Presenter+2

**Lesson Plans:**
CC Standards: Let’s make some predictions- What do you think might happen when we read the story? Do we think this story will be a fiction story or a non-fiction? (Non-fiction) Why do you think it will be non-fiction? What is that word called that means when animals hide like the animal is doing on the front of the book? (Camouflage) Go over key vocabulary- Does anyone know what this word is? *hide (point out that it is “Mr. I” with a long I) Introduce 4 new words that are different places- Can anyone figure what word this is? (*Reef)- Can anyone tell me what this kind of reef is? Have you ever heard of the coral reef? What is this word (*Cave)? What is a cave? Where would a cave be located? Can anyone figure out this word? (*Reed) Explain that this is a different kind of word than “I read a book.” Tell what “reed” means (Tall grass near water) Have you ever heard of a “weed” before in a garden? What is this page called? (title page) What animal is on this page? How is the white bird camouflaged in the picture? What animal could this be? (Pg.5- baby deer= *fawn) What is the shade? Would it be warmer or cooler in the shade? What animal is hiding on the last page? What kind of cat could this be? Who are some of the characters in the story? (Look back in the book to find the answer), What page is this animal on? What is a fawn again? (baby deer) Tell me another character and tell me where you found it (Each person in the group has a chance to answer. Where is the setting (or place) and what page did you find it on? Pick one setting. (Everyone turns to page 5 to help the student with a more detailed answer about “outside”)  What season is this picture showing? How do you know it’s winter time?  The students will be sorting pictures with animals and the new 4 vocabulary words learned (Reef, Cave, Weed, and Reed).  They match up each animal with the new places and decide where they would belong.  Students will use the book to help make their matches. They will have to use their own prior knowledge to decide on a few new animals in the pictures that were not in the book.  Go over answers at the end of the time. (Fish=Reef, Bear=Cave, Frog= Reed, Was the frog in a certain place in the book? Look back.
 * March 7, 2013**
 * Grade: Kindergarten**
 * Small group reading lesson during Daily Five literacy instruction (Round 1)**
 * Reading Group: Yellow (Reading level C/ 3-4)**
 * Book: __Animals Hide__ (Level 3-4)**
 * Non-fiction Science text**
 * [|__CCSS.ELA-Literacy.RI.K.1__] With prompting and support, ask and answer questions about key details in a text.
 * [|__CCSS.ELA-Literacy.RI.K.4__] With prompting and support, ask and answer questions about unknown words in a text.
 * [|__CCSS.ELA-Literacy.RL.K.3__] With prompting and support, identify characters, settings, and major events in a story.
 * [|__CCSS.ELA-Literacy.RL.K.10__] Actively engage in group reading activities with purpose and understanding.
 * [|__CCSS.ELA-Literacy.RF.K.4__] Read emergent-reader texts with purpose and understanding.
 * [|__CCSS.ELA-Literacy.W.K.2__] Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
 * Small Group Lesson: **
 * Before reading: **
 * During reading: **
 * After reading: **
 * Culminating Activity after reading: **

CC Standards: Can anyone help me with this title of the story today? Can you remember a visitor we had in our classroom who had an animal helper? (We were visited by a brother of a kindergarten teacher at our school who has a working dog because he can’t walk) What else did the dog help the person do? Does he go places with him? Doesn’t he go to college with him? Do you think this story will be a fiction story or a non-fiction story? What makes something non-fiction? What makes something non-fiction and something fiction? (The group struggled a little today with this so we went back over this- I drew a chart on the white board and we listed what makes a book fiction and non-fiction) Where would you find the author of this story? How did you know this was the author? What word did you look for (“by”)? Let’s see if we can read the authors name together. What do you think the words in red mean? (Title heading on page) Why did they make it a different color? Explain that it’s the same as when we read chapter books after lunch and I tell them the title of the new chapter. Point out the small bubble and the words inside. This is different than any other story we have read before. It means they want to tell us more information. What is happening in the first picture? Do you remember what it said in the sentence- who is the dog helping in the picture? Do you think the dog is very important? Who can tell me on page 4 what is the monkey doing to help the person? What did we read in the last sentence (all read together)? What is the monkey doing in the circle picture? Does anyone know a monkey that can vacuum? J Can anyone help him with this word? (Show kids how to split word in half “climb” and “-ing”= “climbing”) What animal do you think that is? It starts with an “L” (llama). What does “supplies” mean? Look in the picture to figure out what supplies mean on page 6. What is the llama carrying? What animal is in the yellow circle? What is the elephant doing in the picture? What’s on his back? (Person is on his back) Is there anything else on the elephant? Do you think the elephant is really strong? This group fills out a question sheet at home when they bring their book home with questions like- who are the characters, where is the setting, what happened in the beginning, middle, and end of the story. They fill this out independently and return the next day. The students will be thinking of the animals in the story that were a helper. They will be using a flip book with 4 flaps. They will list the animal from the book to write on the top flap. Then they will write 1-2 sentences about each animal and how they were a helper in the story. *All of these students are able to write more than 1 sentence at this point of the year.
 * March 13, 2013**
 * Grade: Kindergarten**
 * Small group reading lesson during Daily Five instruction (Round 1)**
 * Reading Group- Red (Reading level E and up/ 7-8 & up)**
 * Book- __Animal Helpers__**
 * Non- fiction Social Studies text- Level 9/10**
 * [|__CCSS.ELA-Literacy.RI.K.1__] With prompting and support, ask and answer questions about key details in a text.
 * [|__CCSS.ELA-Literacy.RI.K.4__] With prompting and support, ask and answer questions about unknown words in a text.
 * [|__CCSS.ELA-Literacy.RL.K.3__] With prompting and support, identify characters, settings, and major events in a story.
 * [|__CCSS.ELA-Literacy.RL.K.10__] Actively engage in group reading activities with purpose and understanding.
 * [|__CCSS.ELA-Literacy.RF.K.4__] Read emergent-reader texts with purpose and understanding.
 * [|__CCSS.ELA-Literacy.W.K.2__] Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
 * Small Group Lesson **
 * Questions before reading: **
 * During reading: **
 * After reading: **
 * Culminating activity: **