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Lesson Plans for A WEEK WITH GRANDPA level E

Text Type:
Fiction / Narrative

Reading Level:
E

Word Count:
102

Pages:
10

Text Summary
A Week with Grandpa is about a little boy who goes to visit his grandpa.
Together they engage in many activities, such as going fishing and seeing
a movie. On the last day of the boy's visit, he is so tired from all the fun
that he stays in bed to rest. He has had a good visit with his grandpa.

Reader Supports
 Theme of the story is high-interest
 One-to-one text/picture correspondence
 Repetitive sentence patterns until pages 9–10

 Repetitive vocabulary

Reader Challenges
 Return sweep
 Sentence structure more complex (pages 9–10)
 Some vocabulary may be new to children

 Concept of time is introduced and may be new to some


children

Lesson Objectives
Reading Strategies
Children should use a variety of strategies to decode words and bring
meaning to print. The targeted strategy for this lesson is: Pause-Think-
Retell.

Word and Print Skills


Phonological Awareness
Sound segmentation: vowels e and i

Phonics
Short and long vowels

Word Work
High Utility Words
went, saw, anything

Time and order words

Comprehension
You will likely address a number of comprehension skills as children work
to understand the text. The targeted comprehension strategy for this
lesson is: Using Think-Alouds.

Visual Learning
To help increase word recognition and reading fluency, help children
develop an understanding of the relationship between picture details and
the text.

Targeted Vocabulary Words


High Utility Words
went, saw, anything

Content Words
Sunday, Monday, Tuesday, museum, Wednesday, Thursday, Friday,
Saturday

Before Reading

Introducing the Book


Begin with the front cover of the book. Ask: What are the people doing in
the picture? Who do you think they are? Where are they? Point to the title
of the story, and ask children to read it with you. Ask: What does the title
tell you about the story? What do you think they are going to do? Direct
attention to the names of the author and illustrator, and explain that these
names are always on the cover. Turn to the title page. Ask: What are the
boy and his grandpa doing? Where do you think they are? Ask children to
notice what is different on the title page— Ask: Is the title page different
from the cover? How? (the pictures are different.) Tell children that the
picture is different in order to tell them more about what the book is
about. Now have children turn to the back cover. Explain that the picture
on the back cover is one of the pictures in the book. The back cover ends
the book.

Building Background
Begin a discussion about children visiting someone special. Ask children
to close their eyes and remember a time when they went to visit someone,
such as a grandpa or grandma, an aunt or uncle, or a friend. Ask them to
make a picture in their head of where they were and an activity that they
did together. Ask: Who did you visit? Where did you go? How long did
you stay? What activity did you do that was fun? Encourage children to
talk about their experience, even if it was only an overnight stay at
someone’s home. For those children who cannot think of a visit they had,
ask them to think of a place they would like to go and what they would like
to do when they get there. Ask them to think of someone they would like
to take with them, for example, going to a baseball game or a movie with a
special friend.

Book Walk
Walk children through the book, pausing on each page to point out what
is happening, calling attention to picture details, vocabulary, or changes
in the sentence patterns. For example, on page 4, ask: What is the boy
doing? Did he catch the ball? Point to the sentence, "I caught the ball,"
and read it. Point out that the picture shows that the boy caught the ball.
Explain that these are called picture clues. Explain that picture clues help
them to understand the word and read the word. Continue through the
book to page 9. Have children look at the sentences. Ask: What are the
differences between the sentences on this page and the sentences on
page 8? (Help them to see that there are three instead of two and that the
pattern has changed.) Turn to page 10. Have children look at the
sentences and notice how this page is similar to what they saw on page 9.
Help children understand that when they come to a page that has a
different pattern or more sentences, they should read each word very
carefully—they should not rely on the repetitive structure in the earlier
pages.

During Reading

Model Reading
Have children follow along as you read, beginning with the cover and the
title page. Point to each word as you read and help children to see
connections between the text and the illustrations. On page 3, pause and
model the Think-Aloud strategy. Say: That dinosaur looks very big. I’d like
to know more about dinosaurs. Hmmm, I wonder what the boy and his
grandpa are going to do on Wednesday. Maybe they will go to a movie."

