You can use the paintings of Claude Monet's Water Lilies (click on the picture above) to explain that he painted it over and over again revising it until he had the finished product. Relate this idea to students that we do the same thing when we write. We revise stories to make them better by adding more details. Have students write or draw or dictate a story about something amazing they have seen in nature and the name of what they saw, where they saw it and 2 events that happened.. Examples: a firefly, in my backyard, I ran after it and it landed on my arm and then I screamed. (W.K.3) Publish your students' writing in a digital form by scanning them into your computer and making a PowerPoint presentation that can be presented to their parents as a culminating writing project for the year.(W.K.6)
Unit 6: Focus Standards (“© Copyright 2010National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved)
RL.K.10:Actively engage in group reading activities with purpose and understanding
RL.K.8:With prompting and support,identify the reasons the author gives to support points in a text.
RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RF.K.4: Read emergent-reader texts with purpose and understanding.
W.K.6: With guidance and support, explore a variety of digital tools to produce and publish writing, including collaboration with peers.
L.K.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on Kindergarten content.
L.K.4(b): Use common affixes as clues to the meaning of an unknown word.
Unit 6: Suggested Students Objectives: (Copyright 2012 by Common Core, Inc. All rights Reserved)
- Articulate cause-and-effect relationships (e.g. as they occur in the natural world)
- Recognize the basic similarities and differences between 2 texts on the same topic (both can be informational or 1 can be non-fiction and one can be fictional)
- Read emergent-reader texts with purpose and understanding
- Write, draw, or dictate a narrative ((e.g., describing something that happened in nature and a subsequent reaction).
- Relate the idea of writing revision to a visual artist's creative process (i.e.continuously improving the work)
- Use common affixes as clues to the meaning of unknown words.
Students also will learn about "cause and effect" by recognizing interactions in nature and how we all have a role in preserving nature. Which of course brings us to Earth Day what has caused the need for everyone to play a role in preserving our earth. So I decided to focus my lesson on an emergent reader called "I Can Help Our Earth". There are many wonderful pictures books you can read during Read Aloud time before your students get to read their own emergent such as:
by Alison Inches by Stuart J. MurphyThere are lots of new vocabulary words to point out that are unknown to them so it is a great time to point out the words and connect them to a picture. Talk about how these books are alike and different.
Now it's time for your emergent readers to shine!!!!! I have written a guided reading emergent reader for this unit to share with all of you called "I Can Help Our Earth". Before reading ask your students to predict what it will be about. Do a picture walk through the book and have them point to the new vocabulary words on each page. Read it together as a class and then in pairs before letting them read it independently.
Thanks for all you do to make a difference for your students.