Hameray Classroom Literacy Blog!

Guided Reading to Support Textbook Reading, Part 3

Posted by Geraldine Haggard on Mar 14, 2017 3:34:00 PM

GHaggardbiopic

This is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. It is the second post in a series about using guided reading activities to support content-area textbook reading. To read the first post, click here.

SOCIAL STUDIES READING SUPPORT

The same procedures used for teaching Fantastic Frogs can be used to teach higher-level books like Benjamin Franklin from the Hameray Biography Series. The biography is a longer book, and thus contains more informational text tools:

  • The TABLE OF CONTENTS includes chapter titles. Discuss the meaning of a chapter.
  • Invite students to go to page 38 for the LEARN MORE section. A list of books and websites encourage students to do more reading about Benjamin Franklin.
  • Use CHAPTER 1 for guided reading. Discuss the picture on page 4: Why is Franklin hungry? Who is the young woman?
  • Ask the students to read with you in a guided reading setting. After reading, discuss the answers to the two questions.
  • Ask the students if there are any unfamiliar words in the chapter. Invite the students to find the bolded words in the glossary and use the words to create their own sentences.
  • What happens in a print shop? What is a document? Can you think of an example of a document?

hameray-biography-series-benjamin-franklin.jpg

THINGS TO REMEMBER ABOUT TEXTBOOK READING

  • Remind the students about the various informational text features that can help them read the text.
  • Emphasize the importance of pictures and their own prior knowledge to supplement their reading.
  • Encourage rereading and making a note of questions. Using graphic organizers allow the students to write what they already knew, what they need to learn, and questions still left unanswered by the text.
  • Ask children to do further reading on the content area topic.

Using parts of content area books for guided and shared reading will help students both in content area subjects and language arts. Don’t forget to frequently use the new vocabulary in your classroom!

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Geraldine Haggard is the author of several books from our Kaleidoscope Collection. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children. 

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Click the image below to download a FREE Teacher's Guide for Benjamin Franklin. 

Bio TG

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Topics: Informational Text, Biography Series, Geraldine Haggard, Guided Reading, Social Studies

Maps and the Common Core

Posted by Sally Hosokawa on Feb 23, 2017 3:19:00 PM

 One of the ten Common Core Anchor Standards for Reading is to “integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words” (CCSS.ELA-LITERACY.R.7). In addition to illustrations and diagrams, looking at maps can fulfill this Common Core State Standard. Not only does map-reading further a students’ comprehension of nonfiction informational texts, this skill is also helpful for social studies and history lessons.

All maps provide information, but their specific function within a book depends on the textual context. Understanding these different functions will allow you, as an educator, to effectively discuss why an author decided to include a map and how a map brings important information to the text.  

Maps support an argument.

Wolves in the Wild, a nonfiction book from the Story World Real World series, argues that hunters threaten the future of wolves (7). This textual claim is supported by a map showing where “wolves used to live” (red) and where “wolves live” today (green). This visual evidence allows students to immediately understand that the wolf habitat is shrinking. Thus, the map strengthens an argument that is made through the text. 5337 Wolves in the Wild_Inside_FINAL (dragged).jpgMaps express diversity.

Breakfast Around the World opens with a two-page world map. The map is labeled with different breakfasts explained in the book. By pinpointing each breakfast on the same map, students can understand that these dishes really come from different corners of the world. A world map also encourage students to locate themselves and understand their geographic position relative to the children features in this book.

Maps explain history.

Anne Frank from the Hameray Biography series features a map of Germany and its surrounding countries (12). The map provides a visual aid for understanding that the Nazis crossed a border to invade the Netherlands, where Anne Frank lived with her family.

Maps provide information on different scales.

Nelson Mandela’s biography contains multiple maps. First, a map of Africa explains South Africa’s location within the continent (4). Then, a second map zooms in to focus on the country of South Africa and its major cities (13). Although both maps include South Africa, the first map provides a global context while the second focuses on the cities within the nation. Emphasize to your students that each map carries a certain perspective and scale.

BIO_NELSON MANDELA.jpg 

Exposing your students to different maps is the key to honing their map-reading skills. Maps don’t just serve a purpose for geography and history lessons—they fulfill Common Core Reading Standards, too!

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Click the left image below to learn more about Story World Real World, which contains Wolves in the Wild and Breakfast Around the World. Click the middle image to download a Teacher's Guide for Anne Frank. Click the right image to download a Teacher's Guide for Nelson Mandela.

