First Grade Literacy Schedule - Humble Independent School ...



| |Monday |Tuesday |Wednesday |Thursday |

|First Independent |Students are greeted every morning with interesting books of many different genres and opportunities to talk with friends and share their thinking as readers. |

|Reading | |

| |A time to warm-up for the more rigorous reading that follows. Students may choose challenging books of high interest, easy books, familiar Big Books. etc. |

|15 minutes |This gives the teacher an opportunity to conference with students, take a running record, and work one-on-one. |

| |Introduce a place where students can | |Continue to monitor if students are choosing | |

| |recommend books to classmates by writing the | |“just right” books. | |

| |title and their names. | | | |

|Community Share |Focus: Students can tell their personal |Focus: Students can tell their personal stories|Focus: Students can tell their personal stories|Give a book talk (mini book commercial) on one |

| |stories and make connections to the stories |and make connections to the stories they hear. |and make connections to the stories they hear. |or two books from the classroom library to |

|15 minutes |they hear. | | |arouse students’ interest. |

| | |Have students continue sharing their books. |Have students continue sharing their books. | |

| |Have students continue sharing their books. |Facilitate conversations between the students as|Facilitate conversations between the students as|Have students continue sharing their books. |

| |Facilitate conversations between the students|they notice and make connections. (Joe and Mary|they notice and make connections. (Joe and Mary|Facilitate conversations between the students as|

| |as they notice and make connections. (Joe |both love horses) |both love horses) |they notice and make connections. (Joe and Mary|

| |and Mary both love horses) | | |both love horses) |

|Shared Reading |Shared Reading Focus: |Shared Reading Focus: |Shared Reading Focus: |Shared Reading Focus: |

| |Students can take a book walk and make |Students can use fix-up strategies when reading |Students can read and locate words with -s, |Students can respond to their reading. |

|15 minutes |predictions. |doesn’t make sense. |-ing, or -ed endings. | |

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| |See Shared Reading 4 day lesson plan | | | |

|Interactive |Interactive Read Aloud |Interactive Read Aloud |Interactive Read Aloud |Interactive Read Aloud |

|Read Aloud |Lesson - Questioning |Lesson Continued Questioning |Lesson Continued Questioning |Lesson-Visualizing |

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|15 minutes | |Focus: Students can ask questions before, |Focus: Students can ask questions before, |Focus: Students can picture the story in their |

| |Focus: Students can ask questions before, |during, and after reading. |during, and after reading. |minds to help them understand what they read. |

| |during, and after reading. | | | |

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| |Monday |Tuesday |Wednesday |Thursday |

|Independent Reading |Independent Reading | | | |

| |Lesson- Abandoning Books |Continue to conference one-on-one with students |Continue to conference one-on-one with students |Continue to conference one-on-one with students |

| | |reading independently and at their work |reading independently and at their work |reading independently and at their work |

|Independent Work |Focus: Students can understand when to |stations. Keep observational notes. |stations. Keep observational notes. |stations. Keep observational notes. |

| |abandon a book. | | | |

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|Guided Reading | | | | |

| |Continue practicing routines for literacy | | | |

| |stations & independent reading | | | |

|60 minutes | | | | |

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| |Students will meet in small groups for reading instruction: |

| |Work with your students at their instructional reading level (text that can be read with 93%-to 96% accuracy). |

| |We support & scaffold the reader & help the child read as independently as possible. |

| |We want each student to problem-solve & apply the strategies that have been MODELED IN WHOLE GROUP INSTRUCTION. |

| |After a book has been introduced and read in guided reading, add it to the child’s independent reading box/bag. |

| |Other students are engaged in independent reading, independent work, or literacy stations. |

