The Sequencing: The Mitten By Jan Brett

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

The artwork in this story has no words so the children and I will be able to make up the story based on the picture. The first time the children see the book will be with me at group time, we will describe each picture and talk about how the child feels before and after and asthma attack. I will read this story at group time with the whole class and then leave it out in the literacy center for further

Older students can dissect an owl pellet. We can take the lesson further and explore what animals stay in the winter and how they survive. Since this is a story of what a boy did with his father, perhaps the students can discuss or write about an activity they have done with a parent, grandparent, or friend. I remember writing a short story when I was seven, about snowmobiling with my grandfather. I drew a picture with the story; I think my mother laminated it.

This activity was different, challenging and enjoyable for the students and teacher. I could see that the students enjoyed reading “I Need My Monster” (A.Noll) and so did I. The story was comical, intense, and exciting. The more they read the more exciting it became. They want to know what was going to happen before we could turn the page. The activity helped the students to understand and expand their vocabulary. The book brought out the best in them. Using new reading strategies. Vocabulary words in a sentence to get the full meaning. Learning about using the tool of predicting. What would happen, how, when in differnet stages of the book. Using the title, table of contents, and pictures to bring it all to life. It provided

I would place Bloom’s Question Starters at the “Assessment” portion of this lesson plan. One assessment guideline listed on the website says: “Students’ responses to the book that was read aloud in class.” Using these questions, the students and I would have an open classroom discussion about what occurred throughout the text. We would read the story together collectively and the students would be sitting on the carpet. After we’ve completed our activity, we would return to the carpet from our desks.

For the next read aloud I would definitely do things different. For an examples I would read the book aloud before I do it in front of the class, to see how long it takes. Then I would come up with questions and have the questions simple enough for them to understand whats being asked. But keep the question good enough for them to know if they comprehension the story. And ask questions throughout the story to keep their interest with me. I could tell some of the student was not interesting with the book I reading to them.

Example: The brown bear looks like he has fur because of the lines and the different colors. Also, ask the students what do they think the bear feels likes and why do they feel this way. After reading and discussing the book have the students think of an animal that was in the book or a different animal that they would like to draw and paint. Once the children have chosen their animals, pass around white multipurpose paper. Have them cut the white multipurpose papers in half (the long way). The children will then write the name and color of the animals they have chosen at the bottom of each page. Ask the children about the colors of the animals they have chosen. Have them explain why they chose that color for the animal. After the colors have been chosen, the children will collect each color paint. They will then pour a small amount of each

I directed Austin’s thinking, prior to reading the book, by asking her questions about the text. I introduced the story by asking Austin if she had ever read The Mitten before. She, in fact, had read this story before. We discussed what we thought the main ideas of the story were going to be based upon the cover. We also took a brief picture walk through the book, where I instructed her to look at the pictures and make inferences about the story. I had previously planned to do some word work with Austin, but after discussing time constraints with the cooperating teacher before the lesson began, I changed my mind. Instead, I decided that it would be more effective to point out a few vocabulary words that surfaced during the short book. We focused on the words hedgehog, badger, and the concept of hibernation. I thought that Austin might not be familiar with these animals, but she correctly identified them. We discussed the different animals in regards to hibernation because my cooperating teacher was going through a science lesson on hibernation. Entering the lesson, I thought Austin might have trouble with these words. Looking back now, I realize that it was not faulty on my part, and, instead, the text may have been too easy for a student at Austin’s reading level. This could also be due to the fact that she had previously read this book. This was an unexpected occurrence and brought up an issue in my DRTA, which will be discussed in the next

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this

Anticipatory Set/ Introduce the lesson: Today I will read a book by Dr. Seuss, Green Eggs and Ham. Do you know this book? Raise your hand if you don’t know this book. (Just in case, you never know) Do you know the theme? Is this a story, drama, or poem? Why?

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

To connect Mrs. Frisby and the rats of NIHM to science the students would explore characteristics of real field mice such as their size, life expectancy, their diet, their ability to get food and water, shelter and their defenses against predators. After exploring each element of the common field mouse, students will compare their findings to the characteristics of Mrs. Frisby from the book. Students will be divided into partners of three and be given a Venn diagram. Students will work together in their groups to discover what is similar about the real field mice and Mrs. Frisby and what characteristics are different. Afterward, I would have students brainstorm ideas how a real field mouse could use their characteristics and adaptations to solve Mrs. Frisby’s problem.

For this lesson I started with having the students gather in the library in order to read the story to them. The students have a word watcher that they use when they are reading their books. The word watcher is a plastic candy cane and I used that for this lesson to activate prior knowledge. I held up the candy cane and asked the students what they see. I had some students comment that there is a red strip on the candy cane. The students also noticed a white strip, and then they noticed that the red and white create a pattern. I asked where is the pattern on the candy cane, and they showed that the red and white strips move continually up the candy cane, it just continues in a swirling motion. The students also commented on how if you turn