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Book Information:
Book: Bruce’s Big Storm
Author: Ryan T. Higgins
Illustrated by: Ryan T. Higgins
Level: Kindergarten/1st Grade
Introduction:
“Bruce’s Big Storm” by Ryan T. Higgins is a theme related book to my weather lesson plan. This book is very beneficial to use because it integrates vocabulary, weather patterns, ideas about what to do when this weather hits, and how you can help others when weather affects their homes. This narrative is about a big, grumpy bear who does not like other people. But, when a big storm hits, all of the neighbors come knocking at his door for shelter. Bruce and all of his neighbors will bunker down for the storm together and help each other out.
This book is great for shared reading because it helps demonstrate the importance of concepts of print, alphabet knowledge, phonological awareness through rhyming, phonemic awareness, sight word, analogy words, and phonics. This story has great use of sight words such as: swoosh and tap. The students will also learn about rain storms, what occurs during them, and how to stay safe and occupied during them. In addition to using this book as a creative tool for content for learning about the weather, the students will read this book and learn a great deal about how to substitute letters to create different words.
Focus 1 - Alphabet Knowledge
Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.1.D:
Recognize and name all upper- and lowercase letters of the alphabet.
Activity to Teach Alphabet Knowledge: Alphabet Knowledge Matchup Activity
Alphabet knowledge is very important for students to understand before they begin to read. Without recognizing the name of all upper and lowercase letter of the alphabet the student will have a hard time reading. The activity to help the students recognize these letters is called ABC Spoons. All you need for this activity is a set of clear plastic spoons and a set of white plastic spoons. On the white plastic spoons, you will write with a sharpie each letter of the alphabet in upper case letters. Then, on the clear plastic spoons, you will write each letter of the alphabet in lower case letters. When the students go to work on this activity, you will shuffle all of the spoons together and it will be the responsibility of the children to find the matching lower case and upper-case letter (as seen below). If the children are excelling at this, you can challenge them to place the spoons in ABC order when they are finished.
Focus 2: Phonological or Phonemic Awareness
Standard/Indicator:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Activity to Teach Phonemic Awareness: What’s in the Box
A fun game to teach phonemic awareness is called “What’s in the Box?” It's a great way for students to practice phonemic awareness and it's fun! Inside this fancy polka dotted box (pictured below) are a few random objects that all start with the same beginning sound (E.g. Pp). Start by giving the students clues as to what could be in the box. For example, this is something that makes the "P" sound, it's pink, and it likes to play in the mud. Students whisper to their neighbor what they think it is, then the teacher will pull name sticks to have students share their answers. If a student's name is pulled, and they aren't sure of the answer, they can "phone a friend." (Who wants to be a millionaire style). The student "calls" their friend by pretending to phone them and asks them "Do you know something that makes a "p" sound, is pink, and likes the mud?" Their friend gives them the answer (I think it's a pig). The student then says, "Thank you!" and "hangs up" and then repeats their friends answer (My friend told me a pig, so I'm going to guess a pig"). Throughout the lesson on phonemes and phonemic awareness, the teacher can do a handful of letters a day with the students. This is a fun activity that the students look
Focus 3: Sight Words
Standard/Indicator:
Know and apply grade-level phonics and word analysis skills in decoding words.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Activity to Teach Sight Words: “Spell That Word”
The activity to teach sight words is called “Spell That Word.” The students will use the magnetic letters to put a letter in each circle to build the sight word. Then, they will spell it out loud while pointing ("m, y, my") then reading the sentence for it. They are a fun way to build words, kids don't even realize how much practice they're getting. It's a huge sense of accomplishment, especially for struggling readers, to not only read the sight word, but read a sentence that it's in. The pictures and the fact that the sentences are so simple really help with letting them be able to do that. It's an awesome way for every single kid in the class to practice every single one of the new sight words for the week. Doing it at the beginning of small groups to warm them up a few times during the week would be beneficial or the first time they build it with magnet letters since that takes the longest and will give you/them time to truly practice spelling the word, reading and recognizing it, etc. Then the next time they write it with a dry erase marker. Then the next time they can simply read it and read the sentences then pass to the next person. This way they will slowly gain a better understanding of sight words.
Focus 4: Analogizing Words
Standard/Indicator:
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Activity to Teach Analogizing Words:
The teacher will reread “Bruce’s Big Storm” to the class. Next, the teacher will present to the students a bucket filled with consonant blends written on index cards. The teacher will then have each student pick three consonant blends. The students will next find an object in the room that can be labeled with the consonant blend they received. *If there are not multiple objects in the room for each blend, the teacher should bring in more to be placed around the classroom. The students will then place their cards onto the objects that match their index cards chosen. Then, the teacher will go around the room and read the newly labeled objects. Index cards will be left on the objects within the classroom to remind the students of blended words. The children will try to compare any of their consonant blends to words in the book that was just read aloud. The teacher will then go through the book with the students and create a chart to show the blends and what was found in the book.
Focus 5: Phonics
Standard/Indicator:
Know and apply grade-level phonics and word analysis skills in decoding words.
Activity to Teach Phonics: Sentence Strips
Start the lesson by have the students read the sentences on a piece of paper. Have the student repeat the sentences a few times to make sure they are comprehending the entire sentence. For example, I am going to the store with my dad. Then, have the students write the sentences in their notebook so they are familiarizing themselves with the letters and words. The teacher will then cut the sentences into pieces separating each word. Once the sentence has been cut, it is up to the student to put the words back together in the correct order. The students will glue the pieces back into the right order as seen below. To challenge the students more, you can break up the words, so they are in charge of putting the words as well as the full sentence back together.
Conclusion:
The five-day shared reading plan incorporates many aspects of an emergent literacy unit. The multiple day lesson incorporates print concepts, phonological and phonemic awareness, sight words, and analogizing words that match the New Jersey Student Learning Standards. The reading of “Bruce’s Big Storm” relates to the weather themes e-unit.
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