Alexandra De Haven Truslow, Kindergarten, Clymore Elementary Wednesday 2/26 at 12:40pm Submitted to cooperating teacher on 2/24/14

RAIN TALK READ ALOUD- I will read the book titled Rain Talk by Mary Serfozo. Within this
book students will hear all the different sounds that rain can make on different surfaces. Students will be questioned if rain can actually talk and will predict the ending (What happens after it rains? What do you see?). Most importantly students will learn what onomatopoeia means through the various sounds that rain makes.

CONTEXT OF LESSON- This read aloud is appropriate during the time it is being read
because the students will have already been immersed in weather lessons throughout the week. The students have been learning how to sound out words. Onomatopoeia words are usually spelled phonetically because they describe the sounds one hears, indicating that students should be capable of sounding out these words.

OBJECTIVES AND ASSESSMENT

Developmental Objectives 1. The students will identify onomatopoeia words within the book. Assessment I will ask students throughout the read aloud if they can identify and say out loud the onomatopoeia words they see and/or hear on each page. I will direct questions to individuals or ask the class as a whole to say them out loud. I will document all of their responses on the attached data collection instrument. The last scene in the book is the main character finding a rainbow in the morning. Before turning the second to last page of the book, which is a cliffhanger, I will ask the students to predict what she might find by asking the question, What do you think she is looking for? and if this doesnt help, What happens after it rains and the sun comes out? I will document all of their responses on the attached data collection instrument.

2. The students will predict what will happen in the end of the book.

COLLECTION OF ASSESSMENT DATA

**See attached data collection instrument**

RELATED VIRGINIA STANDARDS OF LEARNING (K)

Oral language: K.3 The student will build oral communication skills. a) Begin to follow implicit rules for conversation, including taking turns and staying on topic. d) Listen and speak in informal conversations with peers and adults. f) Participate in discussions about books and specific topics. K.4 The student will hear, say, and manipulate phonemes (small units of sound) of spoken language. a) Identify orally words that rhyme. c) Blend sounds orally to make words or syllables. d) Divide one-syllable words into sounds (phonemes). Scientific Investigation, Reasoning, and Logic K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which g) a question is developed and predictions are made from one or more observations;

MATERIALS NEEDED
Rain Talk (Truslow) Paper (Truslow) Marker (Truslow)

PROCEDURE BEFORE: I will introduce the book Rain Talk to the class and ask them the question
Do you think rain can actually talk? What do you think the author means when she says Rain Talk? Students might arrive to the answer by themselves but if they do not I will direct another question, When it rains outside does it make noises and sounds? What kinds of sounds does rain make? Students might make noises like drip, drop or plop, plop, plop. If this happens ask them, Did you know there is a word that

describes the sounds you just said? The word is a weird and long word. It is onomatopoeia. Onomatopoeia is fun because it is actually made up words! Like meow, moo, or cockadoodledoo! Ask the students to say the word onomatopoeia. This may take a few tries. Once I have introduced this I will ask the students to look and listen for onomatopoeia words throughout the book.

DURING: Throughout the read aloud stop and ask the students if they can
identify any rain noises and sounds. On the 27th page ask the students what she is looking for. If they need help arriving to the answer ask them what happens after it rains and the sun comes out.

AFTER: Ask the students if they can recall any of the rain sounds and write
them on the board. Use the pointer and ask students to read the onomatopoeia that was written on the board. When you think they have had enough explain to them that these are actually not real words! The author made these words up to describe the noises that rain makes when it hits different surfaces. Tell them that next time it rains they should listen for the Rain Talking.

DIFFERENTIATION
The word onomatopoeia is a very hard word to say, even for adults. I will break down the word into syllables (On-no-mat-toe-pee-ya). After defining and describing what onomatopoeia means I will ask students who I think are having trouble if they can come up with their own onomatopoeia sounds and if they need help I will ask What does a horse say? What does a duck say? Etc. And when he/she answers I will say thats onomatopoeia! For students w ho lose interest or who are not paying attention I will ask them to identify the rain sounds on the page and try to direct their attention back to the read aloud. For students who have trouble sounding out the words that are written on the board I will help them sound out the words or ask a peer to help them and then ask him or her to repeat the sound.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
-Students might not comprehend what onomatopoeia means. If this happens I will ask them what they do not understand and will ask them to identify the noise that is created when I drop the book on the ground. When they do this I will tell them they just made onomatopoeia! -Students might not identify every sound that is in the book, if this happens I will skim through it and write the words on the board for them to sound out. -Students might not be able to sound out the word, I will scaffold and help them by using the pointer and adjusting my lips to model for them. -Students might not sit still or pay attention. I will address the situation by stopping my read aloud and deal with the problem directly. -If a student acts out repeatedly or dominates the questions that I ask I will ask him or her to stop the first time, scorn the second time and send them to Think-time the last time.

