First+Grade+Emergent+Reading

Grade Level: First Grade Time Required: 45-60 minutes
**Materials ** Black, Sonia. (2003). //At the Ocean.// New York: Scholastic Inc., lined paper, Pencils, Clipboards (optional) **Michigan Literacy Objectives**

**R.CM.01.08** Ask questions as they read.  **W.PR.01.01** With teacher support, consider their audience and purpose for their writing as they begin to use specific strategies including graphic organizers when planning narrative and informational text.
 * R.IT.01.03** Explain how authors/illustrators use text features to enhance theunderstanding of key and supporting ideas, headings, titles, headings, titles, labeled photographs, illustrations.
 * Lesson Specific Objectives ** The students will be able to:

//Input// //Modeling// //Responding// I will ask students open ended questions about what they can personally take away from the book such as: //Exploring// //Extending//
 * 1) Recognize difference between fiction story and non-fiction book
 * 2) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Choose one animal from story and tell the habitat and one characteristic
 * 3) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Write short three line poem about chosen animal
 * <span style="font-family: Calibri,sans-serif;">Anticipatory Set **
 * 1) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will ask the students open ended questions to introduce the book:
 * 2) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Has anyone ever had the chance to see the ocean? Raise your hand if you have.
 * 3) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Which ocean did you visit?
 * 4) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Did you see any ocean animals? Which ones?
 * 5) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Does anyone know any animals that might live in the ocean? What are their names?
 * 6) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Today we will be learning about different animals that live in the oceans. We will also learn which kind of habitat these ocean animals live in. We will be writing short poems about one animal from the book afterwards, so listen carefully for an animal you might want to write about
 * <span style="font-family: Calibri,sans-serif;">Before Reading **
 * 1) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will talk through a verbal KWL chart with students with information on what they already know about oceans and what kinds of animals live there. Filling in the K column with facts they already know about the oceans, the W chart with a couple questions on what they would like to know, and leaving the L column empty for after we read the book. This will be kept to a few minutes so that students do not have a chance to divert too far from the topic.
 * 2) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will have students take a quick illustration walk through the book with me. We will make predictions for a few pages dealing with what kinds of creatures are located on the page and what their habitats are. I will also have the students predict what kind of book it is. Whether or not it will be a fictional story, or a factual book.
 * 3) <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will introduce the students to words such as:
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Habitat
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Ocean
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Predator
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Prey
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Species
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">climate
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will ask the students if they know what any of the words mean, and I will go through a quick definition (using synonyms) with the students if they are not familiar with the terms.
 * <span style="font-family: Calibri,sans-serif;">During Reading **
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What kind of climate do you think the animals on this page are living in?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What do you think the Puffins are eating in this picture?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What kind of bird do the Puffins remind you of?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Why is it so dark in this picture?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">(Pointing to a seagull) What kind of bird is this? Have we seen it anywhere else? Perhaps down on the beach by Lake Superior?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">When students ask me questions, I will answer if possible, otherwise I will tell the students that the question they asked would be perfect in doing further research.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">If we read information in the book that is relevant to the questions asked in the beginning of the lesson, I will point out these facts and make sure the students hear the answer to their questions.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Pointing out facts in the book, such as clams being of different species, I will ask questions of the students such as:
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Why are the polar bears white in color?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Why are the clams burrowing under the sand?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will ask inquiry questions of the book and facts to show students that I am also an active reader. Some questions I could ask are?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I wonder what kind of food the polar bears eat. Let’s see if the book tells us.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I wonder; can penguins fly?
 * <span style="font-family: Calibri,sans-serif;">After Reading **
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">After reading this book, what questions do you have? What do you still wonder? What new things do you wonder?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What did you enjoy? Did anyone find a fun fact they would like to share? What kinds of animals were interesting to you?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will also ask the students more focused questions about the book such as:
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What do you think was the author’s purpose in writing this book? Was the purpose for fun? Or was it to tell information?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What do you think was the theme of the book? Using what we know about the purpose of the author writing the book, what kind of book was this?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">What is one thing that you learned from the book? This is the time that the L column of the verbal KWL chart can be filled in.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I would like everyone to focus now, on asking good inquiry questions about the book. We will read it one more time and we will ask questions about what we wonder, as we read. Feel free to raise your hand at any time to ask a question. I would like you to wait until I call on you to speak though.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will ask a question that I wonder, to show you which kinds of questions we should be asking as we read. I wonder why the seagull steals other birds’ food?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">It’s just fine if we cannot answer every question we ask right away. For those questions, I would like you to write them down for further research. I will start reading the book, and we can ask some questions together.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">Now that we have asked questions together, would anyone like to read a page and ask a question that they wonder about that page?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">__Input__: Now that we have read to learn about all of these fascinating animals that live in the oceans, we will be writing short poems about them. We are taking the factual information that we learned about the creatures and we will write a creative piece of writing about them.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">__Modeling__: I have already chosen an animal (not from this book) to write a poem about. Let me read you my poem, and I want you to listen carefully to my words. The poems are not going to be long, but I want you to think about what you want to write. We are focusing on the accuracy of the information in our poems. What did you notice about the poem? What facts did you learn? How are poems different than story writing?
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">__Guided practice__: Now we will choose an animal together and write our own poem as a group. We will use the information in the book
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">__Independent practice__: Now I would like you to stop and think for a minute about an animal from the book that you would like to write a poem on. Please do not choose the animals that have already been demonstrated. Once you have your animal in your mind, please raise your hand. I will come around and pass out paper when you are ready. If you need help with your poem, please raise your hand for my help.
 * <span style="font-family: Calibri,sans-serif;">Closure **
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will call on 3-5 students to share one fact that they learned in the book today. I will also take volunteers to share their short poems.
 * <span style="font-family: Calibri,sans-serif;">Assessment **
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">I will specifically look for the students to relay accurate information about the animal they have chosen to write about in their poems. I will also be looking for the understanding of fiction versus non-fiction in the reflection conversation. I will listen for students to give wonderment questions during the introduction of the lesson and questions during the reading of the book.


 * <span style="font-family: Calibri,sans-serif;">Adaptations for Diverse and/or Special Needs **
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: justify;">For students with hearing or vision impairments, I will be sure to give them the opportunity to sit near the front so they will have ample opportunity to see and hear well. I will be sure to word my questions in multiple ways so that all students have a chance to answer and understand the questions I am asking. My assistance will be available for students who have trouble writing. For students who have trouble paying attention, many opportunities to become engaged in the book as well as the activities will be available.