Nigliq, An Introduction to Trade and Holidays & …&+Holidays_K...Web viewNigliq, An Introduction to Trade and Holidays & Storytown (ST) Template: The same daily lesson format has

Nigliq, An Introduction to Trade and Holidays & Storytown (ST) Template: The same daily lesson format has been utilized as ST to maintain scope and sequence of skills and structure, along with fidelity to core reading program. The ILC unit and ST, making correlations/connections between the two to ensure all skills/objectives have been met. Certain components of ST will be followed as written due to the specificity of the skill, such as, phonemic awareness, and will be designated with PER ST. At other times, components of ST lessons will be referenced as a guide for instruction with the ILC lesson and designated with GUIDE. Different options/examples are provided for the teacher to choose from “OR” develop their own based upon the needs of their students and their background knowledge.

Suggested Lesson Planner:o Warm-Up Routineo Phonemic Awarenesso Phonicso High-Frequency Wordso Comprehension – Read Aloudo Build Robust Vocabularyo Modeled Writingo Differentiated Instruction

Focus Objectives/Skills for unit: o Beginning, Middle, Endo Settingo Follow Directionso Summarizeo Predictionso Making Connectionso Character Emotionso Make Judgmentso Personal Opiniono Compare/Contrasto Inferenceo Contractions

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o Oppositeso Fluency

Week One: Itaattuk Goes To NigliqAdditional activities are provided on pages 14-19 of the Nigliq Teacher Guide for teachers to choose from. Several activities have been incorporated into both weeks. These activities may be supplanted with others based on teacher choice to meet needs of students.

Day 1 Suggested Lesson Planner: Follow ST instructions and/or use as a guide to Itaattuk Goes To Nigliq Teacher Guide.

o Warm-Up Routine: ST 330 ST poem “or” cultural poem Oral language choices

Nigliq Kindergarten Teacher Guide, pg 11: Holidays

o Discuss recent holidays: Christmas, Eskimo Games, and New Year. Make connections to traditions, yearly occurrence, purpose, etc.

o Different modes of travel.

Phonemic Awareness, ST 331, Routine Card 7 (Per ST)Note phonemic awareness is oral without print. Students should identify and produce targeted SOUNDS, not letter names.

o Complete Listen for sounds per ST.o Complete Practice/Apply per ST.

Phonics, ST 332-333, Routine Card 13 (Per ST)Note Itaattuk Goes To Nigliq doesn’t have short o words to use as examples. Phonics instruction to be completed as directed per ST.

o Blend Sounds – Short o

High-Frequency Word, ST 334, Routine Card 16 (Per ST) Introduce the Word - what

Comprehension, Read Aloud, ST 335 (Guide) Before Reading

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o Nigliq Kindergarten Teacher Guide, pg 12: Trade activity Preview the book or portion selected. Story had 15

pages and could be divided into 3 different readings. Teacher choice.

Students make predictions based on cover and illustrations from 2-3 pages previewed or portion selected to read daily.

Building background examples What do the see on the cover? What are they doing? How many people in the boat? Do you think it is a family? Why? Does this look like our village or one from long

ago? Read Aloud portion of Itaattuk Goes To Nigliq or

complete story. Respond to Literature

Identify setting/s Confirm and adjust predictions Summarize sections read. How does Itaattuk feel about the trip? How do

you know? Favorite parts. Why?

Build Robust Vocabulary, ST 340, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7. Vocabulary instruction to be completed per ST Routine Card 15, per portion of story read, or portion for rereading and targeted vocabulary study.

Follow Nigliq Teacher Activity Guide utilizing one or more of the following types of active engagement examples: Selection Context, Interact with Word Meaning, Different Contexts, Examples/Non-examples, True/False. Young children can actively respond with yes/no, thumbs up/down, etc.

Examples:Selection context for visit:

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In this story, the young boy is going on a trip to visit other friends and family.

Interact with word meaning for visit: When I was a little girl, we would ride in our car for hours to

go and see my grandfather and grandmother every Christmas. I really loved spending several days at my grandparents’ home.

I went to the hospital to visit my daughter-in-law because she had a baby. I only stayed for a couple of hours.

Thumbs Up/ Thumbs Down Football

o People kick it.o A football is thrown into a hoop.o A football is caught.o A football is hit with a bat.

Additional words for vocabulary, based on student understanding are traveled, exclaimed, whispered, grinned, coast, farther, and explained. These words are excellent for both robust vocabulary activities and use as opposite examples.

