Reading Workshop

1. Group Members: Emily Tittiger Geography Focus: Southwest Region: Native Americans 2. The Flute Player: An Apache Folktale Retold and Illustrated by Michael Lacapa 3. Fables, Folktale, Myth: Fiction: 1995 4. Westminster College McGill Library 5. Purpose: Interactive Read Aloud 6. AR book level: 3.5 7. Summary: This Apache Folktale tells the love story between a young girl and boy. Some say the sound echoing through the trees, is just the wind, yet the tale explains this is the sound of the young man playing the flute to serenade his true love. When the young boy goes on a hunting trip, his love becomes ill and passes away. Returning home, the boy mourns, yet continues to play his flute; the sound echoing through the trees. 8. Literacy Standards: CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 9. Comprehension Lesson: A possible comprehension lesson to go along with the folktale The Flute Player would be for students to create a big picture illustration and story map of the book. The students will be instructed to draw and write about the moral of the story. After the interactive read aloud, the teacher will allow students time to individually work on their story maps, recalling specific details from the book. After allowing students individual time to work on their story map, allow students to work in small groups to finish gathering the main ideas. Once students are given adequate time to complete their big picture worksheet and story map, the class will come together as a group to discuss the main components of The Flute Player. 10. Journal Article: Leigh, R. S. (2012). Writer's draw visual hooks: Children's inquiry into writing. Language Arts, 89(6), 396-404. Retrieved from http://web.ebscohost.com/ehost/detail?vid=4&sid=756192d9-d2b8-468e-866e7876ed7bba0e@sessionmgr114&hid=108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ This article found in Language Arts journal would be a fantastic resource for educators to use in the classroom. To go along with comprehension lessons, this article also highlights how drawings can be used to help children elicit their thinking after read alouds. The study focused on how children respond when art and language have equal importance in the classroom. The results were that when students visualized their story

ideas, they were able to extend their writing and overall comprehension of a story. Drawing ideas also evoked conversation, which provided opportunities for students and teachers to engage, and discuss their meaningful work. 11. Teacher Website: Miller-Burkins, J. (2010). Teacher read-aloud that models reading for deep understanding. Read Write Think, Retrieved from http://www.readwritethink.org/professionaldevelopment/strategy-guides/teacher-read-aloud-that-30799.html This article; Teacher Read-Aloud that Models Reading for Deep Understanding found on Read Write Think reviews the power of teacher read-alouds in the classroom. The research was based on finding meaning while reading and text, with an introduction to strategies of understanding shared, guided, and independent reading. The basis of this research shows how these three elements of reading work for students to gain meaning. Some benefits of a read aloud included are: vocabulary gain, understanding of story structures, fluency, motivation, and much more! This is a great teacher research to explore, showing that read-alouds prove to be very beneficial in the early childhood education classroom. 12. Aspects inspiring student curiosity: Students curiosity will spark with this books engaging storyline. It is a realistic folktale that students will relate to. Curiosity will also grow as this book is introduced in a writing lesson about folktales, where the students will be able to create their own folktale.

NAME: ___________________________

DATE:____________

Whats the Big Picture?

In a few sentences, explain the main idea of the story.

____________________________________ ____________________________________ ____________________________________ ____________________________________

