Kindergarten Text Set Spring

This week, the Kindergarten grade class will be learning about Spring through various literature. Throughout the year, we have been learning about seasons during calendar time. Since Spring is finally here, that will be our focus of study this week.

Throughout the year, we have been learning about seasons, as we track the weather each day during calendar time. As we come to a new season, we take a week to focus on it to learn about what weather we should be expecting.

I chose books in this text set that I find appropriate for a Kindergarten level based on the book by Chip Wood, “Yardsticks.” It is a book has many suggestions backed by research for what is developmentally appropriate in the classroom. The theme is one drawn from favorite themes for children at this age, which is a seasonal theme in nature that focuses on spring. In Kindergarten, students should do partner reading, where they can help one another through books. It also suggests strengthening their reading skills with books with few words, much repetition, and many pictures. Children should learn phonics in small groups with others of the same level, as well as participating in guided reading with the class. They also begin to notice a difference in the different genres.

Citation: Wood, Chip. Yardsticks: Children In The Classroom, Ages 4-14. : . Print.

Book One

Title: Finding Spring

Author: Carin Berger

Illustrator: Carin Berger

Publisher: Greenwillow Books

ISBN: 978-0-06-225019-3

Number of pages: 40

Genre: Children’s Literature; Fiction

Summary:

This book is about a little bear named Maurice, and it begins in the fall. Maurice loves the idea of his first spring. It is all he can think about. However, his mom told him before he can find spring, he must hibernate through winter. This upsets him, and when she falls asleep he goes searching. It begins to snow and Maurice thinks he has found spring. He makes a big snowball and takes it home to show his mom. However, when he wakes up, he discovers the snowflake is gone, but his mom helps him truly find spring.

Teaching Points:

• Which 5 of the Reading First Components: Reading comprehension

• KCCRS: SL.K.2 Confirm understanding of a text read aloud by asking and answering questions about key details and requesting clarification if something is not understood.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Speaking and listening

• Student learning objectives: Students will be ale to explain key details about the story. Students will ask questions about things they do not understand.

This is a text that I will read aloud to students. It is a little bit above their independent reading level, but it is a great book for the standard. This will be an interactive read aloud, where I will ask questions along the way, as well as answer the questions throughout the book. These discussions will contribute to the students’ reading comprehension of the book. During the read aloud, the students will need to listen to the story and their classmates and speak to respond to and ask questions about the story. At the end, the students will be able to explain some key details of the story in response to questions proposed by myself and other students.

Additional resources:

• Author’s website: http://www.carinberger.com/ This is a link to Carin Berger’s website. Here, you can learn about her, her talents in illustration and design, as well as a blog and news of her.

• YouTube video: https://www.youtube.com/watch?v=ymzBUQBOeNk This is a link to a YouTube video of Tami Dunn reading the book.

Book Two

Title: Spring Is Here! A Story About Seeds

Author: Joan Holub

Illustrator: Will Terry

Publisher: Simon Spotlight

ISBN: 978-1416951315

Number of pages: 24

Genre: Children’s Literature; Fiction

Summary:

This book is a ready-to-read book that follows a seed throughout spring. It begins with a seed; it gets planted, rains, receives sunlight, and grows. It points out the parts of a plant like its stem, leaves, and bud that blooms into a flower. This book is an easy read, and is unique as each page is told with rhyming.

Teaching Points:

• Which 5 of the Reading First Components: Phonics

• KCCRS: RF.K.4 Read emergent-reader texts with purpose and understanding

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Reading and critical thinking

• Student learning objective: Student will be able to read, re-tell, and re-read the story.

This text is one that most students will be able to read independently. Students will pair with one another to read, re-tell, and reread the story. They will use their critical thinking to summarize what happened within the story. The focus of this book is for students to practice reading with fluency and begin to read with expression.

Additional resources:

• Author’s website: http://www.joanholub.com/ Here is the link to Joan Holub’s website, where you can learn more about her, search her books, find printables in relation to certain titles, and much more. There is also a section for trailers and videos for some of her books.

Book 3

Title: Rainy Weather Days

Author: Pam Rosenberg

Publisher: Children’s Press

ISBN: 978-0-531-16769-4

Number of pages: 24

Genre: Nonfiction

Summary:

This is a nonfiction book about rain. While it starts out with spring being rainy, it also explains how throughout the other seasons it can also rain. It also describes the formation of rain, how to measure rain, and the importance of rain. It highlights new scientific vocabulary throughout, and provides a glossary in the back.