ASSESSMENT COLLECTION INSTRUMENT

1.) The onomatopoeia words we came up with as a class after the read aloud was complete include: Drip drop, splash, plop, drum-a-tum, split, splat. 2.) Ask 2-5 students what the word onomatopoeia means and ask them for examples (this can be examples from the book or just any sound or noise they can think of). This shouldnt be done right after the read aloud. Ask the students these questions after a couple hours or a different day. Students name & Literacy Level (Red, Yellow, Green) Landen (Red) Their Onomatopoeia Definition Landen could not give a definition. Mariah could not give a definition. Triniti could not give a definition. It makes sounds. McKenzie (Yellow) Rain noises. Nate (Green) Noises. Will (Green) Their Onomatopoeia Examples -Drip Drop -Made clicking noises with his tongue. -Drip Drop -Moo -Meow -Splash -Spiss (rain noise) -Drip drop -Splish Splash -Drip drop -Clicks tongue -Quack -Woosh -drip drop

Mariah (Red)

Triniti (Yellow)

REFLECTION When I first spoke to my cooperating teacher I informed her that my lesson plan was to teach the kids what onomatopoeia means. She looked at me as if I spoke a different language or if I was crazy. She told me she would look at it later and get back to me. The next morning when I walked in I found my lesson plan sitting on my desk that she designated to me with a sticky note that read Looks great, Wednesday 2/26 12:40pm. After her reaction on the previous day I was starting to doubt my lesson. If my teacher didnt know what onomatopoeia was then maybe the kids will not be able to even begin to understand this complicated word. I got very worried and dreaded Wednesday. When I arrived to school on Wednesday I was so nervous. I had a couple hours which seemed to be going by so slowly. Finally, after lunch, Mrs. Truslow said Alright its time for your read aloud! My heart dropped. I sat in the rocking chair and settled the kids on the rug. I displayed the book on the easel and introduced the book as my heart was racing. Today I am going to read Rain Talk, can rain actually talk? Some kids giggled and playfully said Nooo. Then I asked, What does the author mean when she says Rain Talk? Does rain make noises? Kids excitedly raised their hands with their answers, I called on a few Pew, pew, drip drop, splish splash. Then I said Did you know that there is a word that means all of those sounds you just said? Would you like to know the word? Its a very big and weird word. While the kids said yes I grabbed the white board and spelled onomatopoeia out. I showed them the word and read it out loud. Onomatopoeia, then I said it slowly and asked them to say the word with me and everyone participated and loved to say it! They loved the word! I elaborated further by explaining that onomatopoeia is also animal noises, and I related it to a book that Mrs. Truslow read only hours before called Woosh which was about wind. I finished the introduction by asking them to look out for onomatopoeia words within the story. I felt so much more comfortable after this introduction. As I read aloud every time the students heard rain noises they would excitedly say onomatopoeia! On certain pages I would ask them what sound they heard and if they could recite it. They identified the rhyme on one page high and by. They predicted the ending (the main character finding a rainbow in the morning) after a few questions What is she going to find? What happens after it rains and the sun comes out? Their answers were summer, the sun dried up all the rain and rainbow. As a follow up activity I asked them if they could give me onomatopoeia examples. The various examples they provided were: Drip drop, splash, plop, drum-a-tum, split splat. I pointed to the examples with the pointer finger tool and they all read the words with ease without any scaffolding. Some of the examples they made up and some were from the story. By the end of our class discussion one student started clicking his tongue and soon the whole class chimed in. The clicking sounded like rain. Honestly, it was a magical feeling. I had been so scared that onomatopoeia was going to be an undertaking and I felt like I had overestimated the kids but I am so proud that they understood and enjoyed saying it and making up examples. My read aloud I felt was a complete success! This lesson far surpassed my expectations. I accomplished all of the related SOLs, and achieved my objectives. The kids loved learning a big

word which they rarely do. Mrs. Truslow read another story later in the day and came across an onomatopoeia word and she excitedly stopped her story and looked up at me and said, thats onomatopoeia! I cannot explain the feeling I had when the class clicked their tongues. It truly was magical and I felt so accomplished. On the attached assessment collection instrument I thought it would be interesting to interview six students, two from each literacy level red (lowest reading level), yellow (medium), green (high). My conclusions are the following, the red level could give examples. When I asked for a definition they could not decipher the difference between a definition and an example. My two yellow group students were varied, one could only give examples, the other could both define the word and provide examples. Both of the students from the green group, however, could define and provide examples. Nate, though, defined onomatopoeia as rain noises which was correct in the context of my read aloud, but Will defined onomatopoeia as noises which is the broad example that I was looking for. It was very interesting to see how the groups answered differently and their answers aligned to their capabilities within their groupings.