Modeled Writing: ST 341, Directions (Guide)o Discuss how to wash hands. Write directions through

teacher think aloud and shared writing. Stress correct order. May need to demo washing

hands.o Students draw something they can do, such as, brush their

teeth.

Small group differentiated instruction based on informal assessment through student work, responses, etc.

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Warm-Up Routine: ST 342o ST song “or” cultural poemo Oral language choices for week

Discuss where students like to go. Why? What do they do there?

Compare/contrast differences between their homes and ones depicted in the illustrations.

Compare/contrast time before snow machines and/or radio.

Why do we travel? Discuss purposes. Differences/traits of real versus make-believe. Different ways to travel and transport goods.



Phonics, ST 344-45, Routine Cards 13 & 14 (Per ST)Note Itaattuk Goes To Nigliq doesn’t have short o words to use as examples. Phonics instruction to be completed as directed per ST.

o Blend Sounds – Short o

High-Frequency Word, ST 346, Routine Card 16 (Per ST)o Review – what o Students identify what on selected pages of story.

o Itaattuk Goes To Nigli, pgs. 2, 5-9, 15

Comprehension – Settingo Discuss setting/s and how illustrations help to picture the

setting/s of portion read or reread.o Compare/contrast setting to where they live.

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o Reread story or portion read on Day 1.o Identify vocabulary words/clues to Itaattuk’s emotions regarding

the trip. How do the illustrations help us to understand how he is feeling?

o Make predictions based on portion to be read from preview on next selected pages.

o Discuss if this is his first trade fair. How do they know?o Respond to Literature

o Identify how the family traveled in the story. What are different ways they have traveled?

o Record questions on chart paper.

Build Robust Vocabulary, ST 354, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7. Vocabulary instruction to be completed per ST Routine Card 1,5 per portion of story read or portion for rereading and targeted vocabulary study.

Follow Niglig Teacher Activity Guide utilizing one or more of the following types of active engagement examples: Selection Context, Interact with Word Meaning, Different Contexts, Examples/Non-examples, True/False. Young children can actively respond with yes/no, thumbs up/down, etc.


o In this story, the young boy is going on a trip to visit other friends and family.

Interact with word meaning for visit:o When I was a little girl, we would ride in our car for hours to go

and see my grandfather and grandmother every Christmas. I really loved spending the night at my grandparents’ home.

o I went to the hospital to visit my daughter-in-law because she had a baby. I only stayed for a couple of hours.


o People kick it.o A football is thrown into a hoop.

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o A football is caught.o A football is hit with a bat.


Modeled Writing: ST 355, Directions (Guide) Review written directions and correct order of how to

wash hands. Brainstorm how to play a game, such as, Simon Says.

Record steps on chart paper. Students draw and write about a game they like

to play. Students share their drawings from Day 1.

Students complete drawing something they can do, such as, brushing their teeth (if needed).


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o Warm-Up Routine: ST 356o ST rhyme “or” cultural rhyme

Oral language choices for week Discuss where students like to go. Why? What do

they do there? Compare/contrast differences between their homes

and ones depicted in the illustrations. Compare/contrast time before snow machines and/or

radio. Why do we travel? Discuss purposes. Differences/traits of real versus make-believe.


Complete Listen for sounds per ST. Complete Practice/Apply per ST.

Phonics, ST 558-59, Routine Cards 13 & 14 (Per ST)Note Itaattuk Goes To Nigliq doesn’t have short o words to use as examples. Phonics instruction to be completed as directed per ST.

Blend Sounds – Short o Practice Book, p.15

High-Frequency Word, ST 360, Routine Card 16 (Guide)Note Itaattuk Goes To Nigliq doesn’t use the high-frequency word “two”. Continue with following activities Day 3 and 4.

Students identify examples of “two” items, people, etc. in illustrations.

Students match the word “two” written on index cards to items identified, write word on dry-erase boards and/or complete sentence starter I see two ____.

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o Examples, P .2 – two boys, two boxes, two snowshoes p. 4 – two animals

Comprehension – ST 361 (Guide) Summarize portions from Day 1 & 2 read from Itaattuk Goes To

Nigliq per steps provided in ST. Reread story or portion read on Day 1 & 2.

o Identify vocabulary words and clues from illustrations to describe Itaattuk and his emotions.

o Make predictions based on portion to be read from preview on next selected pages.

Reread story or sections as needed to complete a Story Map of the important parts of the story from the beginning, middle and ending using the Story Map graphic organizer provide in ST. (Story Map to be completed over several days as each section is read.)

Contractionso Explain how two words are condensed, losing letters, into

one with an apostrophe maintaining the lost letters poisitions.

Examples from Itaattuk Goes To Nigliq we’re, what’s, it’s, we’ll, I’ll , and that’s Contraction, we’ll, repeats on 9 pages, multiple

times on the pages.

Build Robust Vocabulary, ST 370, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7. Vocabulary instruction to be completed per ST Routine Card 15, per portion of story read, or portion for rereading and targeted vocabulary study.


Examples:

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Selection context for visit: In this story, the young boy is going on a trip to visit other friends

and family.Interact with word meaning for visit:

When I was a little girl, we would ride in our car for hours to go and see my grandfather and grandmother every Christmas. I really loved spending the night at my grandparents’ home.



o People kick it.o A football is thrown into a hoop.o A football is caught.o A football is hit with a bat.


Modeled Writing: ST 371, Directions (Guide) Review written directions and correct order of how to play a

game. Brainstorm how to get to the library. May need to go to library

and discuss directions. o Review direction words left/right. Record steps on chart

paper.o Students draw how to get to the library from their

classroom. Students share their drawings from Day 2.


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Warm-Up Routine: ST 372 (Guide) ST poem “or” cultural poem Oral language choices for week

o Discuss where students like to go. Why? What do they do there?

o Compare/contrast differences between their homes and ones depicted in the illustrations.

o Compare/contrast time before snow machines and/or radio.

o Why do we travel? Discuss purposes.o Differences/traits of real versus make-believe.


Complete Listen for sounds as directed per ST. Complete Practice/Apply as directed per ST.

Phonics, ST 374-75, Routine Cards 13 & 14 (Per ST)Note Itaattuk Goes To Nigliq doesn’t have -ot words to use as examples. Phonics instruction to be completed as directed per ST.

Phonogram: -ot

High-Frequency Word, ST 376, Routine Card 16 (Guide)Note Itaattuk Goes To Nigliq doesn’t use the high-frequency word “one” or “two”. Continue with following activities Day 3 and 4.

Students identify examples of “one” item in illustrations. Students match the word “one” written on index cards to items

identified, write word on dry-erase boards and/or complete sentence starter I see one ____.

o Examples,

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P .2 – one glove, one bucket p. 3 – one dog sled, one baby

Comprehension (Per ST) ST 376-77, Decodable Book: Pop Got a Hit

o Complete per ST steps.o Repeated readings at least 4 times.

Reread story or portion read on Days 1-3. Make and/or adjust predictions based on portion read or to be

read. Compare settings of Pop Got a Hit and Itaattuk Goes To Nigliq.

o Identify different settings and only Pop Got a Hit has a setting inside a home.

Build Robust Vocabulary, ST 380, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7. Vocabulary instruction to be completed per ST Routine Card 15.

Follow Teacher Activity Guide utilizing one or more of the following types of active engagement examples: Selection Context, Interact with Word Meaning, Different Contexts, Examples/Non-examples, True/False. Young children can actively respond with yes/no, thumbs up/down, etc.

Examples:o Selection context for visit:


o Interact with word meaning for visit: When I was a little girl, we would ride in our car for

hours to go and see my grandfather and grandmother every Christmas. I really loved spending the night at my grandparents’ home.


Thumbs Up/ Thumbs Downo Football

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People kick it. A football is thrown into a hoop. A football is caught. A football is hit with a bat.


Modeled Writing: ST 381, Directions choices (Guide) Review written directions and correct order of how to get to the

library. Brainstorm how to reverse the directions to get from the library

to the classroom.o Students draw how to get to the their classroom from the

library. Brainstorm how to get to the lunchroom and/or gym. May need to

go to library and discuss directions. o Review direction words. Record steps on chart paper.o Students draw how to get to the lunchroom/gym from their

classroom. Students share their drawings from Day 3.


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Warm-Up Routine: ST 382 (Guide) ST song “or” cultural song Oral language choices for week

o Discuss friends, what they do together and something special about them.

o Discuss where students like to go. Why? What do they do there?

o Compare/contrast differences between their homes and ones depicted in the illustrations.

o Compare/contrast time before snow machines and/or radio.

o Why do we travel? Discuss purposes.o Differences/traits of real versus make-believe.

Phonemic Awareness Review, ST 383, Routine Card 7 (Per TE)Note phonemic awareness is oral without print. Students should identify and produce targeted SOUNDS, not letter names.


Phonics, ST 384-85, Routine Cards 13 & 14 (Per TE)Note Itaattuk Goes To Nigliq doesn’t have -op words to use as examples. Phonics instruction to be completed as directed per ST.

Phonogram: -op

High-Frequency Word, ST 386, Routine Card 16 (Per TE) Review high-frequency words: what, two and one.

Comprehension (Per TE) ST 386-87, Decodable Book: What Can Two Do?

o Complete per ST steps.o Repeated readings, 4 times

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Discuss what they do with their friends. Review Summarize, ST 388-89, Read Aloud Anthology, p. 50 and

complete a Story Map.

Build Robust Vocabulary, ST 390, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7 to REVIEW. Vocabulary instruction to be completed per ST Routine Card 15.

Follow Teacher Activity Guide to REVIEW vocabulary utilizing one or more of the following types of active engagement examples per teacher selected words for daily focus and review: Selection Context, Interact with Word Meaning, Different Contexts, Examples/Non-examples, True/False. Young children can actively respond with yes/no, thumbs up/down, etc.

Examples:o Selection context for visit:


o Interact with word meaning for visit: When I was a little girl, we would ride in our car for

hours to go and see my grandfather and grandmother every Christmas. I really loved spending the night at my grandparents’ home.


Thumbs Up/ Thumbs Downo Football

People kick it. A football is thrown into a hoop. A football is caught. A football is hit with a bat.


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Modeled Writing: ST 391, Directions choices (Guide) Review written directions and the correct order of how to get to

the lunchroom/gym. Brainstorm how to reverse the directions to get from the

lunchroom/gym to the classroom.o Students draw how to get to the their classroom from the

lunchroom/gym. Students write how they prepare to go home from school each

afternoon. o Students draw how to get ready to go home from school.

Students share their drawings from Day 4.


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Week Two – Additional activities are provided on pages 14-19 of the Nigliq Teacher Guide for teachers to choose from. Several activities have been incorporated into Week 2. These activities may be supplanted with others based on teacher choice to meet needs of students.


Warm-Up Routine: ST 408 (Guide) ST poem “or” cultural poem Oral language possible choices

o Review the meaning of trade. Students share something they have traded with someone.

o Students identify the differences between summer and winter on The Slope.

o Students discuss if they have been camping. What did they stay in? Where did they go?

o Students discuss items they need to pack to take on a trip.o Students discuss games they like to play and state why.o Students identify the members of their immediate families

in order of age.o Students touch and describe items selected by teacher from

kit.

Phonemic Awareness, ST 409, Routine Card 6 (Per TE)Note phonemic awareness is oral without print. Students should identify and produce targeted SOUNDS, not letter names.


Phonics, ST 410-11 Consonant W (Per TE)o Introduce consonant Ww Sound/Spelling Card

o Phonics Practice Book, pp. 87-88o Handwriting

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o Practice Book, p18

High-Frequency Word, ST 412, Review (Per TE)o Review – for, me

o Include words one and two

Comprehension: Beginning, Middle, Ending (Guide)o Review the order of events before reading Itaattuk Goes To Nigliq.o Read Aloud Itaattuk Goes To Nigliq pause at key points.

o Students retell storyo Students practice sequencing, identifying beginning, middle

and ending with felt pieces and board.o Respond to Literature

o Who in the story is like a member of their family? Tell how.o Have they ever ridden on a dog sled or boat? Which was the

most fun or scary?o Compare riding on a snow machine to it might be like to

ride on a dog sled.

Build Robust Vocabulary Review, ST 414, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7. Vocabulary instruction to be completed per ST Routine Card 15.

Follow Niglig Teacher Activity Guide utilizing one or more of the following types of active engagement examples: Selection Context, Interact with Word Meaning, Different Contexts, Examples/Non-examples, True/False. Young children can actively respond with yes/no, thumbs up/down, etc.

Provide examples of items from targeted vocabulary for students to experience and explore. Many items are in the kit, such as, a miniature dog sled, tent, etc.



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Interact with word meaning for visit: When I was a little girl, we would ride in our car for hours to go




Modeled Writing: ST 415, Story Response (Guide)o Write a story response to Itaattuk Goes To Nigliq.

Students share favorite parts. Students draw and write about a trip they would like

to take. o Additional suggestions:

Students share writings from Week 1 that haven’t been shared.

Class book created from Week 1 writings/drawings.


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Warm-Up Routine: ST 416 (Guide)o ST song “or” cultural songo Oral language possible choices






kit.





o Practice Book, p19

High-Frequency Word, ST 420, Review (Per TE)o Review – what, do , see, where

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o Include words one and two

Comprehension (Guide)o Opposites

o Itaattuk Goes To Nigliq text is rich with possibilities for examples.

o Examples: exclaimed/whispered, back/front, long/short, young/old, brother/sister, up/down, go/stay, aunt/uncle, grin/frown, etc.

ST 421, Beginning, Middle, Ending (Per TE)o Read aloud Chugga-Chugaa Choo-Choo

Identify story events in order. Students retell story with a partner.

o Compare/contrast Chugga-Chugaa Choo-Choo and Itaattuk Goes To Nigliq.

Load the train and dog sled Train travels to different locations Everyone tired when arrives and play at the end.

Practice Book, p. 21





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Modeled Writing: ST 423, Story Response (Guide)o Write a story response to Chugga-Chugaa Choo-Choo.

Students share favorite parts.o Students draw and write about a trip they would like to

take.


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Warm-Up Routine: ST 424o ST poem “or” cultural poemo Oral language possible choices






kit.





o Practice Book, p. 22

High-Frequency Word, ST 428, Review(Per TE)

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o Review –look, see, one, two, I

Comprehension – ST 429, Beginning, Middle, Ending (Per TE)o Read-Aloud Anthology: The Gingerbread Man, p. 46.o Complete a Story Map for story.o Review contractions and/or opposites.

Build Robust Vocabulary Review, ST 430, Routine Card 15Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7. Vocabulary instruction to be completed per ST Routine Card 15.









Modeled Writing: ST 431, Story Response (Guide)

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o Write a story response to The Gingerbread Man. Students share favorite parts and parts they did not

like.o Students draw a picture of the Gingerbread Man. Then

write a sentence about him.


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Warm-Up Routine: ST 432 (Guide)o ST rhyme “or” cultural rhymeo Oral language possible choices




o Students discuss items they need to pack to take on a trip.o Students discuss games they like to play and state why.o Students identify the animals in the story.o Students identify the members of their immediate families


kit.



Phonics, ST 434-35 Consonant X (Per TE)o Connect letter/sound, Xx Sound/Spelling Card


o Practice Book, p. 23

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High-Frequency Word, ST 428, Review (Per TE)o Review – what and see

Comprehension (Per TE) ST 436-37, Decodable Book: What Will Dad See?

o Repeated readings - 4 times ST 438-39, Read aloud Snowmen at Night

o Review real versus make-believeo Preview the book

Students make predictionso Discuss if all of the events could have happened.

Compare to the events to Itaattuk Goes To Nigliq. Which story could really have happened?

o Identify beginning, middle, and ending events o Students retell story with Story Retelling Cardso Review contractions and/or opposites.






Interact with word meaning for visit:

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When I was a little girl, we would ride in our car for hours to go and see my grandfather and grandmother every Christmas. I really loved spending the night at my grandparents’ home.



Modeled Writing: ST 441 (Guide)o Students draw a real or make-believe snowman. Write a

sentence stating why their snowman is real or not. Students share favorite parts and parts they did not

like.


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Warm-Up Routine: ST 442 (Guide) ST poem “or” cultural poem Oral language possible choices




o Students discuss items they need to pack to take on a trip.o Students discuss games they like to play and state why.o Students identify the animals in the story.o Students identify the members of their immediate families


kit.



Phonics, ST 444-45 Review Consonants W and X (Per TE)

High-Frequency Word, ST 446, Review (Per TE) look, the, where and you

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Comprehension ST 446-47, Decodable Book: Where Will Max Sit?

o Complete per ST steps.o Repeated readings - 4 times

Review the Story Map for Itaattuk Goes To Nigliq. Discuss information provided in story. Review the different settings. Review the different places Itaattuk got to go to and the different

things he got to do. Which they believe is Itaattuk’s favorite thing to do in the story

and their’s? What would they want to ask Itaattuk about his journey to Nigliq?

o Record student questions

Build Robust Vocabulary Review, ST 450, Routine Card 15 (Guide)Note: Choose vocabulary from Itaattuk Goes To Nigliq Teacher Guide Vocabulary, page 7, with instruction completed per ST Routine Card 15.

Follow Nigliq Teacher Activity Guide utilizing one or more of the following types of active engagement examples: Selection Context, Interact with Word Meaning and Different Contexts.







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Additional words for vocabulary, based on student understanding are traveled, exclaimed, whispered, grinned, coast, farther, and explained.

Modeled Writing: ST 451 (Guide)o Students draw and write about their favorite place or free

writing.


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Documents

Nigliq, An Introduction to Trade and Holidays & …&+Holidays_K...Web viewNigliq, An Introduction to Trade and Holidays & Storytown (ST) Template: The same daily lesson format has