Rationale: I chose this lesson because this kindergarten class is starting a unit on communities. Anticipation guides help the students to become engaged and motivated. Also, this activity activates schema and builds prior knowledge, while enhancing discussion.
English Language Arts Standard # 1:
Language for Information and Understanding. Students will read, write, listen, and speak for information and understanding. Students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and elementary produced texts.
This will be evident when the students think about the statements and listen to the text read aloud by the teacher to verify their responses. This will also be evident when students are building on prior knowledge and engaging in discussion.
Helpers in my Community by Bobbie Kalman
Pictures of helpers in the community (police, firefighters, teachers, etc)
Focus (Aim): This lesson focuses on activating schema as a pre reading strategy. Also, this activity allows for the children to make a personal connection with the text. Mostly importantly, anticipation guides engage students in the lesson.
Grouping: This strategy will be taught as a whole class. Students will work independently, have turn and talks, and have whole class discussion.
Students will be activating prior knowledge about community helpers.
Students will be able to distinguish between community helpers.
Students will be able to name community workers and be able to describe their job.
Motivation: The students will come into the classroom to see a variety of community helper pictures on the board, along with the anticipation guide. The teacher will ask the students what they know about helpers in our community and name ones that they have seen.
1. The students will come into the classroom to see the various community helper pictures on the board, along with the anticipation guide. (Boys and girls, today we are going to talk about the many helpers that we have in our community. Can anyone think of a community helper that you have seen?)
2. The students will be read aloud the three statements on the board, one at a time. After the teacher reads aloud the statement, the students will have 1 minute to think about the response, whether they agree or disagree with the statement. (Community helpers are people in the community that give us a service; do you think that is true? Or do you think that might not be true? Think about it.)
3. The students will then have 1 minute to turn and talk with a partner about their response. (Next, I want you to turn and talk to a partner about what you think. Who thinks that this is true? How many of you think that this is not true?)
4. Steps two and three will be repeated for each statement on the anticipation guide.
5. The teacher will read aloud the story, Helpers in Our Community, by Bobbie Kalman, while the students listen for clues to see which statements are true and which are false.
6. The students will engage in discussion with the teacher, as the teacher re reads the statements and asks which are true, according to the read aloud.
Culmination: The students and teacher will have a discussion about the different community helpers that we were talked about in the book. Students will be asked to think of other community helpers that the book did not mention.
Assessment: The type of assessment for this activity is informal. Students will engage in an activity. The teacher created a game on chart paper. The students will read the clues and match the community helper picture to the correct job description with teacher assistance.