honk! - mondo publishing · honk! written by sue smith and illustrated by linda howard ... and who...

®

GuidedReadinG

MOndO BOOKSHOP GRade K 1

Realistic Fiction

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n 9

78-1

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89-0

10-5

LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA When a fire engine is stuck in traffic, it sets off a chain reaction of honking vehicles.

RL.K.3* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Describe how characters in a story are linked together and/or describe major events in a story in sequential order. *standard adapted from another grade level

RL.K.4 Craft & Structure Session 1 ask and answer questions about unknown words in a text.

RL.K.5* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify structural elements of a text, sentences, paragraphs, and stanzas and their purpose in conveying the message. *standard adapted from another grade level

RL.K.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL.K.10 Range of Reading & Level of Text Complexity actively engage in group reading activities with purpose and understanding.

SL.K.1a Comprehension & Collaboration Sessions 1, 2, 3 Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

L.K.4 Vocabulary Acquisition & Use Sessions 1, 2, additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

L.K.4b Vocabulary Acquisition & Use Sessions 1, 2, additional instruction use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

RF.K.3b Phonics & Word Recognition Session 2, additional instruction associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

RF.K.4 Fluency Session 2 Read emergent-reader texts with purpose and understanding.

W.K.1 Text Types & Purposes Writing Connection use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

W.K.8 Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Honk!

Written by Sue Smith and illustrated by Linda Howard

GR_GK_B4_Honk_LP_JO.indd 1 12/19/14 2:11 PM

2 HONK!

LEARNINg FOCUSES RL.K.3*, RL.K.7

Students read closely to analyze the text and illustrations to identify the sequence of events in the story.

VOCABULARY

RL.K.4 Point out the words truck, taxi, car, motorcycle, bicycle, and crowd. Explain that these are all things that can be found in roadways. Discuss that the first five words are all things that have wheels and that can be driven or ridden.

ELL SUPPORT

L.K.4 Vocabulary Support vocabulary words such as traffic jam, honk, and fire engine in context using the ELL vocabulary strategies in Getting Started.

Corrective FeedbackHave students closely reread the title, subtitle, and first sentences to think about the kinds of major events that willoccur in the story. Encourage them to silently or softly reread line by line and look at the pictures, stopping to think and talk together about their understandings.

Session 1

PREVIEWING THE TEXT 5 minutesRead the title and author credit to students. Invite them to study the cover illustration. Then read the back cover.

Today’s book is called Honk! by Sue Smith. Let’s say the name together. Look at the picture on the cover. What do you see?

a fire truck, three firefighters, and a dog watching

Notice that you can see part of a green car in front of the truck. Now, let’s look at the picture on the back cover. Listen as I read the text. . . . Share some things you learned about the book.

The book is about a traffic jam. It’s about a problem the fire truck has getting through.

The back cover asks if the fire engine will get through. Let’s read to find out the answer.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses. Have students look at the title page and read page 2. Check their application of the focuses and provide support if needed. Then read the book.

Today, as we read, we will use the words and the pictures to think about the order of the events in the story. Let’s look at the title page together. The title page shows the title and the author’s name. What does this picture tell us is happening?

The fire truck is stuck. There are cars all around it. The driver is honking.

Yes, the fire truck is stuck in a traffic jam. What is in front of it?

a truck, a bus

Yes, there’s a bus, and in front of the bus is a truck. Why do you think the fire truck is honking?

The truck wants the bus to move. Maybe there’s a fire to get to.

A fire truck puts out fires, so that’s a very good guess. Now, let’s read page 2. . . . Who can tell us what is happening on this page?

The bus is honking at the truck.

What does the picture tell us is the reason the bus is honking at the truck?

The truck is in front of the bus.

That’s right. I’d like for you to tell me what happened first.

The fire truck honked at the bus.

That’s the first major event. What’s the next major event?

Then the bus honked at the truck.

If you are satisfied that students can apply the focuses, set the reading assignment for the session. If you are not, prompt students to return to the title page and page 2 to read and think through the order of the events.

Our work as readers today is to keep thinking about the major events and the order or sequence in which they happen. We will also use the pictures to understand what is happening. Now, let’s finish reading the book.



