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Familiar or Unfamiliar Word Sorting Stickies

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Familiar or Unfamiliar Word Sorting Stickies

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The children will use sticky notes that have words on them from a particular text where they will place words they recognize and words they do not recognize on a white board in specific columns stated Familiar or Unfamiliar.? the children will then with assist of the teacher located these words in the story selected and define the words, as well as look for other words that are familiar or unfamiliar that may not be listed on the white board. The children will later use both sets of familiar and unfamiliar words in a Authors and Illustrators Activity.

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1. The children will create illustrations of their own and tell the connection between the illustration they have drawn to their text. The students will use phonetic spelling when writing their texts.

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Pennsylvania Core Standards -- English Language Arts Grades PreK - 5:

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Pennsylvania Core Standards -- English Language Arts Grades PreK - 5:

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1.2 Reading Informational Text: Students read, understand, and respond to informational text--with an emphasis on comprehension, vocabulary acquisition, and makin connections among ideas and between texts with a focus on textual evidence.

1.3 Reading Literature: Students read and respond to works of literature--with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textural evidence.

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The Science of Reading is the process in how it is taught and the way all individuals learn how to read. So by keeping in mind using Scarborough's Reading Rope, Bloom's Taxonomy, and appropriate high quality children's literature will assist with the instruction of fluent readers.

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Ashley Bryan- Live Performance at Schoodic Arts For All

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The children will state what an author and illustrator are. The children will then become an author and illustrator of a short story they will create with their own phonetic spelling of texts using new vocabulary learned through the study of Ashley Bryans poetry, own drawings, and text which describes their drawings.

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The children will create a puppet with open ended materials supplied to them according to materials or close too, as described in the book of Ashley's Bryan Making Something from Everything. The children will complete this activity with making the connections between the illustrations and the text in the story that are read aloud to them or that they may read on their own. The children will relate these puppets to personal experiences.

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"Ashley Bryan's (website) unique puppets that are made from stones, shells and other objects that are found on a Maine beach inspired his stories and poems." 

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The children will make connections between the illustrations and the text in this story that are read aloud to them or that they may read. As well as, relate this story to personal experiences and define unfamiliar words or phrases.

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We will use this book to recognize and name the upper and lower case letters and words that rhyme and identify familiar and unfamiliar words and phrases.

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We will use this book to discuss the picture and text to identify unfamiliar words and phrases. We will use this book to retell story and identifying the main idea.

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We will use this book to demonstrate the understanding of spoken words, syllable, and sounds.

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We will use this book to recognize and produce rhyming words. We will also use this book to make the connections of illustrations to the text.

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Ashley Bryan reading aloud: Can't Scare Me!

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Uploaded by Roxanne Feldman on 2013-07-25.

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We will use this book to isolate and pronounce initial, medial vowel, and final sound (phonemes) in three phoneme. We will use this book also to retell the main idea using specific text details.

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Ashley Bryan reading a poem by Langston Hughes who he has much appreciation for to an audience of children at a school.

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Ashley Bryan reading a poem by Langston Hughes who he has much appreciation for to an audience of children at a school.

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Ashley Bryan recites My People by Langston Hughes

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We will use this book to recognize and produce rhyming words and the rhythm of the story through his poetry. We will use this book to demonstrate prediction and repetition. We will retell the main idea using specific text details. We will relate this story to personal experiences.

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We will also talk about the illustrations and text using new vocabulary words or phrases. The children will answer questions pertaining to unfamiliar words that are read aloud from the text.

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We will use this book for rhythm and prediction, recognize unfamiliar words and phrases, using isolating and pronouncing initial, medial vowel, and final sound (phonemes) in three phoneme.

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We will use this book for children to make connections between the illustrations and the text in the story that is read aloud to them, as well as, focusing on words that rhyme or are unfamiliar both words or phrases.

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We will use this book for unfamiliar words and phrases, as well as focus on the illustrations supporting text.

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We will use this book for prediction, rhythm, recognize and produce rhyming words and isolate and pronounce initial, medial vowel, and final sound (phonemes) in three phoneme.