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|Word Work |Focus: Students can changes the last |Focus: Students can add endings to words they |Focus: Students can add endings to words they |Focus: Students can use parts of words they |

| |letter(s) of a word to make new words. |know. |know. |know to read or write new words. |

|15 minutes |Students can quickly read important words. | | | |

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| |Lesson-Week Three | | | |

| | | | |Lesson-Week Three |

| | |Lesson-Week Three |Lesson-Week Three | |

|Independent Writing |Interactive Read Aloud |Interactive Read Aloud Continue: “The Cave” |Interactive Read Aloud Continue: “The Bike |Interactive Read Aloud Continue: Illustrations |

| |Lesson-Voice | |Ride” |have a big impact on voice |

| | |Focus: Student can understand and use voice in | | |

|40 minutes |Have You Seen My Duckling? |their writing. |Focus: Student can understand and use voice in |Focus: Student can understand and use voice in |

| | | |their writing. |their writing. |

| |Focus: Student can understand and use voice |Allow time for some to share with the whole | | |

| |in their writing. |group or with partners. |Allow time for some to share with the whole |Allow time for some to share with the whole |

| | | |group or with partners. |group or with partners. |

|Read Aloud |Read Aloud |Read Aloud |Read Aloud |Read Aloud |

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|Dismissal | | | | |

Interactive Read Aloud – Asking Questions

FOCUS: Asking Questions

Mentor Text: Grandfather Twilight by Barbara Berger

Readers Purposefully and Spontaneously Ask Questions Before, During, and After Reading

FOCUS THE LEARNING

Questioning is the strategy that propels readers forward. When readers have questions, they are less likely to abandon the text. Proficient readers ask questions before, during, and after reading. They question the content, the author, the events, the issues, and the ideas in the text. We need to celebrate kids’ questions and help facilitate their answers. Readers ask questions to:

• Clarify meaning.

• Speculate about text yet to be read.

• Focus attention on specific components of the text.

• Locate a specific answer in the text or consider rhetorical questions inspired in the text.

TEACHING POINT AND MODEL/DEMONSTRATION

Before reading the book, explain to the children that thoughtful readers ask questions not only as they read, but also before and after reading. Like right now, I’m thinking some of you might have a question or two in your head about this book, Grandfather Twilight. Is that true? You all do? I really love what great thinkers you are…

Chart their questions before, during, and after reading, putting B for questions you asked before the reading, a D for those asked during reading, and an A for those asked after reading the book. After reading the chart might look like this:

B What is twilight?

B Is that Grandfather Twilight on the cover?

B I wonder if he’s magic.

D What does among mean?

D Is this about God?

D How does the pearl get bigger and bigger?

A Why would this author write a book about stuff she doesn’t understand?

A Could this be true?

GUIDED PRACTICE/ACTIVE ENGAGEMENT

Children notice that they asked questions before, during, and after reading, but ask them; why do you think readers ask questions before, during, and after reading? How does asking questions help you become a better reader?

Begin a chart to keep track of their thinking; Thinking About Questioning. Divide into thirds with these headings:

What do we know about asking questions? How does asking questions help the reader? How do readers figure out the answers to their questions?

Add to the chart during subsequent lessons.

LINK TO ONGOING WORK

During small group instruction, encourage questioning before, during, and after reading.

ASSESS THE LEARNING

Evaluate students’ understanding during guided reading and independent reading.

Interactive Read Aloud – Visualize-Drama/Play

|MENTOR TEXT: Hattie and the Fox by Mem Fox |

|Choose a text that is worthwhile, familiar, and available. Other texts that might be used include Ira Sleeps Over, Stone Soup, The Hello, Goodbye Window, Don’t |

|Let the Pigeon Drive the Bus! The Snowy Day. |

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|FOCUS STRATEGY: Visualize-Drama/Play |

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|FOCUS THE LEARNING |

|Good readers visualize as they read. They imagine characters moving around, and they imagine how it would sound if characters talk to teach other. We can help |

|ourselves visualize or make pictures in our heads, by acting out our story. As we read Hattie and the Fox, by Mem Fox, your job will be to visualize or picture |

|this story in your mind. Make a movie in your head and think about how it could be turned into a play that we could act out. |

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|INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE |

|I am going to hang this chart next to me while I read so we have a place to write our ideas about how we can act out Hattie and the Fox. We are going to turn it |

|into a play so we need to listen to the story and think about how it might work if we acted it out. |

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Independent Reading – Abandoning Books

FOCUS: Abandoning Books

I can understand why readers don’t finish a book.

