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Grade: Elementary

#1907. Predictable Chart/Sentence Building with "Goodnight Moon"

Building Blocks, level: Elementary
Posted Sat Aug 12 08:12:54 PDT 2000 by Laura/K/TX ().
Goodnight Moon
Materials Required: Book "Goodnight Moon", chart paper, contruction paper, sentence strips, Resource Books for BB
Activity Time: 20-30 minutes daily for 1 week

I adapted this lesson using the Month by Month Reading and Writing and The Teacher's Guide to Building Blocks ideas/suggestions after reading the book Goodnight Moon.
Day 1
1. Read the book Goodnight Moon by Margaret Wise Brown and discuss the book. Since the children are new to school and to your room, have them give you a sentence about things in their "new" classroom that they are excited to see and that they could say..."Hello Room" or "Good morning Room" to. For example: Hello pattern blocks, Hello Chalkboard, Hello lunch kits and backpacks...the list of course is endless and up to your children's imaginations.
2. Record the sentence for each child on chart paper in black ink and then using a different color of ink, record their name in brackets. ei:
Good morning lunch kits and backpacks. (Laura)
Good morning chalkboard. (Kelly)
Good morning toys on the shelf. (Blake)
(add all other choices from the children)
Day 2
1. Continue writing down sentences if you did not complete the previous days' list for every student.
2. Model the reading by using a pointer and reading your sentence that you added to the list, explain what you are wanting the children to do.
3. Using a pointer, have each child "read" their sentence, pointing to each word as they read...give help when needed.
Day 3
1. Taking 1-3 sentences from the chart made in Day 1, write them on sentence strips. (Fold the sentence strip in 1/2 first (hot dog style) and write...you save strips and they are still legible. Take the strip and have the child that gave this sentence to you point and read again. Then in front of them, cut the words apart and give one word to each child with the author of the sentence receiving his/her name.
Good morning toys on the shelf. (Blake)....cut sentence into 7 parts...1 for each word in the sentence plus 1 more for Blake's name. Give the cards to 6 children and the name card to Blake.
Have them come to the front of the room and "Be the Word," by getting in the correct order according to the sentence. Of course you may use the chart from the 1st day as a reference. Give clues, as needed, for where to stand to make the sentence correctly. Then have each child read their word that they are holding. Then repeat with the whole class chiming in. Repeat this process for 2 to 3 other sentences. You will not do all of the sentences...just a few samplings.
Day 4
1. Reread the chart and then cut apart the remaining sentence strips in front of the class. Place each set of cards in "snack baggies" to use/reuse. Have them put them together (puzzle style) at their tables or at the large group. The teacher is walking around checking the each sentence making sure that the words are correct and providing feedback...using the chart for reference...is the word card with the period at the end of the complete sentence...is the capital letter at the beginning...is the child's name the last card... After checking and helping...children put the cards back in the baggies.
2. Repeat step one for 1 or two more sentences...asking the same questions about the sentences as you walk around monitoring for correct sentences.
3. When you have practiced with 1-3 sentences, instruct the children to put the word cards in the baggie with the name one on the top and facing so that you may see it easily through the baggie. Save baggies for the last day activity.
Day 5
1. Give out word cards to correct child and have them make into their original sentence.
2. Give children a piece of large manilla construction paper and have each child place the cards in order to form their sentence. Teacher should again check for accuracy asking/guiding the children to ask "themselves" the questions from Day 4...
3. When cards are in order...the student will glue the cards down on their paper and then draw to illustrate their sentence.
4. Collect for a class book or send home individual papers. (I sent this one home only because I wanted the parents to see the finished product and to ask about them the first week of school. From now on, I will save the papers and make a class book for each predictable chart that I construct in class. I will place the books in my classroom reading center.