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Chameleon, Chameleon and apply their knowledge and understanding to the poems The Chameleon and The Gecko extracted from
Lizards, Frogs, and Polliwogs. The reptiles, a chameleon and a gecko, are discussed across both traditional texts in different
manners, which will support the students task of comparing and contrasting characteristics of animals. Students can further their
ability to discover similarities and differences by using the ebook Reptiles, which presents reptiles other than those acknowledged in
the traditional texts.
What are the demands of the text? What are the knowledge demands, linguistic features, and cognitive load?
Both Chameleon, Chameleon and Lizards, Frogs, and Polliwogs will discuss unfamiliar concepts (i.e. characteristics of reptiles);
these concepts are new to the students because of their lack of background knowledge on and limited interactions with this specific
group of animals. Notably, the unique characteristics of animals (i.e. the chameleons ability to camouflage and the geckos ability to
stick on surfaces) will be hard for students to comprehend, as these concepts are particular to these reptiles. Since students are
studying CVCe patterns and long vowel sounds, words such as hide, wake, home, safe, live, pale, and make (CVCe) and tree,
peaceful, and climb (long vowel) found in the texts may be initially difficult for the students. (Students have previously learned
about long vowel sounds, so this lesson will primarily focus on CVCe words). Additionally, new vocabulary words presented in L2,
such as action words like creep, hang, and greet; colors of animals, tangerine and turquoise; and the names of animals, chameleon,
gecko, scorpion, and insect, will be difficult for some students to understand. The teachers reading of the texts will help to enhance
the students fluency skills, as most of these students are not yet reading independently. While interacting with the ebook, Reptiles,
students will have less difficulty as this book just provides illustrations and corresponding names of the reptiles. Since only two
poems from Lizards, Frogs, and Polliwogs are discussed, and the animals they address are also apparent in Chameleon, Chameleon,
the cognitive load regarding the amount of animals being discussed in the lesson is minimal. However, students may be challenged
when learning multiple new vocabulary words and unfamiliar concepts (i.e. camouflage). The students enjoy challenges, so their
cognitive load will not inhibit their learning.
Identify a Literacy Goal(s)
Students will be able to:
Recognize CVCe words (Word study)
Understand and appropriately use new vocabulary words that describe the characteristics of reptiles (Vocabulary)
Compare characteristics of reptiles by using an asking and answering questions strategy (Comprehension)
Identify technology(s) to enhance teaching and learning:
Before
Reading
Day 1
Day 2
Day 3
Day 4
Teacher will
activate background
knowledge by
asking students to
share one unique
characteristic about
the gecko and one
unique
characteristic about
the chameleon.
Teacher will
mention that the
reptiles are
different. Then the
teacher will ask
about
characteristics that
make the
chameleon and the
gecko similar.
Teacher will set
purpose by telling
students they will
be rereading the
poems to compare
and contrast
reptiles.
Teacher will
explain strategy by
telling students to
focus on different
characteristics of
the chameleon and
the gecko while
reading the poems.
unfamiliar to them.
text.
Develop Instructional Activities for Small Group Discussion: On grade level with little scaffolding
Before
Reading
Day 1
Day 2
Day 3
Day 4
After Reading
Rationale
This lesson series is intended to teach kindergarten students from an urban classroom. The lessons are effective in meeting the
knowledge goal, comparing and contrasting characteristics of animals, as well as the literacy goals pertaining to word study,
vocabulary, and comprehension. In addition, the lesson series allows students to implicitly learn good fluency skills and understand
how to write for the purpose of learning. By the end of the lesson series, on Day 4, the students are capable of applying their
knowledge of movements and colors of chameleons and geckos to other reptiles found in the ebook Reptiles with little teacher
scaffolding. The students success during this activity demonstrates their ability to compare and contrast, a skill that meets the
knowledge goal of this lesson series, as well as the corresponding CCSS, as both focus on comparing and contrasting. The students
from this classroom live in urban environments, and it can be assumed that many of them have never interacted with reptiles like the
chameleon or the gecko before. Therefore, their limited background knowledge on reptiles only allows the students to infer as much as
their knowledge allows; they may need assistance when using the comprehension strategies of making predictions and asking and
answering questions. Duffy (2014) explains, comprehension is inferential because the reader can only make a calculated guess about
the authors meaning since the author was operating from one set of experiences and the reader from another (p. 17). On Day 1, the
teacher attempts to overcome this challenge by asking the students to predict what the chameleon might do next during his day, while
referring to the daily schedule of the classroom so that students can use it as a point of reference to make appropriate predictions.
Students are also asked questions to prompt discussions and further their understanding of important concepts as a way to enhance
comprehension of the texts.
This lesson series effectively releases responsibility throughout the four days. Clark (2004) notes that students should be
prepared to eventually handle reading on individually. On Day 1, the teacher gradually releases responsibility during a CVCe word
sort activity. At first the teacher demonstrates how to use the word sort causing the activity to be predominantly teacher-led. Since this
activity is taking place in small groups and these students learn new skills quickly, the teacher releases responsibility entirely onto the
students, asking them to complete the chart by turning and talking to a partner to appropriately sort the remaining words. The lesson
series also gradually releases responsibility over the course of all four days. On the first few days, the teacher scaffolds the students by
asking questions and redirecting students attention to specific characteristics of the reptile being discussed (i.e the chameleon
camouflages, the gecko sticks like glue). On the fourth day, the students are capable of choosing a reptile from the ebook and
applying previously learned characteristics to a new reptile and comparing the new reptile to either the chameleon or the gecko. This
activity is entirely student-directed, as each pair of students can choose their own reptile and lead their own discussion on its
characteristics, as well as choose with whom to compare it. After the comparison activity at the end of the fourth day, the teacher
continues to transfer responsibility to the students by asking them to notice animals elsewhere in their environments and focus on their
similarities and differences. Graves (2011) explains, knowledge and skills that transfer become tools that students can use throughout
their lives (p. 33). Applying the skill of comparing and contrasting is extremely crucial for the students in their futures.
