Emily Barnshaw Shared Reading Task Assignment 1. Standards: RF.K.1.

Demonstrate understanding of the organization and basic features of print. Recognize that spoken words are represented in written language by specific sequences of letters.

2. Pre reading Discussion: Invite students to explore the cover of the book Do You Want to Be My Friend? by Eric Carle. Read the title of the book and introduce the authors. Ask students if they have ever tried to become friends with someone new or if someone has ever tried to become their friend. When? How could they tell? What did they do (smile, ask to play, say kind word, share, sit nearby, do nice things, etc.)? How did they feel? Ask children what a good friend may mean for a mouse. Encourage students to share their knowledge of mice, and other animals in the book, and why a specific animal may not be a good friend for a mouse. Perform a picture walk through the pages of the book and invite predictions as to why the mouse may think what makes a good friend, based upon the pictures. Let students look closely at each picture in order to make predictions about which animal is next in the story, discussing the colors of the animals, what the animals appear to be doing, what each animals' response may be and why, why the little mouse keeps running past each animal, etc.; End the picture walk after the giraffe is introduced and let students make predictions about the ending.; Read aloud for enjoyment and to see if the mouse is finally able to find a good friend. The teacher could also use this predictable frame throughout the week so that students can join in: He saw a (color) tail. It belonged to a (animal). "Do you want to be my friend?" asked the mouse. But the (animal) was too busy and did not seem to hear the mouse at all. So the mouse ran on 3. Teaching Focus During Reading: Concepts of written and spoken language Active Engagement: Book Writing

In order to develop word recognition abilities in students, divide the class into groups, one group per page. Pick sentences from the book, and have students create that page of the story. Students will write out the text on the bottom of the page, and create a different picture than what is in the book to illustrate their page. Then the teacher will collect their pages, and create a new book with the drawings. Teacher will then read this book out loud, encouraging students to shout the most often used words. Day Two: After the first day of reading, ask students to share what they remember about the story. (Who is the story about? Where does the story take place? What happens in the story? How does the story end?); Reread- Shared Reading (pause, letting students say the colors , the animals, and the question 'Do you want to be my friend?') 4. Extension: Day One: Sing and move to the 'Friends Sound March', 'Buddy Boogie', and 'I Have a New Friend'(from Fall Phonemic Awareness Songs and Rhymes by Jordano and CallellaJones, Creative Teaching Press: 1998). Day Two: Get to Know Me Paper Write on the board a list of questions that you want to know about your students, and ask students to create questions they want to ask their classmates. Questions could range from favorite colors to how may pets a student has. Have students write a journal entry answering as many of the questions as they can. Day Three: Love Letters In order to develop word recognition abilities in students, students and teacher will list the most common used words from the book on the board, followed by students writing nice words about their friends. The teacher will go through and pronounce each of the words with the students. Students will then use the list of words on the board to write a short note for their fellow students. Before this activity, the teacher will write each name on a paper and place in a basket, box, or whatever container available. During the instruction time, children pick a name randomly and create a letter or card for that person. Students will be encouraged to use words on the board, along with pictures, designs, and even scribbles for younger children. The teacher will design a mailbox system for delivery, with each childs name on a cubby. Nice words might include: like, love, cute, happy, cool, awesome, fun, wonderful, friend, etc. Day Four: Use clay to segment vocabulary words, sentences and other words in the book that may be tricky. Day Five: Let each student choose one animal from Do You Want to Be My Friend? and create an animal mask to use to reenact the story, then act out the book in small groups, and later as a class.

Close: Day One: Remind students to read the book Will you be my friend? and practice reading fluency by paying attention to the words and spaces in sentences. Encourage students to sound out the words, and take note of the sequences of syllables. Remind students to always notice the spaces between words to help them while reading. Day Two: Gather the children on rug, and choose a few children, to share their Getting to Know You paper. Invite a child to sit in the Authors chair and share her paper with the class. After they are done sharing, have class repeat her name, clapping the syllables in the authors name. Invite another child to share. When finished show the children the book that the class is helping to write. Encourage those who havent finished yet to finish soon, and remind everyone that they will have a turn to share. Day Three: Ask students to write a short journal how receiving their letter made them feel, and allow students to draw pictures to accompany their entries. Day Four: Give each child a puzzle piece with a different students name on the back side and work together to construct a 'Friends Name Puzzle.' Day Five: Pair students up and have them complete 'My Name/Your Name' sorts. Students are given the letters in their name and asked to sort each letter by whether it is in their name only, in their friends name only, or in both of their names.

Text Selection: Will You Be my Friend? By Eric Carle Standards to be met: 1st Reading 2nd Reading
RF.K.1. Demonstrate understanding of the organization and basic features of print. Recognize that spoken words are represented in written language by specific sequences of letters
Recognize that spoken words are represented in written language by specific sequences of letters. Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELALiteracy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

3rd reading
Recognize that spoken words are represented in written language by specific sequences of letters.

4th reading
Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELALiteracy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

5th reading
Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELALiteracy.RF.K.4 Read emergent-reader texts with purpose and understanding.

PreReading/Connection: Make a vocabulary list based upon this text. Words like tail and mouse could be examples. These words will be introduced one week before reading Will You be my Friend. The class should also read another friend book, I Need a Friend, by Sherry Kafka, to introduce the concept of friends and friendship.

1st Reading
Teaching Focus During Reading:
Comprehension is the goal of todays reading. Pause and ask students questions about the text as they are reading. Phonemic Awareness is the goal of the extension. Teacher discusses friendship and animals before the discussion. Teacher performs a picture walk, then reads the story out loud to the class.

2nd Reading
Comprehension though the extension activities

3rd reading
Awareness of print through extension

4th reading
Phonemic Awareness/ Segmenting and Alphabet knowledge in the extension activities, but Fluency when students are rereading the text.

5th reading
Phonemic Awareness/Fluency /Comprehension/C oncepts of Print when acting out and reading the book.

Active Engagement: How much of the reading will the teacher/students do? How will the students participate? What student talk is included? Extension: Follow up activities

Teacher rereads the text, calling on students to read.

For the third reading, students will read in small groups, helping and encouraging their fellow student, teacher will look for signs of difficulty. For the fourth reading students will read in pairs, and the teacher will monitor. For the fifth day, some students will read in pairs, and others independently depending on their specific needs. Have students write short letters about why someone is their friend Use clay to break up the syllables of their vocab words, and other words students may be having problems with. Friends name puzzle Masks

Singing and Dancing!

Have students complete a get to know me paper to build friendship in the classroom. Share Get to Know

Close:

Reading practice

Ask students to write a

Acting!

Review purpose. Encourage transfer of skills to guided and independent reading/writing activities.

you journals

journal how receiving their letter made them feel, encourage students to read their journal entries.

My name/your name