Planning for Learning By: Claudia Ponce

Get Started. It's Free
or sign up with your email address
Rocket clouds
Planning for Learning By: Claudia Ponce by Mind Map: Planning for Learning By: Claudia Ponce

1. Background Information

1.1. Standard 11:

1.1.1. Comprehends and Responds to Books.

1.2. Subject:

1.2.1. Literacy Readiness

1.3. Grade Level:

1.3.1. Prekindergarten

2. Big Ideas

2.1. It is important for Prekindergarteners to understand books.

2.1.1. Books read to them

2.1.2. Ebooks and books in the Listening Center.

2.2. Prekindergarteners must be able to retell stories being read to them.

2.2.1. Verbally

2.2.2. Through Dramatic Play

2.3. Prekindergarteners can make connections to the book.

2.3.1. Self - to - Text Connections

2.3.2. Text - to - Text Connections

3. Key Factors About the Students

3.1. Prior Knowledge:

3.1.1. Students mostly understand books that are being read to them in English, and use the pictures in the book as cues and for better understanding. During class discussions, I have students translate to their peers vocabulary words that some might not know, and we review them with the Cue Cards

3.1.2. ELL Students and Below Grade Level Students are given the words ahead of time and have a chance to discuss them with the teacher or the teacher assistant to make sure they understand each word and can relate it later on in the book.

3.2. Readiness Levels:

3.2.1. 4 year olds find books very engaging, and can easily relate to them with personal connections, or even to other books with a little guidance.

3.2.2. Students are looking for acceptance and approval and love to share during Circle Time, so it is also important to make sure they are all participating and that they are receiving immediate feedback on their input.

3.3. Why These Scaffolding Strategies?

3.3.1. Most of the strategies I picked are repeated throughout the objectives, and I find that these are the ones that work best with Prekindergarten.

3.3.1.1. I Do It, We Do It, You Do It: At this age, students really need to see what is it that we want the final product to be, this helps their confidence in completing their tasks. Also, during the we do it, usually the most outgoing students like to participate, and their peers usually want to copy or immitate what they see.

3.3.1.2. Cue Cards: Even though I began with these cue cards for the ELL and Below Grade Level students, I find it helps all the students and they each benefit from it in different ways. I have found that the Above Grade Level students who are already recognizing letters, can see the word in the book and "read" it, if it was one in their cue cards. Students also like to play in pairs with their cue cards and play memory games, when they each turn 2 cards and try to match them up and must be able to say the word in English in order to keep the 2 cards.

3.3.1.3. Non-Linguistic Representation: $ year old really benefit from tangible items and different ways of expressing themselves, whether it be through puppet shows, acting, drawing, or through retelling with a story rope.

3.3.1.4. Realia: Sometimes students need to see the exact characters to be able to re-tell or re-enact the books, so with finger puppets, story telling baskets, or stuffed animals, students can use them to make the connection to the book.

3.3.1.5. Class Discussions: Students love to talk, and always seem to have something to say. They have great connections to the book, and to each other's connections. I use this strategy to make sure they all understood the book and the vocabulary in English. I also give them immediate feedback which motivates them to participate during Circle Time.

3.3.1.6. Questions: By giving students some questions before I read the book to them, I am making sure to keep them listening and engaged. I also use this strategy for assessing each student as to how well they were able to answer the different questions and contribute to the class discussion.

4. Objectives

4.1. O1: By the end of the first week, students will act out the story of the Three Little Pigs using key vocabulary terms from the book in English with the use of finger puppets.

4.1.1. Scaffolding Strategies

4.1.1.1. I Do It, We Do It, You Do It: After I read the book to the class, I will show them some already colored and cut finger puppets, and ask for volunteers to help me re-enact the book in front of the class with 3 more students. That way all the rest of the students will be able to see what is expected of them, and how to use the finger puppets and use the vocabulary words like: pig, wolf, hay, branches, bricks, huff and puff in order to show students what I want to see. Then, after they have colored and cut their own finger puppets, they will be able to re-enact the book by themselves.