NAME: _________________________

DATE: _____________

Story Map
WHO

?
WHERE

WHAT

WHEN

WHY

What is the moral of the story? _______________________________________

Reading Workshop

1. Group Member: Emily Tittiger Geography Focus: Southwest Region: Native Americans 2. Arrow to the Sun: A Pueblo Indian Tale by Gerald McDermott 3. Fables, Folktale, Myth: Fiction: 1975 4. Westminster College McGill Library 5. Interactive Read Aloud 6. AR level: 0.5 7. Summary: This Pueblo Native American Folktale tells the story of a young boy on the quest to find his father. After traveling through the world of men, the boy finally met his father and rejoiced. 8. Literacy Standards: CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. 9. Embedded Lesson: The embedded phonics lesson that would correspond with the book, Arrow to the Sun, for second grade would be to identify the vowel teams throughout the book, as well as identifying if the vowel team makes a long or short vowel sound in the word. Throughout this interactive read aloud, the teacher would later introduce the topic of vowel teams while discussing if it causes a short vowel or a long vowel sound. To do this, the teacher would create and give each student a worksheet. With the help of the smart board overheard projector, the teacher will be able to complete this worksheet along with the students. Reviewing the book for a second time, the students will be able to identify each word in the folktale that contains a vowel team. Then, as a class the students will be able to determine if the vowel team makes a short vowel sound, or a long vowel sound. 10. Technology Link: http://www.geraldmcdermott.com/ This technology link would be a great website to incorporate into the classroom in order to introduce, or even explore Gerald McDermotts books in class! A website based on Gerald McDermott, and the books he has written, students will be able to explore more about the author, as well as his other works. 11. Teacher Website: Lopez-Robertson, J. (n.d.). The absolutely true diary of a part time indian: Putting our students face to face with these issues. Worlds of Words, Retrieved from http://wowlit.org/blog/2012/06/11/the-absolutely-true-diary-of-a-part-time-indianputting-our-students-face-to-face-with-these-issues/

This great article found on Worlds of Words offers informational insights and ideas about incorporating multicultural books into the classroom. The article suggests that teachers raise awareness, examine misconceptions, and celebrating cultural differences in the classroom. As teachers, we should encourage students to develop the ability of accepting others with an open mind. This article corresponds to the thematic unit of learning about the Native American culture in Southwest United States. 12. Educational App: TeachMe: 2nd Grade TeachMe is a great educational app, with wonderful reviews. TeachMe series has apps for all ages, and contains interdisciplinary connections. Children can play educational games in spelling, phonics, sight words, and even mathematics; all while having fun and playing games! 13. Aspects inspiring student curiosity: Students curiosity will and enjoyment will not only come from this books storyline, but also from its lively illustrations and bold patterns.

NAME:___________________________

DATE:_____________

Vowel Teams
Word Vowel Team Short/Long Vowel Sound

Reading Workshop

1. Group Members: Emily Tittiger Geography Focus: Southwest Region: Native Americans 2. A Rainbow at Night: The World in Words and Pictures by Navajo Children by Bruce Hucko 3. Folklores, Fables, Myth, Poetry, Rhyme: Nonfiction: 1996 4. Mrs. Kellers Personal Library 5. DEAR time 6. AR Level: 1.0 7. Summary: A Rainbow at Night is a beautiful collection of art by Navajo children. Through colorful paintings and self portraits of children from the Navajo culture, readers will learn about some of the Navajos special traditions. 8. Literacy Standards: CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters. 9. Technology Link: http://www.brucehuckophoto.com/publishedwork.cfm This technology link will allow students to explore the author of A Rainbow at Night, Bruce Hucko. The website is full of photographs Bruce has taken many photographs and even specializes in capturing people and places in the American west. Students will be able to explore Bruce Huckos photographs on this site, which include people, places, landmarks, and even pictures of the Navajo Native American folk-art, pottery, and story baskets. 10. Family-School Partnership: Just as the Navajo children in the book, A Rainbow at Night, students will have the opportunity to create their own page, portraying their home culture and beliefs with their families. 11. Aspects inspiring student curiosity: Students will instantly become curious and engaged with this book, with beautiful illustrations and stories of Native American children. Through the family-school partnership, children will become eager to partake in making their own page to share with the class.

Dear Caregivers,

Throughout this week, we have been learning about the southwest region in the United States. While exploring the southwest, we have learned about the Native American tribes that are located in the southwest region. We have read a book titled A Rainbow at Night which inspired us to create our own cultural book. As a class project, we are asking each child to complete their own About Me page to create a class book. I am asking that each child learns more about their own culture to add to their page. If you have any questions or concerns about this project, please do not hesitate to ask!

Sincerely, Miss Tittiger

NAME: ______________________________

About Me

__________________________ __________________________ __________________________