As you read, pause on the days of the week and point to a calendar. Help
children to understand the sequence of days in the story. Also, ask them
to tell you what day it is today, the day you are reading the story. Read to
page 9 and model the Think-Aloud again. Say: The boy is very tired.
Maybe he’ll go home. Or maybe he’ll rest today, and then he and his
grandpa will do more fun things. Ask children to make predictions about
what will happen next—will the boy stay with his grandpa, or will he go
home? Read the last page and turn to the back cover. Explain that this is
the end of the book.

Note: Remind children that the sentence pattern changes on pages 9 and
10. Provide help if needed so they are not confused by the number of
sentences or the change in the structure.

Student Reading
Give each child a book. Have them read aloud, beginning with the cover
and title page. As they read, ask them to point to each word, just as you
did during the Model Reading. Monitor their reading and provide prompts
when necessary. When children come to a difficult word, or pages where
there are pattern changes, ask them to:
 Stop and sound out the first letter of the word. Then sound out
subsequent letters of the word.
 Look for picture clues.
 Notice when the words and the sentences on the page are
different.

 Remember to ask, "Does this word make sense when I use it


in the sentence?"

After Reading

Comprehending the Text


Have children discuss what they did when they came to a difficult word in a sentence or
changes in the pattern. Ask them to share their strategies, and record them on the
chalkboard or chart paper. Ask children questions to check for understanding of the
story:

 What was the story about? How did the story begin?
 Who were the main characters?
 What special places did they visit?
 Where did they go to play in the water?
 On what days of the week did the boy visit his grandpa?
 On what day did the boy go home?
 Did the boy have fun with his grandpa? Why?

 How did the story end?

Visual Learning
Have children turn to page 4. Ask: What do the lines mean that are drawn
behind the boy and his grandpa? Do they look like people? Point out that
the illustrator drew outlines of people but did not draw their faces or their
clothes in order to focus all the attention on the boy and his grandpa. Turn
to page 9. Ask: How can you tell the boy is sleeping? What does the clock
tell us?

Building Skills

Phonological Awareness
Sound segmentation: vowels e and i
Prior to the lesson, cut a set of 3-inch-square cards. Make enough cards
for each child to have his/her own set. Put the letters e and i on the cards.
Read the book A Week with Grandpa. Explain that there are e sounds and i
sounds in the story and that they are going to practice hearing the
sounds. Have them listen carefully as you say a word from the story.
When they hear you say one of the e or i sounds that are on their cards,
ask them to hold the card up for you to see: fishing, went, beach, fish,
bed. Brainstorm other words with the e and i sounds and continue playing
the game: bell, bet, cent, elf, shell, sled, yell, yes, tell, ten, tent, vest, vet,
well, wet, big, bill, bit, brick, drip, dish, dip, hip, hit, in, ink, inn, is, it, kiss,
lip, pick, pig, pill, pin, rip, ship, sip, sit, six, swim, think, this, trip, which,
will, win, zip.

Phonics
Short and long vowels
Explain to children that vowels can make short or long sounds. The short
e sounds like the e in pet or the words went and bed in the story. The long
/e/ sounds like the e in me or we or museum. Help children make a list of
words that have the short e sound and the long e sound. Post them in the
class for children to see and review.

Help children cut out two giant vowel e letters. Note: Use the capital E as a
model for children to cut. Have children draw pictures, write words, or cut
pictures from magazines with the short e sound and with the long e sound
and put them on both sides of the letters. Then hang the letters with
string. You can do this with all the vowels to help children understand
which sounds go with which pictures.

Word Work
High Utility Words
Write the words went, saw, and anything on the chalkboard or chart paper.
Explain that these words are seen many times in our reading and must be
memorized. Point to the first word, read it, and then have children read it
back to you. Ask children to dictate sentences to you, using the three
words, one high utility word in each sentence. When you have finished
writing, ask them to read the sentences back to you. Add the words to the
high utility word list with words previously taught. Post the chart in the
room for children to use as review. Each word should have a sentence
written after it.

