In this lesson, the student will prove whether a text is fact or fiction, discuss the main idea in the story Alphabet Mystery by Audrey Wood and complete a snake alphabet worksheet.
Keywords: reading, alphabet, mystery, main idea, sequence, sequencing, fiction, nonfiction, HOT, smartboard,
The student will retell the main event of the story Alphabet Mystery by Audrey Wood as a class.
The student will discuss the main event of the story with their turn and talk partner.
The student will decide and prove whether this text is fact or fiction as a class.
The student will individually organize a group of letters and put the letters in sequence.
LA.K.1.7.3 The student will retell the main idea or essential message, identifying supporting details and arranging events in sequence.
LA.K.2.1.2 The student will retell the main events of a story, and describe characters and setting.
LA.K.1.7.2 The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction.
Set up smartboard so it is ready. Have book ready.
1.Opening: Introduce the lesson. "Today, we are going to read the book "Alphabet Mystery" by Audrey and Bruce Wood. As I read this story I want you to think about a few things we have talked about this week. I want you to search for clues to find out if this story is fiction or non-fiction. What does it mean if a story is non-fiction? (A story that is real, true, or fact) Tell me what fiction stories are. (A book that is fake, not true, made up.) By the end of this book, we need to decide whether this book is fiction or non-fiction."
"What else have we been talking about this week? (Student says main idea.) Define the word main idea. (It means what the story is MOSTLY about.) By the end of this story, I want your help to find the main idea of this story. What are the two things we are looking for in this story, detectives? (Main idea and non-fiction/fiction)"
2. Read Story
Suggested Higher Order Thnking (HOT) questions/comments to ask during the story:
Knowledge- Can you identify which letter is missing? (x)
Evaluation- Can you decide from the first couple of pages, whether this book is fiction or non-fiction? (Fiction) Keep it in your brain until the end of the story!
Connection- (Make connection sign) I can make a connection because when I was younger, I would make words in my alphabet soup. Thumbs up if you have ever done that.
Analysis- Can you relate the picture of little ‘x’ and the xylophone? (The xylophone begins with the letter ‘x’.)
Application- Can you show me what it means to tremble? (Shake in fear.)
Analysis- Can you deduce what those drops of water are in the picture? (They are ‘M’s’ tears.)
Knowledge- Identify what present the ‘K’ took. Point to K. (Key) The ‘b’ took… Point to B. (banana) The ‘d’ took a… Point to D. (drum).
Analysis- What can you deduce from each present? (Every letter got a present that begins with that letter.)
3. Closure: Sum up what was in the story. "Thumbs up if you enjoyed this book. All right detectives, let’s look at our main idea chart and fill out the information. First we are going to talk about the main idea of the story. Turn and talk with your shoulder partner about what you think the main idea of the story is. Can you identify the main idea of this story? (The main idea was that ‘x’ was missing and the alphabet was trying to find him.) Draw picture of main idea. First, can anyone decide whether this story was fiction or non-fiction? (Fiction) What clues in the story proved that it was fiction? (Flying pencils, talking letters,) I am going to write that ‘x’ is missing because that is the main idea of the story. What does that mean again? (It means what the story is mostly about.)"
4. Smartboad extension: "In the story, ‘x’ was missing from the alphabet. Now we have a snake that is missing a couple letters." Transition to smartboard. (See attachment) "I want you to put the missing letters in order on the snake."
"Everyone point to the A on the snake. What letter do you think should be next? (B) There are a few resources you can use to help you around the classroom. Point to the alphabet train. Point to the alphabet word wall. Both of these can help you if you get stuck."
"Now point to the B. What letters go between the B and the E? Turn and talk to your shoulder partner about what letters go between the B and the E.
Can someone tell me what we are doing on this assignment?" (We are sequencing the alphabet.) Use name sticks to call students to the board to sequence alphabet.
Closing thoughts: Sum up what we talked today. "Today we talked about the story Alphabet Mystery. We talked about the book being fiction. We also talked about the main idea. Finally, we worked on ordering the alphabet."
Higher Order Thinking (HOT): Can you think of a time in our day when we use ABC order? (Line up for lunch, Chicka job chart)
Assess through informal observation when students are on the carpet. (Are they participating? Do they understand what main idea and fiction/non-fiction is? Does the student know where to look for help (alphabet wall, main idea chart, fiction/non-fiction chart)? When their stick is pulled, could they sequence the letter?
Estimated Lesson Duration
- alphabet_snake_.zip 1.01 MB