Think
Title of Text: Cones
Author/Illustrator: Jennifer Boothroyd GRL: C Series: First Step Nonfiction Genre: Nonfiction, Math Engage
Evaluate
Standard: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Lesson Objectives: To describe the relationship between illustrations and the text, to use inferring as the strategy and to us main idea and details as the skill Skill: Main Idea and Details Comprehension Strategy: Inferring Fluency: Accuracy Academic Vocabulary: explain or research the meanings of the words below. Discuss the morphology of the words: suffixes, taking a root word and adding to it to change the meaning of the word. Have students talk about the meaning of each word, using antonyms, synonyms and situations where each word can be used correctly. a. cone b. tree c. building d. snack e. roof Foundational Skills: Recognize and produce rhyming words. Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about a cone? b. What would you like to learn about this topic? c. What are the names of different shapes you know? d. What is a shape? 2. Skill Introduction: a. Main Idea and Details ‐ The main idea of our book is the shape cone. The details will be what things are the shape of a cone. 3. Strategy Introduction: a. Inferring –as we read today look at the pictures to better understand what is read. As you look at the pictures, talk about how you will infer that you are looking at a cone shape. 4. Fluency: Accuracy – read page 3 incorrectly. Talk about the importance of reading correctly. Standard ‐ With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). As you read the text, point to the picture of the cone shape on each page. Foundational Skills: Recognize and produce rhyming words. The title of the book is CONE. Can you think of other words that rhyme with cone? Share with your teacher. Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com During Reading: Don’t Wait Until It’s Too Late! Check for Understanding (Stop Midway through the Book) 1.
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Tell me about a part you didn’t understand? Turn and Talk: how is using the strategy of inferring helpful in your reading? What can you infer about the picture on page 3? 3. Main Idea – what did we say is our main idea? Now, what are the details, or the things that are the shape of cones? Standard ‐ With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Describe how the pictures and the words on the page help you in understanding what is cone shaped? After Reading: EVALUATE! 1. What did you learn? 2. What more do you want to learn about a cone? 3. What are some of the things that are cone shaped in the book? 4.
Standard: What is the most important thing to remember from this book? What are the details that can help you remember this? Standard: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Vocabulary: Foundational Skills: Recognize and produce rhyming words. You made rhyming words with cone. Now make words that rhyme with hat. Take the “h” off hat and change to a new letter to make new words. Writing Standard: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Task: Draw a picture of the items that we learned that are cone shaped. Add some on your own and label each cone that your draw. IF/THEN: Main Idea and Details – if students are struggling with this skill, have them to trace their hand. Then, put the word colors in the pawn of their hand. That is your main idea. Now, have the students to generate different colors. These are the details. Model this activity on the board as the students do it on their own paper. Then, encourage students to give you more examples.
Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com