FOCUS THE LEARNING

Once in a while, readers choose a book to read and even after they have given it a good chance they find that they are not enjoying it; it’s no longer a just-right book. Has that happened to you?

TEACHING POINT AND MODEL/DEMONSTRATION

You may not be interested in reading it anymore and want to stop. You may decide to read it later. When a reader stops reading a book, it’s called “abandoning the book.” Today let’s talk about why readers might abandon books. Give an example of when you might abandon a book. As students give different reasons readers abandon books, create a chart.

GUIDED PRACTICE/ACTIVE ENGAGEMENT

Write student responses on a chart. Are any of you reading a book that you are really not interested in? Of course, it’s important to give a book a chance before you decide to abandon it, but readers abandon books sometimes. If you’re considering abandoning your book, why is that? Have you given it a good chance? Have students share their thinking.

Sample Chart

|Why Readers Abandon Books |

|Too easy |

|Boring |

|Too long |

|Too confusing |

|Found another book that looked better |

LINK TO ONGOING WORK

Today when we gather to share, we’ll check in to see whether any readers abandoned the books they were reading and they can explain why.

ASSESS THE LEARNING

Continue to conference with students making sure students are making good book choices.

Word Study – Early Readers

Word-Solving Actions

Changing the Last Letter of a Word

• I can change the last letter or letters of a word to make a new word.

Materials: List of words (To start, only include the first of each pair on a chart): him-hit, but-bug, leg-let, flag-flat, win-wig, sit-sip, mom-mop, beg-bet, pet-peg, bat-bag, fan-fat, ham-hat, mad-map, fit-fig, fin-fix, pig-pin, top-tot, fox-fog, cut-cup, bus-but.

Activity 1:

1. You know how to change the first letter of a word to make a new word. Watch this. (Make his with magnetic letters.) What does this say?

2. Now make the word him below. Ask children what they notice. (only the last part is different)

3. Do the same with mom-mop, cut-cup, beg-bet.

4. Next show how you can start with his and simply change the last letter (remove the s and add the m).

5. Do the same with the other words.

6. Have students choose four words from the list and make a new word from each one.

7. Post the list of possible words.

Link

Shared Reading: Find a word in their reading to highlight. See if students can change the last letter to make a new word.

Guided Reading: During word work, have the children make three or four words and change the last letter to make a new word.

Interactive Writing: As appropriate, show the children how to start with a word they know and change the last letter to make a word they want to write.

Independent Writing: Remind the children to use parts of words they know to figure out new words.

Word Study – Early Readers (cont.)

High Frequency Words

Learning High Frequency Words

I can:

• see some words many times when I read

• see a lot are important because they help me read and write

Materials: magnetic letters, high frequency word cards

Activity 2:

1. Tell the children that today they will be working more with the important words they’ve been learning.

2. Have some high frequency words printed on cards.

3. Suggested language: There are some words that we see a lot when we read and use a lot when we write. We need to know how to read them quickly so we don’t have to slow down when we read.

4. Show some simple words that the children know, such as I, a, me. Place the words in the pocket chart or on the chalkboard. Have the children read the words.

5. Add two or three new words, showing them each word.

6. Then help them notice the pattern of letters in each word by demonstrating how to make it with magnetic letters. Demonstrate checking the word letter by letter. Suggested language: When you make a word with letters, check to be sure that every letter is the same from left to right: m-m, y, y my. Mix the letters up and have a few children demonstrate making the word quickly and checking it.

7. Repeat the process with several words. Each time you add a new word to the board, make it with magnetic letters and check it.

8. Gradually drop words that children know well and add other high frequency words that they need to know. Practice reading them every day.

|Words We Know |

|they |like |am |from |

|have |and |where |look |

|come |can |here |will |

|said |you |she |went |

Word Study – Early Readers (cont.)

