READING IS EVERYWHERE

Harrison Elementary
K and 2nd Grade
Ruby Edwards and Kim King

 

Overview:

We use reading or print for many uses in our everyday life.  Younger students (Kindergartners and Second graders) will work together to recognize and comprehend print and symbols.

Organizer:

    How do we use literature (print) in our daily lives?

Essential Questions:

Goals/Academic Expectations:

1.2        Students make sense of the variety of materials they read.

·     Demonstrate an understanding of print materials read in and out of school.

·     Relate reading experiences to life situations.

1.3        Students make sense of various things they observe.

·     Observe for a specific purpose.

·     Compare multiple observations.

1.4   Students make sense of the various messages to which they listen.

·     Recognize the purpose and effectiveness of a message.

·     Listen for a specific purpose.

1.11    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

·   Use writing as a learning tool.

·   Write for a variety of purposes.

1.12    Students speak using appropriate styles to communicate ideas and information

·   Engage in informal communications

1.16    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

Secondary Expectations:

2.8 Students understand various mathematical procedures and use them appropriately and accurately.

·     Investigate and discover a variety of mental computation and estimation techniques.

·     Explore the use of open sentences to express real-life situations.

 

Culminating Performance:

Students will create a PowerPoint presentation to demonstrate their knowledge of the essential questions.  Students will:

-Give examples of who uses print

-Give examples of what print is used for

-Give examples of why print is used

-Give examples of when print is used

-Give examples of where print exist

-Give examples of how students should use print in their daily lives

After completion of the projects, the groups are going to informally explain their slides to the teacher and describe their choices of included pictures.

Scoring Guide:

"4" Score "3" Score "2" Score "1" Score

Six slides containing different examples from every group member.

 At least four slides contain different examples from every group member. At least two slides contain different examples from every group member. One or less slides contain different examples from every group member.
Included pictures that are appropriate examples of print and be able to verbally support choices of pictures. Included pictures that are appropriate examples of print but are only able to verbally support 4-5 choices of pictures. Included pictures that are appropriate examples of print but are only able to verbally support 2-3 choices of pictures. Pictures are either not included or are inappropriate and are unable to verbally support choices of pictures.

 

Content Knowledge:

Kindergarten 2nd grade

  • Meaning of basic symbols

  • Connects personal experience with content of text

  • Understanding of what a word is
  • Reads for a purpose
  • Begins to observe and draw conclusions from pictures and text
  • Offers opinions about text and reasons to support
  • Locating known words
  • Understands all text must make sense
  • Begins using short vowel words
  • Uses picture cues and captions
  • Begins recognizing high frequency words
  • Asks and answers who, what, where, when, why and how questions
  • Connecting personal experience with content of text
  • Begins to compare and contrast
  • Responds to reading in a variety of forms
  • Recognizes high frequency words
  • Observes simple structure and organization of text
  • Applies ready to learn strategies
  • Using picture cues
  • Observes titles and headings
  • Begins to ask and answer who, what, where, when, why, and how questions
  • Retells text
  • Applies writing-to-learn and drawing-to-learn strategies.

 

Skills/Abilities:

 

Instructional/Assessment Activities:

  1. Students will walk around the business district to identify print and common symbols.  Digital pictures will be taken during the trip of words and symbols seen. These pictures than can be placed up on the SmartBoard and students can suggest what the picture is about.

  2. Use of “Word Walls” in the classroom to define what a word is as well as have the students visualize what the word represents.  Students will also predict what words are being used by with the Word Wall.  Also, students will compose sentences (K) and stories (2nd) using print/words of the unit.

  3. Practice interpreting of recipes and measuring ingredients to create cooked foods.  Students will also have to visualize, design and plan how the foods are going to be prepared.

  4. Use of Accelerated Reader to increase reading and comprehension.  Students can retell in their own words as well as compare and contrast their stories by having them categorize types of stories read.

  5. Write daily journal to include short vowel words and high frequency words.  Students will decide and support choice of symbols with proper word connection.

  6. Students will use picture cues via SmartBoard and Word Wall to determine meaning in decoding text.

  7. Whole group and small group reading instruction.  Emphasis on analyzing the purpose and effectiveness of a message as well as informal communications. 2nd- Defends opinions about text and reasons to support.

  8. PowerPoint experiences to generate projects (e.g. “All About Me”) to prepare for culminating activity.

  9. Word Processing experiences, including possible AlphaSmart use, to support the writing processes of the unit.

  10. 2nd - Web research to locate commonly used symbols that represent print.  Pictures can then be downloaded and categorized for “matching game” (possible HyperStudio project) to be done with the kindergartners.

  11. WiggleWorks software to practice spelling and listing of high frequency words.  Possible memorizing exercises of these words.

  12. Informal discussions on sharing what students have done during the day to help students feel more comfortable interacting with others.

  13. Venn Diagram to compare/contrast use of print by children and use of print by adults.  Students will be evaluating the factors of why different print is used by different age groups.

  14. “Mock Café” to model appropriate behaviors, select what to order (menu), and currency recognition.

  15. Real trip to a restaurant to apply their knowledge and skills listed in #14 (above).

  16. Students will operate Paint Accessory tool (or comparable software) to create drawings with given print and explain their illustrations to others.

  17. 2nd - Produce an open response piece in which the students invent original symbols for a fictitious country of their own.  Students then can generate a HyperStudio project to show the kindergarten students.

 

Time Frame:

MONTH ACTIVITIES
(Listed by Activity Number)

September

#1, #2, #3, #9, #11, #13

October

#2, #3, #9, #10, #11, #16 (2nd)

November

#2, #3, #9, #10, #11

December

#2, #3, #9, #10, #11, #17

January

#1, #2, #3, #8, #9, #11, #16 (2nd)

February

#2, #3, #8, #9, #11,

March

#1, #2, #3, #8, #9, #11, #14, #15, #16 (K), CULMINATING ACTIVITY

Note* Activity #4 will be cooperative lessons integrated throughout the school year beginning in December with Kindergarten and in September for the second graders.

Note* Activity #5 (daily journals), #6 (Word Walls), #7 (small group and whole group reading instruction), #12 (informal discussions) will be done on a daily basis.

Critical Resources:

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