Introduction to Sound Sorting and Reading Practice
- The session begins with students sorting words based on vowel sounds, particularly focusing on the 'ow' sound variations (like "ow" vs. "ou").
- Interactive activities involve thumbs up/down to confirm correct sorting, encouraging participation and critical thinking about phonics.
- Students practice blending consonants and vowel sounds to improve reading fluency, with teacher modeling proper phonetic enunciation.
Reading with Intonation and Punctuation Awareness
- The lesson highlights the importance of reading punctuation marks (question marks, exclamation points, periods) as cues for intonation and emotion in text.
- Through practicing reading alphabet segments with varied punctuation, students learn to adjust their voice tone, raising for questions, adding excitement for exclamations, and using neutral tones for statements.
- Emphasis is placed on how authors use punctuation to convey meaning beyond words, enhancing reader engagement and comprehension.
Exploring Langston Hughes' "Merry-Go-Round" Poem
- Focus shifts to poetry as a tool for understanding historical and social themes, specifically Jim Crow laws.
- Teacher models expressive reading of the poem, guiding students to notice punctuation and emotional cues in the text.
- Students read together as a chorus, practicing harmony and expression to grasp the poem’s tone and message.
- Discussion prompts encourage students to infer the poet’s feelings about segregation and racial injustice.
Analyzing Informational Text on Jim Crow Laws
- Transition to reading a nonfiction text outlining Jim Crow laws, structured with paragraphs and subheadings.
- Subheadings are shown to guide reader expectations and aid in organizing information.
- Differences between narrative and informational texts are examined, including the function of illustrations and text organization.
- Students discuss the purpose of images in informational text as factual representations complementing paragraphs.
Critical Thinking and Predictions
- Students engage in making predictions about the content based on subheading titles like "Black Codes."
- The lesson encourages connecting historical context with current laws to understand the legacy and impact of Jim Crow laws.
- Teachers facilitate discussion on fairness and justice, fostering empathy and critical awareness.
Classroom Management and Engagement Strategies
- The teacher uses group reading rotations, tracking eye contact and participation to ensure active engagement.
- Clear expectations are set for transitions and clean-up to maintain an efficient learning environment.
Summary
This comprehensive lesson integrates phonics, expressive reading, poetry interpretation, and critical analysis of historical texts to build literacy skills alongside social understanding. Students learn to read aloud with expression guided by punctuation, appreciate the power of poetry to address social issues, and navigate informational texts with structural features like subheadings and illustrations. Through collaborative activities and guided discussions, learners connect reading skills to real-world contexts, deepening both comprehension and civic awareness. For further exploration on effectively analyzing poetry with explicit textual evidence, see Mastering Literary Analysis: The Importance of Explicit Evidence. To deepen understanding of social issues explored through literature, consider reading Exploring Themes in To Kill a Mockingbird: A Reflection of Social Issues. Additionally, integrating critical skills in reading informational texts can be enhanced by Integrating Media Literacy into Education for Critical Communication Skills.
Oh exactly awesome now my baby your job is to sort okay thanks sorry to get underneath a sorted
sprout under the oh you category thumbs up or thumbs down if you agree thumbs up if you agree cons am done honey breathe
thank you hold it down in front Caleb okay now okay thank you something different
they sort it drown under oh you why do they do that under Oh W I hear the owl sound and drown
why wouldn't they sort it under the oh you cuz Oh use this out Terry why not Oh so the drown it has Oh w so some words
that have the owl sound are spilt little W so I kind of arise it over here okay [Music]
no in your Brian who's gonna read it and who's going to sort it okay all right they sorted clown
under ow thumbs up if you agree thumbs down if you don't they sort it crown under Oh w let's see
thumbs up if you agree thumbs down if you don't carry what about you last one if you'll agree that town should be
sorted under LW thumbs up if you think that that's not right thumbs down what do you think table
what about town thumbs up okay now let's quickly go through every all of our ow words starting here let's read it
together come over to our neck so you can see unless you like Superman you got x-ray
vision all three one two three we know old uses out but Wow can we read three consonants together yeah what does
that say Wow think about how fast you can read the words going to put three together sure
out what word is this Wow all right over here Wow Wow all right very good so my challenge for you
well we get all the way down here to independent reading as you're reading I want you to make a list
[Music] [Music] always told me away from electronics you
get somewhere so we are actually in a great place if we listen to Grandma raise your hand you're my you're my my
family so do something like that Hey [Music]
yeah yeah well you know we'll have to investigate the science behind what causes you to get shocked by lightning
our research and investigate your crow we got to figure out why is it that parents and I must tell us do not they
tell us to just sit down to be quiet when it's thundering in lightly what do they know about thunder and lightning
hold it hold it that's gonna be our next research project okay this one we're focusing on Jim Crow that of course we
introduced this wonderful poem by one of our very favorite poets that we mr. Langston Hughes okay now before we
tackle the poem and it can't you know we read it a few times just to make sure we are reading it the way Langston might
have wanted us to read it yes so before we get to the pool I want to
