Fireman Small

Fireman Small by Wong Herbert-Yee
3 Days
Standards:

Reading:
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
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). Speaking and Listening:
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Writing:
W.K.2 Use a combination of drawing, dictating, and writing
(RF.K.4)

First Read
Purpose for Reading: Today we will read a story about a Fireman. As we read, we will listen closely to get an idea of how firefighters help in an emergenc
Read the entire text “Fireman Small ” without stopping for students to get the “gist.”
After the first read, create an anchor chart entitled “Fireman Small helps by…”. This chart will serve as a tool during a shared writing experience.

I can answer questions about key details in a text. (RI.K.1)

I can recognize that an author uses capitalization and exclamation points to show excitement. (L.K.2 (a) (b))

I can recognize and produce rhyming words (RF.K2a)

Rereading for Comprehension
As you reread the text aloud a second time, please pause on the following pages to check for understanding. p 4: How does the illustration help you to understand what is happening in the text? p 9: How can we use the text and illustrations to describe how the animals in the story feel?

Text Dependent Questions
Read the pages
We have learned many new words and we will continue to use these words when working with this text and new texts.
Reread to Gather Evidence/ Information The goal of this rereading is to ask and answer questions about unknown words in a text (RL.K.4). Teachers should expect to do many Think Alouds to model the realization that a word is "unknown" and provide sentence frames for the question of "What does the word ______ mean?" or "What is a _______?" and the responses “_________ means _________” or “A/An __________ is __________.” Today will be our third day using the text, Fireman Small. When we read, we're going to notice the words that we don't know. We can use these sentence frames to ask and answer a question about these words. When we come across a word that we don't know, we'll ask a question, write it on this chart (point to unknown words anchor chart, an example of one is shown below), and then look for the answer. To figure out what the word means, we can use this list of strategies to help. (Point to the strategies chart and read aloud.) We can look at the illustration, look back or forward at the words, or make a connection to a word we already know. Readers try to find out what a word means on their own before they ask for