Week 1:
Questioning
*Meacham
High Frequency Words
*Sight Word Game
Plants
*Plant ideas from swampfrogfirstgrade
Week 2:
Determining Importance
*Use fictional chicken books to find the main idea of the story
*Use nonfiction chicken texts to determine what are the most important pieces of the text and what are the "interesting details".
*Practice paper/pencil test questions as a class. Then do one on their own by reading the short paragraph and answering the 4-5 questions.
*The Learning Pad
Week 4:
Fluency-Expression
Making Words
Weeks 5 & 6: Poetry
Books
*Creatures of Earth, Sea and Sky by Georgia Heard
*Color Me a Rhyme by Jane Yolen
*Where the Sidewalk Ends by Shel Silverstein
*A Light in the Attic by Shel Silverstein
*Fathers, Mothers, Sisters, Brothers: A Collection of Family Poems by Mary Ann Hoberman
*Sidewalk Chalk Poems of the City by Carole Boston Weatherford
*Our mental images are uniquely our own. What I see in my head is not exactly what you see in your head. Our mental images are shaped by our schema and by the text together.
Select 4 poems that children will have schema for. Read each one several times instructing the children to listen carefully to each one. (Have 8-10 copies of each poem.)
Think about which poem created the most vivid mental images for you.
Take a copy of the poem which you selected and a piece of drawing paper. Find a quiet place where you can work alone. Read the poem to yourself and then make a sketch of the mental images that you saw in your head.
Allow for about 10 minutes of work time and then gather children together again for a time of sharing. Have children sit in groups with the other children who selected the same poem and talk about their images.
Have groups share what they noticed.
Why do you suppose the pictures are all so distinctively different when you heard the same poem?
We all have different schema and our schema shapes our mental images.
*Inferring with Poetry: Reading With Meaning page 114
*Units of Study