draw our attention to something that helps us better now remember the reason why we read anything is so that we can
understand what it means okay and one of the ways that we understand what we're reading is to read
with intonation that means making our voice go up or down so we can actually show we know what what's going on in the
story okay now order poets and authors when they want us to read something a certain way they'll give us a clue
the first clue they'll give us question mark if they want us to use our voice make our voice do something
different to show that we're asking them question they're going to use a question mark because when we when we read a
question our voice goes up on the ear [Music] you see how my voice went up a little
bit okay it's very different than if I said what's going on today with hear what's going on with you today very
different right okay so the author leaves us a clue they'll leave us a question mark that tells us how we
should read it they can also leave us that's another clue it is very different good thinking it is very different when
they believe us this clue with excitement with lots of energy yeah what's going on with you today very
different if I'm reading something with this exclamation point that lets my reader know that okay I'm feeling
excited I couldn't feeling scared right okay so as we read our poems it's very important that we pay attention to the
punctuation at the end because that's the author's way of telling us how he wants us to read his poem so let's do a
quick practice give me a right hand right hand I know you I know a third ring we are going to
practice handle letters of the outfit what we're going to do it very differently we're going to say the
letters of the alphabet using the clue the punctuation clues on the end to tell us how we should stay okay hold on give
you one second [Music] [Music]
[Music] now everybody knows that learning for the alphabet but you have to pay
attention to the punctuation on the ends of each chunk of the alphabet so you know how you're supposed to read it how
about I did this if I turn it this way can everybody see alright so we're gonna go chunk by chunk I don't want you just
rushing through the alphabet remember good reading is not fast reading so when we read this we want to pay attention to
the ending so I'm going to cover this book so we know we know that we have a question mark on the end and tell us
break our voice once we get to the ease so we will say ABCD ABCD how do we read that one two three
what about this one that has the period on the end how we say that that's right why are you reading that HR what do you
know about the punctuation because you see a way hunter man can walk excellent management point all right what about
this come on taste and jklm well what's the punctuation mark on the end which wants to say with excitement sojourn a I
want you to model for us how should we say j k l m if we have an exclamation point on the end okay what are you
trying to show us if there's an exclamation putting to end your name excitement or fear or anxiety right so
you raise your voice and you say it with excitement let's have secured all right give it
ready KL - all right let's model that just with Sheedy it on three one two three hey your name try this
did you say NOP try to try non-frivolous just imitate your name one two three my tape qr4 it now why didn't he raised
his voice at all let me say you are an IRA a period and that tells us how to read how should we read it we see a
period all day TRR it just just regular right no inflation at all okay all right perfect let's do it on three one two
three notice the bars keep the track good job let's do that on three one two three all
right now so we practice our information really looking at the clues that the author has given us the author uses
punctuation to help us learn how we're supposed to read it because we know what our reading to sound like a robot that
helps us read with the emotion and expression all right so we're going to go over our poem and of course the first
time I'm going to read it and I'm going to model for you good now here's your job when I'm modeling it when I'm
reading it your job is to listen to me and make sure when I get to punctuation marks clues that the author has left me
that I read that the way that the author wants me to all right you're also going to be listening to where I slow down
because we've already talked about commas and periods and where I read thanks okay all right here I go
my one of my favorite authors a merry-go-round by Langston Hughes where is the Jim Crow section on this
merry-go-round mister because I want to ride down south where I come from white and colored can't sit side by side down
south on the train there's a Jim Crow car on the bus we're put in the back but there ain't no back to a merry-go-round
where's the spot kid what okay how did I do something about it okay okay now it's your turn
we're going to read it together this is what I'm listening for I'm listening for when we get to these question marks
exclamation points that you follow the clues that the author gives you okay also what you think about how the poet
feels about Jim Crow how could the poet feel about Jim Crow laws let's think about that as we read it together as a
course remember when we're reading as a course we read as one harmonious melodious group that means I know what
she'll be reading fast or does everybody else know it should be reading slower our job is to read together I have a
very quick makes the hues now our here's another thing now he may want us to read it with excitement but I want to think
does he want us to be excited I come you want us to feel another way let's read together I'm glad you think you hold on
today let's read together everybody ready thumbs up if you read Terry you ready I need you baby if you ready okay
we read together starting with the title three one two three so I want to see your eyes looking at
Miss gracious she's going to tell you where their troops are and who's going to be with what group now do you want
them to go as they call you yeah okay so miss Hutton do you want to go get one over there okay
criss-cross coupe sitting crisscross I see one two three four thank you there's five six seven then
