Has sense of story

Kindergarten Reading Lesson Plans: Has sense of story

1) Listens attentively to a story

Demonstrate listening manners (e.g., sitting still, quiet hands and feet, eyes looking at speaker, ears listening, and thinking as story is read).
Use questioning techniques to elicit student responses from a shared reading concerning story elements (e.g., characters, setting, plot, theme, mood, conflict, and solution).
Provide opportunities for students to role play manners that demonstrate correct behavior.
Provide opportunities for students to listen for a specific phrase, vocabulary word, or main event as the teacher reads a story aloud. Example: Students will raise their hand when they hear the phrase; tap their foot when they hear the vocabulary word, tap on their head when the event occurs, etc.
Have a storyteller visit the class.
Tell a story using voice inflection and dramatic elements.
Create a variety of simple musical or rhythm instruments to represent different characters in a story. Example: Play a rainstick for soft, gentle sound; a tambourine for lively, happy sound; a rattle for mean, threatening sound, etc. As the teacher reads the story, the instrument may be played as the corresponding character enters the story. Students may take turns “playing” different characters.

2) Engages in reading-like activities

Provide opportunities for students to enjoy books in a reading-like activity (e.g., look at books, pretend they are reading, tell story by looking at the pictures, and share books socially).
Use music to signal the beginning of reading time and to accompany reading activities each day. Example: A “Classical Song of the Month” will be played prior to reading time. Next, the teacher will give three long drum beats for students to take out their books --- three short beats to open their books to the correct page --- two short beats to point to the left side of the page to begin reading, etc. Teacher will play a different rhythm to end the reading.
Joins in reading of familiar books
Share a familiar fairy tale or story. Reread, allowing students to join in the reading.

4) Begins to read predictable/pattern book

Allow students to join in shared pattern books reading experiences (e.g., Brown Bear, Polar Bear, Dr. Suess, Nursery Rhymes, Bill Martin, Jr., Instant Readers, etc.).
Allow students to survey pictures, thinking of questions about the pictures. The students may orally make up a story to go with the pictures they surveyed and retell it to class.
Read a story to the class, the students listen carefully. The teacher will stop and have the students predict the ending orally. Students may then dramatize their ending using movement. The student may also illustrate the ending.

5) Dictates a story

Take dictation for a class story about a class pet. Each child will add a characteristic or ideas as the teacher records, giving everyone an opportunity to respond.
Present pictures and take a dictated collaborative story of the students interpretations.
Translate students’ dictated stories into a dramatic oral storytelling, a book with illustrations, or a script used for narration.

6) Identifies words in an experience story

Write an experience story using children’s names, color words, helper charts, and things labeled in the classroom.
Create a simple script about a day in “Our Class” using words describing items, people, and activities in the classroom. Use the script to perform a short play.

7) Understands that print conveys meaning

Label classroom objects using complete sentences (e.g., This is the door. Here is the teacher’s desk.)
Use student-made traffic signs and act out the meaning of the signs. Students may take turns pretending to be the traffic signs. Other students will pretend to be the traffic (e.g., a car, a bus, a motorcycle, a pedestrian, etc.) on streets indicated by colored string or tape on the floor. The traffic must correctly abide by the traffic signs.
Generate discussion with children about communication through means other than printed materials (e.g., the language of the arts) including:

Visual language as portrayed in fine arts, commercial arts, and cultural symbols (e.g., painting, sculpture, logos, billboards, Native American totem poles, etc.).

Musical language such as children’s songs, hymns and spirituals, songs of patriotic celebration, etc. (e.g., He’s Got the Whole World in His Hands, The Star Spangled Banner, This Land Is Your Land, etc.).

Discuss various other forms of non-verbal communication such as American Sign Language, body language, gesture, dance, pantomime, etc.

Have students take turns communicating something to the class using only non-verbal communication (e.g., divide class into two teams to play the game of Charades).

Use big word cards to demonstrate meaning through role play, improvisation, etc.

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