Victoria Vega 10 December 2014 Thematic Unit: Bedtime Grade: Kindergarten Grade-level literature possibilities to incorporate into thematic unit:

o Little Critter’s Just Go To Bed o Goodnight Moon (*Typically, I would choose this as my guided reading book for this

particular unit. However, being sensitive to my students needs/lives I will not be selecting this book for this particular group of students)

o Don’t Let the Pigeon Stay Up Late o Llama, Llama, Red Pajama o 10 Little Monkeys Jumping on the Bed o The Going to Bed Book o Mousestronaut o Froggy Goes to Bed o There’s an Alligator Under My Bed o Goodnight Gorilla o My Daddy Snores o The Napping House o No Sleep for Sheep o Ten in the Bed o Goodnight, Goodnight, Construction Site

Books in the UA ‘Time for Bed’ Family Backpack:

o Back to Bed, Ed o Hush, Baby, Hush o A Bedtime Story o Artifact: glo-worm doll

Some responses from the ‘Time for Bed’ Backpack:

Victoria Vega Guided Reading

Title The Going to Bed Book Author and Illustrator Sandra Bounton

Text Supports o Relatively short text (12 pages) o Corresponding pictures o Rhyming o Some repetition o Short sentences, print is large-scaled o Spatiality: words are written in ‘typical’ direction and can

be found at bottom of the page. *However, at the end word ‘rock’ rocks around on the page. Interesting point to discuss with students)

o Phonemic patterns such as o Site words that students are familiar with are

heavily present in this text (to, in, on, take, their, with, some, etc.)

o Large amount of CVC words

Genre Fiction Picture Book Level Kindergarten

Book Introduction (Characters, Background Knowledge, Character Desires, etc.) Begin lesson by re-emphasizing concepts of print through asking questions such as:

o Where is the cover of the book? What can we find on the front cover? o Where is the title? What does the title say? o Who is the author? What do they do? (They write the words in the book) o Who is the Illustrator? What do they do? (They draw the pictures in the book)

*Discuss that in this book, the author wrote and drew the pictures o Where do we start the book? Open the book to the middle and ask “Can I start reading

right here?” Can I turn the pages any way I want? (No, we read from left to right) *Encourage students to point to each word as we read the book

Take a picture walk of the book prior to reading: ask students to predict what they think the book is about? Do they recognize the animals in the book? Do they have pajamas that look like the ones the characters are wearing? Etc. Discuss the pictures in great length. Introduce the ‘new vocabulary’ that they might have to word solve.

New Vocabulary (Words that they might not know or could stumble upon)

1. Everybody 2. Beneath 3. Exercise

Oral Cloze Section Because this book has rhyming ending sounds, oral-cloze would be a great way to discuss rhyming words:

o Ago-Below

4. Ago (‘a’ and ‘o’ is not making typical sound)

o Tub-Scrub o Wall-big and small o Rise-exercise o Fast-last o Deep-rock to sleep

Omit the rhyming word with a post it note during second time of reading to have students use the context to decide what that rhyming word was.

Strategies to Teach Have students work on word families (rhyming)

This can be done through the oral-cloze during second time of reading OR through doing a ‘rhyme-away story’.

Have students draw a picture of a boy wearing a shirt and pants on a white board (can show them visual of a boy drawing) Read to them: He can't smell a rose, if you erase his nose He can't play in a band, if you erase his hand he doesn't wear a tie, erase his eye He does care, erase his hair, Don't ask why, erase his other eye. Never fear, erase his ear He'll be a real wreck, if you erase his neck He won't feel heat, if you erase his feet It won't hurt, if you erase his shirt He can't dance, if you erase his pants He can go to bed, if you erase his head.

Discussion Options Discuss rhyming words (have students think of rhyming words on their own as well) Initiate this by asking questions such as “Do dog and log rhyme?” “Does ‘frog’ and ‘cat’ rhyme? Why not? What word can we think of that rhymes with cat?” Discuss what happened in the story as well-what did they like/dislike about the story? Were there any parts that reminded them of their own lives?

