“liven up literacy” - polk county public schools · “liven up literacy” cyndie morris...

“Liven Up Literacy”

n PROGRAM OVERVIEW “ Liven up Literacy” is a collection

of activities developed to entertain students as they learn essential skills of literacy. Developed to meet the requirements of the Reading First grant, nine different centers were created or modified with computer-generated papers and manipulatives using Microsoft Word. Students have enjoyed working with activities entitled:

• Read the Groceries• Word Play• Follow Directions• ABC Center• Poetry Place• The Phonics Game• Create a Silly Sentence• Concentration• Describe It

“Read the Groceries” gives students a fun way to practice reading while learning life skills. Students locate information on actual grocery containers as they look for the brand, contents, and nutrition facts.

In “Word Play”, students add and delete letters to create new words which they then match to illustrations.

Using “Follow Directions”, students practice reading verbs such as color, draw, underline, finish, and circle as well as prepositional phrases such as around the…, between…, and to…from.

For further information contact…

Cyndie MorrisLake Shipp Elementary 250 Camellia Dr. S.W.

Winter Haven, FL 33880

(863) 299-1960

[email protected]

2006 - 2007 Idea CataLog of exCeLLenCe

As the students read and follow directions, they have fun learning holiday symbols and related words incorporated into seasonal themes.

In the ABC center, students alphabetize word cards which, laid end to end, create a coherent sentence.

In the Poetry Place, students orally practice themed classic songs or short poems written by major poets. The center focuses on reading fluency, intonation and “voice”. At the beginning of each week, the teacher reads the poems to the class, then she rereads the poems with each group as they rotate through the centers. Students choose a poem on which to be evaluated.

Students really enjoy the silly sentences they create after drawing out of separate bags, a subject phrase and predicate phrase in “Create a Silly Sentence”. Illustrating the sentences gives students a chance to express themselves while drawing untraditional pictures.

Teacher-created cards using homophones, compound words, antonyms. rhyming words, singular and plural nouns, 2-syllable words with picture cards, and number words/numerals makes the “Concentration” center versatile. Each week students either review words or learn new vocabulary by matching corresponding cards.

“Describe It” emphasizes using multiple adjectives in describing a noun. In this center students use the descriptive

adjectives to spot the corresponding photograph. The goal of the center is to make students more aware of how to use descriptive words correctly in more complex sentences.

n OVERALL VALUE Students have fun working together

on literacy skills in engaging centers. The teacher is able to easily replace lost materials or adapt centers since everything is saved on the computer.

n LESSON PLAN TITLES• Read the Groceries

• Describe It

• Create a Silly Sentence

n MATERIALS Plastic bags for storage. Black

and color computer ink, paper, and cardstock. Plywood, cup hooks, and a picture hanging set for Concentration board.

n ABOUT THE DEVELOPER Cyndie Morris has taught for 31

years at Lake Shipp Elementary. She is currently working as a teacher trainer. She has enjoyed her involvement with the Teacher to Teacher Connection earning an adapter’s grant and two developer’s grants in the last few years.

H H H

2-TimeGrant

Winner

“Liven Up Literacy” Cyndie MorrisLesson Plan No 1: Read the Groceries

n SUBJECTS COVEREDReading, Life skills

n GRADESTwo - Five

n OBJECTIVES The students will

• demonstrate knowledge of key terms by finding them on a grocery product.

• apply locating information skills by correctly finding the name brand, contents, and name of the company that produces the products.

• apply their knowledge of brands by recalling brands of candy bars, toothpaste, and cereal.

n SUNSHINE STATE STANDARDS

LA.A.1.1.2 – The student identifies words and constructs meaning from text, illustrations, graphics and charts using phonics, word structure and context clues.

L.A.A.2.1.3 The student reads for information to use in performing a task or learning a new task.

n MATERIALS • Empty grocery containers• transparency copies of grocery

containers (front, back and sides views)

• overhead projector• one fun-size package of M&Ms for

each student

n DIRECTIONS 1 Using transparencies of different

cartons, bags and labels from grocery i tmes, introduce the vocabulary terms. Discuss how the brand and product names are found on the front of the container but will also be repeated on the ends or sides.

2 Show actual containers with the brand names and product titles located on different panels. Discuss the contents or ingredients in each item. Show students a label from a canned product.

3 Using a transparency of a recipe found on a package, discuss how companies will often have recipes to show how to use their product. Inform them that the customer might have to buy or use other ingredients to prepare a meal.

4 Tell students that they will be getting a product. Tell them that they might recognize the brand right away. Pass out to each student a fun-size package of M&Ms. As students comment on getting M&Ms, tell them that they are actually getting bite-size chocolate candies. Tell the students that they will be able to eat the contents of the package after the lesson.

5 Ask students to look at the front of the package. Tell the student to find the word brand. Call on a student to tell you what is found in front of the word brand.

6 Discuss how frequently products are called by their brand names instead of what the contents are. (ex. Kleenex instead of facial tissue, QTip instead of cotton swab, Coke or Pepsi instead of cola.)

7 Give students an opportunity to discuss brands of candy bars. Play a game whereby students try to recall different brand names of toothpaste, cereal, or chips.

8 Have students look on the back of the M&Ms bag. On these small bags the ingredients are not labeled; however, the students can be directed to look above the name to see “milk chocolate” and to look at the bottom of the bag where it says MAY CONTAIN PEANUTS (if you want to discuss why this has this warning.) Ask students to describe

the ingredients that make up their favorite candy bar. (chocolate, caramel, nuts, cookies, “gooey stuff”)

9 Direct students to the bottom of the package. Tell them that companies will usually put a toll-free phone number or a website on their packages in case the buyer has a question or comment. The company that makes M&Ms is Mars.

