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E-Mail Jamie! Topic: Identifying blends within the story "The List"

Standards:

            Illinois Learning Standards

·        State Goal 1: Read with understanding and fluency

o Leaning Standard A: Apply word analysis and vocabulary skills to comprehend selections

n      Learning Benchmark 1.A.1a: Apply word analysis skills (e.g., phonic, word patterns) to recognize new words (p. 4)

·        State Goal 2: Read and understand literature representative of various societies, eras and ideas

o Learning Standard B: Read and interpret a variety of literary works

n      Learning Benchmark 2.B.1a: Respond to literary materials by connecting them to their own experience and communicate those responses to others (p. 6)

·        State Goal 28: Use the target language to communicate within and beyond the classroom setting

o Learning Standard B: Interact in the target language in various settings

n      Learning Benchmark 28.B.1b:  Imitate pronunciation, intonation, and inflection including sounds unique to the target language (p. 90)

Grade level: second grade - bilingual

Student objectives: when asked, the students will be able to:

1.       Make predictions about the story

2.      Identify at least two examples of blends within the English Language

3.      Create a list of a minimum of 5 things to do during the day

Materials:

            For the teacher:

·        A copy of Frog and Toad Together by Arnold Lobel

·        A bulletin board showing Toad's list of things to do

·        Examples of blends found in the story

For each group of 4-5 students:

·        A copy of The List from Frog and Toad Together

·        Student worksheet "Things to do today"

Material preparation before the activity:

             The teacher must create a small bulletin board displaying Toad's list of things to do.  There should also be a list of words, containing blends, found in the story.  The students will each need a ready-made "list of things to do" paper.

Motivation component: (~ 2 minutes)

            Ask the students if they ever forget to do something during the day.  Ask, "Do you think it would have helped you remember if you wrote it down on a list?"  Explain to the students that you are going to read a story to them about someone who made a list of things to do.  Tell the students that after reading this story, you will look at some blends (which was previously introduced), and create your own list of things to do.

Procedures:

            Read the story The List to the students.  Ask the following questions while reading the story.  Draw attention to the bulletin board of Toad's list.  The students may cross items out as Toad does in the story.  While reading, the teacher may wish to identify and explain words that may be unfamiliar to the students.

Questions (to be asked throughout the story):

1.      From the title, what do you think the story will be about?  (before reading)

2.      What are some things Toad might have to do?  (pg. 4)

3.      What can Toad now cross out?  (pg. 7)

4.      Why can't Toad run after his list?  (pg. 14)

5.      What were some things on Toad's list?  (after reading)

6.      Did Toad do things that you or I might do?  (after reading)

7.      Do we have a list of things to do in our classroom?  (after reading)

After reading the story and asking questions, ask the students if they remember what a blend is [a combination of letters that represent a distinct sound].  Have the students give some examples of blends.  Ask them to find some examples in the story.  Go to the list of words from the story.  Ask students to identify the blend in each word. As they identify the blend, they should say the word, then make the sound of that blend. Ask the students if they can think of more examples of blends.  Write these words on the board.

Once the students have finished identifying blends, they will create their own list of things to do.  Distribute the work sheet entitled, "A List of things to do today".  Explain to the students that they are going to create their own list.  The students should then be given time to construct their list. Once the lists are finished, have the students identify blends they have used in their list.  They will then underline the blend.  Ask the students to share their lists with the group.

If time is still available, ask the students to draw a picture of either their favorite part of the story or a picture of one of the items on their list.  [For example, they may draw themselves waking up or eating breakfast.]

Closure: (~ 5 minutes)

            Ask the students if there were some similarities in between their own list and Toad's list.  As the students if they think it would be helpful to have a list.  Ask for examples of why or why not.  Ask the student if there are blends in the Spanish language.  Have them identify some words.

Assessment:

1.      Informal observations while identifying examples of blends (Formative)

2.      Students' "List of things to do today" sheet  (Formative)

List of things to do today