Collaborative+Planning+Form

Teacher: Rosales Librarian: Rieger Today’s Date: September 10th Course Code: Language Arts Block: AM Number of students:17 Unit of Study: Parts of a Book Projected Timeline of Unit: Monday & Tuesday Preferred meeting time(s): 9:15-10:00

Relevance: Students will draw from their experiences as Kindergartners to create the book "There Was a Kindergartner Who Swallowed..." .in which they will demonstrate the ability to make predictions. (Be specific and keep the main objective in mind)

How is making predictions relevant to kinder students' daily lives? Think of a cafeteria or playground example. Use this in the motivation for your lesson.

Yucky fun!

Expectations: Graphic organizer: http://www.mindomo.com/view.htm?m=01b3dd0adcdf4ab8a92f23b19b0ecf06
 * Students will be able to identify parts of a book that include: Cover, back cover, spin, title page, author and illustrator.
 * Students will create their own big book that follows the sequencing from the stories read aloud.
 * **Standard:** 1 Inquire, think critically, and gain knowledge
 * **Strand:** 1.1 Skills
 * **Objective:** 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding.
 * **Standard:** 2 Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
 * **Strand:** 2.1 Skills
 * **Objective:** 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * **Standard:** 3 share knowledge and participate ethically and productively as members of our democratic society.
 * **Strand:** 3.1 Skills
 * **Objective:** 3.1.3 Use writing and speaking skills to communicate new understandings effectively.
 * **Standard:** 4 Pursue personal and aesthetic growth
 * **Strand:** 4.1 Skills
 * **Objective:** 4.1.8 Use creative and artistic formats to express personal learning.
 * §110.2. English Language Arts and Reading, Kindergarten.
 * (b) Knowledge and skills.
 * (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
 * (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and
 * (G) identify different parts of a book (e.g., front and back covers, title page).
 * (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
 * (A) predict what might happen next in text based on the cover, title, and illustrations; and
 * (B) ask and respond to questions about texts read aloud.
 * §128.2. Spanish Language Arts (SLA) and English as a Second Language (ESL), Kindergarten.
 * (b) Knowledge and skills.
 * (5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
 * (B) know that print moves left-to-right across the page and top-to-bottom (K-1);
 * (H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).
 * (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The following expectations apply to the second language learner at his/her level of proficiency
 * (A) use prior knowledge to anticipate meaning and make sense of texts (K-3);
 * (C) retell or act out the order of important events in stories (K-3).

Brava for using Mindomo to show the relationships between the lessons in this unit.

Normally, I would expect to see a graphic organizer for student use. However, the way you have designed your lesson with educator support for these kinder students, it doesn't seem necessary.

Student grouping: · Small groups: Use during the creation of the classroom big book (1/2 the class to each educator) - Effective use in terms of student achievement of two educators! · Large Groups: Use during the whole group reading of “There was an old lady who swallowed a fly”, and during brainstorming session.

Assessment: · Teacher: Rubric and Anecdotal · Teacher-librarian: Rubric

Evaluation: 

Consider this wording change: I did not play with my friends **when** I should have been working.  And formatting change:  http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon_supplement4d.pdf

Excellent - I am assuming that each educator will assess the students in her half-class group. 

Culminating Task: (also listed on the graphic organizer) - Effective and student centered <span style="font-family: 'Arial','sans-serif';"> Day 1: Librarian Rieger- Provide story book and read the story out loud to the students, help students manipulate the SmartBoard to place the pictures of the animals eaten in order of the story, and lead the brain storming discussion. Teacher Rosales-Display good listening techniques while librarian is reading the story, starts the retelling of the story from memory and helps fill in when students need it, & as librarian leads the dicussion Rosales will write down the objects the students suggest a kindergarten would swallow.

Day 2: Librarian Rieger-Listen to the retelling of the story and help students fill in the blanks with leading, lead a group of 8 students to help write a class big book. Rosales:-Uses the puppet to have the students pull from the belly in reverse order, and then guides the students to retell the story using the puppet rather than the book & leads a group of 9 students in creating a class book.

Anticipated Resources: ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Arial','sans-serif';">Fiction: There was an Old Lady who Swallowed a Fly ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Arial','sans-serif';">Technology: SmartBoard Cynthia will be in charge of obtaining a copy of the book and creating Notebook documents for the SMART board to present the parts of a book and discuss There Was An Old Lady and expectations for the assignment. Brandi will gather markers and paper to be used to make the big books.

Circulation requests: ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Arial','sans-serif';">No loan: There will be no loan, students will be making their own sequencing book <span style="font-family: 'Arial','sans-serif';">

Collaboration form used from: [] <span style="font-family: 'Times','serif';"> Back to Home Page