Throughout the lesson series, the students are actively motivated and engaged. There are two activities in the lesson series that
explicitly allow choice, a method that helps to motivate students to learn and participate (Graves, 2011). The first occurs at the end of
Day 3, where students can approach the IWB and choose which chameleon they want to pair with a background of the same color to
demonstrate camouflage. While choosing a different colored chameleon does not alter the activity, students are more likely to want to
participate and remember the activity if they choose a preferred color. The second activity that requires student choice is at the end of
Day 4, when students choose a reptile from the ebook with which to compare to another reptile. Choosing a preferred reptile will also
engage students in the activity because they are discussing a reptile they enjoy, rather than one they dislike or one to which they have
no personal connection. Another way students are motivated and engaged during the lessons is through the turn and talks with a
partner. Graves (2011) notes that students in cooperative groups showed superior performance in academic achievement and
generally displayed better overall psychological health (p. 64). Through active discussion about a topic, students can enhance their
understanding and comprehension of new concepts that may be initially confusing. Reflection is also a tool used by teachers to engage
their students (Guthrie, 2011). At the end of Day 2, the teacher asks the students to think about other things that stick like glue; At the
beginning of Day 3, the teacher reflects back to the lesson on Day 2 and asks students to answer the question what else sticks like
glue? By having students answer the question, they are not only incorporating outside observations, which improves their
background knowledge, but they are also forced to think back to the previous lesson and recall what they learned.
The lesson series also incorporates technologies that enhance teaching. The document camera and IWB allow students to learn
fluency and writing to learn skills, implicitly. While reading, the teacher will place the book under the document camera to let the
students see the text and follow along as the teacher models good fluency skills. The IWB is used to display vocabulary words, word
patterns (CVCe), and the Popplet app, which are all elements to teach students that writing can be used for learning. The IWB is also
used to teach concepts, such as camouflage. The students are asked to manipulate colored chameleons and backgrounds to pair them
appropriately to model the concept of camouflage. The interactivity and numerous colors enhance teaching. Had this activity been
conducted without using technology, the students may have received the same understanding of the concept, but simply placing a
paper chameleon on a paper background provides no feedback for the students, whereas an IWB has the option of incorporating sound
effects to announce right or wrong answers (considering the teacher wants to use this form of feedback). Lastly, the ebook, Reptiles,
allows students to apply information previously learned to new contexts. Cahill and McGill-Franzen (2013) explain, young
childrens interaction with enhanced digital books also advances their facility to communicate and comprehend across modes and
platforms (p.31). Hutchinson (2012) furthers this claim by noting that the mobility of the iPads (on which the ebook is used) is useful
because students can use them anywhere in the classroom. Students can communicate and interact with each other and with the texts
in various environments and situations, which also helps to transfer skills on to new contexts.
The demographics of this classroom are comprised of multiple English Language Learners (ELLs), with varying linguistic
abilities and experiences with formal schooling. Because these students are developing English, the activities during this lesson series
are intended to support their linguistic needs. Graves (2011) explains that students learn best when challenged, but also supported. The
animal game activity, where students are asked to identify a specific animal when presented with four animals, on Day 1 is useful in
teaching ELLs because the animals involved are known to many students, so the activity will not seem too challenging while still
requiring the students to think. The question is written on the screen and the website also provides the ability for it to be read aloud.
Hearing and seeing the question supports the ELL students variety of linguistic needs. Additionally, the vocabulary the teacher
teaches to the students supports the fact that many of the students are just learning the English language and may have not encountered
these words previously. The names of specific reptiles help to scaffold the limited background knowledge the students have on
reptiles, and the vocabulary words taught that pertain to movement serve to support the students knowledge of L2. While the students
may know the words creep, climb, rest, etc in L1, they may not know the words in L2. Another way the teacher differentiates
instruction is by calling attention to the illustrations in the texts. On multiple occasions during the lesson series, the students are asked
to recall concepts. Since the kindergarten students are new English speakers, they may have difficulty solely relying on the text. By
allowing the students to use the illustrations, they can still use the vocabulary taught to them (most of the students have good oral
vocabularies) and fully meet the knowledge and literacy goals.
References
Cahill, M. & McGill-Franzen, A. (2013). Selecting appealing and appropriate book apps for beginning readers. The Reading
Teacher, 67 (1), pp. 30-39.
Clark, K. (2004). What can I say besides sound it out? Coaching word recognition in beginning reading. The Reading Teacher,
57(5), 440-449.
Duffy, G. G. (2014). Explaining reading: A resource for teaching concepts, skills and strategies (3rd edition). New York, NY: Guilford
Press.
st
th
Graves, M. F., Juel, C., Graves, B. B., & Dewitz, P. (2011). Teaching reading in the 21 century (5 edition). Boston, MA: Pearson.
Guthrie, J. T. (2011). Best practices in motivating students to read. In L. M. Morrow & L. B. Gambrell (Eds.) Best practices in literacy
instruction (pp. 177-198). New York, NY: Guilford Press.
Hutchinson, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading
Teacher, 66 (1), 15-23.