Britini Fricke

Lesson Date: November 27th, 2018

Reading Workshop on Non-Fiction Texts

1. Title or Topic of the Lesson and Grade Level: Reading Workshop on Repetition in Non-Fiction
texts, Grade One

2. Lesson Essential Question(s): How can students associate what the book is about by tying it to
the words that are used over and over again? How can students use their word association
knowledge to identify the rhyming pairs in the poem?

3. Standards:
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.

RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.

4. A. Learning Objectives and Assessments:

Learning Objectives Assessments

The students will be able to indicate which
words are rhyming pairs in the poem.
The students will be able to explain the
different details occurring in the story and
use their critical thinking skills to think
through the questions.
The students will be able to compose an
idea about what the text is about by
identifying which words are repeated over
and over again.
The students will be able to generate one
fact they see from the book.
The teacher will assess the students by
having the students participate in a
question and answer based on the
discussions. The teacher will go verse by
verse and have the students identify the
rhyming pairs. At the end of the week,
the students will be given the poem
themselves and have to identify the
rhyming pairs once again.
The teacher will assess the students by
having the student turn and talk to their
partner. The teacher will listen to the
student’s conversations and see if they
can understand the material.
The teacher will assess the students by
having the students share with the person
next to them what words they hear over
and over again.
The teacher will assess the students by
having the students write down one fact
on a sticky note and place it on the
teacher’s desk when they are finished.
Some students may write a word that
represents the fact and/or draw a picture
that represents a fact.
5. Materials:
Teacher Materials:
 Chart Paper with the Poem I Ate Too Much Turkey by Jack Prelutsky
 Marker
 Pointer
 A Harbor Seal Pup Grows Up by Joan Hewett and Richard Hewett
 Vocabulary Cards
 Pen
 Paper
 Bell
Student Materials:
 Pencils
 Sticky Notes
 Book bags with non-fiction texts

6 . Pre-lesson assignments and/or prior knowledge: Prior to this lesson the students will have
worked with rhyming pairs. Students should know how to identify rhyming pairs in a poem. Students
also will have some information about the book since the teacher will read the second part of the non-
fiction text on this day. The students will have prior experience with reading non-fiction books.

7. Lesson Beginning: The students will start off at their seats and their body will be faced towards
the back of the room where the students will review the poem. The teacher will echo- read the poem I
Ate Too Much Turkey with the students.

8. Instructional Plan:
 The students will start off at their seats and the teacher will have the students face towards
the poem which is by the door.
 The teacher will first echo read the poem I Ate Too Much Turkey with the students. The
teacher will use a pointer to point to each word in the poem. This should take about 1
minute to do. The poem is below:
o I Ate Too Much Turkey

I ate too much turkey,

I ate too much corn,
I ate too much pudding and pie,
I'm stuffed up with muffins
and much too much stuffin',
I'm probably going to die.

I piled up my plate
and I ate and I ate,
but I wish I had known when to stop,
for I'm so crammed with yams,
sauces, gravies, and jams
that my buttons are starting to pop.