DISCUSSION TIP

So that all may participate in discussions, remind students to take turns speaking.

L.K.4 VOCABULARY Clarify Meaning

SL.K.1a DISCUSSION Collaborative

RL.K.3* COMPREHENSION Link Characters

DISCUSSING THE TEXT 10 minutesInvite students to use the words in the text and the illustrations to describe the sequence in the story.

We talked about how the fire truck honked at the bus first, and then the bus honked at the truck. Let’s see if we can describe the other major events in the order that they happened.

The words say that the truck honks at the taxi. On the next page, the taxi honks at the car.

Those are the next two major events. Let’s use words that tell the order, such as first, second, after, next, then, and last.

After the bus honks at the truck, the truck honks at the taxi. Then the taxi honks at the car.

We can also use what we see in the pictures to help us understand the sequence of events. What do you see in the pictures that tells you that the truck honks at the taxi before the taxi honks at the car?

The taxi is in front of the truck. The car is in front of the taxi.

Focus on the word honks on page 2. Read the text together. Clarify the meaning of the word as it is used in the text.

The word honks appears in our reading today. Let’s read page 2: “The bus honks at the truck.” Based on what we just read, let’s share what we understand of the word so far.

Horns make honking noises. Drivers use a horn to honk at another car so it will move out of the way.

Yes, a horn is needed to honk.

Confirm students’ good use of the focuses and encourage them to keep the focuses in mind whenever they read other realistic fiction stories.

You used the words and the pictures to understand the order of events. Keep reading this way as you read other stories.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: LINK CHARACTERSE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to draw, dictate, or write about two characters in the story and tell how they are linked. Review students’ answers as you evaluate their mastery of the learning focus.

COMPREHENSION SHARE

Draw your own pictures to retell the story. Make sure you draw each event in the right order.


4 HONK!

LEARNINg FOCUSES RL.K.3*, RL.K.5*, RL.K.7

Students return to text to read closely to analyze the text and identify its structure, and how that structure helps them understand the story and the sequence of events.

Session 2

RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focuses to their reading.

Let’s think about the story we read and how we thought about the events.

We read about all these trucks and cars that honked at each other so that the fire truck could get through. We talked about the order of which car honked first and next.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses for this session. Invite students to reread pages 2–3 and check to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today as we reread, we are going to think about the parts of the text, or their structure. Let’s reread pages 2 through 3. . . . Who can share what part tells you about what is happening on these pages?

the words on each page, the sentences, the pictures

The words on each page are sentences. They tell us is what is happening in the story. What do you notice about the two sentences on these pages?

Most of the words are the same. Only the words that tell us who is honking and who is getting honked at are different.

Yes, the characters change, but the pattern is the same. Look at the sentence on page 2. Who is getting honked at?

the truck

Now, think about the pattern. Who will do the honking in the sentence on page 3?

the truck

Let’s see if that’s true. . . . Yes! Now, let’s see if the sentences on the other pages use the same pattern.

Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Note how they decode the short u vowel sound as in bus and truck (page 2). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.





DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students identify how the structure of the sentences allows them to predict what will happen next in the story. Encourage them to articulate that the structure also reveals the sequence of the events.

I’d like to hear what you noticed about the pattern of the other sentences in the book.

They all have mostly the same words. The only words that change are the honker and who gets honked at.

The author wrote each sentence the same way. How does that affect you when you read?

It makes it easier to read, because I’ve already read most of the words. I can guess what will happen next.

Once you learn the pattern in the sentences, you can use what you know to read the other ones. You can think about the pattern to figure out what is coming next. Let’s do that now.

When I read the sentence that says the taxi honks at the car, I can guess that on the next page, the car will honk at someone else.

Let’s check to see if your prediction is correct. Is it?

Yes, the car honks at the motorcycle.

So, you used the pattern of the sentences to know what would happen next. How does that help you understand the order of events?

Each sentence tells me what is coming next in the order.

Focus on the phrase traffic jam on the back cover. Guide students to identify useful strategies for clarifying its meaning.

I noticed that some of you had difficulty with the phrase traffic jam, when we read the back cover. Now that we’ve read the book, let’s use what we learned to understand what a traffic jam is. Let’s talk about the problem in the story.

The fire truck needs to get through, but can’t.