Word Structure

Making Plurals: Adding s

I can:

• add s to some words to show it means more than one

• hear the s at the end

Activity 3:

1. Have students orally generate singular and plural forms of simple nouns. (cat-cats)

2. Have students match word cards (cats to cat)

Word Structure-Making Plurals: Adding s & ing

• Add s to the end of a word to make it sound right in a sentence

• Add ing to a base word to show you are doing something now

Activity 4:

1. Write four sentences on the board.

I can read I can jump.

I am read She is jump

2. Have students read the first two lines with you asking what they notice. (The second sentence doesn’t sound right.

3. Ask what you should do to make it sound right (add ing).

4. Repeat with second pair of sentences.

5. Repeat using instances that require the s ending.

I skate We ride

She skate He ride

6. Some children may have difficulty with this task because of their own

7. dialect or because they have an immature understanding of word structure. Be sure children have many opportunities to hear and notice these structures in read aloud and shared reading sessions.

Expand the Learning:

8. Repeat the lesson with other examples that include verbs with e or with a single short vowel before the consonant (run-running) before adding ing.

9. Repeat the lesson with sentences that include words to which d or ed is added (like-liked).

Word Study – Early Readers (cont.)

Word Structure

Adding –ed

I can add ed to a word and it:

• sometimes sound like/d/ (played).

• sometimes sounds like /ed/ (melted).

• sometimes sounds like /t/ (walked).

• and sometimes you change the y to i and add ed and the ending sounds like – /d/ (cry-cried).

Materials: Word cards, -ed endings, pocket chart

Activity 5:

1. Place the words played, melted, and walked in the pocket chart and read each one to the class. Ask what they notice that is the same for all the words.

2. Read the words again emphasizing the end sound. Ask students what they notice.

3. Here it sounds like a d—played; here it sounds like an ed—melted. You can hear the syllable at the end of melted. Clap it. The last one, the ed sounds like t—walked.

4. Show more words, have students say them aloud and decide where they go. Show yelled, landed, and liked and place them in the appropriate column.

| d ed t |

| played melted walked |

|yelled landed liked |

5. Students can sort the ed word card independently.

6. Give them the following words on a photocopied sheet for them to cut out & sort. (walked, melted, jumped, yelled, slipped, needed, watched, matched) have them fold a paper in thirds, write the letters at the top and sort the cut-out words placing them with the correct ending. Make sure you read the words aloud before they begin.

Link

Shared Reading: Choose text with ed, s, or ing endings. Students highlight the words/endings.

Guided Reading: During word work, have the children make some words, add ed, s, or ing and read them.

Interactive Writing: Reinforce adding ed, s, or ing to words as they come up in stories you write together.

Independent Writing: Point out places writers have used the ed, s, or ing endings on words.

Find a few minutes every day to focus on students learning word wall words.

Word Study – Early Readers (cont.)

Word-Solving Actions

Using What You Know About Words/Making New Words

• I can use parts of words I know to read or write new words.

Materials: Use words from word wall that have common rhyming patterns (eat, and)

Activity 6 – Spelling Rhyming Words

1. Helpful words because they help you spell lots of rhyming words.

2. Say some sentences that have words that rhyme with eat (or and etc.)

3. Listen for the rhyming word and then we will decide together how to spell that word.

4. My team beat the other team.

5. Show students how knowing eat will help them read & write beat.

6. The lesson continues with the teacher saying one sentence at a time, where each sentence includes one word that rhymes with the pattern word.

7. We had a storm and the heat was off at my house.

Activity 7 – Add Endings to Words

I can add endings to words I know.

Imagine that the 5 word wall words you called out for students to locate, cheer, and write were: want, eat, look, talk, play.

1. Give them directions such as the following:

2. Today we are going to practice spelling word wall words (or words we know) when they have endings added to them. I will start by saying some sentences. Listen for the word wall word that has an ending added in the sentence.

My friends and I love eating at McDonald’s.

We were looking for some new shoes.

My friend and I played until 11:00.

3. After each sentence, the children identify the word wall word and the ending, decide how to spell it, (as you model on the board), and write it on their papers. This activity uses all three endings first graders need to learn__s, ed, and ing.