New Call-to-Action        Bio TG          Bio TG

 

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Topics: Common Core, Real World, Biography Series, Social Studies, Maps

Guided Reading to Support Textbook Reading, Part 1

Posted by Geraldine Haggard on Feb 14, 2017 2:42:00 PM

GHaggardbiopic

This is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. It is the first post in a series about using guided reading activities to support content-area textbook reading.

The blog will demonstrate why students need explicit guidance when reading textbooks. Textbooks are often the backbone of content area classrooms, but can pose many challenges for a budding reader.

CHALLENGES OF USING FORMAL TEXTBOOKS

First, let’s examine the characteristics of formal educational textbooks and the challenges they present:

  • Textbooks are often written at a reading level above the students’ grade level.
  • The authors of textbooks have no conception of how much—or how little—prior knowledge their readers bring to the text.
  • An enormous amount of new vocabulary must be acquired if the child is to read with full comprehension. Students need very strong strategies, such as letter knowledge, for decoding these unfamiliar words. 
  • Many vocabulary words in content area-specific textbooks are not part of the everyday language. Students must read words that they have never heard before, making comprehension difficult.
  • Long paragraphs and passages, packed with new information, can overwhelm readers. The teacher needs to sort through and focus only on the information needed to master a specific concept.
  • Sometimes, students are asked to read silently without knowing the goals of textbook reading. Many students do not know how to independently set goals when reading formal texts and how to monitor their comprehension. The student may be led to think that they need to memorize the entire text.
  • Some textbooks are outdated and contain old information. The teacher must study the textbook carefully and only use sections that remain relevant and accurate. Additional sources of information should be used to support the textbook, adding opportunities for critical thinking and synthesis skills.
  • Good textbooks include specific features to help the reader. The reader needs to learn how to use the table of contents, index, glossary, diagrams, charts, and maps.

child science book_13183583_Nyul.jpg

Research shows us that student average comprehension percentiles become lower and lower as the students go into higher grade levels. We know that reading content area material is more difficult than reading narratives because it demands a more specific and sophisticated level of comprehension.

Intermediate, middle school, or high school teachers report that many students do not enjoy content area reading and have difficulty with textbooks. The joy that we often see in our younger readers as they learn about the world is not always present in the older reader.

Clearly, teachers of all grade levels need to provide verbal and guiding reading support for content area reading. Teacher can interact with students in small groups, large groups, and individual settings.

My next blog post will introduce guided reading activities and ideas for teachers to incorporate content area activities into the classroom.

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Geraldine Haggard is the author of several books from our Kaleidoscope Collection. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children. 

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Topics: Geraldine Haggard, Science, Guided Reading, Math, Social Studies

Inauguration Day: Compare and Contrast

Posted by Sally Hosokawa on Jan 19, 2017 2:27:00 PM

Tomorrow, January 20th, is America’s 58th Presidential Inauguration. Students are sure to have heard about it from their family or the media; your school district may even encourage watching the event on TV during the school day. Acknowledge your students’ curiosities and provide them with basic inauguration facts by comparing and contrasting the past

First, ask your students for basic information about this year’s inauguration:

  • When will it take place?
  • Where will it take place?
  • Who is the next president?

Students can also visit kids.gov, a federal government website designed specifically for kids, to find information about the inauguration. Visiting this website will fulfill the Common Core State Standard to “integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably” (CCSS.ELA-LITERACY.RI.4.9

Next, tell the students that you will be examining American life in 1789, when George Washington became the first President of the United States. George Washington from the Hameray Biography Series describes Washington’s inauguration on p. 30:

 

george_washington_180.jpgBIO_GEORGE WASHINGTON_INSIDE (dragged)-2.jpg

 

Ask students to compare and contrast George Washington’s inauguration to tomorrow’s inauguration. You may want to create a Venn diagram to record the similarities and differences.

Use the rest of George Washington’s biography to get a glimpse into American life in the late 1700s. How was the late 1700s different from your life today?

  • p. 6: the calendric system
  • p. 9: American schools
  • p. 17: Fashion
  • p. 19: The political status of colonies
  • p. 30: The U.S. capital

By using the Hameray Biography Series to compare and contrast, your students will learn real-world knowledge while fulfilling Common Core State Standards!

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Click the images below to download the Hameray Biography Series Teacher's Guides for George Washington.

