dandrea_L.Alessonplan

Name: Bethanie D’Andrea Book: Just Going To The Dentist Author: Mercer Mayer 23 pages **Summary**: //Just Going To The Dentist// is about a little critter that went to the dentist. In the beginning of the story the critter doesn’t think he needs to see the dentist. He describes everything he sees in the office. The pictures show that he does not want to be there. As the story goes on the critter realizes that the dentist office is a cool place. There are fun things to do in the waiting room and the dentist chair looks like a spaceship. While getting his teeth cleaned he enjoyed the different feelings and liked the fact that he was able to spit. During the story the critter is afraid of things but soon realizes everything is fine. The end of the story concludes with the little critter enjoying the dentist. The theme of this book to see the good things about going to the dentist, and facing your fears. This is great literature for young children because the pages are full of great detail. The story describes a real life situation, with words easy enough for first graders to understand. The story uses words like “great, braces, and clean” showing beginning consonant blends. This is taught in the Letter name alphabet developmental stage. **Readability**: According to the Fry formula, this book is at a first grade level. With an average of 114 syllables and an average of 12.2 sentences per 100 words. This is an appropriate book for this age because children experience the dentist for the first time. Fry Calculations: 1st 100 words: 114 syllables, 15 sentences 2nd 100 words: 109 syllables, 14 sentences 3rd 100 words: 119 syllables, 9 sentences Average = 114 syllables, 12.2 sentences **Grade**: I have chosen to use this book during the first half of the year with first grade students. This is great literature for young children because the pages are full of great detail. The story describes a real life situation, with words easy enough for first graders to understand. The story uses words like “great, braces, and clean” showing beginning consonant blends. This is taught in the Letter name alphabet developmental stage. This is an appropriate book for this age because children experience the dentist for the first time. I will have the students get into groups and read the book silently. **Comprehension**: The students will describe story elements to summarize. Using GLE R-1-4 students will demonstrate initial understanding of elements of literary tests by identifying characters, setting, and retelling beginning, middle, and end of a story. (Describe what the little critter saw while at the dentist office. Ex. What did the little critter notice about the nurse? What did the bigger kids have on their teeth? What did he do while he was waiting? What did the dentist room look like? Why did the Critters mouth go numb?) 3 correct answers out of 5 will meet the standard. RIBTS: 1.1 2.3 3.3 4.2 5.2; GLE R-1-4 **Word Study**: Students will get a sound board for beginning blends targeting the S, L, and R blends. They will come up with as many words with blends from the story.16 out of 20 spelled correctly meets the standard. RIBTS: 2.1, 2.3, 2.5, 3.2, 4.2, 5.1; GLE W-1-9.5 **Reader Response**: The students will make text-to-life connection in a discussion; they will then be given a clipboard with pictures of objects. They will check off the objects they have seen in the story and objects they have seen at their own dentist. If they have not been to a dentist office then they can relate to a physicians office. During the discussion I will chart their responses and the amount of objects they have noticed. RIBTS 1.1, 2.2, 2.3, 3.2, 3.3, 4.2, 5.1, 9.1; GLE R-1-16.1; W-1-5.5 **Prior knowledge**: To activate prior knowledge I will describe to the students what a dentist does (He makes sure your teeth are clean and healthy). I will ask the students if any of them have ever been to the dentist. I will ask a few who answered yes to tell one thing they enjoyed about the dentist. I will then describe that my mother is a dental assistant. (A dental assistant helps the dentist during operations, they hand the dentist instruments and gets the patient ready.) I will ask them what they think my mother does at work. I will ask the students to name some objects my mother would use or see at work. As the students list some things I will have a bag with dental supplies (Toothbrush, floss, toothpaste, mouthwash, toothpicks). I will explain that going to the dentist is a good thing, and that having healthy teeth is very important. Teacher: Dentists are teeth