Book: The Very Hungry Caterpillar by Eric Carle
Grade: Kindergarten
Objective: After the story, The Very Hungry Caterpillar by Eric Carle has been read multiple times to the students over multiple days (3 days), students will be able to identify key events and details of the story and they will be able to retell the story, The Very Hungry Caterpillar.
Common Core Standard: RI2: With prompting and support, identify the main topic and retell key details of a text.
Assessment: The students will make their own The Very Hungry Caterpillar book, including the major events. Upon completion of the book, the students will share their book with a partner and after finishing their books; the teacher will collect the books to see if the student understands the content and the Common Core Standard.
Instructional Activities: Before arriving for class, the teacher will create his or her own The Very Hungry Caterpillar book. After reading The Very Hungry Caterpillar again, the teacher will tell the students that day they will be authors for the day. The teacher and the class can be reminded of the days of the week and brainstorm what the caterpillar ate each day (record the names of the children who share ideas. Even though participation isn’t the best form of assessment, it can be a factor). Next the teacher will assist the students into filling their own book with illustrations including what they found were key events in the story.
Resources and Materials:
1. The Very Hungry Caterpillar by Eric Carle
2. Premade books for each student
3. Crayons and Markers
4. Cut out characters and objects** see below
Differentiated Instruction: The Instructional Activities listed above are a general overview for where all the students should be whe...
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...n is both a review and introductory. It is a review because the students have already read the book multiple times. But it is introductory because the students are being introduced to main topics and key details. The students have learned to locate main characters, but now they are beginning to understand the topic and eventually the students will be able to put a story in chronological order. The students need to have been read/read along with the book. The students need to recognize key words and the students should be able to recognize key characters and themes.
Works Cited
"A Book A Week: Classroom Insturction." Curry School of Education. N.p., n.d. Web. 17 Feb. 2014.
"Starfall's Learn to Read with Phonics." Starfall's Learn to Read with Phonics. N.p., n.d. Web. 16 Feb. 2014.
"Training, Content, and Community." SMART Exchange. N.p., n.d. Web. 17 Feb. 2014.
The teacher will then ask students to create their own topic sentence in which they will support using ideas from their graphic organizers, KWL chart, and their writing journals.
...will enjoy this book and use it to introduce areas such as history, poetry, geography, cooking, counting for the younger audience and language. Language and math components of the story can be used for reinforcement at www.winslowpress.com.
...ing at the book together as a class, the teacher could have students come up with their own words to the illustrations. This will teach children how to look at the illustrations and develop word associations. This book also teaches about friendship. Another good idea is have students create their own story through illustrations about friendship. This book is ideal for non-readers who are just beginning to show interest in reading books. They can read this story on their own without help from an adult. It could also be used for older readers who are working on building their skills in written expression. With this picture book, teachers can introduce the concept of helping students deal with disappointments in order to gain solving problem strategies for dealing with sadness, loss, and disappointment. This shows them that things usually turn out all right in the end.
The first type of text is the aforementioned classic novel. For this unit, two texts in particular will be utilized. One is J.D. Salinger’s The Catcher In the Rye. This novel focuses on the experiences of a cyn...
Reading: Literature 6.7: Compare and contrast the experience of reading a story, poem, or drama to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Share the powerpoint to provide students with background information on the novel. The powerpoint discusses the author and setting of the story. It also introduces redferns, redbone coonhounds and raccoons.
X, Malcom. "Learning to Read." Wardle, Elizabeth and Doug Downs. Writing About Writing A College Reader. Boston: Bedford/St.Martin's, 2011. 353-361. Print.
For example, the first chapter is 110. English Language Arts and Reading, the subchapter a. elementary has six parts. The six parts are; 110.10 Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Elementary, 110.11 English Language Arts and Reading, Kindergarten, 110.12-110.16 English Language Arts and Reading, Grade 1 through 5 beginning. Then is subchapter b. middle school and it also has six parts, the first part is 110.17 Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Middle, 110.18-110.20 English Language Arts and Reading, Grade 6-8, 110.25 English Language Arts and Reading, and the last part is 110.26 English Language Arts and Reading, Speech. The following subchapter is subchapter c. high school and it has twenty-five parts. 110.30 Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, high School, the second is 110.31-110.34 English Language Arts and Reading, English I-IV, the six part is 110.46 Independent Study in English, and the seventh part is 110.47 Reading I, II, III, the eighth part is 110.48 College Readiness and Study Skills the ninth part is 110.49 Visual Media Analysis and Production, the tenth part is 110.50 Contemporary Media, the eleventh part is 110.51 Literary Genres, the twelve parts is 110.52 Creative Writing, thirteen part is 110.53 Research and Technical Writing, fourteen
Zuckerman, M. B. (2005, October 10). Classroom Revolution. U.S. News & World Report. p. 68. Retrieved from EBSCOhost.
Anderson, K. M. (2007). Differentiating Instruction to include all Students. Tips for teaching , 49-54.
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When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
5. Hayes, R.B., Three Approaches to Beginning Reading, the Reading Teacher, 1976, v. 20, p. 694
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