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Two panals of Sea Glass designs installed at the Islesford Congregational Church created by Ashley Bryan.

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Two panals of Sea Glass designs installed at the Islesford Congregational Church created by Ashley Bryan.

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Cranberry Islands, first visit, oil and paper, 1947

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Cranberry Islands, first visit, oil and paper, 1947

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We will use this book to make connections between the illustrations and the text in this story. We will also recognize words and phrases that are unfamiliar. We will use this book to relate to personal experiences too. We will use this for to retell main idea of the story.

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History of Author, Illustrator and Artist Ashley Bryan

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History of Author, Illustrator and Artist Ashley Bryan

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The history of who Ashley Bryan is, his inspirations, and books that he wrote on poetry for all to read. He was awarded many different medals for author, illustrator and author and illustrator throughout his stories that he wrote. through his lifetime.

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Autobiography of Ashley Bryan's Words to My Life's Song which he relates to Art and Nature Around him.

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Autobiography of Ashley Bryan's Words to My Life's Song which he relates to Art and Nature Around him.

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Watch Poet Ashley Bryan Read Words To My Life's Song

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By using the many strands that are linked together into the skill of reading using Scarborough's Reading Rope will assist educators in their teaching of all children to success in the fluency of reading. They can use these books and activities to build background knowledge and relate to themselves, build vocabulary skills, do verbal reasoning such as learn metaphors and interpretation, learn and build upon literacy knowledge of print concepts and learn genres of literacy. The children will learn phonological awareness of syllables to words and the phonemes, decoding of words using the sounds of the letters to the alphabet, and recognize familiar and unfamiliar words and learn the meanings of these words. The children will also learn comprehension through all this teaching using the Scarborough's Reading Rope.

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With educator's using Bloom's Taxonomy children will apply knowledge, learn comprehension, apply knowledge learned, make analysis, learn problem solving using synthesis, make judgements and conclusions about text using evidence from text learned. For educators, Bloom's Taxonomy assists in developing the appropriate learning objectives with all the action verbs that are available to focus on specific objectives.

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Videos of Ashley Bryan Reading His Books

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Videos of Ashley Bryan Reading His Books

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I want the children to experience listening to Ashley Bryan reading his stories and hearing the rhythm, rhyme, and the passion of reading in his poetry of the stories that has created.

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The books that I have chosen for this text set is to introduce and reinforce children's level of reading from K-5 grades. These books support the teaching of Scarborough's Reading Rope as well as, the use of Bloom's Taxonomy to support all the children's reading levels. The books are multicultural and text is based upon the illustrations that are in the poetry and stories. The books are of high quality children's literature and are of assorted award winners.

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I want the children to know history of the author and illustrator of Ashley Bryan who writes and tells stories on non-fiction, historical fiction, fiction, folktales and is noted for his main writings of poetry. I will use this with teaching children's literature to the children for them to learn how to read, interpret, learn, and notice the beauty all around them from a different cultural experience. I also want the children to know that Ashley Bryan was a painter too.

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1. The students with prompting and support will retell key details of a particular text that support a specific main idea.

2. The students with support and prompting as needed will make connections between information in a text and personal experiences.

3. The students will with prompts and support answer questions about unfamiliar words read aloud from a text.

4. The students will use new vocabulary and phrases acquired in conversations and being read to from texts.

5. The students with prompting and support will name the author and illustrator of a story and define the role of each.

6. The children will answer questions about unfamiliar words read aloud from text.

7. The children will make connections between the illustrations and the text in a story that are read aloud to them or that they may read.

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Two of Ashley Bryan's Paintings using Sea Glass that is mentioned in his puppet making book and the first painting he did with oil.

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The children will participate in a game of Jeopardy where they will retell key details of a particular text that support a specific main idea to a few texts of study. the children will also identify and define new vocabulary they have learned through the text of poetry study of Ashley Bryan. They will be award prizes such as extra free time, homework passes, and everyone gets a small snack for participation.

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Always keep in mind we need patience, patience, and more patience when teaching children's literature for all children to succeed to be fluent readers. For every child is different and every child learns differently.

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I want the children to see the mediums Ashley Bryan uses throughout his stories.