Why can’t the fire truck get through?

There are too many cars.

Let’s talk about what you think a traffic jam is based on your understanding of the problem in the story. Who has an idea?

I think a traffic jam is when there are a lot of cars. It’s when there are so many cars, no one can move.

You used your understanding of the story and the problem it tells about to figure out the meaning of a difficult phrase. This thinking is helpful to use when you come upon unknown words and phrases in your reading.

Help students understand the benefits of following agreed-upon rules during discussions.

We’ve talked a lot about the way the author wrote the sentences, and how that helped us understand the story better. Why is it important for us to listen to others when they share their ideas during a discussion about stories we’ve read?

I might not notice something about the story, like how the words in the sentences tell us who will honk next. If I listen to what other kids say who notice that, I might start to notice it, too. Then I’ll understand the story better.

COMPREHENSION SHARE

Write each sentence of the story on a strip of paper. Then place the strips in order, so you can retell the story.

ELL SUPPORT

RL.K.7 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: B: This picture shows ___. I/A: This picture helped me understand ___.


6 HONK!

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson’s learning focus. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE PHONICS AND FLUENCY FOLLOW-UPPhonics Practice Write the letter u in isolation as well as the words bus and truck on a whiteboard or chart paper. Guide students to use the Vowel Sounds routine to read these words.

Remember, we learned that every word has a vowel sound. I‘ve written the letter u on chart paper, as well as two words from our reading. (Point to the letter u.) What is this letter?

u

Listen as I say the most common sound for this letter: /u/. What is this sound?

/u/

(Point to the first word, then repeat for second word.) What is this word?

bus, truck

Let’s go back to page 2 and read these words in the text.

Fluency Practice Guide students to read with purpose and understanding. Remind them that the illustrations show the pattern in the sentences. Explain that thinking about the illustrations will help them read the sentences. Model following the order in the illustrations to read the sentences fluently. Read aloud several pages and then invite students to read aloud with you.

TEACHER’SCHOICE COMPREHENSION: ORDER OF EVENTSE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 11 to put four events from the story in order and to draw each event. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Use the blackline master on page 12 to introduce the constructed response question: Why are all the characters honking their horns? Have students use self-stick notes to mark places in the book that help them answer the question. Point out that they should look at the pictures, as well as the main text, to answer this question. Review students’ self-stick notes as you evaluate their mastery of the learning focuses.

RF.K.3bPHONICS & WORD RECOgNITION

Vowel Sounds

RF.K.4 FLUENCY

Purpose & Understanding

RL.K.3*COMPREHENSION

Order of Events

W.K.8, RL.K.3*WRITINg

gather Information




LEARNINg FOCUSES RL.K.3*, RL.K.5*, RL.K.7

Students return to text to read closely and to analyze the text, illustrations, and structure to describe the connections between the characters in the story.

RETURNING TO THE TEXT 5 minutesExplain that students will reread the story again, to gain a deeper understanding of the sequence of events, while they think about the illustrations and how the structure of the text helps them understand the story.

We have read the story twice. The first time, we looked at the order or sequence of the events. The second time, we focused on the sentences and how they are put together. Today, as we reread the book again, we will describe the connection between the characters.

READING THE TEXT CLOSELY 10 minutesState the learning focuses. Invite students to look at the title page and reread pages 1–2. Check to see how they are doing with application of the focuses. Then have students reread the rest of the book, paying special attention to the characters and their relationships to one another.

Today, as we reread, we will use the words and the pictures to think about the way the characters in the story are linked together. In this story, the characters are the vehicles and the people inside driving or riding them. Let’s review how the events began.

First, the fire truck honks at the bus, because it needs to get to a fire.

Now, let’s reread page 2 together and look at the picture. . . . What happens because the fire truck driver honks at the bus?

The bus driver honks at the truck because it’s in front of the bus.

Now, let’s look back at the title page. What do you notice about the bus?

It’s the same bus that the fire truck was honking at.

That’s right. I’d like for you to tell me how the fire truck, the bus, and the truck are all connected.

First one driver honks, then the next driver honks.

Our work as readers today is to keep thinking about the way the characters are linked together in the story.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to use the words in the text and the illustrations to describe the chain reaction in the story.