Link

Shared Reading: Play a word game; “I am thinking of a word that is like it at the end and like sun at the beginning.” Locate words with s, et, or ing endings. Choose words and add the endings.

Guided Reading: Help the children use words they know as a tool in word solving. (Remember, it is not helpful to suggest finding little words in big words. (What do you know about the word? Can you find a part you know? Do you know a word like that?) You may use the whiteboard to make the point explicit. During word work, have the children add endings onto familiar base word.

Interactive Writing: Guide students to write in the proper endings using the chart as a resource.

Word Study – Early Readers (cont.)

Word Structure

Identifying Syllables in Words

I can:

• hear the syllables in words.

• look at the syllables in a word to read it.

Activity 8:

1. Draw the children’s attention to syllables by having them say one-, two-, and three-syllable words.

2. When you say these words, you can hear the parts.

3. Ask the children to clap these words: farm, play, fruit, orange, ship, shower, absent, tomato, beautiful, boat, banana, creature, alphabet, uniform, bread, cricket, butterfly.

4. Select a few words to write on the chart, making a slash between the syllables, and group them according to the number of parts you can hear.

|Syllables |

|You can hear syllables in words |

|farm |show/er |un/i/form |

|play |or/ange |beau/ti/ful |

|boat |crea/ture |ba/nan/a |

5. Ask the children what they notice about the words (vowel in every syllable)

6. Model how read to read the parts-farm-farmer-farming.

7. Take three blank cards. Invite the class to select one one-syllable, one two-syllable, and one three-syllable word to place on the word wall. Write the words and place them in the correct column.

8. Repeat the lesson using other words.

Link

Shared Reading: Invite the children to find one, two, & three-syllable words. Each time have the class clap the words.

Guided Reading: When the children have difficulty solving a word, show them how break it apart. Following the lesson, use the whiteboard or magnetic letters to play with one, two, and three-syllable words. Write or make the word and ask the children to clap the parts; then draw a slash (or leave a space) between the parts.

Interactive Writing: Invite the children to clap words before writing them, particularly two and three-syllable words.

Independent Writing: Before writing a word, show a child how to “tap” the parts. This will help the writer hear the internal sounds.

Interactive Read Aloud – Writing-Voice

|MENTOR TEXT: Have You Seen My Duckling? By Nancy Tafuri |

|Choose a text that is worthwhile, familiar, and available. Other texts that might be used for Voice include Farmer Duck, The Grouchy Ladybug, If I Were in Charge|

|of the World, No, David!, Officer Buckle and Gloria |

|FOCUS STRATEGY: Voice |

|FOCUS THE LEARNING |

|Introduction: Writers express voice in their writing when we understand the feelings and attitudes of characters or sense the author’s passion for a topic. In |

|Have You Seen My Duckling? The mother is searching for her lost duckling. Since there aren’t very many words, we are going to add words that will help us |

|understand what is happening and how the characters are feeling. I am going to place a large sticky note (3 x 5) on each page so we can write your ideas right |

|onto the book. |

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|INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE |

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Interactive Read Aloud – Writing-Voice (cont.)

|LINK TO ONGOING WORK |

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|Make sure that you connect the lesson with students’ writing. Look for evidence of voice in their writing. Share student writing as examples of voice. |

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|Minilessons Continued |

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|Day 2 Handout 1 |

|“The Cave” Place the text on the overhead projector and read it aloud with expression. Gide a conversation focused on the voice in this piece about caves. |

|Explain to the students that there are no characters but we still get a very strong sense of connection to the topic because the writing has such strong voice and |

|the writer’s feelings about the setting are very evident. |

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|Day 3 Handout 2 |

|“The Bike Ride” Guide a conversation about learning to ride a bike. What is it like? How does it feel? Were you ever afraid? Could we write about bike riding|

|in a way that our voice, our feelings, our emotion would be clear in our writing? Read “The Bike Ride” to the children showing emotion as you read. Pride, fear, |