4.1.1.2. Cue Cards: Especially used for ELL and the Below Grade Level Students, with the pictures and words for the vocabulary from the book.

4.1.1.3. Non Linguistic Representations: Listening to the book and looking at the pictures (in a Big Book), listening to the story in the Listening Center, and even using Ebooks to be able to watch the story in the classroom computers. Also, by being able to use finger puppets as manipulatives and with the use of a story board, students will be using their creativity as well as their recollection of the story to put on a small play for the teacher.

4.1.1.4. Realia: Students will have the finger puppets that they have made to be able to re-enact the book with the use of different props for the scene and the 3 different houses (hay, branches and bricks).

4.2. O2: Students will be able to orally respond to 2 questions about the Three Little Pigs using key vocabulary terms from the book in English at the end of the lesson.

4.2.1. Scaffolding Strategies:

4.2.1.1. Cue Cards: Again, by using cards with pictures and having gone over the words prior to reading the book, students can connect the pictures to the book and be able to answer questions.

4.2.1.2. Class Discussion: Having a class discussion before, during and after the book is read helps students make predictions, review the story and pick up on anything they might have missed. This will help the students answer questions about the book to make sure they understood the story.

4.3. O3: From the book, "The Mitten," students will be able to recall by physically putting in order at least 3 animals, in the order that they appeared in the story, by the end of the lesson.

4.3.1. Scaffolding Strategies:

4.3.1.1. I Do It, We Do It, You Do It: During the first reading, we will talk about the different animals that were in the book. This way they are learning their names and getting familiarized with them. During the second reading, when we have already gone over each animal, and can identify them in English, students will be able to see the teacher read the book to them using the little stuffed animals and putting them out and in order as they appear in the story.

4.3.1.2. Non-Linguistic Representation: In order to get familiarized with the animals, we will practice each animal's name and the sound they make, singing songs like Old Mac Donald, with a sound and a movement for each animal.

4.3.1.3. Cue Cards: Again, with the use of flashcards with the pictures of the animals, the students will be able to use them during the second reading to follow the story, and immitating what the teacher is showing them with regards to the order of each animal. This is also a We Do It, You Do It strategy.

4.4. O4: By the end of the lesson, students can draw at least 3 pictures of the important events that happened in the book, "The Gingerbread Man," and put them in order.

4.4.1. I Do It, We Do It, You Do It: After reading the book to the students, I will show them 3 blank sheets of paper and think out loud which 3 events I want to draw about. I will use the one with the policeman because it is something that the boys in the class will enjoy, and I will also draw the cow, and make mooing sounds to get their attention. Finally I will draw the gingerbread on top of the fox, to make sure students understand that was the ending, and explain that books have a beginning, a middle and an end. Then as they are working in their tables in groups of 4 on their own pictures, the teacher and the assistant will be walking around to make sure everyone is working and understands what to do.

4.4.2. Scaffolding Strategies:

4.4.2.1. Non-Linguistic Representation: By using pictures (art) students can express what they got out of the book. Sometimes students can be shy, and by working independently and using pictures they are able to better express themselves. It also helps them have something tangible when explaining the events that took place in the book.

4.5. O5: By the end of the unit, students will comfortably interact during Read Alouds or Book Conversations in Circle Time on the topic being discussed.

4.5.1. Scaffolding Strategies:

4.5.1.1. Non-Linguistic Representation: Students will be able to act out the book with the use of a Story Telling Basket that includes props and the characters of the book.

4.5.1.2. Cue Cards: Again, students will each have their own flashcards with the book's vocabulary words that we will go over before with ELL and Below Grade Level Students, and the Above Grade Level Students will use them to look for them during the book. This way they will all identify these cue cards with the book and use them during class discussions and conversations during Circle Time.

4.5.1.3. Questions: By having the students answer questions at the end of the reading, I am checking for understanding, and immediatly give them feedback on their input during Circle Time. By going over the questions ahead of time, I am also making sure they will be engaged and active listeners while I read the book to them.