Environmental Print Lets Go Grocery Shopping!

Grade Level: Kindergarten Day: Monday, November 5, 2012 Subject Area: Language Arts

I.

Standard: Research to Build and Present Knowledge 7. W.GN.00.04 Participate in shared research and writing projects. 8. R.CM.00.01 and R.MT.01.04 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Presentation of Knowledge and Ideas 5. S.DS.01.02 Add drawings or other visual displays to descriptions as desired to provide additional detail. Objectives/Benchmarks and I Can Statements: TLW collect familiar environment print images by exploring with their classmates environmental print from the grocery store around the room. o I can read environmental print from the grocery store. TLW recall information from experiences with grocery store environmental print to answer the question: What do you like at the grocery store?. o I can tell you what I like at the grocery store using things I already know about the print. TLW use visual images of grocery store environmental print to provide detail to their sentence. o I can use an image of environmental print to write a sentence about what I like at the grocery store. Anticipatory Set Have the students gather as a class on the carpet. To see what students already know about environmental print I will hold up cards or put them under the ELMO with different types of environmental print on them and have the kids read them to me. After going through several cards, I will explain to them that they can read them because they are what we call environmental print. Ask students if anyone knows what environmental print is. Environmental print is the print we see every day so we can read it. Input Remind the students that environmental print can be found everywhere, even the grocery story.

II.

III.

IV.

Teacher names some of the environmental print found at the grocery store then asks the students to help complete the list. Teacher grabs her imaginary grocery cart and begins to walk around the classroom and pretends to go grocery shopping. While shopping, read the names of the environmental print you pass. Teacher will select 2 items to put in her cart. Using the ELMO, teacher will display the grocery environmental print she bought and have the students read what it is. Teacher will put a brown paper bag under the ELMO and model how to complete the activity. o Teacher will write her name at the top of the bag. o Teacher will glue her 2 grocery environmental print onto the bag. Ex. Jiffy peanut butter and Goldfish. o On the line on the bag, students will write I like _________ and _________. Ex. I like Jiffy and Goldfish. o Teacher will do an example by writing: I like Jiffy and Goldfish. o Teacher will do another example with 2 different grocery environmental prints (Cheerios and Fruit Loops) with the help of the kids. Teacher will ask the kids how to write I like and they will write it together. o Teacher will ask the kids what she should write that she likes. *Students should respond with Cheerios and Fruit Loops. o Teach will ask How do I know how to spell them? o Teacher will remind students to put a period at the end of the sentence. Teacher will have the students grab their imaginary grocery cart and have them go grocery shopping around the classroom to get only 2 items. When all students return to their desk teacher will have the kids share what their environmental print is with their neighbor. *During this time the teacher should be circulating and assessing for understanding. Then they will write their name on their paper bag, glue their environmental print on, and write their sentence. *During this time the teacher should be circulating and assessing for understanding. When students are finished with the paper bag the teacher will have 2-4 students share their grocery bag with the class under the ELMO. Teacher will assess student understanding by circulating the classroom during the paper bag activity and correcting misunderstanding during this time.

Thinking Levels: Knowledge: Ask students if they know what environmental print is. Comprehension: Tell your neighbor the two grocery environmental print labels you picked up. Application: Write the environmental print name to complete the sentence. I like ____ and _____. Synthesis: Higher achieving students will think of and draw another type of grocery environmental print on their own and add it to the bag.

Evaluation: As other students present, think about if you can read their environmental print and check if you wrote your sentence correctly.

Learning Styles and/or Accommodations: Remediation: Students who struggle with writing will be provided the prompt and simply need to fill in the name of their environmental print. Extensions: Students who are highly motivated can be asked to draw an additional grocery environmental print from memory and add that to their sentence. I like ____, ____, and _____. Learning Styles: o Visual: Look at and read the pictures of environmental print. o Auditory: Teacher explains what environmental print is and tells/shows examples. o Kinesthetic: Students grocery shop around the classroom viewing the different types of environmental print to determine which ones they can read. o Tactile: Manipulating images of environmental print and writing a sentence that expresses it.

Materials: V. Environmental print pictures for the anticipatory set. Environmental print grocery pictures for the classroom. 1 brown paper (lunch) bag for each student. A bin of markers and glue for each table of students. Modeling: Teacher will model grocery shopping and finding 2 environmental print items. Teacher will put a brown paper bag under the ELMO to model and guide the activity how to complete the activity. Checking for Understanding In the anticipatory set, asking the students to name the environmental print. Teacher will listen to students as they share the environmental print they collected. Teacher will circulate the classroom during the paper bag activity and correct misunderstanding during that time. Guided Practice: The teacher will guide and model the paper bag activity with the students. Independent Practice: Students will finish completing the paper bag activity on their own after being guided through the process.

VI.

VII.

VIII.

IX.

Closure: To end the lesson, a few students will be able to share their grocery bag with their classmates on the ELMO. Assessment: Since this lesson is one of the first in which the students are exposed to environmental print, there is no formal assessment. The teacher will use the checking for understanding as a formative assessment to plan future lessons. References:

X.

XI.

MacDonald, S. (2012). Environmental Print. Retrieved October 31, 2012, from SharonMacdonald.com: http://www.sharonmacdonald.com/environmental-print.aspx Tammy Gerig and Heather Armock. Kenowa Hills Central Elementary Kindergarten Teachers.