|and elation should all come through in the poem. Invite the children to read along with you showing the changing emotions in their voices. As learners gain |

|confidence, have them read the poem with partners & individually. |

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|Day 4 & 5 |

|Illustrations have a big impact on voice. Guide students in reviewing an array of picture books and talking about the pictures. Which illustrations draw you in |

|and give you a sense of the personality of the characters? Have children look at their illustrations. What could they add to show the personality of the people |

|they are portraying? |

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The Cave

Drip, drip, drip. Tiny droplets of water fall from the

roof of the cave. Drip. Drip. Drip. There is no one

there to see or to hear in this huge room hidden

far below the ground. There is no sunshine. There

is no light. There are no people. There is only rock

and water and darkness. Drip, drip, drip.

“The Bike Ride”

By Linda Hoyt

Hands on the handle bars

Feet on the pedals

I can do it.

Pushing off

Rolling along

I can do it.

Dad’s holding on

Keeping me up

I can do it.

Oh, no, he let go!

I’m on my own

I can do it!

2007 by Linda Hoyt from Interactive Read-Alouds, K–1 (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.

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Read Page 1. Then pause to think aloud. I am thinking of what I could say that would communicate how I feel about this. As a writer I understand the ducklings and what they are thinking. I need to use my writer’s voice to help a reader understand what I am thinking. I am going to place one sticky note on the left page near the single duckling, and I am going to write, “Mister Butterfly! Wait. I want to look at you.” If the duckling could talk, I bet that is what he would say. I am going to use an exclamation mark to show he is really excited. I am going to put another sticky note next to the nest. On this one I am going to write, “Hey everybody, look! There goes Max. We have to get him back!” As a writer I want my readers to know that there are a lot of feelings here.

Read Pages 2-3. I am going to put three sticky notes on these pages. The first one goes by the nest. I will write: “Mom! Mom! Hurry. Max is gone. He chased the butterfly and disappeared!” Now I am going to put one by Mother Duck. I will write, “Oh, dear. I went to try to find food and Max is in trouble again. Why can’t he stay where I put him?” My last sticky note is going up by Max and the butterfly. I will write, “Come on Mr. Butterfly slow down. You are flying so I can’t catch up.”

Turn & Talk: Turn to your thinking partner. How am I doing at giving my writing voice? Are my words helping you to understand what the characters are thinking and feeling? Can you tell how I feel about what is happening?

Show Pages 4-5

Turn & Talk: You know what to do. Think together. Where should we put the sticky notes and what should they say? Remember we want lots of voice in our writing. After students contribute ideas, select the one that has the strongest voice and write into the book.

Continue Reading. Add text as you go through the book, stopping to have students turn and talk with a partner.

END OF STORY REFLECTION

Reread the book from cover to cover using the text the children have created as you read aloud. Talk with them about voice and how the characters’ feelings and thoughts come alive.

Turn & Talk: Turn and talk to your partner. On which pages do you think we did the best job of developing voice for our characters?

Read The First Three Pages, To Where The Cow Says, “What Next?”

I am going to stop reading and think about this. To dramatize this, we will need something that looks like a bush. I will write that on my chart. We will need Hattie, a goose, a pig, a sheep, a horse, and a cow. I will label those “characters” on my list.

Turn & Talk: Think together. Do I have all of the characters we need? Did I leave any animals out?

Read Until You Get To The Place Where Hattie Sees A Nose, Two Eyes, And Two Ears But The Other Animals Continue Not To Be Bothered.

I am thinking about acting this out and I think it would help to have signs that tell who is the horse, who is the pig, and so on. I am going to write “signs” on the list. Those are props that would be really helpful.

Read To The Place Where Hattie Sees The Whole Body And Flies Into A Tree.

Turn & Talk: What are you visualizing? How could we act out this part? What should we write on our chart?

Read To The End Of The Story.

END OF STORY REFLECTION

I am going to start at the beginning and read this one more time. You need to think really hard about making this into a play. Try to picture people acting this out as you listen. If you think of something we need to add to our chart, please let me know and I will stop so we can write it down.

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