Time and order words


Understanding how to tell time is a difficult concept for most children, and
it is a challenging concept to teach. Having as many visual elements in
the classroom as possible is important—for example, books about telling
time, manipulative toys, or books that allow children to manipulate the
hands of the clock, clocks, and clock puzzles. Use a large manipulative
teaching clock that has hands you can move. Explain that you are going
to move the hands on the clock to different times, such as when school
begins, when lunch starts, and when school ends. Ask children to supply
other ideas for time, such as when they go to recess or to art or music or
gym. When children grasp the concept, ask them questions that pertain to
their schedules at home, such as, "What time do you get up to get ready
for school?" If you do not have a manipulative clock, draw a large circle
on the chalkboard, overhead, or chart paper. Have children put the hands
where they belong. Continue working with children, discussing A.M. and
P.M., midnight, noon, etc.

Write the days of the week on the chalkboard. Explain that the week
begins with Monday (or Sunday, depending on how you choose to teach
the week). Point to the calendar in the classroom. Ask: Which day is it?
On which day do we end school? What do you do on Saturday and
Sunday? Have children volunteer to point to different days on the
calendar. Say: Find Tuesday. Find the day that is in the middle of the
week. When they locate the day on the calendar, have them say the name
of the day. For each day of the week, have children record something that
is happening, such as the weather, or what they are going to have for
lunch. If there are holidays during the month, write the name of the
holiday on the calendar. If one or more children are having a birthday,
write their names on their special day.

Expand the Reading

Writing Connection
Draw a large circle in the center of the chalkboard or on an overhead.
Draw five lines out from the circle and add smaller circles at the end of
each line. Now have children think about a visit they had with a relative or
a friend, just like the boy in the story. Explain that they are going to write
about the experience, using a story map to help guide them. First, provide
an example: Write the word Visit in the center of the circle you have
drawn. Give children information about your visit using the smaller circles
at the end of each line to add information about the visit—for example, "I
had a very fun visit with my friend. Let me tell you what we did." As you
tell children what you did and where you went, write the names in the
small circles—for example, "We went to the museum, we went shopping,
we went to hear a concert, we read books, we went to dinner at a
restaurant (the words museum, shopping, concert, books, and dinner are
in the smaller circles). If appropriate for the level of children in your
group, you can add lines under the smaller circles to provide details about
each event. When you have finished the story map, write a short
paragraph using the words in your circle plus connecting and descriptive
words: My friend came to visit. We went many places. We went to the
museum and saw lots of paintings. We went to hear a concert. It was in
the park. We read books about poetry. And then we went to dinner at an
Indian restaurant. It was fun to visit with my friend. She’ll come back
soon.

Now have children create their own story maps. Explain that the story
map will help them to put their thoughts on paper and will guide them as
they write. Monitor the activity and provide prompts if necessary. Give
children a second sheet of paper to write their story on. Ask them to
illustrate what they have written. When they have finished, ask them to
share their visit with the group.

Art Connection
Give each child a blank calendar for the month in which you are teaching
the story. Ask them to use the calendar posted on the wall for reference.
Have them write the days of the month at the top of the calendar. Next,
have them write the numbers in the small squares (1–30 or 31) for each
day of the week. When they have finished creating their calendar, ask: Are
there any holidays this month? Is someone having a birthday? Ask them
to illustrate the holiday or whatever special event is happening during the
month. Also, have them illustrate the weather that day. Have them keep
their calendars in their desks, and each day, find something special to
write about or illustrate. At the end of the month, children can take their
calendars home to share.

Reading Independently
Have children read the book independently or with a partner. You can also
encourage them to read other books of their choice at the appropriate
level. Monitor their use of reading strategies as they read.

Home Connection
Have children take the book home to share with a family member. Also ask
them to take the content words and high utility words home to share and
practice.

Assessment
 Monitor children’s responses in the Comprehending the Text
section to assess how well they understand the story.
 Monitor reading to see if children are using the effective
reading strategies.
 Review Lesson Objectives to check that children have met the
lesson goals.
 Review Comprehension and Skills Activity Sheets for following
directions and completing the activities in a timely manner.

 Observe children as they participate in the discussions and


activities in the Expand the Reading section.