Pete the Cat
Lesson
Overview
Title:
Pete the Cat
Subject:
Language Arts
Grade:
K
Unit
Description:
There are 4 lessons to this unit, which incorporate color
words, the understanding of reading strategies, introduction of high frequency
words. The first lesson will focus on the introduction of color words.
Lesson Description:
During this lesson students will review color words
through songs, reading the words, spelling the words and writing them. Students
will learn color songs with rhyming words.
State
Standards:
CCSS.ELA-Literacy.RF.K.3c
Read common high-frequency words by sight (e.g., the, of, to,
you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.1b
Recognize that spoken words are represented in written language by specific
sequences of letters.
CCSS.ELA-Literacy.RF.K.1a
Follow words from left to right, top to bottom, and page by page
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in
a story.
CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.L.K.5a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of
the concepts the categories represent.
Goals:
1. Students
will retell the story as they construct their own flip book.
2. Students
will participate in group reading activities and with prompting identify parts
of the story.
3. Students
will be able to read and spell sight words, more specifically color words.
Methods:
Anticipatory
Set
Introduce color words to review with the students as we
discuss the lesson. Use a color word flip chart to sing the color songs for
red, white, blue and brown.
Recognition
“what” multiple means of representation
|
Strategic
“how” multiple means of action & expression
|
Affective
“why” Multiple means of engagement
|
1.2 Provide alternatives for auditory information
1.3 provide alternatives for visual information
2.1 define vocabulary and symbols
|
4.1 Provide varied ways to respond
|
8.3 Foster collaboration and communication
|
Introduce
and Model New Knowledge
Read
the story Pete the Cat I Love my White
Shoes by Eric Litwin, using the tape to go along with the story which is
narrated by the author and it includes a catchy song. Focus in on the color
words in the story. After reading the story, talk about the color words and ask
questions such as: “name other things that are red.” “Can you think of
something else that is white?” etc. Some of these versions of the story are
auditory, visual and lyrical.
Animated
Pete the Cat I love my White Shoes video
with narration; http://www.youtube.com/watch?v=QfE5X-bn3uU
Live
story telling:
Recognition
“what” multiple means of representation
|
Strategic
“how” multiple means of action & expression
|
Affective
“why” Multiple means of engagement
|
1.2 Provide alternatives for auditory information
1.3 provide alternatives for visual information
2.1 define vocabulary and symbols
2.2Clarify syntax and structure
1.1 Customize the display of information
3.1 Provide or activate background knowledge
|
4.1 Provide varied ways to respond
4.3 Integrate assistive technologies
5.1 Allow choices of media for communication
|
8.3 Foster collaboration and communication
9.3 Develop self-assessment and reflection
|
Provide
Guided Practice
Using the Sequence the story worksheet children will
need to gather their crayon boxes with scissors, crayons and glue. They will
work independently at their desks to color the pictures according to what color
they should be and putting them in order. For students will trouble using their
fine motor skills the paper will already be cut out. As a group activity we will make a picture graph with the
color words and each child can choose what color shoe they would wear, then
they can tape it to the graph. Students can then work in the table groups to talk and retell the story of Pete the Cat
Recognition
“what” multiple means of representation
|
Strategic
“how” multiple means of action & expression
|
Affective
“why” Multiple means of engagement
|
1.2 Provide alternatives for auditory information
1.3 provide alternatives for visual information
2.1 define vocabulary and symbols
3.3 Guide information processing
3.4 Support memory and transfer
|
4.1 Provide varied ways to respond
4.2 provide varied ways to interact with materials
5. Provide iptions for expressive skills and
fluency
6.3 facilitate managing information and resources
|
8.3 Foster collaboration and communication
7.1 Increase individual choice and autonomy
8.2 vary levels of challenge and support
9. provide options for self-regulations
9.1 guide personal goal-setting and expectations
|
Provide
Independent Practice
Review some of the color words and ask students to
get out their red, blue and brown crayons and their pencil. Allow students to
decide which color shoes they would like to write and color about, then allow
students to practice writing the color words.
Wrap Up
At the end of the lesson after the
story has been shared using several different presentation styles, including
auditory, visual, lyrical and pictorial and the color songs have been
introduced, learned (hopefully) and practiced students should be able to retell
the story to each other using their story sequence paper and flip book which
they will have completed. Students should recognize the sight words such as “the” “At” “a” and “my”. This book can be used during shared reading time.
Modifications
For students who are hearing impaired there will be
an interpreter who stays with the child throughout the day translating for
her/him/them during the story time
For the student(s) who are visual learners, there
will be an animated story of the book, played on the Smart board as well as
several activities which should hopefully help them recall the story through
pictures and symbols.
For activities which require the use of fine motor
skills the cutting will be done for the student and the teacher or an aide will
be available to help these children with the pasting, cutting, etc.
For those students with visual impairments the story
will not only be read aloud by the teacher but read by the author in an
animated voice and songs will also be sung. If a Braille copy of the story is
accessible it will be available in the classroom for the child to use. These
children should be able to retell the story and with help from the teacher or
an aide complete the story sequence page (meaning as the student retells the
story the teacher will cut and paste the pieces on the paper)
Assessment
Formative/Ongoing assessment
Observe and take note of the students who can retell
the story, spell the color words and also name the colors, as well as asking
and answering questions regarding the storyline, characters and sequence of the
story.
During independent work time walk around and take
note of the students who are able to retell the story with little or no help
and also those who demonstrate control over their tools (scissors, paste,
pencil and crayons), also notice the students who may need a little bit of one
on one help with writing their name and letter sound/recognition. By doing this I will be able to then assess and share this information with the special education teacher for added support.
For
those students who seem to be having trouble, collect their work to make a
photocopy for their file, in case that needs to be shared with the special
education teacher. This should also be done with students who have special
needs or an IEP.
Using this Rubric below during writing is a great way to ensure students are understanding the basics of writing, this can be used with all students but more importantly can be shared with the special education teacher for support. Also, using this rubric can benefit when working with emergent writers.
Collaborative Practices:
- Students with hearing impairments require an interpreter which is with the student throughout the day including in the classroom and when they go to their resource classroom. the interpreter translates during story time for the student and also while working on seat work. This paraprofessional will be able to assist the student when she gets frustrated and help her manage.
- Special Education teacher and the general education teacher work closely together on goals and objectives for the student, including allowing the student to take their writing work with them to work on in the resource room.
Using this Rubric below during writing is a great way to ensure students are understanding the basics of writing, this can be used with all students but more importantly can be shared with the special education teacher for support. Also, using this rubric can benefit when working with emergent writers.
Collaborative Practices:
- Students with hearing impairments require an interpreter which is with the student throughout the day including in the classroom and when they go to their resource classroom. the interpreter translates during story time for the student and also while working on seat work. This paraprofessional will be able to assist the student when she gets frustrated and help her manage.
- Special Education teacher and the general education teacher work closely together on goals and objectives for the student, including allowing the student to take their writing work with them to work on in the resource room.
CLD
-This book is available in Spanish and at an
affordable price; it would be a great way to incorporate cultural diversity to
the classroom by providing a copy of the book in the classroom library for
those who speak English as a second language to use. Also, engage the ESL
teacher with this lesson and if needed have her help the ESL students with the
assignments.
-Not only will the instructions/directions for the lesson be given verbally but there will be an example of the book to be used for those who are more visual learners.
-Not only will the instructions/directions for the lesson be given verbally but there will be an example of the book to be used for those who are more visual learners.
Materials
Book and audio CD
CD player/computer with sound system
Smartboard and computer
Color words flip chart
All students should have; crayons, scissors, glue
and a pencil.
