Dinosaur lesson-Kindergarten Description: Name: Kori Wentzloff Co-operating Teacher Librarian: Patty Barr School and City: Lincoln

Elementary in Monticello, IL Date: Tuesday January 29 Grade Level: Kindergarten Length/# of lessons: 15-20 minutes/1 lesson

Purpose: The main reason for this lesson is to continue our dinosaur unit in the library. This is the second six-day rotation of dinosaur materials in the library. Last week, we read a non-fiction book. This rotation were reading fiction materials. Learning objectives/targets: By the end of the lesson, the students will be able to define author and illustrator. They will also be able to recognize when one person does both jobs. Standards: Common Core: o CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text. o CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. o CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). o CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. AASL Standards for 21st Century Learner: o 4.1.1 Read, view, and listen for pleasure and personal growth. Instructional Resources and materials: Needed by me: o Edwina: the dinosaur who didnt know she was extinct by Mo Willems o Dinosaur vs. bedtime by Bob Shea o Lyrics to Dino Pokey Instructional Strategies and learning tasks: Focusing event: Ill remind the students that last week we read a non-fiction book about dinosaurs. I will let them know that this week well be reading fiction books. I will tell them the difference between the two types of materials. I may ask if the students have ever read anything by Mo Willems and name a few of his poplar titles to gauge their interest in him. Input from me: Before beginning the stories, I will point out the name at the top of the books and ask the students why they think that name is there. Then Ill ask the students to define author and illustrator. I will mention that many times, one person can do both jobs. I am going to make sure the students understand the meaning of extinct among other difficult words in the texts (such as protesting and versus). I will do this by pausing to ask questions during the reading of the texts. To give the students a little break in-between texts and to give them a chance to move around, well stand up and do the Dino Pokey (similar to the hokey pokey). As we finish the texts, Ill ask the students about what the endings mean to ensure theyve comprehended the story.

Guided practice: Before beginning the second book, Ill ask the students questions about author and illustrator again to be sure they understood the first time. Ill point out that there is only one name on the cover of the second book and ask them what that means. Closure: As we transition into check-out, Ill remind the children that if they want to check out books from the authors we just read, they can. I will walk over to the shelves and point them out in the collection.

Differentiation: The read-aloud portions of the lesson are suited to the entire class. I will try to call on a variety of different students to ensure that those who wish to participate get the chance. For the students who may be more shy or unsure, Ill try to talk with them while theyre selecting their books about author and illustrator. They might be more willing to answer questions one-on-one. If I notice that particular children get the answers wrong, Ill try to meet up with them specifically to make sure they understand by the end of the period. Assessment: I will use an informal assessment of asking questions to determine if the students have understood the definitions of author and illustrator. I will walk around the room while the students are checking out books and see the items they are selecting. As they check out, Ill ask questions such as, Jane OConner wrote this book. What is she called? and If Robin Preiss Glasser was the illustrator of this book, what does that mean?. Whats next: Each time the children come into the library, before we read the stories, well ask the children to define author and illustrator. We will continue dinosaur books and themes for another few weeks while our pteranodon is in the library.