10 Review the terms learned.

11 Al low student to open the i r packages of M&Ms and verify the contents of the package by eating them.

n EVALUATION/ASSESSMENT Students will be able to name the

brand, contents, ingredients, of the M&Ms product.

n ADDL INFORMATION Vocabularya product – a thing that you buy from

a store.

b brand – the name a company uses for their products for shopper to recognize. (Pillsbury, Green Giant)

c label – the part of a container that gives information about the product.

d contents – what is inside of something

e ingredients

1 the individual parts of a product

2 the items used in a recipe to make food.

f package – container

g company – the name of the business that makes the product.

H H H


n SUBJECTS COVERED Reading, Language Arts

n GRADESLate two - five

n OBJECTIVES The students will

• apply knowledge of different categories of adjectives to describe pictures.

• create sentences using detailed specific descriptions that will help others visualize what is being depicted.


LA.D.1.1.1 – The student recognizes basic patterns in and functions of language.

n MATERIALS • large colored photographs

• adjective list (teacher-created)

• possibly use EIKI projector to show photographs from the computer.

n DIRECTIONS 1 Pass out the adjectives list. Go over

the different categories of adjectives (taste, sound, amount, character, condition, movement).

2 Show the students a colored photograph showing movement.

3 Have students use the chart to find words to describe the character that is moving.

4 Write the subject phrase using adjectives in a sequence on the board or if using the EIKI, type it on the computer.

5 Have the students add a predicate phrase to complete a sentence.

6 P r a c t i c e d e s c r i b i n g m o r e photographs as a class activity introducing hyphenated words such as four-legged, two-wheeled, or Afro-American. Discuss how to use hyphenated words to help describe nouns. Example: The one-year-old bears are not one bears, year bears or old bears but bears that are one year old.

7 Divide students into groups and pass out 2 photographs to each group.

8 Have the students use at least 3 adjectives to describe something in each picture.

9 After students have created their descriptions collect their pictures, mix them up and attach them to the board or wall.

10 Have a student from each group read the group’s description of one picture and have students from other groups identify the corresponding picture.

11 Review with students that using the 5 senses will help them in describing nouns.

12 Students will create 2 phrases using a series of 4 adjectives in succession before the noun and draw a picture of at least one.

“Liven Up Literacy” Cyndie MorrisLesson Plan No 2: Describe It

n EVALUATION/ASSESSMENT Students will correctly describe

photographs using a series of adjectives to describe a noun. Students will identify corresponding pictures to descriptive phrases. Students will practice making sentences with 3 adjectives in succession.

H H H


“Liven Up Literacy” Cyndie MorrisLesson Plan No 3: Create a Silly Sentence

n DIRECTIONS 1 Using the overhead projector,

introduce the sentences for this lesson about Christmas.

2 Discuss that the green is the “go” part which is the noun phrase that tells who or what the sentence is about. The red part is the “stop” part which contains the verb that tells what happens.

3 Work with the students on separating the subject and predicate parts.

4 Tell the students that the sentences have been cut apart. The subject parts are in one bag and the predicate parts are in another bag.

5 Have a student draw a subject part out of its bag.

6 Have another student draw out a predicate part from its bag.

7 Have the students read the sentence that they composed.

8 Have students take turn making up sentences. Discuss how the verbs might need to be changed to match the noun such as “Mrs. Claus fly” should be “Mrs. Claus flies”.

9 Practice making silly sentences.

n EVALUATION/ASSESSMENT Student will recognize the difference

between subject and predicate using the color codes as a guide (green for subject and red for predicate).

H H H

n SUBJECTS COVERED Reading, Language Arts

n GRADESTwo - Three

n OBJECTIVES The student will

• be exposed to the terms subject and predicate.

• manipulate the subject phrases and predicate phrases to create silly sentences.


LA.D.1.1.1 – The student recognizes basic patterns in and functions of language

n MATERIALS • subject phrase cards (transparencies

in green)

• predicate phrase cards (transparen-cies in red)

• two opaque bags or containers

• transparency of sentences with subjects printed in green and predicate printed in red.


“Liven Up Literacy” Cyndie MorrisAdditional Lesson Plan Information




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Materials Budget SuPPLIeR ITem DeSCRIPTIoN CoST QuANTITy ToTAL CoST

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School: _________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Liven Up Literacy” Cyndie MorrisLesson Plans Materials Budget

Lowes Package of 50 cup hooks $3.27 1 $3.27

3/4 x 2’ x 2’ plywood $5.99 1 $5.99

Picture hanging set $1.87 1 $1.87

Wal Mart Assorted plastic craft bags $1.99 1 $1.99

Staples Card stock, Wausau astrobrights, 5 color asst. 250 ct 65# $12.99 2 $25.98

Card stock, Hammermill, 4 color asst., 125 count 67# $6.99 2 $13.98

Card stock, Hammermill, white, 250 count, 67# $10.49 2 $20.98

Inkjet paper, 8.5” x 11”, ream $3.19 1 $3.19

Inkjet paper, 8.5” x 14”, ream $6.49 1 $6.49

HP 56/57 black/tri-color inkjet ink combo pack $49.99 2 $99.98

Cyndie MorrisLake Shipp Elementary

$186.99

$13.09

$200.08


“liven up literacy” - polk county public schools · “liven up literacy” cyndie morris...

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