JEFFRERSON COUNTY SCHOOLS Dynamic Curriculum Kindergarten

The Three Little Pigs ⁞ retelling/sequencing & opinion writing ⁞ A NOTE: This lesson is intended to be taught over the course of two days. The printable materials for the lesson can be found in the file: The Three Little Pigs Resources. COMMON CORE STANDARDS: Literature-Key Ideas and Details-2: With prompting and support, retell familiar stories, including key details. Writing-Text Types and Purposes-1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. Speaking and Listening-Comprehension and Collaboration-2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Language-Vocabulary Acquisition and Use-6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

OBJECTIVES: I can retell The Three Little Pigs. I can share my opinion through writing. MATERIALS: Printable materials can be found in the Three Little Pigs Resources PDF: o The Three Little Pigs Story o sequencing/retelling cards o chart paper o pig writing paper Laura McClellan

o construction paper cut for straw, sticks, bricks o The Three Little Pigs small book for enrichment/take home reading o established writing partners INSTRUCTIONAL PROCEDURES: DAY 1 Introduction/Direct Instruction:  Gather students on carpet and ask them to “make a picture in their mind” as you read.  Read The Three Little Pigs aloud. Guided Practice/Partner Practice/Informal Assessment:  Introduce sequencing—i.e. retelling a story in the exact order it happened with details. “Today we are practicing sequencing. The story is out of order and we must put it back together in the correct order.”  Call six children to the front and pass out the sequencing cards.  Let them move around and put the cards in order.  Once students are finished moving, informally assess the rest of the class. Ask students to give thumbs up/down if they think the six students have successfully sequenced the story.  Have students turn to their partner and take turns retelling The Three Little Pigs.  Ask a couple of partnerships to share their retelling. You could also call on individual students to retell each section of the story. Direct Instruction:  Quickly retell the story, holding up the sequencing cards as you talk.  Explain to students that you will work together to write down each part of the story.  Tape/glue the first card on the pre-lined chart paper.  Complete a shared writing where students help you sound out words, spell high frequency words, etc. while you do the writing. (You can read more about a shared writing in the Shared Writing PDF.)  Ask students which card is next. Continue writing using sequence words: first, second, third, etc. to begin each section of the chart.  (See photo on next page.)

Laura McClellan

Close/Informal Assessment:  Read the chart to your students.  Give them a moment to turn and tell their partner what sequencing means. While they are discussing listen in and conduct an informal assessment.

DAY 2 Review/Introduce:  Have students recall yesterday’s reading of The Three Little Pigs and their sequencing of the story.  Work together to complete a shared reading of the chart you created yesterday.  Today students will complete an opinion writing on which building material (straw, sticks, or bricks) they believe is best. Direct Instruction/Model:  Show students the writing paper (in Resource file).  Use a think-aloud to model completing the opinion writing (e.g. “Hmm…If I were building my house I would use bricks because they are the toughest. I’m going to write that on my paper. Oh, the first word is easy—I. Now let me put down my finger space. Laura McClellan

    

Now the next word…(rereads) I would--would…hey that’s on our word wall. (Rereads) I would use…hmm, I’m not sure how to spell use. When I stretch that word out I hear a U. I’ll write that down. I hear a /s/ next…etc.”) Quickly demonstrate how to choose from materials—cut up construction paper—and glue into box at top of paper. Give students a quiet thinking moment to form an opinion about what material they would use and why. Have 2-3 students orally share their sentences and dismiss them to write. Transition to independent writing. Have straw, sticks, bricks on table for students to glue after writing.

Differentiated Independent Work/Conferencing: This independent writing time allows for exceptional differentiation. During this time you should move around the room and conference with several students. These conferences allow you to scaffold students' learning. Some students are working on hearing sounds within words and recording those sounds. Other students are working on adding spaces between words to make their writing readable. Many students will work to record their ideas with your guided help. Conferencing, which a hallmark of the Writers' Workshop model allows all students to work at their ability level and encourages them to use the strategies taught during the whole group mini-lesson. Close/Formal Assessment:  Have students return to the carpet with their writing.  You may want a couple of students to share/read their writing with the class, highlighting qualities of good writers (“Sarah, I love that you told the reader why you would use straw. Great writers explain themselves, just like you did. Noah, you had a string of letters and we couldn’t read what you had, but you went back and added spaces. Now everyone can read your writing. Great work.”)  You might prefer having students share with their writing partners instead.  Reading students’ work will help you determine what skills your students have mastery of and what skills need teaching/reteaching. Laura McClellan

Sample Questions:  Do our friends have the cards in the right order?  Turn to your partner and retell the story.  What happened first in the story? Second?  What should we write under this picture?  How do you spell _________ (any Word Wall Word)?  What do you hear at the beginning of ________?  What sound do you hear next?  What letter makes that sound?  What sounds do you hear in that word?  Can you tell me your plan for writing?  How many words are in that sentence?  Why did you choose that?  Why do you think that’s the best material?  Can you tell me more?  What’s next? What else?  What does sequencing mean? Resources: Retelling Tales With Headbands, Evan Moor Educational Publishers, 2008. ISBN 1596732946  This book has black line masters of headbands for lots of fairy tales. They would be great to make and use during whole-group retelling. The Three Little Pigs: Folk & Fairy Tale Easy Readers Mini-Book & Worksheet, Scholastic, http://printables.scholastic.com/shop/prcontent/The-Three-Little-Pigs-Folk-Fairy-TaleEasy-Readers-Mini-Book-Worksheet/9780439773942-007 

This is a free printable mini-book. I’ve included it in The Three Little Pigs Resource file. You might use it during your enrichment small group and/or send home as a reader.

Laura McClellan