Literacy Lesson - Read Aloud Rhyming in Duck Sock Hop
Core Decisions
What:
Students will experience a shared read aloud of “Duck Sock Hop” with attention given to the language use in the writing. Before the read aloud the students are given a particular task to focus their attention when listening and they can be identifying examples of what they will be working with in the activity after the read aloud. For kindergarten the focus task is on phonemic awareness of beginning letter sounds used in the book. There are often pages with alliteration that will help emphasize particular beginning letter sounds. For first grade they will be listening particularly for rhyming words and identifying the vowel sound shared in those words as well single letter phonemic awareness at the beginning or end of words. In second grade students will focus on identifying specific vocabulary words as well as rhyming words.
Why:
We have all identified that we have many students that could benefit from additional phonics instruction/practice and do not have strong phonemic awareness yet. The Common Core Standards emphasize phonemic awareness and phonics in these early grades. Read aloud activities are often a great way for students to actively listen to and be exposed to a variety of sounds in the English language. If read alouds are not a common occurrence in the classroom, this lesson allows quality time in small group for students to not only listen but participate in constructing sound and language knowledge. This book in particular is great because it emphasizing all different types of phonemes through intentional language conventions like rhyme and alliteration. There is plenty of repetition of certain words, sounds and phrases so that students can more easily pick up on what they are hearing and internalize it. The activity we have to follow the read aloud is an interactive and collaborative practice of the now more familiar sounds and words that they heard in the book.
The follow up activity is meant to be an engaging way to work on their phonemic awareness and phonics while also having a chance to practice social skills and cooperation. We have designed the activity so that the students are reliant and dependent on one another to be successful themselves. In the younger grades in particular we feel strongly that students benefit from opportunities to work together and practice communicating, cooperating, sharing materials and responsibility. This kind of collaborative activity also helps to build a healthy classroom environment and community. Students should understand that they are not alone in their learning but supported by other classmates in addition to the teacher.
The reflection at the close of the lesson is intended to empower students to have a voice in what we do in the classroom. They should understand that teachers are not doing these lessons for themselves but for the students so we earnestly want to know what worked, what didn't and if they enjoyed the activities. Also this allows students to practice discourse and thinking critically about their experiences and their learning. They are not currently practicing much of that kind of thinking and active engagement in their current classroom environment.
How:
Throughout or after the initial read aloud, students will briefly examine specific text examples (a page or two) as a shared group experience (similar to guided reading). This is an opportunity for the teacher to model the behavior of actively noticing particular patterns in text and allows the teacher to bring the focus in to the particular type/pattern of language that students will be practicing. For second grade, a vocab word from a beginning page will be chosen, written on the board, and talked about to model an approach to difficult or new words. Talking with one another to figure out what the word means will be modeled and encouraged.
Students will move from the group experience of the read aloud to a partner activity. This activity will play out like a game or center time activity would. Letters, words and language from the book are pulled directly from the text and practiced independently from the structure of the story. Although the story could be a point of reference for the students if they get stuck when practicing the language. The students will be working on their phonemic awareness assigning particular sounds to letters by quizzing each other in a fun, socially dynamic interaction. They are working together to succeed at the task because one student is required to recognize the letters/words while the other once hearing which letters/words they are working with must accurately recall the sound that corresponds with the letters provided by the other student. Teacher-centered instruction is set aside and collaboration is therefore required from both partners.
After the partner game is completed, the group will come back together to reflect on the activity. Students will have a chance to identify whether some letters, sounds, words, were harder/easier. They will think about what they liked about the activity and what they didn't. They will have a chance to share with each other and the teacher if they found the activity helpful and how they might change the activity if it is done again in the future. The teacher can emphasize the importance of practice and persistence and remind students that coming back to the book for reference can always help.
Students will experience a shared read aloud of “Duck Sock Hop” with attention given to the language use in the writing. Before the read aloud the students are given a particular task to focus their attention when listening and they can be identifying examples of what they will be working with in the activity after the read aloud. For kindergarten the focus task is on phonemic awareness of beginning letter sounds used in the book. There are often pages with alliteration that will help emphasize particular beginning letter sounds. For first grade they will be listening particularly for rhyming words and identifying the vowel sound shared in those words as well single letter phonemic awareness at the beginning or end of words. In second grade students will focus on identifying specific vocabulary words as well as rhyming words.
Why:
We have all identified that we have many students that could benefit from additional phonics instruction/practice and do not have strong phonemic awareness yet. The Common Core Standards emphasize phonemic awareness and phonics in these early grades. Read aloud activities are often a great way for students to actively listen to and be exposed to a variety of sounds in the English language. If read alouds are not a common occurrence in the classroom, this lesson allows quality time in small group for students to not only listen but participate in constructing sound and language knowledge. This book in particular is great because it emphasizing all different types of phonemes through intentional language conventions like rhyme and alliteration. There is plenty of repetition of certain words, sounds and phrases so that students can more easily pick up on what they are hearing and internalize it. The activity we have to follow the read aloud is an interactive and collaborative practice of the now more familiar sounds and words that they heard in the book.
The follow up activity is meant to be an engaging way to work on their phonemic awareness and phonics while also having a chance to practice social skills and cooperation. We have designed the activity so that the students are reliant and dependent on one another to be successful themselves. In the younger grades in particular we feel strongly that students benefit from opportunities to work together and practice communicating, cooperating, sharing materials and responsibility. This kind of collaborative activity also helps to build a healthy classroom environment and community. Students should understand that they are not alone in their learning but supported by other classmates in addition to the teacher.
The reflection at the close of the lesson is intended to empower students to have a voice in what we do in the classroom. They should understand that teachers are not doing these lessons for themselves but for the students so we earnestly want to know what worked, what didn't and if they enjoyed the activities. Also this allows students to practice discourse and thinking critically about their experiences and their learning. They are not currently practicing much of that kind of thinking and active engagement in their current classroom environment.
How:
Throughout or after the initial read aloud, students will briefly examine specific text examples (a page or two) as a shared group experience (similar to guided reading). This is an opportunity for the teacher to model the behavior of actively noticing particular patterns in text and allows the teacher to bring the focus in to the particular type/pattern of language that students will be practicing. For second grade, a vocab word from a beginning page will be chosen, written on the board, and talked about to model an approach to difficult or new words. Talking with one another to figure out what the word means will be modeled and encouraged.
Students will move from the group experience of the read aloud to a partner activity. This activity will play out like a game or center time activity would. Letters, words and language from the book are pulled directly from the text and practiced independently from the structure of the story. Although the story could be a point of reference for the students if they get stuck when practicing the language. The students will be working on their phonemic awareness assigning particular sounds to letters by quizzing each other in a fun, socially dynamic interaction. They are working together to succeed at the task because one student is required to recognize the letters/words while the other once hearing which letters/words they are working with must accurately recall the sound that corresponds with the letters provided by the other student. Teacher-centered instruction is set aside and collaboration is therefore required from both partners.
After the partner game is completed, the group will come back together to reflect on the activity. Students will have a chance to identify whether some letters, sounds, words, were harder/easier. They will think about what they liked about the activity and what they didn't. They will have a chance to share with each other and the teacher if they found the activity helpful and how they might change the activity if it is done again in the future. The teacher can emphasize the importance of practice and persistence and remind students that coming back to the book for reference can always help.