David Goes to Schoool

I used this David Goes to School unit last year and the kids really loved it!!  They really internalized the classroom rules quickly. My kiddos were so into the book that it was so easy for them to make personal connections to the text.  By the time we created our classroom rules chart, all my students had really internalized the rules. It made the classroom run smoothly and in turn, I was able to get into teaching sooner.

Day 1
I started off by just reading the book for pure enjoyment! I did stop on page 27 and asked the kids to predict what David was going to do now that he had to stay after school.

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        David Goes to School Prediction Worksheet

Day 2 & 3
 I read the book but stopped on every page and asked key questions to promote self to text connections. Some examples :

Pg. 11 Look at the little girl’s face. Does she look happy or sad? Have you ever raised your hand patiently to share an idea and someone else yelled out the answer? What would happen if everybody raised their hand to speak?

Pg.13 Have you ever had someone that kept bothering you with their hands? What about rug time, why should we keep our hands to ourselves then? Is pushing keeping your hands to yourself?

  

On day 4

We created a circle map of David which promoted the positive behavior for each of David's "wrong doings". I created a picture card for each positive behavior.  I  used  these cards to create the circle map. I wrote with the kiddos a key word for each picture card. I made it a point to go over each picture card in a complete sentence as we placed it on the circle map. By the end of the lesson my circle map looked like this:

Day 5
I did a writing activity:  "What would you tell David". We  used the circle map for support. I teach kindergarten so it was more of a dictation. We went over the whole circle map by chorally saying a complete sentence for each picture card. Then the kiddos went off to make a David craftivity. As they were making their David, I went around writing each students dictation. I found that most were able to tell me a sentence without using the circle map. I did have 2 or 3 students that referred to the circle map to come up with their sentence. 
The following is first grade example.

Day 6
We were ready to create our classroom rules chart!! I chose ahead of time the rules that I felt were important for my class. I didn't want to dismantle my circle map because I made a bulletin board out of it. So I just printed extra picture cards of those rules that I wanted for my classroom rules chart. This is how it looked by the end of the lesson:

David goes to school unit

If you liked what you saw, you may purchase this unit at my Teachers Pay Teachers store.  It comes with 6 scripted lessons and EVERYTHING you need to conduct the lessons. Thanks for visiting and happy teaching!!!

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Pete the Cat and his four groovy buttons

My kids love this close read of Pete the Cat!

Pete the Cat and his Four Groovy Buttons. Close reading is a careful and methodical rereading that requires critical thinking about the text. Students must focus on what the author is saying and what his or her purpose is. Students need to pay attention to what the words and the structure of the text are telling us. Within a close read, there must be text dependent questions that require students to go back into the text and search for the answers. These questions should promote students to think about the text and the authors purpose.

On the first day of this unit you want to just read the book for pure enjoyment! You may want to  stop on page 25 and have the kids predict what Pete saw when he looked down at his shirt.

**To Print click on the menu button on the left and then select print.**

Pete the Cat and his Four Groovy Buttons Day 1 Prediction

Day 2 & 3

 Before reading the book, you want to go over some very important elements that all readers should be thinking about as they read or listen to a read. It is important to know that the first read, should be about just reading or listening to the text. It is in the reread that you want to really focus on the following elements.  

 What is the author telling you here?

 What are the important words or unknown words?

   What is the structure (rhyming, repetitive words or phrases,  tone) and what does it tell us?

 What is the author’s purpose?

Read the book.

Go over a picture card (Does not matter the order). Discuss the details in the picture.
For example, say you are discussing picture card number 4.

You can say the following:
"Let’s look at this sequence card. Take a moment just to look at this card. The illustrator is telling us many details about the story here. Turn to your pair share partner and share the details you see."

Have them share whole group the details they came up with their pair share partners. Some examples are:

Pete is having ice cream.

He is having 2 scoops of ice cream!

He is thinking of the number one.

There is only one button left on his shirt.

Pete is having chocolate and strawberry ice cream
You may want to write their answers on chart paper.

Now have them determine which detail on the chart is the key detail. Which one is absolutely necessary in order to retell the story. Once they determine which one is the key detail, unfold the picture card so they can see the answer. Read it together.

Do this for 3 of the 6 picture sequence cards. When done, tell them that they have just come up with the 3 key details in the story!

Pass out the annotation work sheets and have them annotate through illustrations, dictation, labels or sentences what they got out of today’s reread and key detail lesson.

If there is a word they did not understand, or are unsure about something, you should encourage them to annotate that as well. Their annotations should show evidence of thinking!!!!

Day 4
Go over all the key detail picture cards. Tell them that today they will put all the key details in order. They will be able to retell the whole story by using the key details.

The chart should look like this once it’s completed!

Day 5 & 6

Today you are going to really focus on diving into the text! You are going to ask questions that require more depth of knowledge!

Tell them the following:

"Today, I am going to reread the book Pete the Cat and his Four Groovy Buttons. As I read, I really want you to pay attention to the words the author is using to tell the story. Notice any words you may not know. Notice any words that stand out! Pay attention to the structure. Are there any rhyming words? Pay attention to any words the author keeps repeating. Notice if there are certain words written differently. Think about what the author and illustrator are trying to tell us on each page. I will stop sometimes at the end of a page and ask questions. Be ready to discuss!!! "
The following are examples of some text dependent questions

  Day 7
Today you really want to focus on making a connection to the story.

Focus on the following text to self connections:
 What does this story remind you of?
 Can you relate to Pete in any way?
 How will this story affect you in the future?

Use the think-aloud strategy to model how to make self to text connections by sharing with your students a time when you lost something. Example: (personal)

"This story reminds me of when I lost my favorite umbrella at the ball game. I went to the restroom and accidently left it in one of the stalls. I can relate to Pete the Cat because I know how it feels to lose something. But! I cannot relate to Pete’s reaction! I got very upset when I first realized I left my favorite umbrella at the stadium! Now, I can better understand and connect with this story! I think the next time I lose something I will remember that stuff comes and stuff goes."

Give them a moment to think of anything in this story that reminds them of a situation in their own life. Have them share with their pair share partners. 

You can even add an extra day to this unit by allowing all students an opportunity to share their experience in front of the class. I have a plastic microphone that my students use when they are sharing in front of the class. They love it!!!

I have noticed a BIG difference in their writing when they have the opportunity to share orally what they are going to write about prior to writing it!

Pass out self to text worksheet and have students write and illustrate their personal experience. For students that have not mastered writing conventions, have them dictate their experience. You can write it on the lines provided.

 If you liked what you saw, you may purchase this unit at my Teachers Pay Teachers store.  It comes with scripted lessons and EVERYTHING you need to conduct the lessons. Thanks for visiting and happy teaching!!!

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My little monsters

I love my little monsters classroom activities