We talked about how the fire truck and the bus are linked together because first the fire truck driver honked at the bus, and then the bus driver honked at the truck. Let’s see if we can describe how the other characters are linked together.

The words say that the truck honks at the taxi. On page 4, the taxi honks at the car. So they are linked just like the fire truck and the bus, because they honk in order.

Session 3


8 HONK!

Let’s talk about how the pictures help us understand how the characters are linked. What do you see in the pictures that tells you why the truck honks at the taxi, and the taxi honks at the car?

The taxi is in front of the truck. The car is in front of the taxi.

Let’s try to put that another way. How do the positions of the characters affect their actions and their connections to each other?

The drivers honk at whoever is in front of them. It is like a chain.

Support students as they continue to talk about the story. As students discuss their ideas with the group, remind them to take turns speaking.

You’ll reread this book one more time. Why is it important to wait for your turn to speak when you discuss stories with others?

If I don’t wait my turn, I might speak at the same time as someone else, and then I wouldn’t hear what they said. I would feel bad if someone else didn’t wait for me to finish talking, so I don’t want to make someone else feel that way.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 12 to write a response to the question: Why are all the characters honking their horns? Tell students that they can use their self-stick notes to help them write or dictate their answer.

W.K.8, RL.K.3*WRITINg

Respond to Question

WRITING AN OPINIONE-RESOURCEE-RESOURCE Summative Assessment Encourage students to explain whether or not they like the ending of the book. Provide them with the following sentence frame to help them get started: I like/do not like the ending of the story because_______.

You did a great job reading the text and speech balloons in our story. Think about how the story ends. Do you like the ending? Could the author have written it differently? We’re going to use a sentence frame to get started and you can tell me why you did or did not like the ending.

TEACHER’SCHOICE Writing Connection

W.K.1WRITINg

Opinion



WORD STUDYInflection -s Focus on the word honks as it is used in the text.

The word honks appears several times in our reading, so it’s important that we understand this word. What ending do you see in the word honks?

the letter s

When you see a word with the -s ending, what does that tell you?

It means that there is more than one thing. It means something is happening now.

When an action word, such as honk, has an -s ending, it means that the action is happening now. Who can name another action word?

drive, play, jump

Let’s say each word with the -s ending, and then use each word in a sentence.

VOCAbULARYClarify Meaning Help students develop vocabulary by understanding the meaning of the word crowd.

The word crowd means “many people in the same place.” On page 7, we see a picture of a crowd. Let’s think of places where we might see crowds of people.

zoo, ballgame, parade, school, playground, airport

You really understand what the word crowd means.

PHONICSShort u For more practice with short vowel sounds, help students find words from the text to use. For example, you might help students compile a short list of short u words, such as bus and truck. If the text does not provide adequate examples, help students compile a list of words they know that contain short vowel sounds. Then use the Vowel Sounds routine to practice the list. The ability of your group will help determine how many vowel sounds students can practice at one time.

Let’s practice more short vowel sounds. Remember, every word has at least one. Today, we’ll concentrate on short u. (Write the letter on a whiteboard or chart paper. Point to the letter.) What is this letter? (Students name the letter.) Help me find all the words in the book with the short u sound. Who has found a word? (Student says the word.) Let’s spell it together as I write it. (Point to the vowel.) What is this letter? (Students name the vowel.) What is this sound? (Students name the sound. If necessary, say the sound for students before asking them to repeat it.)

TEACHER’SCHOICE Additional Instruction

L.K.4b VOCABULARY Words with Inflections & Affixes


RF.K.3b PHONICS & WORD RECOgNITION Vowel Sounds


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Comprehension: Link CharactersPick two characters from Honk! draw or write about them in each box. Then write or tell your teacher how they are connected.

They are connected because they

Score:


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Comprehension: Order of EventsPut these events from Honk! in order from first to last. Write 1, 2, 3, or 4 next to each sentence. Then draw a picture for each sentence.

The bus honks at the truck.

The car honks at the motorcycle.

The truck honks at the taxi.

The taxi honks at the car.

Score:


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Constructed ResponseWhy are all the characters honking their horns?

The characters are honking their horns because

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Score:


honk! - mondo publishing · honk! written by sue smith and illustrated by linda howard ... and who...

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