57Blue57raz_laa68_blue_lblp

Blueaaaa 1 Learning AZ All rights reserved.www.readinga- Focus Question: Where do you see the color blue outside? Book Summary Text Type: Nonfiction/Concept Playing outside is a fun and exciting activity for students! In Blue, students will become familiar with the color word blue through a story about blue things that are found outside. Detailed photographs and repetitive text support early emergent readers. In addition to working on decoding skills, students will have the opportunity to identify the main idea and details as well as to connect to prior knowledge to better understand the text. Guiding the Reading Before Reading Build Background Place a picture of a playground on the board. Ask students to turn to a partner and share what activities they like to do at the playground. Ask volunteers to share their answers with the class. Record these answers on the board. Ask students which of the activities on the board is their favorite activity to do at the playground. Have students stand up and put themselves into groups on the basis of their favorite activity. Have groups brainstorm as to why this activity is the best activity to do at the playground. Invite volunteers from each group to share their ideas and attempt to persuade the rest of the class to think the way they do. Introduce the Book Give students their copy of Blue. Guide them to the front and back covers and read the title. Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of book it is (genre, text type, and so on) and what it might be about. Show students the title page. Discuss the information on the page (title of book, authors name). Introduce the Reading Strategy: Connect to prior knowledge Explain to students that effective readers make connections between what they already know and new information they read, which is called connecting to prior knowledge. Remind them that thinking about what they already know about the topic of a book will help them better understand what they read. Read the title of this story and ask students to look at front and back covers. Invite volunteers to share what they already know about this story, on the basis of the title and cover pictures. Lesson Essentials Instructional Focus Connect to prior knowledge to better understand text Identify the main idea and details from a text Describe details found in photographs in the text Discriminate initial consonant /b/ sound Identify initial and final consonant Bb Capitalize sentence beginnings and punctuate sentence endings Identify and use homophones Materials Book: Blue (copy for each student) Main idea and details, initial and final consonant /b/, homophones worksheets Retelling rubric Vocabulary Boldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com. High-frequency word: the Words to Know Story critical: bench (n.), bike (n.), blue (adj.), bottle (n.), helmet (n.), playground (n.), sky (n.), slide (n.), swing (n.) Blueaaaa 2 Learning AZ All rights reserved.www.readinga- Introduce the Comprehension Skill: Main idea and details Explain to students that most books have a main idea, or a general topic that is the subject of the book. The extra information and descriptions that help explain the main idea are the details of the book. Point out to students that the title of a book often provides clues about the main idea. Have students discuss with a partner their predictions about the main idea of this book. Invite volunteers to share their predictions. Vocabulary Have students turn to the “Words to Know” box on the copyright page. Point out that these words can be found in the story and that understanding the meaning of each word will help them better understand what they read. Read the words aloud to the students and as a group, discuss the meaning of each word. On the basis of the definitions discussed, have students work in groups to illustrate each vocabulary word on a poster. Have students share their posters with the class. Set the Purpose Have students read to find out more about where they see the color blue outside. Write the Focus Question on the board. Invite students to look for evidence in the book to support their answer. Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. These can be addressed in a future discussion. During Reading Text-Dependent Questions As students read the book, monitor their understanding with the following questions. Encourage students to support their answers by citing evidence from the book. What color is the sky? (level 1) page 3 How do helmets keep people safe? (level 3) page 4 What activity might the woman have done before drinking from the blue bottle? (level 3) page 6 How are the blue bench and the blue swing the same and different? (level 2) page 7 and 8 How are all of the things in this story the same? (level 3) multiple pages Text Features: Photographs Explain that photographs help readers to know exactly what something looks like. Have students look at the photograph on page 9. Ask students: How does this photograph help you better understand exactly what the blue slide looks like? Have you ever seen a blue slide at the playground? How does the photograph enhance your understanding of a blue slide? Have students review other photographs in the book and discuss in groups why these photographs are important. Invite volunteers to share their ideas with the class. Skill Review Model for students how you connect with prior knowledge as you read. Share personal experiences with the items in this story. Ask volunteers to share their personal connections with the class. Guide students to an understanding that there are many blue things outside is the main idea since the book is all about this subject. Write the main idea on the board. Model identifying details that support the main idea of the book. Think-aloud: I know the main idea of this book: There are many blue things outside. Since every main idea needs details to explain it, I will be looking for details that explain or describe blue things that I can see outside. On the cover, I see a blue bicycle sign. On the title page, I see a girl wearing a blue helmet. Both of these items are blue and can be seen outside. Therefore, I know blue bicycle signs and blue helmets are details that support the main idea. I will continue to look for more blue items that can be seen outside as I read. Draw a box around the main idea on the board. Underneath the box, write blue helmet, one of the details from the think-aloud. Model how to complete the main-idea-and-details worksheet, using evidence from the text. After Reading Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues. Skill Review Worksheet: Main idea and details Review the main-idea-and-details worksheet that students completed. Have students share their work in groups. Invite volunteers to share their answers with the rest of the class. Ask students to share how identifying details that support the main idea helped them to better understand the story. Guiding the Reading (cont.) Blueaaaa 3 Learning AZ All rights reserved.www.readinga- Response to Focus Question Have students cite specific evidence from the book to answer the Focus Question. (For example: I see blue in many places outside, such as the blue slide at the park and the blue bench.) Comprehension Check Retelling rubric Book Extension Activities Build Skills Phonological Awareness: Initial consonant /b/ sound Say the word blue aloud to students, emphasizing the initial /b/ sound. Have students say the word aloud and then say the /b/ sound. Have students practice saying the /b/ sound to a partner. Read pages 5 and 6 to students. Have students stand up when they hear a word that begins with the /b/ sound. Say the following word pairs, and have students identify the word in each pair that begins with the /b/ sound: car/bike, blueberry/carrot, brick/stone, little/big. Check for understanding: Say the following words one at a time, and have students give the thumbs-up signal when they hear a word that begins with the /b/ sound: bag, box, lobster, snake, bite, and bone. Phonics: Initial and final consonant Bb Write the word blue on the board and read it aloud with students. Have students say the /b/ sound aloud. Then, run your finger under the letters in the word blue as students say the whole word aloud. Ask students to identify which letter represents the /b/ sound in the word blue. Repeat with the word tub. Ask students how the words blue and tub are the same and how they are different. Point out that the words blue and tub both have the /b/ sound, but blue has the /b/ sound in the beginning of the word and tub has the /b/ sound at the end of the word. Check for understanding: Write the following words on the board: rub, bat, brick, and tab. Say each word, one at a time, and have students stand up if they hear the /b/ sound at the beginning of the word and give the thumbs-up signal if they hear the /b/ sound at the end of the word. Independent practice: Introduce, explain, and have students complete the initial-and-final-consonant- Bb worksheet. If time allows, discuss their answers. Grammar and Mechanics: Capitalization and punctuation Explain to students that all sentences start with a capital letter, which is a signal that lets readers know a new sentence is beginning. Explain to students that a period is a signal at the end of a sentence that tells the reader when to stop reading. This signal is like a stop sign because it tells readers to stop reading. Ask volunteers to tell something about playing outside. Write sentences on the board about playing outside, leaving off the capital letters and periods. Read the sentences aloud to students without stopping. Then, have volunteers come to the board and add the capital letter and period to each sentence. Reread the sentences, this time stopping at the periods. Emphasize the importance of each of the signals with students. Check for understanding: Have students reread the story with a partner. Have students underline all of the capital letters and circle all of the periods. Word Work: Homophones Write the words blue and blew on the board. Read the following sentence alou