Grade level, author, and titles:

• Grade Level: Kindergarten

• Author: Bill Martin Jr.

• Titles: Chicka Chicka Boom Boom, Brown Bear, Brown Bear What Do You See, Here Are My Hands

Brief biography and rationale: Bill Martin Jr. was chosen for his engaging and rhythmic texts suitable for emergent readers. His books promote language development and early literacy skills, aligning well with Kindergarten objectives. The rhythmic and repetitive nature of his texts supports fluency development, while the vivid illustrations aid comprehension.

Comprehension Strategies:

Predicting:

• Teaching Example: Before reading "Brown Bear, Brown Bear What Do You See?" ask students to look at the cover and predict which animals might be featured in the book based on the title and the familiar rhythm. Discuss predictions as a class.

Retelling/Sequencing:

• Teaching Example: After reading "Chicka Chicka Boom Boom," have students work in pairs to sequence the events of the alphabet climbing the coconut tree. Encourage retelling using key phrases from the book.

Fluency Activities:

Choral Reading:

• Activity: Have the whole class read a page from "Here Are My Hands" together. Repeated reading promotes fluency.

Reader's Theater:

• Activity: Divide students into small groups and assign characters from "Chicka Chicka Boom Boom." Have each group perform their part as a mini-reader's theater.

Chosen Book:

• Title: "Brown Bear, Brown Bear What Do You See?"

Vocabulary Words (Three Tiers):

1. Tier 1 (Basic): Brown, Bear, What, See

2. Tier 2 (High Frequency/Multiple Meanings): Red, Yellow, Blue, Green

3. Tier 3 (Content-Specific): Zoo, Teacher, Children, Mother

Vocabulary Strategies:

Explicit Teaching for Tier 1:

• Strategy: Use real-life pictures or objects to connect the basic words to concrete examples. For example, show a brown bear toy or a picture of a brown bear.

Explicit Teaching for Tier 2:

• Strategy: Create a color chart with images representing each color. Discuss how each color is used in the book. For instance, show a red apple or a blue bird.

Explicit Teaching for Tier 3:

• Strategy: Use visuals like flashcards or a picture dictionary to introduce content-specific words. For "teacher," show a picture of a teacher in a classroom setting.

Culminating Activity:

• Description: "Author Study Storytelling Festival." Students work in groups to create a storytelling festival where each group presents a different book using props and simple scripts.

Integration of Strategies:

• Comprehension: Groups must accurately sequence events from their assigned book during the presentation.

• Vocabulary: Each group incorporates Tier 2 and Tier 3 vocabulary words into their storytelling.

• Fluency: Encourage expressive reading during the festival.

Technology Tool:

• Tool: Digital Storytelling Apps

• Description: Students use apps to create digital stories incorporating images, voice narration, and simple animations.

Cross-Curricular Content:

• Subject: Art

• Integration: Students create props and visuals for their storytelling festival, enhancing artistic expression.

Listening and Speaking Skills:

• Strategy: Peer Feedback Session

• Description: After each group presentation, students provide positive feedback and ask questions. This encourages active listening and speaking skills.

Differentiation:

• ELLs: Provide visual supports, such as labeled pictures and translated key phrases.

• Early Finishers: Challenge them to create an additional scene for the story or include more advanced vocabulary.

• Gifted Students: Allow them to explore additional books by Bill Martin Jr. and create an extension project.

• Students with Disabilities: Provide visual schedules, peer assistance, and modified scripts for presentations.

Gunning, T. G. (2020). Creating literacy instruction for all students (10^th ed.). Pearson. ISBN-13: 9780134986487

International Literacy Association. (2018). Reading fluently does not mean reading fast [Literacy leadership brief]. Newark, DE: Author.