Teaching Points:

• Which 5 of the Reading First Components: Vocabulary development

• KCCRS: L.K.5c Identify real-life connections between words and their use

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Listening, speaking, and reading

• Student learning objective: Students will be able to apply vocabulary within every day conversation.

This story is a more advanced level book, but students will be able to understand it with slight scaffolding. It is one that will be in the class library for students to read and look at on their own. Some advanced level students may be able to read it independently. The purpose of the story is to help introduce some vocabulary that is relevant to the weather in spring. We will be discussing the book as a group during calendar. The goal is that the students learn vocabulary that they will be able to apply during every day conversation about weather, especially during calendar time in the classroom.

Additional resources:

• Lesson plans: https://www.scholastic.com/teachers/articles/teaching-content/where-do-rainy-days-come-activities-teaching-about-weather/ This is a lesson plan on the scholastic website that helps teach where rainy days come from. This lesson could easily include the book.

Book 4

Title: When Green Becomes Tomatoes

Author: Julie Fogliano

Illustrator: Julie Morstad

Publisher: Roaring Brook Press

ISBN: 978-1-59643-852-1

Number of pages: 56

Genre: Poetry; Visual/Illustrated

Summary:

This book is a collection of poetry in the form of a journal. The poems describe characteristics of the season they are in, starting with spring and ending with winter. The illustrations are very elaborate and add to the feeling and emotion conveyed within the poems.

Teaching Points:

• Which 5 of the Reading First Components: Reading comprehension

• KCCRS: RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Viewing, listening, writing, visually representing

• Student learning objective: Students will be able to explain the connection between the text and the illustration.

This book has poetry for every season. Prior to writing time, we will spend the first 10 minutes reading poems from the book and describing the relationship between the text and illustration. Students will listen to the poems while viewing illustrations in the book. Then, they will have the chance to write their own sentence and illustrate it during writing time. There will be a short writing prompt where students will be able to complete the sentence.

Additional resources:

• Author’s website: https://twitter.com/oneredhen?lang=en Here is a link to follow Julie Fogliano on Twitter.

• Lesson plans: http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-portfolios-using-poetry-152.html?tab=4#tabs This is a lesson that you could easily include the book that focuses on using poetry to teach reading. It includes a 5 day plan, home/school connection, extensions, and assessment and reflections. It could be used in about any grade, but especially the primary grades.

Book 5

Title: Hi, Koo!

Author: Jon J. Muth

Illustrator: Jon J. Muth

Publisher: Scholastic Press

ISBN: 978-0545166683

Number of pages: 32

Genre: Poetry; Visual/Illustrated

Summary:

This book is filled only with different haiku poems that describe the different characteristics of each of the seasons. The story follows a panda in order to illustrate the poems. He carries out activities, has fun, and even faces challenges from the weather. However, the poems are not the traditional haiku with three lines of five, then seven, and then five syllables. Instead, he puts his own twist on it and uses three line haiku focused on sensory images rather than the syllables. Throughout the book, you can find an ABC pattern with capitalized letters in the poems.

Teaching Points:

• Which 5 of the Reading First Components: Phonemic awareness

• KCCRS: RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Listening

• Student learning objective: Students will be able to count syllables within a word and lines in poetry.

We will be using this book to work on phonemic awareness, specifically focusing on syllables within words, and also within the poetic lines. As I read, students will listen and clap at each syllable they hear. Then, together we will go through and count syllables within each word and add a little math into the lesson by finding how many syllables are within each line.

Additional resources:

• Lesson plans: http://www.scholastic.com/parents/resources/free-printable/more-printables/hi-koo-year-seasons-event-kit-activities-printables-and This is an “Event Kit” with activities and printable that could be used with the book. The file is meant to host an event, but it could be altered into a lesson.

o https://www.education.com/lesson-plan/hi-koo-syllables/ This is a lesson plan that uses the book to introduce Haiku syllables for first and second grade. It could be altered to learn about syllables and vocabulary and pronunciation as well.

• YouTube video: https://www.youtube.com/watch?v=LDDNZe3BheQ Here is a YouTube video of a young girl reading the book.

o https://www.youtube.com/watch?v=Dma8eDpyHdE This is a link to a quick trailer of the book made by students. It gives a brief introduction through poems included within the four seasons.

Book 6

Title: What Does Bunny See?