Bio TG

 

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Topics: Common Core, Biography Series, Social Studies, Compare and Contrast, Election

Martin Luther King Jr. and Black History Month

Posted by Sally Hosokawa on Jan 17, 2017 3:47:00 PM

Yesterday, many schools across America observed Martin Luther King Jr. Day. While teachers and students both enjoy the extended weekend, we must never forget that this day serves to remember Dr. King’s achievements and dreams of racial equality. With Black History Month only two weeks away, now is the ideal time to introduce African-American biographies into your classroom!

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The Hameray Biography Series features the life stories of famous African-Americans: Martin Luther King Jr., Harriet TubmanMuhammad Ali,Barack Obama, and Jackie Robinson. Although his work was based in South Africa, Nelson Mandela’s fight to end apartheid is also a relevant and inspirational account during Black History Month. Providing a diversity of historical topics, from the Civil War to Major League Baseball, your students will be sure to find a biography that piques their interests. 

At Guided Reading Level M–S, each biography is written as a Hi-Lo text for reluctant readers. Our Hameray Biography Series Teacher’s Guides provide ideas for you to build social studies and literacy knowledge at the same time! Each Teacher’s Guide is specifically tailored to one biography, saving you plenty of time when you create lesson plans. 

You can download the Hameray Biography Series Teacher’s Guide for FREE by visiting our website or clicking on the images below. Extend your student’s knowledge of black historical figures and their passionate work towards social equality!

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Click the images below to download the Hameray Biography Series Teacher's Guides.

Bio TG   Bio TG   Bio TG   Bio TG   Bio TG   Bio TG Ali

 

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Topics: Biography Series, Reluctant Readers, Martin Luther King Jr., Social Studies, Black History Month

Election Vocabulary with the Biography Series

Posted by Sally Hosokawa on Nov 3, 2016 3:01:00 PM

 

In just five days, American voters will elect the 45th President of the United States. Everywhere we turn, the media bombards us with the latest campaign news, polls, and political advertisements. Our students also want to take part in the fervent discussions taking over our country, but they are still too young to actually cast a ballot.

Especially in this year’s controversial election, discussing politics in the classroom is complicated by the need to respect the different beliefs of all students and their families. How can you, as an educator, healthily and productively teach students the knowledge needed to become responsible citizens?

A great way to address the current campaign in the classroom is to turn back into history. The Hameray Biography Series features the stories of three American presidents: George Washington, Ronald Reagan, and Barack Obama. Reading past and current presidents’ stories will circumvent heated debates about the 2016 candidates while still providing students the opportunity to learn about the U.S. Presidential election. 

Barack Obama and Ronald Reagan’s biographies devote multiple chapters to their presidential campaign. Each book also includes a glossary that allows students to familiarize themselves with this informational text feature.

hameray-biography-series-ronald-reagan.jpg

Using the glossary and relevant chapters in the book, ask students to create a list of election vocabulary and their definitions. Underneath each word, have them write examples about how the vocabulary word relates to Barack Obama and Ronald Reagan.

Example: Campaign- the competition between political candidates.

Ronald Reagan talked about the danger of the Soviet Union during his campaign.

Barack Obama began his campaign in February 2007.

 

obama-glossary (dragged).jpg

This exercise will help students draw connections between two historical figures through specific information in the text (CCSS.ELA-LITERACY.RI.5.3). The two biographies also include the following election vocabulary words:

Candidacy

Conservative

Concession speech

Convention

Debate

Democrat

Election

Liberal

Nominate

Opponent

Republican

Vice President

 

 

In a follow-up class discussion, ask your students about the current election using their newly learned vocabulary: Who are the candidates? When is Election Day this year?

Encourage your students to watch the news with their family on November 8th. They’ll appreciate how classroom literacy directly relates to important current events happening in the country! 

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Click the image below to download the Teacher's Guide for Ronald Reagan and for Barack Obama.

Bio TG       Bio TG

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Topics: Leveled Readers, Biography Series, Social Studies, Election

The Summer Olympics: A Golden Opportunity for Teaching

Posted by Sally Hosokawa on Aug 4, 2016 3:30:00 PM

After four years of anticipation, the day has finally arrived—tomorrow’s opening ceremony marks the beginning of the 2016 Summer Olympics in Rio de Janeiro, Brazil! The Olympic Games, with their energizing excitement and patriotic spirit, appeals to sports lovers of all ages. This event is also a perfect opportunity to integrate world events into the classroom by reading relevant informational texts.

