Oral language
Children will strengthen their comprehension of information presented in a book read aloud and increase the number of novel words they understand.
New:
Review:
Be Prepared: This is the second of two repeated readings of a book with children. Today’s reading focuses on children’s comprehension of information presented in the book, as well as connections to the book. This session also helps children understand more novel words. From the list of novel words you identified prior to your first reading of the book, select 3–4 important words to define today.
Open the session by displaying the book cover and reminding children that we read the book on Day 1. Encourage children to describe what they remember about the book, such as the main characters, what happened first, and what happened next.
Use children’s recollections to provide a brief summary of the book organized by the sequence of events. See Week 46, Day 3 for examples.
Show the chart from Day 1. Remind children of the words and their meanings from Day 1. Write and define each of the new words to be introduced today.
Reintroduce the book by reading its title and names of the author(s) and illustrator. Read the book. Pause at appropriate times to help children comprehend an illustration, an event, or a character. After reading the book, ask questions that help children connect their experiences to the story or a character. See Week 46, Day 3 for examples.
Draw children’s attention to your Words We Understand chart. Point to and read each word introduced today. Help children remember how the word was used in today’s book.
Conclude the session by inviting children to describe one thing they remember the most about the book. (event, character, illustration)
Extra support
Enrichment
Number knowledge
Children will deepen their understanding that the last number counted represents the total number of items in a group (cardinality).
Review:
Offer the Week 12, Day 1 activity to reinforce children’s understanding that the last number counted represents the total number in a group (cardinality).
Support children in determining whether their group of counters is equal to the number of stars displayed on a randomly-selected card.
Give each child between 3–10 counters. Vary the number of counters each child receives. Explain that a child sitting next to us may have fewer or more circles (counters) than we have.
Invite children to organize their counters in a row in front of them and then count their counters. Encourage children to remember how many counters are in their group.
Place the star cards in random order in a stack face down in the middle of the group. Pull the first card, show it to all children, and invite children to stand if the number of counters in their group is equal to the number of stars on the card. Invite children to sit again and to count together the counters in their group, pointing to each counter as they count.
Repeat this process with the remaining star cards. Invite children who have already stood to take turns pulling a card, showing it to children, and leading children with the designated number of counters in counting.
Knowledge of creative processes, Skills that support creative expression
Children will understand that book illustrations can represent different types of art.
New:
Review:
Be Prepared: Choose 3–4 books to show different types of art as illustrations. Examples: Maurice Sendak (drawings), Don and Audrey Wood (paintings), Tana Hoban (photographs), Eric Carle (collage).
Some different types of art are included in our classroom’s art exhibit. Today we are going to talk about the different kinds of art that authors and illustrators include in their books.
We know that an author and an illustrator can use creative ways to write and illustrate their books.
A book may include drawings or pictures of paintings or photographs. A photograph is a picture made with a camera. Several weeks ago we looked at collages in books written and illustrated by Eric Carle.
Let’s look at some art in books we have in our classroom.
[Display books.]
We can see the illustrations on the front cover of each of these books. Each illustration is different.
[Display books, one at a time. Help children identify illustrations as a certain kind of art. Examples: Display Tana Hoban’s illustrations. “These illustrations were taken with a camera. What kind of art are they?” (photographs) “Maurice Sendak uses pencils to make his illustrations. What kind of art are they?” (drawings)]
Today we learned that the illustrations in a book can be different kinds of art.
Extra support:
Enrichment:
Provide the books featured in today’s group activity so children can look at illustrations not shown or discussed during the session. Encourage children to compare different types of art as illustrated in two or more books. Ask children what an illustration created with one type of art might look like using a different type of art. Example: How would an image shown in a drawing look as a painting?
Encourage children to stand next to their artwork when a family attends the exhibition. The family may wish to talk with a child about his/her work or to offer a compliment. Remind children of how we can respond to a compliment about something we have done (Social-Emotional Week 9).
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Understanding Feelings
Social-Emotional
Skill and Goal
Emotion knowledge, Perspective-taking
Children will strengthen their understanding of how to consider another person’s perspective.
Materials
Needed
Key
Concepts
New:
Review:
Offer the Week 28, Day 2 activity to review the concept of taking another person’s perspective.
Engage children in a book-focused discussion of what someone else might be thinking or feeling.
Explain that we will read a book to help us understand that we can think about what someone else might be thinking or feeling.
Explain that our book has several words we may not know. Graffiti is words or art that have been painted on a building without permission. A witness is a person who notices something.
Read the book and use your own words to describe illustrations directly related to the text. At the conclusion of the book, support children in recalling and interpreting information in the book by displaying pertinent pictures in the book and asking questions, such as the following: