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OBJECTIVE: ACTIVITIES: The Napping House€¦ · OBJECTIVE: Insert Objective ... Always start a person’s name with a capital letter. (W2.2: ... Ask students to dictate the letter

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Page 1: OBJECTIVE: ACTIVITIES: The Napping House€¦ · OBJECTIVE: Insert Objective ... Always start a person’s name with a capital letter. (W2.2: ... Ask students to dictate the letter

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GRADES

K-1CONTENT FOCUS: Insert Content FocusPROFICIENCY: Insert Profi ciency

OBJECTIVE: Insert Objective here - it must not exceed two lines. If it does, let the Content Department know so they can revise it. COT

A Fan Letter (Lesson A)

ACTIVITIES: Students read and discuss The Napping House. Then students write a fan letter to the author.

PREPARATION:

• a copy of The Napping House, written by Audrey Wood and illustrated by Don Wood (© 1984, Harcourt).

• copies of the worksheet “Write a Letter to the Woods” for each student

Build Background: Preview the Story 1. Gather students around you, letting them know it is story time. Show

the cover of the book The Napping House and read the title aloud. Ask students what they think might happen in a home called a “napping house.” Encourage students to tell their ideas or to act them out. They might have fun pretending to sleep and snore like the people on the cover, for example.

2. Read the names of the author (Audrey Wood) and the illustrator (Don Wood). Write the author’s name on the board, reinforcing capitalization rules as you write: Audrey Wood wrote this book. When I write her name, what should I remember about capital and lowercase letters? That’s right, Carlos. Always start a person’s name with a capital letter. (W2.2: Capitalize proper names)

3. Write the illustrator’s name below the author’s so that their last names align. If students don’t notice, point out that Audrey and Don have the same last name: You’re right, Fia, they both have the same last name: Wood. That’s because Audrey and Don Wood are married. Explain that the Woods often work together on children’s books, and they say that their old house in California looked like the house in the story. (Note to teachers: The Woods now live in Hawaii. Their son, Bruce, also illustrates Audrey’s books.) Open the book to the fi rst story page to show students the house. Then begin to read the story aloud.

Listen to and Discuss the Story 1. The structure of The Napping House makes it good for choral reading.

Encourage students to join in as you read. As each new element is

CONTENT FOCUS: Reading/Language ArtsPROFICIENCY: Profi cient to Above Profi cient

OBJECTIVE: Students express preferences and write simple sentences.

Activate

Listen

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introduced into the story line, point to it in the art to provide visual support for comprehension.

2. When fi nished reading ask students what they liked about the story. (S1.2: Express opinions and preferences) Write their answers on the board, using a word web to organize ideas for later use.

STRATEGY LINK: WRITING English sentences – other than commands – require a subject and a verb. However, not all languages require a subject or a verb for a complete sentence (e.g. Arabic, Chinese, Creole, Italian, Japanese, Russian, Spanish, and Thai).

As they learn about the conventions of English language writers, it may be useful for K–1 ELLs to begin to consciously identify subjects and verbs in complete sentences, as well as the correct word order of the subjects and verbs.

Help your K–1 students recognize and identify subjects and verbs and word order through some of these approaches:

• For subjects and verbs, ask Who (or what) did it? What did she (or he or it) do? as you write a sentence on the board.

• Distribute a list with pictures of pronouns and nouns, labeled “subjects,” and a separate list with pictures of verbs, labeled “verbs.” Ask students in pairs to add their own pictures to each list. Move from lists with familiar, concrete words to lists with new or abstract words.

• Create games that focus on subjects, verbs, and word order—e.g., bucket basketball, using old tennis balls, each with a subject or a verb written on it. Student teams take turns throwing the ball into the “subject” or “verb” bucket. Award points, and have student pairs choose one ball from the “subject” bucket and one from the “verb” bucket and make a complete sentence with correct word order.

• Distribute word strips that can be rearranged to make a complete, simple sentence with correct word order. Point out the grammar elements of the sentence.

• Distribute simplifi ed (and later, authentic) K–1 classroom texts with the subjects underlined and the verbs circled. This type of text annotation/highlighting may be helpful for students as they begin to notice these parts of speech.

• Continue to provide grammatical input to stimulate implicit learning.

• When students make important, persistent errors, ask them to ask themselves “Does this sound right in English?”

A Fan Letter (Lesson A)

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Write a Letter 1. Review with students all of the comments they made about the book. Let

them know that they can share these thoughts with Audrey and Don Wood by writing them a letter: It would be fun to tell the Woods that you like their book. We can do that. We can write a letter to them.

2. Ask students to dictate the letter to you as you guide them through the different sections: We’ll start the letter by saying hello. Most letters begin like this (write the greeting on the board): Dear Audrey and Don Wood, … That’s right, Sun Mai, we start their names with capital letters. Once we write a greeting, we need to say why we are writing. Why are we writing? That’s right, Nico, we read their book and we really like it! How can we say that? Continue working with the students to build the body of the letter. (W5.1: Write to describe, explain, report, compare, narrate, persuade, or express) OBSERVATIONAL OPPORTUNITY #1

3. Talk about capitalization, punctuation, and complete sentences as you compose the letter. For example: Many of you say that you like the pictures. Let’s write about that. In our notes, you said the pictures were funny. How can we write this? Gabriella suggests, “The pictures are very funny.” Do you like that? Okay, let’s write it! What happens at the beginning of the sentence? Yes, start the fi rst word with a capital letter. What should I put at the end of the sentence? Thanks, Felipe, we need a period. (W2: Use appropriate capitalization and punctuation; W3: Use standard sentence structure) OBSERVATIONAL OPPORTUNITY #2

Write and Illustrate the Final Letter 1. Hand out the letter template on the “Write a Letter to the Woods”

worksheet. Invite more advanced students to copy the text of the letter. Beginning students may write a few words. All students should illustrate a letter and sign their name.

2. If you have access to a scanner and would like to send the class letters to the Woods, you may access Audrey Woods’ e-mail link at her website: www.audreywood.com. (The Woods do not accept mail at their postal address.) An alternate method would be for the students to dictate an email message while the teacher is at the computer. (W2: Use appropriate capitalization and punctuation; W3: Use standard sentence structure) OBSERVATIONAL OPPORTUNITY #2

Extend

A Fan Letter (Lesson A)

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RELATED LINKS:

Standards: S1, W2, W3, W5

Multilevel Links:

• Intermediate students may choose to write to just the author or just the illustrator. They can choose the sentences from the class letter that are appropriate and add other sentences if they wish.

• Above Profi cient students might want to write a letter of their own. Encourage them to use the three-part format modeled in the group lesson.

Technology Link: A guided tour through the author’s website (www.audreywood.com) can provide an age-appropriate introduction to simple Internet technology for students. Students can learn more about Audrey and Don Wood and their work.

Mathematics Link: Students can complete the “shape search” worksheet that you can download and print from the author’s website (www.audreywood.com). It features a house in the shape of the napping house from the book.

ASSESSMENT: The Observational Assessment Rubric provides space for you to record your observations of students’ writing skills during the lesson.

A Fan Letter (Lesson A)

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Student: Date:

Write a Letter to the Woods

Dear Mrs. and Mr. Wood,

Sincerely,

A Fan Letter (Lesson A)Pr

of to

A P

rof

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Observational Assessment Rubric

Observational

Opportunity #1

W5.1: writes to

express feelings

❑ yes ❑ no

If yes, the student capitalizes the fi rst letter in proper names:

❑ sometimes

❑ always

The student capitalizes the fi rst letter in sentences:

❑ sometimes

❑ always

Observational

Opportunity #2

W2.1: uses

appropriate

capitalization and

punctuation

❑ yes ❑ no

If yes, the student writes:

1 ❑ by dictating ideas through words and gestures: good book, art nice

2 ❑ by dictating or writing simple phrases: a funny book, I like it

3 ❑ by writing simple sentences with some errors: The dog it is the best

4 ❑ by writing complete sentences: This book is funny. I like the dog best.

1—Beginning/Early Intermediate2—Early Intermediate/Intermediate3—Intermediate/Profi cient4—Profi cient/Above Profi cient

NOTES:

A Fan Letter (Lesson A)

Prof

to A

pro

f

Student: Date:

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GRADES

K-1CONTENT FOCUS: Insert Content FocusPROFICIENCY: Insert Profi ciency

OBJECTIVE: Insert Objective here - it must not exceed two lines. If it does, let the Content Department know so they can revise it. COT

CONTENT FOCUS: Reading/Language Arts, DramaPROFICIENCY: Profi cient to Above Profi cient

A Fan Letter (Lesson B)

ACTIVITIES: Students adapt and perform a new version of The Napping House.

PREPARATION: Obtain a copy of The Napping House, written by Audrey Wood and illustrated by Don Wood (© 1984, Harcourt).

For each student:

• crayons

• scissors

• glue or paste

• large pieces of construction paper cut into the shape of a barn

• a copy of the “Napping Barn” worksheet

Build Background: Review the StoryRemind the students of the story from the previous lesson. Reread the story, using some of the students’ favorite interpretations (adding snoring sounds, choral chants, letting the students complete a sentence as the teacher points to a character on the page).

Create a New Version of the Story 1. Tell the students they will make up a new story similar to the story about a

napping house. This will be about a Napping Barn.

2. Distribute a copy of the “Napping Barn” worksheet to each student. Ask students to color the pictures and cut them out. Distribute construction paper barns to the students. In what order will we put the pictures? Which will go fi rst? Yes, Sharif, the farmer will go fi rst. Put the farmer at the bottom of your paper. Which picture will be next? Continue until the students have placed all of the pictures in the correct order. Chant the new story as

Create

OBJECTIVE: Students identify story details and demonstrate reading comprehension.

“Napping Barn” characters

• a sleeping farmer

• a tired girl

• a snoozing sheep

• a slumbering goat

• a dreaming duck

• a stinging bee

Review

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you work. Instruct the students to paste the pictures on the paper after the pictures are all in place. (L1: Follow common, explicit oral directions)

3. Ask questions to compare this new version of the story to the fi rst version. What people are in this story? What animals are in the story? How are the stories the same? How are the stories different? Ask questions to elicit responses to story details. Where does this story take place? Yes, Gilberto, it takes place on a farm. How do you know? (L3.3: Identify supporting details; R3.1: Demonstrate reading comprehension)

Take the Show on the Road 1. Practice performing the new version of the story. Students may point to the

pictures, make sound effects, and chant the words.

2. Make arrangements with another teacher, the school librarian, or the offi ce staff for your students to perform this new version of the story. Students should carry their papers and point to the appropriate fi gure as they chant the story with you.

Perform

RELATED LINKS:

Standards: L1, L3, R3

Multilevel Links:

• Beginning and intermediate students may want to write the names of the animals near the pictures.

• Above Profi cient students may wish to write sentences about each character in this new version of the story.

Resource Links: other books by the Woods include:

• King Bidgood’s in the Bathtub

• Ten Little Fish

• Alphabet Adventure

• Alphabet Mystery

• The Big Hungry Bear

• Merry Christmas, Big Hungry Bear

the Wood family online: www.audreywood.com

A Fan Letter (Lesson B)

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Student: Date:

Napping Barn

Prof

to A

Pro

fA Fan Letter (Lesson B)

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