doctors, you go visit them so they can clean and checks to make sure your teeth are white and healthy. Teacher: Who here has been to the dentist? Teacher: If you have been to the dentist what is one thing you enjoyed? Teacher: My mother works at a dental office, I pretty much grew up there and was never afraid to get my teeth cleaned. A dental assistant helps the dentist during operations, they get the patient ready and hand the dentist instruments. Teacher: Can anyone name objects my mother would use at work? Teacher: Going to the dentist is a good thing, having healthy teeth is very important. **Vocabulary/concepts**: I will tell the children that we are about to read a book about a little critters first time to the dentist and how realized it wasn’t so bad. I will explain what it means to get a “Checkup” “Checkup” means an examination or inspection. When you have a checkup it is to make sure you are healthy. You go to the doctors for a checkup to make sure there is nothing wrong with you body, when you go to the dentist it is a checkup for your teeth. If your parent’s car was making funny noises they would bring it to the shop for a checkup. When was the last time you went for a “checkup”? Use the word “checkup” when you answer. The skill focus is having the students identify story elements. This skill will help readers summarize. A Story element is information that you obtain from a story; characters, setting, problem, solution. To teach this skill I will have them look back on a short story we read the day before, we will point out the story elements and fill in a story map together. A story map is a great organizer for main elements of a story. **Purpose for Reading:** I will tell the students we are reading a book about a little critter that did not want to go to the dentist then realized it was not so bad. Students will read up to the pages indicated in their groups. When each student has finished reading they will answer the following questions: Page 3: Q: What does the little critter notice about the nurse? (literal) A: The nurse has a great big smile. Teacher talk: Why is the nurse showing off her teeth? A: She had great big white teeth. Teacher talk: What do you do at home to keep your teeth nice and white? A: I brush and floss my teeth before going to bed. Teacher talk: Brushing your teeth is the best way to keep them clean and healthy. Q: Why do they have to sit in the waiting room? (literal) A: The dentist was not ready to see the little critter. Teacher talk: When I am in the waiting room I get nervous and anxious, I usually look at books to pass the time. Teacher talk: Explain to me what happens during a check-up. Page 5: Q: What are wires on the big kid’s teeth for? (inferential) A: They are put there to move the teeth so that they are straight. Q: Why did the little critter want braces? (literal) A: He wanted braces because he thought they were neat. Teacher talk: Children usually like getting braces, they not only straighten the teeth but they also come in cool colors. I never had braces but my sisters did. Page 9: Q: What did he think the weird room looked like? (literal) A: It looked like a spaceship. Q: What was the funny chair called? (literal) A: The dentist chair. Page 12: Q: What did the little critter think was cool? (literal) A: He thought it was cool that a grown-up told him to spit. Teacher talk: Has a grown-up ever told you to do something you weren’t supposed to do, like spit? Page 19: Q: Why did his mouth go numb? (literal) A: The dentist numbed his mouth so he could fill his cavity. Teacher talk: How often should we visit the dentist each year? Teacher talk: The little Critter was afraid to go to the dentist, what made him change his mind? Teacher talk: What do you think the little Critter liked most about the dentist? Teacher talk: During your first visit to the dentist what did you like the best? Teacher talk: The little critter realized that the dentist is fun, he enjoyed playing in the waiting room and sitting in a chair that looked like a spaceship. Next time you go to the dentist look around and notice all the cool things. While in their groups and reading the story silently, they will fill out a worksheet where they draw objects they see throughout the story, and write the name of the object underneath it. 4 5  6 || || 1.  2  3 || Draw pictures of something you saw in the story and write the names underneath. ||
 * L.A Lesson Plan **
 * TEXT OVERVIEW **
 * Prereading **
 * Guided Reading **
 * After Reading: **
 * 1) He found that the dentist is a fun, friendly place.
 * 1) Students will have different answers.

