Animals+Narrative+Text

(Be sure to attach any supporting documents – e.g. handouts, graphic organizers, etc.)
 * Narrative Text **** : Pre-During-Post Plan **

__ What is the text? __ (title, author, publisher, year, web info if applicable) This Little Chick, John Lawrence, Candlewick Press, 2002.

__ Brief description of the text: __ user:kthompson26 user:rroeuser:bfogus A little chick is very brave and wanders away to go meet new animals and make new friends. He learns all of the voices of other farm animals. He then mimics each of his new barnyard friends. This book is very repetitive, rhymes, and includes bright illustrations of all the animals. The text is large enough for younger learners to be able to point to the words while reading. It covers the different animals on a farm and the noises they make. It could be a great interactive book for a large group, or a quiet read. It could be interesting to both younger elementary students and ELL students.The bright illustrations provide great interactions between text and child, keeping them focused on the text.


 * Pre-Planning user:kthompson26 user:rroeuser:bfogus **

__ Necessary background knowledge: __ This book is extremely basic and doesn’t need much background knowledge. It would be important to find the names of all of the animals in the ELL students’ native language (cow, duck, pig, frog, lamb, chick) and the sounds they make. Also, the teacher should give background knowledge on farms and their purpose. including the animals that live on the farms and the noises they make, and then try to connect the idea of farms to the students personally.

__ Potential difficulties in the text: __
 * Content: Students may not have a personal connection or interest in farms. The content is very simple for advanced-beginning students.
 * Culture: The students may not come from a culture that had farms. They may have never heard of a farm or what sort of animals live on a farm.
 * Language: There are a variety of verbs, a few words with a silent “e,” and words with double vowels. There is also the phrase “over the way” that might be confusing for ELL students to grasp the concept of.
 * Text structure: There are both statements and questions, and onomatopoeia.

__ Reading/Writing skills conducive to learn/practice with this text: __ They need to know how to read with expression, how to sound out words (phonics), and how to use punctuation.

__ Language (vocabulary and language forms) conducive to learn/practice with this text: __ They need to have a basic of understanding of reading (blending letters, knowing chunks, punctuation, and rhyming). They should practice recognizing the animal names too and the sounds they make as well.

__ Cross-cultural understandings embedded in the text: __ It introduces a few farm animals and the sounds they make. It isn’t very complex and doesn’t give details about farm life or the point of farms, but rather identifies these animals in a fun way. Introduces the student to the ideas of what type of animals live on a farm instead of the actual idea of what happens on a farm.

__ Elements to pre-teach: __ (background info, vocabulary, language forms, text organization, etc.) Teach the animals and also what a farm is. Review rhyming skills, and tell students that this is a rhyming book. Allow them to practice the first line through echo reading. Discuss basics of onomatopoeia.

(Be sure to attach any supporting documents – e.g. handouts, graphic organizers, etc.)
 * Activity Plan user:kthompson26 user:rroe **

Text Title: This Little Chick Appropriate for grade(s) ___K-2___

-Responds to who, what, when, where, yes/no questions using words and phrases -Uses word and or phrases, intonation to ask simple questions 1.2.1 -Listens for and identifies personal connections to events and/or one’s own feelings related to an event using words and phrases 4.1.2 -Responds based on classroom criteria with teacher guidance (e.g. gestures, words, and phrases) || -Produce and response to rhyming words ending with phonemes students already hear and produce. 2.3.2 - Use words and/or phrases to label objects grouped by common attributes or to complete teacher generated graphic organizer. || K-1 LS3B -There are many different types of living things on Earth. Many of them are classified as plants or animals. GLE 2.1.2 -Understand how to create mental imagery. ||
 * ** Learning Targets ** || ** Assessments ** ||
 * Communicative Language Objective: || 1.1.2
 * Literacy Objective: || 1.1.2
 * Cross-cultural Understanding Objective: || Student will identify different farm animals and can discuss how they might be different or similar is other cultures. ||
 * Relevant Curriculum Standards:

-Front load vocabulary: names of animals, a few verbs, “over the way,” and maybe a few animals in ELLs’ languages. -Talk about the purpose of farms and have students to explain their personal connections, if any. -Check for understanding of animals; ask ELL students what these animals are in their native language and the sounds that they make. -Teach motions to act out when verbs are read, and when questions are asked
 * Pre-Reading: user:kthompson26 user:rroeuser:bfogus **
 * Show a picture of a "chick" and know the ELL's word for it.
 * Act out "over the way" as walking in a new direction.
 * Point to different animals or have children act out different animals.
 * Check that the ELL students understand the main words.

-Echo reading (works for whole class or individual student); have the teacher read a page, and students repeat, and so on. -Read with expression, especially during questions, animal noises, and rhyming. -Ask questions to check for comprehension. Ex: What animal is this? Is this a cow? What sound does this animal make? -Act out verbs, questions, etc. -Act out what each animal does with sounds and motions -Point to the animals that are described throughout each page
 * During-Reading: user:kthompson26 user:rroeuser:bfogus **

-Model the worksheet in front of the students. -Check for comprehension by asking questions again. -Allow students (especially ELLs) to ask questions and use resources for the worksheet. -Have students act out what each animal does with sounds and motions, in order to make a connection -Have them draw out each animal from the book, what they do on the farm, and what sound they make. What animal was their favorite? -Have students group up to answer questions and discuss their favorite animals from the book, describing what they do and what sound they make.
 * Post-Reading: user:kthompson26 user:rroeuser:bfogus **

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