart
Author Study
●
Water
●
Bucket
●
Pencil, crayon, science journal
●
coin, coconut, crayon, rock
Anticipatory Set:
●
Teacher will hold coconut-
1. When you place this coconut in the water, what do you think will happen to it?
2. If you were in the water would you float or not? ●
To begin the lesson students will watch an alphabet song video and sing along as the teacher holds up alphabet cards for the students to see. https://www.youtube.com/watch?
v=9jtqcGqsgcU&t=45s
●
The teacher will give a short book talk to identify the parts of the book such as the front cover, back cover, title, author, and illustrator. Procedures:
1.
The teacher will read aloud the story, Chicka Chicka Boom Boom, for enjoyment and to give students a sense of what the story is about.
2.
As the book is read, the children will participate by placing previously distributed corresponding magnetic letters onto the coconut tree that is projected on the smart board. 3.
When the letters all fall off of the tree in the story, the students and the teacher will fall down as well, and chant, “Chicka Chicka…BOOM! BOOM!
4.
After the read aloud, the teacher will ask students- Have you ever
seen a coconut like the ones on the palm trees in the story? What do you think would happen to that coconut if it fell in the water?
5.
To enhance student’s knowledge of scientific process including observations, students will watch a short BrainPop Jr. video https://youtu.be/erI4Jpn2ibw
6.
Teacher will distribute coconut sink or float observation sheet
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Author Study
and students will be divided into four groups where they will have
materials to do sink or float experiment
7.
Teacher will discuss the experiment with students. Teacher will ask students to make predictions as to whether the coconut will sink or float?
8.
Students will perform the experiment by dropping the coconut in the water then record results in their observation sheets. The observation sheet will be placed in their science journals.
Closure:
Students will drop 3 more items in the water- a crayon, a coin and a rock,
and complete a t-chart in their journals- on the left they will write the items that floated, on the right the items that sank. Teacher will project the chart on smart boards that students can copy on their journals. Learning Strategies:
●
Predict:
Students make a prediction as to whether items will sink or float
●
Making Inferences:
Students will make inferences about something that is not explicitly stated in the text (will the coconut sink or float). The students will have to draw on prior knowledge and/or recognize clues in the text itself.
●
Hands-on:
Placing letters on the board, and sink or float experiment
●
Read aloud/Close reading
: Re-read the book to review and to make certain there is full understanding.
Assessment:
Students will circle pictures of items that float and put a box around pictures of items than sink
ESOL Strategies:
A4 Coral Physical Response
A5 Use Illustration
E6 Technology/ Computer Software
F7 Read Aloud
B2 Cooperative Learning
B9 Think Aloud
Adaptations:
Extravisual Chicka adapted https://www.teacherspayteachers.com/Product/Chicka-Chicka-Boom-
Boom-Adaptive-Book-2772992
Author Study
Extended Time
Remediation:
At the end of the lesson, students who don't understand the concept of float or sink will be given picture cards of various items and they will sort them on a pocket chart by either placing the picture under the heading of sink or under the heading of float
https://www.teacherspayteachers.com/Product/Sink-or-Float-Pocket-
Chart-Sort-Recording-Sheets-5191769?
msclkid=14e5235a525311839fec41603dcc3697&utm_source
Reflection
a. How did you apply the guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency? Why did you choose this author and books? (RDG 2.G.4)
We chose the author, Bill Martin Jr., with many factors in mind. We considered reading levels, vocabulary, aesthetics, young children’s interests, and the ability to provide meaningful, motivating, and challenging experiences that are appropriate for the grade in mind, in this case Kindergarten. We also took the books’ topic into consideration to help us decide on the standards to cover. Being able to provide, both independent and collaborative learning experiences/activities was also important.
b. How would you use oral/aural language and writing experiences to enhance vocabulary? (RDG 2.F.6)
Implementing songs, asking questions, and encouraging conversation and discussion are a few ways to enhance vocabulary within the classroom. Creating a print-rich environment, where students have easy access to books, word walls, and read aloud makes reading more inviting, as well, allowing for more opportunity for a student to want to engage in reading. The more opportunity a student is given to engage in conversation, brainstorming ideas, reading, and repetition/song, the more students are able to expand their vocabulary of new and varied words.
c. How did you decide on the methods of vocabulary instruction to be used in the lesson?
Author Study
We decided on the methods of vocabulary by keeping the lesson objectives in mind. We utilized vocabulary within the books to connect the words to the context of the story and lesson. We made
sure to include various ways of explaining the vocabulary within the lesson. We also provided clear and child-friendly definitions and examples related to the stories.
d. How did you use oral/aural language and writing experiences to enhance fluency? (RDG 2. B.4)
We used oral language and writing experiences to enhance fluency by implementing repetition of words, song, and read aloud. When students are provided opportunities to read stories and hear words repeated over and over again, fluency develops. Within the lesson, we also included teacher read aloud. It is important for students to hear what a reader’s voice sounds like with expression, as it helps make sense of the various elements of the story.
e. How did you use both oral language and writing experiences to enhance comprehension? (RDG 2.E.2)
To enhance comprehension, I would activate conversations and discussions by asking questions. Reading books aloud as well as in groups and creating dramatic plays are all fun ways of helping students activate comprehension. Allowing for students to talk about what they read is crucial. This opens up much opportunity for discussion and communicating ideas and creativity.
f. What was your overall experience planning an Author Study?
My overall experience was great. I was a bit overwhelmed at one point when one classmate did not contribute much to the assignment. The presentation that they provided was not up to par. However, I do not like to waste time and dwell when I can take care of it myself. Therefore, I redid the presentation to what I felt was needed and represented our work well. Aside from that, I enjoyed collaborating with others and being able to share ideas and expand knowledge and creativity together.
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Author Study
Author Study
Lesson Plan 1 Resources
Read Aloud Book The Turning of the Year
Anchor Chart
Author Study
Season’s Mini Book
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Author Study
Seasons Tree
Author Study
Four Seasons Sorting Activity
Author Study
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Author Study
Assessment
Author Study
Remediation
Author Study
Lesson Plan 2 Resources
Read Aloud Book Activity-Coconut sink or float observation recording
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Assessment
Remediation
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Author’s Study Presentation Handout
https://www.canva.com/design/DAE70xhZR8Y/XEHr1JS4cW3aAHlyU1rQXg/view?
utm_content=DAE70xhZR8Y&utm_campaign=share_your_design&utm_medium=link&utm_source=shar
eyourdesignpanel
Author’s Study Presentation Recording
https://www.canva.com/design/DAE7wCCJAdo/3iCEuviZUjnoNd_vOhp4lQ/view?
utm_content=DAE7wCCJAdo&utm_campaign=designshare&utm_medium=link&utm_source=recording_
view
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References
Martin, B. (1998). Turning of the year. Voyager Books.
Martin, B., & Archambault, J. (1987). Barn Dance. Collins.
Martin, B., Jr, & Carle, E. (1999). Brown Bear
(2nd ed.). Henry Holt & Company.
Martin, B., Archambault, J., & Plummer, D. (1999). Chicka Chicka Boom Boom. Creative Teaching Press.
Martin, B., Archambault, J., & Rand, T. (1998). Knots on a counting rope. Henry Holt & Company.
Martin, B. (1998). Turning of the year. Voyager Books.
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