Zachary Powers and Christina Chapman Subject: Literacy

Lesson On: Making Lists

Date/Time to be Implemented: TBA Grade Level: Kindergarten Anticipated time: 30 minutes

Goals/Objective(s):

SWBAT reproduce a basic list.

SWBAT identify a list.

SWBAT recognize basic food words.

Common Core State Standards for Kindergarten (Foundational Skills):

CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Materials and Preparation:

The Beastly Feast by Bruce Goldstone Chart Paper Large marker 6 (4) List templates Crayons 6 (4) Pencils

Classroom arrangement and management issues:

Students will be arranged at a circular table, with teacher sitting alongside them. A chart will be available for ready use what the class makes a list together. When students discuss their lists with one another, we will have to monitor for distraction. During the wrap up portion it will be important to give everyone a chance to add to the class list.

Plan

Before the reading, we will discuss the title and the word feast. We will ask probing questions. What is a feast? What do people do at a feast? Do you ever have feasts with your family and friends? When? What do you love to eat at your feasts?

We will begin the lesson by reading The Beastly Feast by Bruce Goldstone. The book is about a group of animals who have a feast together. It is structured as a litany of rhymes, pairing different animals with rhyming foods. As we read, we will point out the foods in the pictures, to prime students thinking about food.

We then introduce the idea of throwing our own feast. To throw our own feast, well need to get the food at the grocery store! So well make a grocery list. Do you know what a grocery list is? Have you ever written one? What do they look like?

We will set up a piece of chart paper and make a mock grocery list together, writing Groceries at the top of the page and with our name adjacent. Teacher will brainstorm aloud foods items (ideally items that begin and end in consonants) and walk through sounding out first and last letters with class.

Children will turn to their partners and discuss what foods they eat when they have feasts with their family. Each student will then receive blank template and create their own grocery list. On the blank list children will draw a picture of each food and write its name adjacent. Each child will think of three food items.

The group will come back together and each child will share their favorite food on their own list. We will chart these items on a 3rd list of three items and the children will participate in writing the words on the chart and constructing the list. Students will interact with chart by writing first and last letter of word. The finished chart will be available for future reference when writing food words.

Assessment of the goals/objectives listed above:

Students lists will be used to demonstrate an understanding of list structure.

Students invented spellings and observation of the spelling process will be used to assess student proficiency with phonics.

Students construction of the final lists structure will demonstrate understanding of the conventions of a list.

Anticipating students responses and your possible responses

Students may think of food names that are difficult to spell for their proficiency level. We would encourage them to try one such word, but encourage them to focus on words that are on or not as high above their level of phonics proficiency.

Students may get off topic during pair sharing. It will be important to clearly define the task during that portion of the lesson. How do you share with your friends? How do you make it clear what youre talking about?

Students may also get caught up in perfecting their pictures and spelling. It will be important to be clear about time limits and to warn students before their time runs out.

Accommodations:

For students who are not understanding the task:

Students may not be familiar with what a grocery list is, which might make the task too abstract for them. The task could then become to create a list of their favorite foods, thus making the theme of the list more familiar.

For students who are proficient with the task or finish early:

Students might make a list of other things we would need for the feast and explore different reasons for making a litany-style list. Alternately, some students could make a more advanced kind of list, using ordinal numbers to notate the order in which something is done (for example, the order in which we will prepare things at home to get ready for the feast.) This extension would explore the function of a list as a set of instructions. This would also invite them to compose sentences to describe the instructions.