the red looking very studious eight nine now do I have 100 percent 99 person 100%
[Applause] okay guys we want to make sure everybody gets from each rotation okay let me have
15 sets of eyeballs 15 cents a high ball back here let me see your eyes back here don't see your eyes cute let me see your
eyes missing okay we want to make sure everybody gets through each rotation so
when this raises its time to rotate or whatever her symbol is I'm looking for people that are standing up quickly
cleaning up their materials quickly pushing those chairs in and walking in the line to the next rotation so we're
gonna rotate just like this I think okay all right okay guys so today and already started
working with these are correct more about six because this is the settings for the not so we know so far that the
same happens during Jim Crow laws okay so you guys already read the first paragraph alright so I'm gonna pass this
out and I want you to really just reread the first paragraph young cruel laws and my Lesbia they're
very are simple now ligerian thank you so much for getting started reading but I want us to do something first right
questions [Music] now
[Music] [Music] but the way they look are very narrow
takes are the words organized on the page in paragraph form right what else okay so we got paragraphs and the
paragraphs are doing what they're telling a story you are on fire yes you see what does write notice say that
again on with our informational text what thing informational text has that narrative text doesn't have just as
Desiree said like these subheadings some point to our first subheading it says what were the Jim Crow laws and Desiree
how do the subheadings help us to understand what's going to happen in this paper so it tells us exactly what
we can read about and learn about in this small little section hmm do we have some paintings here yeah
what we do we have chapters right what else what else let's look at how informational text there's organized it
yeah illustrated pictures do they both have Illustrated pictures in in narrative text yep okay so we've got
pictures here and we've got pictures here okay so thank they're like in some ways but how are they different
let's look at this informational text we know the informational text has subheadings how as else is the
informational text organized let's turn the page he represented racism yes yes so why do
you think in an informational text why are the pictures here so the pictures even though they both have pictures the
pictures do a different job in narrative text the pictures are there what each of us maybe visualize the story but as
Sakura Sakura said in informational text the pictures kind of represent what's going on in the paragraph surrounding
its color that only white ghost releases what do you mean would say white against a cooler
anything else we notice about the informational text that's different it's in the narrative text what did you know
that excites you know that's besides what punctuation mark should be loop I won't say the word again
all right well you really pitch 99 any exclamation we will show you the excitement that we can see in this
family doesn't have an exclamation point so everybody look at February [Music]
[Music] let me get some tape so I can see my crane ready
that's what that question there was to know is it possible to us to go back into Americans to go back sometime again
for a loss I hope not because we have laws in place now are you sure that the President and
lawmakers ensure that these laws don't come back Harry [Music]
I know because they were designed to keep so you you're learning that Jim Crow laws with me okay what else I'm
gonna do work [Music] I love it now use our city's frame I
know Jim Crow laws where you say all right okay so what makes you know that they
were unfair based on that first section and we are already learned that its next election it's gonna be about what okay
let's make a prediction hmm okay the title of this sub and Rene says black holes what do we predict we might learn
based us based on the title except hating that self black what do you predict so I can say hi to
like black beans I'm through a because I know this informational text it's gonna give me information I'm predicting that
the Black Codes are going to
Sorting words by vowel sounds, such as distinguishing 'ow' and 'ou' sounds, helps students recognize phonetic patterns which reinforces decoding skills. This active practice, combined with teacher modeling and blending consonants with vowels, enhances their reading fluency by improving their ability to pronounce and decode unfamiliar words.
Punctuation marks signal how a sentence should be read aloud, affecting voice tone and emotion. Teaching students to recognize these cues—raising their voice for questions, showing excitement for exclamations, or maintaining a neutral tone for statements—deepens comprehension and engagement by bringing text meaning to life beyond just words.
The poem uses expressive language and emotional cues to evoke feelings about segregation and racial injustice. By reading the poem aloud with attention to punctuation and tone, students interpret the poet's perspective, fostering empathy and a deeper grasp of historical social issues embodied by Jim Crow laws.
Teaching students to use subheadings to set reading expectations and recognize text organization aids comprehension. Discussing differences between narrative and informational texts, and interpreting supporting images as factual evidence, enables students to critically engage with historical content and organize information effectively.
Encouraging students to make predictions based on text features like subheadings, connecting historical laws to current contexts, and facilitating discussions on fairness and justice promote critical awareness. These strategies develop empathy and help students link literacy skills to real-world social understanding.
Using group reading rotations promotes participation, while tracking eye contact and verbal responses ensures students remain attentive. Setting clear expectations for transitions and clean-up helps maintain an orderly environment, maximizing learning time and student focus throughout the lesson.
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