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Summer Olympics from the Kaleidoscope Collection introduces students to the ins and outs of the Games. Featuring photographs from the most recent 2012 Summer Olympics in London, the books explores different competitions and Olympics traditions.

Kaleidoscope_Book.Sports.HighResFinalp4.jpgKaleidoscope_Book.Sports.HighResFinal.jpgFor early readers, the Kaleidoscope Collection’s Sports and My World’s Play Ball! tie in with the Olympic theme by identifying different types of sports.

  • After reading, ask your students this question: What is your favorite sport? Students can identify sports that they enjoy participating themselves or watching on TV.
  • If necessary, use the sports mentioned in Play Ball! for reference. Create a class bar graph to determine the most popular favorite sports (CCSS.Math.Content.2.MD.D.10).

 

More advanced readers can read about a timeless Olympic star, Muhammad Ali, from the Hameray Biography Series. In addition to winning gold in heavyweight boxing at the 1960 Rome Olympics, he also lit the symbolic torch at the 1996 Olympics in Atlanta, Georgia. In the London 2012 Games, Ali carried the Olympic flag at the opening ceremony. This high-interest biography will engage the reader by connecting Common Core Social Studies Standards to current entertainment.

 

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The 2016 Summer Olympics will take place from August 5th to the 21st, so your students will be buzzing about it all month. Don’t miss this fantastic teaching opportunity—it only happens once every four years!

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Click the left image below to download an information sheet with key features about the Kaleidoscope Collection, which contains Summer Olympics and Sports. Click the middle image below for an information sheet about the My World series, which contains Play Ball!. Click the right image below to download the Muhammad Ali Teacher's Guide from the Hameray Biography Series.

 

Kaleidoscope Collection Info Sheet          My World Series Info Sheet          Bio TG Ali

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Topics: Leveled Readers, Kaleidoscope Collection, Biography Series, My World, Social Studies, Olympics, Sally Hosokawa

[New Post] Using Language Arts to Meet Social Studies Standards in Grade One: Part 4

Posted by Geraldine Haggard on Jan 21, 2016 3:30:00 PM

GHaggardbiopicThis is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children.

This is the last post in a four-part series. You can see the first post here, the second post here, and the third post here.

The purpose of this series of blog posts is threefold: sharing the importance of the social studies standards, explaining how to combine the uses of the Language Arts and Social Studies in the first grade, and sharing ways to use Language Arts Standards and leveled books to deliver social studies expectations centered around homes. Specific books will be keyed to specific social studies standards as examples.

Use of Leveled Books to Deliver Social Studies Expectations for Grade One

I am listing (in alphabetical order) six examples of books appropriate for incorporating language arts standards with social studies expectations in grade one, along with suggestions for language arts activities. The first three were listed in the third post in the series, and the second three are below. If you’d like to use these ideas as lesson plans for these books, I’ve linked to where you can buy the books, but you can also use these suggestions as guidelines to apply to any similar books you might already have on hand.

my_big_sister_400.jpg4) My Big Sister by Teri Horner

Expectations:

  • Families have rules and expectations
  • Families help each other
  • Families are kind and considerate of each other
  • Families differ in size
  • Understanding what a family is

Lesson suggestions:

  • Vocabulary to be developed can include 'patience,' 'sharing,' 'helping,' 'younger,' 'older,' 'selfish,' ‘kindness,' 'considerate.'
  • Prepare for the sharing of the book by making a list on the board of students in the following family categories: ONLY CHILD, TWO CHILDREN, THREE CHILDREN, MORE THAN THREE CHILDREN. Provide time for the children to study the lists. They can then share the thoughts that come to them. Some families have more children than other families. Invite them to share good things about having siblings. If they have siblings, they may also discuss problems they have with them.
  • After this activity tell them that you are going to share a story about two sisters. Ask them to listen carefully and be ready to talk about how each sister in the story feels about her sister. Share the front cover using an opaque projector if possible and introduce the sisters. Read the story slowly and display the pictures as you read each page. Provide opportunities for the children to make comments.
  • The following questions can guide the discussion: "How many of you have older siblings that treat them in the same way as the older sister in the family treated her sister?" "How does this make them feel? " "How did the little sister react? Why do you think she acted in this way?" "How do we know that the sisters really love each other?" "Are there ways that you can treat older (or younger) siblings, in a way that lets them know that you really love them?"
  • Ask the children to write two ways they can be considerate and kind to a sibling. This means that they really think about how the younger or older sibling feels. Children with no sibling can write about how they should treat a good friend. Explain to the group that that is how they should treat a brother or sister. They can be a best friend to their brother or sister. Invite volunteers to read their suggestions. Ask them to use one of the suggestions and be ready to share the next day what happened. Make time the next day for this sharing. What happened when they were kind to a brother or sister?
  • Give each child a piece of paper and show him how to fold it into two parts. Display a title for them to copy at the top of the page. “(Sibling’s name)____________ IS LIKE AND UNLIKE ME.” They then label one side ALIKE and the other UNLIKE and list at least three ways they are alike and three ways they are unlike. They write a sentence telling why they love that sibling. A child with no sibling can choose a friend. Those with more than one sibling can choose one of their brothers or sisters. If there is time, the back of the page can be used for them to draw a picture of themselves with their sibling or friend. Suggest that the children sit in groups of three and share their work. The completed pages can be made into a book for the classroom library.

 

Hameray_My_Family_LS-Entry_v3-1.gif5) My Family (LS1) by Adria Klein Ph.D., Barbara Allen, Allison Briceño, Bee Medders, Deb Nemecek, Nicki Smith & Susan Wray

Expectations:

  • Different kinds of families live within a community (Culture, types of homes, languages, customs, traditions)
  • Families have lived in different places in the past

Lesson suggestions:

  • Vocabulary to be developed: 'family,' 'responsibilities,' 'lifestyles,' language spoken,' 'customs,' 'grandparents, ' 'traditions. '
  • As the vocabulary words are used in discussion, listening, reading, and writing, students can record them in their journals, and the words can also be kept in a list on display for teacher to refer to and discuss as the book is used. Make a deliberate attempt to include the use of the vocabulary words.
  • Share the family picture on the front cover of the book. Invite discussion based on the family in the picture. The students can share what they see: members of the family, children and grandparents, a home, etc.
  • After using the book in discussion and reading, the children can draw family portraits similar to the book cover. They then sit in groups of four and each child shares his family portrait and talks about his family.
  • A large group discussion could be based on discussing likenesses and differences in family groups and comparisons made to the cover picture. How many children have grandparents living in the home? What languages are spoken in the homes? How many have younger children and grandparents living in the home. If so, how would that change the way the family members act and are helpful in the home?
  • The book can be read as a read aloud, used in guided reading, and/or placed in the classroom library. The simple sentence pattern of the LS1 (Language Structure 1) book can be used by the children as they create and illustrate small books about their families. These books can be put in the classroom library as well. The last page of the book is a summary statement. Share that statement and why it is a good way to end their books.
  • The picture and text on page 5 can be used to discuss food customs/traditions. Explain that a custom is something that is done at special times and often. Saying the pledge to the flag is a custom in the school. The kind of food that Dad is cooking may be a tradition or something that comes from having past family members share over many years. It may have started in another country. Ask the children to share special foods eaten in their families and decide if those foods are traditional foods. Do the foods have foreign names? Are some of the foods parts of special days or holidays?
Hameray_My_Pets_LS4_v4-1.gif6) My Pets (LS1) by Adria Klein Ph.D., Barbara Allen, Allison Briceño, Bee Medders, Deb Nemecek, Nicki Smith & Susan Wray

Expectations:

  • Families have rules and responsibilities
  • Families work together
  • Family members are independent
  • Understanding that pets are sometimes family members

Lesson suggestions:

  • Vocabulary to be developed: 'rules,' 'responsibilities,' 'kindness,' 'pets,' 'family members,' 'care of pets,' 'feeds.'
  • Display the cover of the book and talk about the boy and his many pets. Ask the children to face a neighbor and share information about their own pet if they have a family pet. Invite the children to share some of the pets they heard about: dogs, cats, fish, birds, hamsters, etc. Make a list on the board, or screen, of each animal mentioned.
  • Conduct a survey on types of pets: have students raise a hand if they have a particular type of pet at home. List the number of responses for each animal. Invite the children to share what they know after seeing the results of the survey. 'What was the most popular pet?' 'Second most popular?' 'Which pets were the most unusual?'
  • Conclude the discussion with what having the pet means to each family member: is it a family friend, someone to play with, a buddy for exercising together, etc.)
  • The next day, introduce the children to Carlos in My Pets. Share the front cover and ask the children to identify a pet Carlos has that none of them has.
  • Suggest that the students listen carefully and find what these animals have in common. (Each animal has to be fed.)
  • After you have shared each page visually and orally, get responses. The following questions could guide the conversation: "What does Carlos have to know about feeding each pet? (When, what food, how much food, where to feed the pet, what does the pet need in addition to food?)
  • Conclude the conversation by sharing the meaning of 'responsibility' and guiding a discussion of responsibilities the family members must have to have a happy and healthy pet. ‘Should this be the parents' responsibility only?’ ‘What can you do be responsible for the care of a pet?’ ‘Page three includes a calendar. What dates might be put on your pet's calendar?’ (Vet visits, shots, grooming, etc.)
  • Each child can draw a picture of a pet and write a description of the pet. If a child has no pet, he can share a pet he would select and describe it. Use the picture on page three to guide children is composing oral sentences about Carlos's dog. Explain that they can look at the picture of their pet and write sentences to describe size, color, kind of pet, what it eats, how the child cares for it, etc.
  • If there are young children in the family, the small ones may need help in understanding how to be kind to pets. ‘What can happen if a family member is not kind to a pet?’ (Pets can become angry and not be kind to the other family members. Friendship between the pet and the human members of the family is threatened. Pets may not trust the family member who is unkind and be unkind to that person. There is less joy in having a pet.)
  • Share the cover of My Pets. ‘How can we tell by Carlos's face that he is kind to his pets.' Revisit the pictures. Do the students see anything that makes them feel that Carlos's pets are not his friends? Ask the students to participate in a shared writing activity that is based ways to be kind to pets.

I hope that you will find ideas you can use with leveled books and enjoy using the language arts activities to deliver the important social studies expectations.

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Geraldine Haggard is the author of several books from our Kaleidoscope Collection Series. For more information about the Kaleidoscope Collection Series click HERE to return to our website or click the series highlight page to the left below. 

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Topics: Common Core, Language Standards, Social Studies, First Grade, Grade One

[New Post] Using Language Arts to Meet Social Studies Standards in Grade One: Part 3

Posted by Geraldine Haggard on Jan 19, 2016 5:09:10 PM

GHaggardbiopicThis is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children.

This is the third post in a series. You can see the first post here and the second post here.

The purpose of this series of blog posts is threefold: sharing the importance of the social studies standards, explaining how to combine the uses of the Language Arts and Social Studies in the first grade, and sharing ways to use Language Arts Standards and leveled books to deliver social studies expectations centered around homes. Specific books will be keyed to specific social studies standards as examples.

Use of Leveled Books to Deliver Social Studies Expectations for Grade One

I am listing (in alphabetical order) six examples of books appropriate for incorporating language arts standards with social studies expectations in grade one, along with suggestions for language arts activities. I’ll list the first three today, and the second three in the final post. If you’d like to use these ideas as lesson plans for these books, I’ve linked to where you can buy the books, but you can also use these suggestions as guidelines to apply to any similar books you might already have on hand.

clean_your_room_nick_250.jpg1) Clean Your Room, Nick! by Karen Danforth Diaz and Melissa J. Martin

Expectations:

  • Working together as a family
  • Using rules and responsibilities
  • Being independent within a family

Lesson suggestions:

  • Vocabulary development (oral, reading, and writing) words include 'chores,' 'responsibilities,' and the question words 'why,' and 'where.' Model the words orally, Write the words on the board and read them with children as they are written. Include these words in the listening, speaking, writing, and reading activities suggested throughout this post. A list of the words could be a part of the students’ journals. They can refer to the list as they write.
  • Use discussion groups to help students understand the importance of the expectations. Encourage them to use oral language and to be good listeners.
    • "Why did Nick have a problem finding his belongings?"
    • "Has this ever happened to you? Why?"
    • "How do you think Nick's mom is feeling and why?"
    • "Are there other things that Mom could be doing?"
    • "What could have happened to Nick if he had not found his belongings?"
    • "Where did Nick and Mom look for Nick's possessions?"
    • "Should you be responsible for only your room?'
    • "How can you help in other rooms of your home?"
    • "If you look for ways to help without being told to do so, you are being independent. How do you think being independent would help the family?” (Answers might include less conflict, less work for parents, the entire family sharing responsibilities, etc.)
  • Use a brainstorming activity and record on the board a list of chores that the children have in their homes. After the brainstorming, ask the students to illustrate and share a chore or responsibility and provide a title for the illustrations and writing. A book for the classroom library could be created from their work.
  • Brainstorm rules that the children have in their homes. Discuss the difference between chores and rules. A rule might be based on not borrowing or using another family member's belongings without asking, or always being truthful. As a follow-up, different children might act out what happens when a certain rule is broken. The following suggestions may be used as children create a brief drama.
    • Mary used her big sister's jewelry without permission. Show in actions what might happen
    • Billy knocked a lamp off of a table. When his mom asked who did that, he said he did not. Show what might have happen between Billy and his mother.
    • Ann wanted to play a video game and did not do her homework before supper. The family ate supper later than usual and Ann had to go to bed before her homework was done. Make believe you are Ann and her teacher. What might have happened? Ask them to use emotion words and body actions that could be the results of the breaking of the rules. Two students can plan and present their short dramas after using a possible list of rules displayed on the board.
  • The book can be used as a read-aloud, in guided reading groups, or for independent reading. There are several days of activities suggested.

family_day_250.jpg2) Family Day by Christine Jojola

Expectations:

  • Understanding how families are different
  • Understanding what a family is
  • Recognizing that different families have different beliefs, customs, and traditions

Lesson suggestions:

  • Vocabulary development words include 'family,' 'beliefs,' 'languages,' ' customs,' and 'traditions.'
  • Ask the children to list in their journals the members of their families. They could then sit in groups of three or four and each member of the group can share the number of people in the family, number of children, and number of other family members (parents, grandparents, etc.) A bar graph could then be shared on the board: one child, two children, three children, four or more children, number of adults). The graph will show the differences in the composition of the families.
  • Share the picture from the front of the book. Discuss what the picture tells them about the family in the book. The last picture in the book depicts two older family members. "Where is the family in the cover picture and the last page of the book? (Park; patio at home.) The students can draw a sketch of their homes and sit in small groups and share facts with another student or two.
    • How many rooms?
    • Do they have to share a room with someone else?
    • What is in the yards?
    • Is the home in the country or in a city?

After small group sharing, a representative from each group can discuss with the large group the results of sharing the sketches. What are some differences and likenesses?

  • Why did Zavier wear different clothes or footwear on different days? Explain that the way a person dresses for playing ball is an example of a custom. The special clothes indicate what sport is to be enjoyed. The colors of the uniforms help identify the player’s team. Ask the children, "Is there a time that your family dresses in a different way? Why?" People from different countries may dress differently from others. Their way of dressing tells us about their culture.
  • People from different cultures may celebrate holiday seasons in different ways. As children brainstorm, make a list of these cultural traditions for celebrating holidays in December.
  • The family on the last page is wearing their best clothes. We call this 'dressing up.'
    • “What do you think the family is about to do?”
    • “Some families dress up to go to church or to parties. When does your family dress up?”
    • “What is a special "family day' for your family. If you do this often, it becomes a custom or tradition.”
  • The children could be invited to bring pictures of their families participating in a special family day that might be connected to a special holiday, etc. These could be displayed on a bulletin board labeled “SPECIAL CUSTOMS AND TRADITIONS.”
  • A culminating activity could be writing a story that includes all of the child's family and customs or traditions that are a part of the family. Other students and the teacher can serve as editors and advisors. Display and share the stories. Invite the child who wrote the story to share and explain the story he wrote.

Helping-Mom-250.jpg3) Helping Mom by Jane Hunter

Expectations:

  • Families have responsibilities
  • Families work together
  • Our families help us

Lesson suggestions:

  • Vocabulary to be developed includes 'cleaning,’ 'washing,' 'independent,' 'setting,' 'rules,' 'volunteer,' 'responsibility.' These words can be entered in journals as they are used in discussion and/or reading. Children need to hear the words, use them as they speak, read, and write. Multiple uses of the words and multiple occasions for seeing the words can help the words become a part of the children's multi-vocabularies. Other words may need to be added to the list.
  • The book can be used as a read-aloud. Set the purposes for listening to the story: What does the boy do to help his mom? How does his mom help him?
    • As the first question is discussed, the picture of the boy helping can be shared as children sit around you, or shown on a screen or board. Later the book could be used in guided reading or placed in the class library.
    • As the second question is discussed, share the homework pictures on the last two pages of the book and add sub-questions:
      • "When do you need help with homework?”
      • “If you can do your homework without help, what should you do?”
      • “Is homework your responsibility or someone else's?"
      • "What is a responsibility?"
  • Ask each child to make a list of ways they help other members of their families. Give each child a medium-sized piece of paper and ask him to draw a picture of a way he helps. Use a bulletin board or poster board to make a collage of the pictures. Label it, “WAYS WE HELP AT HOME.”
  • Ask each child to interview a parent and share what they hear the parent say can happen when the child helps. The next day, you can write a language experience activity with each child's name and their responses. As the teacher uses a pointer, each child can read what was recorded by his name.
  • As a culminating activity, discuss the words 'volunteer' and 'independent.' Provide an opportunity for students to discuss the difference between an assigned task and a volunteered task. Share as an example the boy helping his mom with the baby. He probably also volunteered to help mom with baking. This means he did not have to be asked to do these things. We see the picture of him working independently with his homework. These pictures from the book could be shared again. Are there children who can share ways they help without being asked? If so, tell them that they are being independent and are volunteers!

The next and final post in this series will focus on the use of the remaining three books to tie these standards in with social studies standards and expectations. Check back next week to read more, or subscribe to the blog in the sidebar to get new posts delivered to your inbox!                     

~~~

Geraldine Haggard is the author of several books from our Kaleidoscope Collection Series. For more information about the Kaleidoscope Collection Series click HERE to return to our website or click the series highlight page to the left below. 

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Topics: Common Core, Kaleidoscope Collection, Language Standards, Geraldine Haggard, Social Studies, First Grade, Grade One

[New Post] Using Language Arts to Meet Social Studies Standards in Grade One: Part 2

Posted by Geraldine Haggard on Jan 13, 2016 1:38:58 PM

GHaggardbiopicThis is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children.

This is the second post in a series. You can see the first post here.

The purpose of this series of blog posts is threefold: sharing the importance of the social studies standards, explaining how to combine the uses of the Language Arts and Social Studies in the first grade, and sharing ways to use Language Arts Standards and leveled books to deliver social studies expectations centered around homes. Specific books will be keyed to specific social studies standards as examples.

Identification of "Language Arts Standards" That Can Help Teachers Strengthen Both Social Studies And Language Arts

The following standards for the language arts can be integrated with the social studies expectations. It is essential that the latter not be neglected.  The suggested tools will first be listed under the categories for the language arts.

STANDARD ONE: WRITING

  • Participate in prewriting activities such as brainstorming, discussion, webbing, illustrating, or story starters

STANDARD TWO: MODES AND FORMS OF WRITING

  • Compose simple narrative
  • Write brief description, using some details, of a real object, person, or place or event

STANDARDS ONE AND TWO:  ORAL LANGUAGE/LISTENING AND SPEAKING

  • Listen attentively and ask questions for clarification and understanding
  • Stay on topic when speaking
  • Use descriptive words when speaking by answering who, when, where, why, and how questions
  • Relate an important life event or personal experience in a simple sequence
  • Use descriptive words when speaking about people, places, events and people
  • Provide descriptions with attention to sensory detail

STANDARD THREE: GROUP INTERACTION

  • Show respect and consideration for others in verbal and physical communication
  • Make contributions to group discussions

STANDARD FOUR: VOCABULARY

  • Increase personal vocabulary by listening to and reading a variety of texts and literature
  • Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts

 STANDARD SIX: COMPREHENSION/CRITICAL LITERATURE

  • Read and comprehend both fiction and non-fiction
  • Use pre-reading strategies (prior knowledge, predicting, and establishing a purpose for reading)
  • Respond to questions designed to aid general meaning
  • Respond to who, what, when, where, why, and how questions
  • Draw and discuss visual images based on text information
  • Identify simple cause and effect

The next post in this series will focus on the use of particular books to tie these standards in with social studies standards and expectations. Check back next week to read more, or subscribe to the blog in the sidebar to get new posts delivered to your inbox!                     

~~~

Geraldine Haggard is the author of several books from our Kaleidoscope Collection Series. For more information about the Kaleidoscope Collection Series click HERE to return to our website or click the series highlight page to the left below. 

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Topics: Common Core, Language Standards, Geraldine Haggard, Social Studies, First Grade, Grade One

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