Possible Extension Activities

Teaching ‘Sound-it-out’ Strategy through CVC words in the text

Sequencing

Shared Reading

Title No Sleep for Sheep Author Karen Beaumont Illustrator Jackie Urbanovic

Features of Print o Color print o Sounds animals make are in all capitals o Exclamations o Blends o Discuss: cover page, title, author/illustrator,

concepts of print

Genre Fiction Picture Book

Book Introduction (Characters, Background Knowledge, Character Desires, etc.) Read the title to the students, proceed to ask them what they think the book is about? Does the sheep on the front cover look very happy? Why do they think he might be unhappy? Prior to showing students the book, discuss what rhyming words are: Have them put a thumbs up when/if they hear rhyming words in the book Let students know that you are going to use a felt board to show what is happening in the story as you read it. (ducks quack, lamb’s baa, pigs oink, cow’s moo, horses neigh, and the rooster cocka-doodle-doo) When animals make sounds-let students read that part out with you. Each time a new animal comes to the barn, have students predict what animal do they think will be next to wake up the sheep. “Who do you think is coming to the barn next?”

New Vocabulary (to discuss meaning) o Peep

Structure of Language Repetitive, each page a new animal is introduced but the sheep’s response is always the same.

Conventions of Language Talk about how the mechanics the author incorporates. Focus on how the sounds the animals make are written out: the letters are much larger, in capitals, and there are exclamations.

Letter/Sound Relationships This book has a good amount of blends that this could be a topic of interest to students: i.e. moo, peep, sheep,

This is to emphasize how loud the animals are being.

Making Meaning Discussion Talk about what happened in the story: why were the sheep unable to sleep? Discuss the rhyming words that were heard in the story. Sequence the story at the very end looking at the felt board: what animal came first, second, third, last, etc.

Center Planning

Theme/Topic/Idea Rhyming Words using texts about Bedtime

Purpose/Goals o Help students identify rhyming words/end sound of words (do these words look the

same in the text, do they sound the same when they are read/spoken aloud?)

Resources/Materials Students will be working in groups of 5 at a table during center times. Therefore, you will need

o 5 manilla folders, each with 5 sets of rhyming clip art (vary the clip art in each folder) o Velcro o Different colored string

Description of the Activity and Rationale (What will the students actually be doing?) Each student will have their own folder that has clip art in it. They will decipher which words are rhyming and move the string to the corresponding matching image. So, for example, they would use a string to connect the image of the ‘star’ with the image of the ‘car’. They would repeat this process until all images have a pair. Once they are finished, they will go over it with an instructor. Instructions for students: Each of you will have a folder that has different pictures in it. Your job is to make a pair. For example, you can make a pair with the picture of the ‘bat’ and the ‘rat’. Once you’ve made all your matches, call one of us over so we can talk about the matches you made.

Possible Products Because my teaching philosophy focuses on process-oriented engagement, the product will be the manila folder. Once they have matched each picture, they will have a teacher look over it with them. They will say the word for each picture, and say what sounds they hear/how they know they are rhyming words.

Assessment/Evaluation (What will you be looking for? How can you connect this with traditional literacy skills? I will be looking for a few key things: 1.) Can students hear rhyming words? Can they look at different images, and think:

Okay this picture of the ‘dog’ sounds like the word ‘log’. 2.) Can they explain to me that they sound the same because of the ending sounds? 3.) Are they able to do this task with little to no support, and if they do require support, what are these specifically. *This connects to traditional literacy skills because it requires students to pay attention to the sounds that they are hearing, and then think about the letters that are making those sounds.

Rhyming Words Estimated Time: 5/8 minutes

Each student receives a folder with different rhyming images. The student uses the string and moves it and then attaches it to the corresponding picture (done through Velcro).

Have students discuss the ending sounds that they hear and how they know the words are rhyming.