I'm full of tomatoes

and french fried potatoes,
 my stomach is swollen and sore,
but there's still some dessert,
so I guess it won't hurt
if I eat just a little bit more.
 After echo reading the poem with the students, the teacher will identify the rhyming pairs.
The teacher will use two different markers to identify the rhyming pairs. She will also box
around the rhyming pairs using these shapes: triangles, rectangles, pentagon, and circle.
This should take about 5 minutes for the students to finish. The rhyming pairs are listed
below:
o Muffins and Stuffin
o Pie and Die
o Plate and Ate
o Stop and Pop
o Yams, Crammed and Jams
o Tomatoes and Potatoes
o Sore and More
 Once all the rhyming pairs are identified, the teacher will call the students to the carpet for a
read aloud activity. The teacher will call one table and tell the students to tap their partner
to join her on the carpet. The teacher will call the students by their tables (the lion table,
tiger table, cheetah table, and eagle table). This transition should take about 2-3 minutes.
 The teacher will review the new vocabulary words and their definitions. The students will
have been already introduced the day prior. As the teacher introduces each word, she will
clap the sounds out loud. The teacher will then ask for a student volunteer to say what the
word means. The teacher will also use the word in a sentence. This should take about 5
minutes to complete. The vocabulary words for this week are:
o Tip- making something lean or fall over
o Survive- to stay alive
o Scoot- to move quickly
o Release- to let someone or something go free or let go of something.
 After reviewing the vocabulary, the teacher will tell the students that we are going to
continue reading the non-fiction text A Harbor Seal Pup Grows Up. The teacher will have
the students turn and talk to their partner about one fact they remember from yesterday.
This should take about 2 minutes to complete.
 On page 18, the teacher will ask the students, “How many times does Sidney get her
drink?”
 The teacher will continue to read the non-fiction text. This should take about 5 minutes.
 The teacher will stop at page 23. The teacher will give the students about 2 minutes to
discuss with their partners. The teacher will ask the students to turn and talk to their
partners and discuss, “How has Sidney changed?”
 The teacher will continue to read and then stop at page 25. The teacher will have the
students turn and talk to their partner and discuss “Why is Sidney ready to be on her own?”
This should take about 3 minutes.
 The teacher will continue to read and then ask the students, “How do scientists return
Sidney to her ocean home?” The teacher will have the students turn and talk to their partner
for 3 minutes.
 The teacher will show the students the timeline and explain that a lot of non-fiction texts
include a timeline in the back of the books. This should take about 3 minutes.
 The teacher will then transition into reading workshop with the students. This should take
about 3 minutes. The teacher will explain that one way for readers to figure out what a book
is about would be to look for words that are repeated throughout the book. The teacher will
ask the students: “Does this word tell me what the book is mostly about?”
 The teacher will model this throughout the book, A Harbor Seal Pup Grows Up. In this
book the two words that are repeated over and over again are the words harbor seal pup and
Sidney. In the text, the book explains Sidney is the name of the harbor seal pup; therefore,
the text is most likely about a harbor seal pup.
 The teacher will remind the students that they are going to also write one fact about their
books on a sticky note and put it on the teacher’s desk.
 The teacher will then transition the students back into their seats. The teacher will call the
students back to their seats based off of the color shirt that they are wearing.
 The teacher will set a timer for about 15 minutes. The teacher will bring a student in the
back during this time and have them read while the teacher takes anecdotal notes on what
they notice with their decoding and fluency skills.
 About half way through reading workshop the teacher will have the students share with the
person next to them on what word they notice that is seen over and over again in their book.
 As a conclusion to the lesson, the students will put their sticky notes with the facts on the
teacher’s desk. The teacher will review each sticky note and may pull certain students aside
and ask them to read their fact.
 The students will then put their books away.
o Differentiation: This lesson accommodates to several different kinds of learners. There
are a couple of students who are struggling with reading. Currently, the students are on
Non-Fiction texts in reading; however, it can be difficult to find non-fiction texts for A
or B level readers. These readers are allowed to read fiction books and draw a picture to
represent the fact on their sticky notes. This lesson also encompasses many different
activities that allow students to transition and move. This helps students who have
difficulty staying in one place for too long. During this lesson, there should be no early
finisher because we teach the students that re-reading our books can help us become
better readers. The students also have multiple books to choose from in their book bags.
This lesson also accommodates to visual, kinesthetic, and auditory learners. There are
many components that help visual learners including: the poem, and the visuals in the
book. This lesson accommodates to kinesthetic learners too. Kinesthetic learners benefit
because they are able to write down a fact and connect that fact to the book to
themselves. Lastly, our auditory learners benefit because the teacher will physically
explain each step of the lesson.

o Questions:
What are the rhyming pairs in I Ate Too Much Turkey?
How many times does Sidney get her drink?
How has Sidney changed compared to the beginning of the text?
Why is Sidney ready to be on her own?
How do scientists return Sidney to her ocean home?”
Does this word tell me what the book is mostly about?

o Classroom Management: The teacher will be using a bell to get the students attention.
The teacher has the students grouped with their partners. Their partners are changed at
the beginning of each month therefore; the grouping will be already organized prior to
 the lesson. The student materials are all in their desks therefore distributing materials
should be no problem. In the event that the students may become chatty, the teacher will
give the students a warning and if it continues the teacher will write their names down
in her notebook.

o Transitions: The teacher will have the student’s transition from their seats to the carpet
based off of what table they are sitting at. The teacher will also tell the students to tap
their partner and sit on the carpet. The teacher will transition the students back to their
seats by calling them by what color shirt they are wearing. The teacher will have a timer
that goes off when it is time to put their materials away.

9. Closure: As a conclusion to the lesson, the students will put their sticky notes with the facts on
the teacher’s desk. The teacher will review each sticky note and may pull certain students aside and
ask them to read their fact.