Author: Linda Due Park

Illustrator: Maggie Smith

Publisher: Clarion Books

ISBN: 978-0-618-23485-1

Number of pages: 32

Genre: Children’s Literature; Visual/Illustrated

Summary:

This book is about a bunny that hops down a path in a cottage garden. Along the way, the bunny finds new flowers of a bright color. The book is great for explaining plant diversity by introducing the different types of flowers. The different colored illustrations of the flowers are great for reviewing colors and making the book interactive.

Teaching Points:

• Which 5 of the Reading First Components: Phonemic awareness

• KCCRS: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Listening

• Student learning objective: Students will be able to identify and create pairs of rhyming words.

During this lesson, we will be focusing on phonemic awareness by listening to the story to find rhyming words. Then, we will have an activity where students match sets of rhyming words.

Additional resources:

• Author’s website: http://www.lindasuepark.com/ This is a link to Linda Sue Park’s website. It has a vast amount of information about her, her books, and links and resources to information on reading and writing.

• YouTube video: https://www.youtube.com/watch?v=Yn7L6eZ8bTc This is a link to the YouTube video by Micki McDade reading the book aloud.

Book 7

Title: My Spring Robin

Author: Anne Rockwell

Illustrator: Harlow Rockwell and Lizzy Rockwill

Publisher: Aladdin

ISBN: 978-1-4814-1137-0

Number of pages: 24

Genre: Children’s Literature; Fiction

Summary:

This book is about a little girl who liked a robin who sang for her during the summer. In the fall it flew away and her dad told her it would come back in the spring. When spring came, she looked everywhere for the robin. On her journey, she encounters animals, plants, and weather found in spring. Finally, she hears the song she remembered, and it was her spring robin.

Teaching Points:

• Which 5 of the Reading First Components: Reading comprehension

• KCCRS: RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Listening, speaking, and critical thinking

• Student learning objective: Students will be able to recall characters, the setting, and events of the story.

This story is going to focus on reading comprehension. We will be doing this story in the context of an interactive read aloud. They will be asked to think of the setting, characters, and events within the story. After the story is finished, we will have a brief discussion about these things. There will also be a fun sequencing puzzle of the events in the story as well, where students will need to use their critical thinking skills to solve the problem.

Additional resources:

• Author’s website: http://www.annerockwell.com/ This is Anne Rockwell’s website where you can learn more about her, her books, join in her blog, and curriculum guides that you can use with some of her books.

• YouTube video: https://www.youtube.com/watch?v=loPr_pYrYgA Here is the read aloud of the book from Liz Loves Books YouTube channel.

Book 8

Title: Sunshine Makes the Seasons

Author: Franklyn M. Branley

Illustrator: Michael Rex

Publisher: Harper Collins Publishers

ISBN: 0-06-059203-6

Number of pages: 34

Genre: Nonfiction

Summary:

This book is a nonfiction book that describes how the position of the sun in relation to earth creates the seasons. It explains how rotation, the earth’s revelation around the sun, and the tilted axis all contribute to the length of day and amount of sunlight that creates the seasons. It also includes an experiment that helps to clarify the reason for the changes. Explaining that not all parts of the world experience the same seasons at the same time, and how the equator has the same climate about all of the time concludes the book.

Teaching Points:

• Which 5 of the Reading First Components: Reading comprehension

• KCCRS: RI.K.3 With prompting and support, describe the connection between two ideas or pieces of information in a text.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Critical thinking and visually representing

• Student learning objective: Students will be able to connect the amount of sunlight to the seasons [with prompting and support].

This book is the most challenging book within the text set. We will be reading it together and then perform a (very) modified version of the experiment in the book. This will require students to use their critical thinking. However, the focus of the lesson and activity will be to link pieces of information in the text to learn that the amount of sunlight helps create the seasons. All of this will be learned with appropriate scaffolding.

Additional resources:

• Lesson plans: http://www.letteroftheweek.com/seasons.html This is a lesson plan written by Katrina Lybbert that uses the book to introduce the weekly science lesson plan about seasons. The lesson is created for Kindergarteners.

• YouTube video: https://www.youtube.com/watch?v=kHFYb4DcTyk This is a YouTube video of a child explaining the experiment that is found in the book. She explains how the experiment shows how different hemispheres have different seasons at different times.

