Constructs Meaning When Responding to Print

Kindergarten Reading Lesson Plans: Constructs Meaning When Responding to Print

1) Interprets a picture orally
Hold up picture and the student will tell about it.
Have students bring a photo from home and tell about it for show and tell.
Display artwork. Discuss the artist and the type of work. Using guiding questions, the students will describe their observations, including all details (e.g., color, size, shape, space; negative/positive—open and closed designs, etc.). The teacher will write their descriptions and interpretations of the work.

2) Produce an imagined story to accompany pictures
Hold up a series of pictures and the student will describe the events and people to the class.
Display several pictures on the board. The student will choose a picture to tell a story about through oral story telling. The class will guess which picture goes with the story that was told by the student.
Display several pictures on the board. The student will choose a picture and will dramatize a story that the picture might be telling. The student will act out the story using drama and/or dance movement. The class will guess which picture goes with the dramatization.

3) Predicts an outcome
Provide opportunities to look at the cover of a book to predict what happens in the story. The teacher will record responses.
Read part of a story and let the student predict how the story ends. Students may act out the ending.
Have students participate in a story chain. The teacher starts a story and each child adds to the story.

4) Develops an awareness of cause and effect
Sing songs or nursery rhymes and ask why things happen or what caused it to happen (e.g., “Itsy Bitsy Spider” - why was the spider washed away?).
Tell simple stories and ask why things happen.
Use drama and movement to act out cause and effect. Example: cause—rain, effect----using an umbrella, etc.

5) Makes transfer of knowledge through demonstrated application
Allow students to sort/categorize things in the classroom. After learning color words, have students name items by color (e.g., yellow things in classroom), then change and write all things that start with a Y.

6) Begins to differentiate reality from fantasy
Read a story. Ask questions, such as “Could this really happen?” “Is this story a real or a make-believe story?” (e.g., The Three Little Pigs).
Have students make up a sentence and tell the class. The class decides if the sentence is real or make-believe.

7) Understands position words (e.g., in, on, above, below, under, over, beside, front, back, etc.)
Play Simon Says (e.g., put your hands over your head).

 

 

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