Answers: Students have multiple objects they could draw. Some examples are: books, chair, mirror, bib, X-rays, teeth, drill. After the students read the book I will have them discuss what they drew. I will have each student choose a picture describe what it is and the name of the object. I will then have that student call on another student to go next. Following a boy-girl pattern, I feel like this will bring the class closer as a group. I will hang up their papers with the drawings around the classroom to remind the students of their creativity. I will evaluate the sharing aloud, by noting the detail and description they use. **Word Study principle:** Consonant Blends is a spelling unit of two or three consonants that retain their identity when pronounced. This is appropriate for first graders because the students are beginning to learn to read and write, in the letter name alphabetical stage of spelling development. **Illustration in Text: **There are many consonant Blends in this story. Checkup, she, teeth, great, showing, braces, there, when, spaceship, chair, clean, grown-up, spit, that, critters, closed, drill, free After students know beginning consonant sounds, they are ready to learn about initial consonant blends. The goal is to have the students see these two-letter combinations as single orthographic units. I will be teaching them beginning blends only. I will teach the final blends later on in the year. **Instruction: **To teach the student’s consonant blends, I will S blends (sc, sk, sk, sn, sm, sp, st, sw) R blends (br, cr, dr, fr, gr, pr, tr) L blends (bl, cl, fl, gl, pl, sl) The students will be doing two activities in the writing and listening centers. The first activity will be done with two or more people, while the second activity is done independently. Blend Bingo: Choose three or four person groups. Each student gets a Bingo card and markers. Students take turns drawing a card from the stack and calling out the picture name. Students place a marker on the corresponding square. Play continues until someone gets Bingo or the board is filled. Activity two: Students will get a sound board for beginning blends. They will come up with as many words with blends from the story and additional words they know. Use the Sound Board for Beginning Blends to create words. Write down words from the story and also words you know with beginning blends. I want to see at least 10 words. || Words from the story. Additional words || 1. || 6. || 2. ||  7. || 3. ||  8. || 4. ||  9. || 5. ||  10. || ||  || ||  || ||  || Not all students are at the same learning level. Some students may have a hard time reading and understanding the story. Those students who are having trouble will work with the teaching assistant at the table in the back. She will go over the story so they are able to understand. If they are not able to answer the questions about the story she will explain it in another way until they come up with an answer on their own. If these students are having a hard time spelling the objects they saw in the story and during their own experience at the dentist, the teaching assistant and I will help them spell out the words. They will draw pictures, they will talk with a buddy and I will write the objects in the responding. **Word study:** I will know the students learned the beginning consonants if they get 80% of the spellings right while using the sound board. They will receive an above average score if they come up with more than 10 words and an average score if they get all 10. Student || Above average 10+ words (80-100%) spelling || Average 10 words (70%) spelling || Below average Less than 10 (less than 70%) spelling || || ||  ||  || ||  ||  ||  || **Comprehension:** To evaluate students’ answers to questions about the story, I will use this rubric. Comprehends the story || Almost Comprehends || Needs extra help || I read the story all by myself. I answered every question with the right answer. || I needed a little help reading the story. I had 3 correct answers to 5 questions || I could not read the story by myself. I had less than 3 answers right out of 5. ||
 * Responding **
 * Exploring **
 * A consonant blend is a spelling unit of two or three consonants that retrain their identity when pronounced.
 * Blends are two or three letters that form one sound when pronounced.
 * On the board are examples of words with blends.
 * Look through you books to find words with blends, when you find a word raise your hand.
 * There are three groups of beginning consonant blends.
 * Notice that the word (sun) and the word (spit) have different S sounds. (sun) does not have a consonant blend where as (spit) has the SP blend, forming a different sound.
 * Class please say (Sun) out loud, now say (Spit), notice where your tongue is while saying each word.
 * Giving examples of the R blends and L blends from the story as well, writing them on the board as we spell and say them. (great, slow)
 * Having already prepared pictures of words I will have one student at a time come up to the board. There will be two columns on the board. One side will be for pictures with out beginning blends and the other side for blends.
 * The student will come up and as a class we will say the name of the picture and decide together which column it belongs in.
 * The students at their desk will have the same pictures so they can be doing the same activity at their desk while being demonstrated on the board.
 * Applying **
 * Engaging All Students **
 * Evaluation **