Book 9

Title: The Busy Spring

Author: Carl Emerson

Illustrator: Corinne L. Doerrfeld

Publisher: Picture Window Books

ISBN: 978-1439599310

Number of pages: 32

Genre: Fiction

Summary:

The Busy Spring is about a little girl, Emma, who wakes up one day and noticed the melting snow. She the ventures to the park where she meets her friend named Owen and they meet the character Old Oak who is an oak tree. Old Oak teaches them about how trees change and also are homes for birds’ nests, like Rachel the robin. Emma and Owen come over and over until Rachel’s babies hatch from eggs. It concludes with the robins hatching and Old Oak explaining that soon it will be summer and the babies will be on their own. Throughout the book, there are also facts about spring placed strategically within the plot.

Teaching Points:

• Which 5 of the Reading First Components: Phonics

• KCCRS: RL.K.10 Actively engage in group reading activities with purpose and understanding.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Reading

• Student learning objective: Students will be able to read the story chorally.

This is going to be our story of the week. We will do a variety of activities with the text throughout the week. We will work on a variety of the reading first components, but focus on reading fluency. Each day, we will be reading pages aloud together as a class and have a brief discussion about it to build reading comprehension.

Additional resources:

• Activities: http://www.enchantedlearning.com/books/mini/spring/ Here is a link to a mini spring book that could be included in a lesson plan with this book to give students practice writing and reading that parallels with the book.

Book 10

Title: Exploring Spring

Author: Terri DeGezelle

Publisher: Capstone Press

ISBN: 978-1429693646

Number of pages: 24

Genre: Nonfiction

Summary:

This nonfiction book is about spring. It starts off by introducing some characteristics of spring, such as animals having babies, flowers growing, and the date that spring begins. Then, it explains how the earth moves to create the seasons with helpful illustrations and visuals, which then leads into how the amount of daylight increases. Then it talks about how the characteristics of water, trees, animals, and people are affected by spring. The book is concluded with the differences in the spring season in the north and south hemispheres. There is a glossary with scientific terms in the back.

Teaching Points:

• Which 5 of the Reading First Components: Vocabulary development

• KCCRS: Determine or clarify the meaning of unknown words.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Reading

• Student learning objective: Students will be able define the meaning of specific words within the story.

This week, we will be learning about some of the characteristics of spring. During calendar time, this book will be incorporated throughout the lesson to help students develop vocabulary relative to spring. The book has specific vocabulary identified and defined, but the focus will be on clarifying any words that they do not recognize or understand. I will begin the week by reading the story to them to identify vocabulary they are not familiar with, but by the end of the week, students will be reading it in small groups. There will be vocabulary lessons to support this as well.

Additional resources:

• Author’s website: http://www.terridegezelle.com/ This is Terri DeGezelle’s website. She is both a photographer and author. In fact, her photography is what is featured in her books. On her website, you can learn more about her and her writing, keep updated about what she has been doing and articles she has been featured in, and find titles and series of her books.

Media

Title: Springtime

Song and Story By: Alexandra Olson and Michael Olson

Published on YouTube By: Music Box Kids

Link: https://www.youtube.com/watch?v=A16Cu6Ic1pA

Genre: Media; Song

Summary: “Springtime” is a music video about springtime. In the video, the song is playing while a bunny and bird are walking to their picnic. As they walk along, winter turns into spring. The lyrics explain characteristics of spring that they encounter, including flowers, trees, and animals. It also talks about characteristics of the weather like the sun coming out more, but there are also rain showers that help plants to grow.

Teaching Points:

• Which 5 of the Reading First Components: Phonemic awareness

• KCCRS: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds.

• One of six areas of language arts (reading, writing, speaking, listening, viewing, and visually representing, plus critical thinking): Speaking and listening

• Student learning objective: Students will be able to pronounce spoken words from sounds.

Throughout the week, I will be including this new song into our brain breaks. Students will listen to the song, and then will work on pronouncing/singing the lyrics as a group.

Additional resources:

• Mp3 Download Contact: TheMusicBoxKidsCo@gmail.com This song is soon to be found on Amazon and iTunes. However, to get the MP3 download now, you can contact them via email.

• YouTube video: https://www.youtube.com/watch?v=A16Cu6Ic1pA This is the link to find the song on YouTube.

• YouTube Channel: Music Box Kids https://www.youtube.com/channel/UCV_AIEuioT-BaPz0uoCNQBA Here is the link to the YouTube channel, Music Box Kids. They offer fun and educational music for young children. So far, they have 10 video uploads, with songs about seasons, holidays, and Spanish songs. They have over 2,000 subscribers and over 2 million views so far.

Contact Me:

Shawna Vakadewatabua

Email: shawna2014@ksu.edu

Credits:

Created with images by Unsplash - "tulip yellow bright"

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