So many words!
Cheryl L. Hicks
Emergent Literacy Design
Rationale: To learn to read and spell words, children need to understand that there are words in sentences and that each word has a meaning. Before children can be expected to read, they must have the understanding of words and how words make up sentences. This lesson will help the children understand that there are separate words that make up sentences. They will be learning the print concept that there is a one to one correspondence between the words read and the words spoken. They will learn this by having a read- a-loud and then the teacher cutting up sentence strips to demonstrate the concept followed by the students doing the same.
Materials: A page for each child with the following printed on it, “ I have nose like a hose, I suppose.”, child safe scissors (one for each child), Sentence strips with the sentence “ But wherever I hide, my nose always shows.” and “Billy and Sue had a picnic together on Saturday.” , teacher scissors, markers, pencils for each child. And a copy of A Nose Like a Hose by Jenny Samuels
Procedures: Introduce the lesson by explaining that sentences are made up of words. It is important to know where one word starts and where another one ends. The reason that this is important is because it makes our language so that others can understand it easily.
students: Have you ever looked at a book that has something more than
pictures? We are going to learn today
how to tell when a word ends and when another word starts. Can you tell
word started and ends when I talk? “ I --- like -- ice-cream.We can do
the same thing whenever we read. Just as
there are spoken words there are written words. Today we are going to
learn about words and how to tell when they start and stop on a page.
Let think for a minute. When I read a book where am I getting the story
from? Correct the words on the page.
Let’s try! I
would like you to listen to this sentence: “Billy and Sue had a picnic
on Saturday.” I am going to say it slowly, and as I say it when you
end of a word I want to you make a cutting gesture with your
hand. Now, I am going to write this sentence on a sentance strip.
Let wrok through how we are going to cut it up. (Model) Let see, there
is space before and after Billy, so that is a word. there is a space
before and after and, so and is a word.... and so on. So we can find
words when there are spaces. If there are no spaces it is one word.
Again. Now if
you will look up here, I have this sentence: But wherever I hide, my
shows. I need the entire class to tell me where I am supposed to cut
sentence up. Let the class work through where to cut.
Read : A
Nose Like a Hose by Jenny Samuels.
As you read as the children every other page or so to tell you how many
are on the page. And ask them how long the word its and where the
6. For assessment, distribute the sentence page and have the children draw where they think they need to cut. Teacher checks, then the child is allowed to cut.
The Reading Genie http://www.auburn.edu/rdggenie
Ingrid Caldwell Time to Rhyme http://www.auburn.edu/rdggenie/breakthrough/cadwellel.html