Shared Reading of The Lorax

by uttsj
Last updated 5 years ago

Discipline:
Language Arts
Subject:
Reading Comprehension
Grade:
1,2,3

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Shared Reading of The Lorax

Introduction:The Lorax was written and illustrated by Theodor Seuss Geisel, better known as Dr. Seuss. He has a whimsical way of translating the powerful effects of mistreating the environment into something that can be understood by 2nd graders. The narrator leads us to the Once-ler, who tells us the story about how his once beautiful and thriving community was destroyed by his own greed. Throughout his sad tale, the Lorax appears in various places to urge the Once-ler to cease the destruction of the entire ecosystem around them, but he doesn't listen.The Lorax is a fantastic book for transitional readers to practice shared reading because of the concepts it contains regarding phonemic and phonological awareness, such as rhyming, rhythm, sequencing, opportunities for making predictions, and connecting meaning to the sounds that print creates. This particular book seems as though it may be a bit difficult for 2nd graders to learn with, but in reality the made-up words that Dr. Seuss creates in his books actually help new readers continue to develop the skills needed to break down the syllables of a word because Seuss’s new words adhere to our strange rules of the English Language. Practice breaking down nonsense words will help these learners break down real words that they’ve never seen before. Rhymes occur on every single page, so the students have chances to predict what the rhymes will be while also understanding the link between the meaning of the word as part of a bigger whole. On top of all of this, Dr. Seuss books are usually introduced to students very early on, so they are probably familiar with the format and picture style, making them feel a little more comfortable about the level of difficulty. Phonological Awareness Standard/Indicator: A standard from the Reading section of the Common Core Standards that fits perfectly with analyzing students’ phonological awareness skills would be:CCSS.ELA-LITERACY.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.The activity to chosen for this book to teach phonological awareness is “Draw a Rhyme,” in which students will receive a portion of the text on page 10 on a worksheet:“SLUPP!Down slupps the Whisper-ma-Phone to your earand down the old Once-ler’s whispers are not very clear,since they have to come downthrough a snergelly hose,and he soundsas if he hadsmallish bees up his nose.”I will remove a two of the end rhyming words, ear & nose, leaving a blank in their place. The instructor will read the poem, omitting those words left blank. Students will be asked to draw the object of the word that I am leaving out, asking them to make sure the poem rhymes and makes sense, too. The teacher will say things like, “how did you know what to draw there if you didn’t have the word?” This will get the students thinking about why they were able to guess what word could go at the end of that line to make it understandable and rhyme. If the words chosen were too easy, choose the text on page 20 and remove the words “harm” and “seats” to give them a little more of a challenge. Phonemic AwarenessStandard/Indicator:The standard that would work well with this aspect is CCSS.ELA-LITERACY.RF.2.3.DDecode words with common prefixes and suffixes.The activity used to teach this would be “Bingo/Bongo.” The instructor will create cards for the students with words that contain similar prefixes with different suffixes, and vice versa. The instructor will read a particular word and the students will have to find which of their cards has the same prefix/suffix as the word the teacher is reading. The teacher will specify if they are searching for the same beginning or ending of a word to clarify if they should be identifying the prefix or the suffix. Some prefixes can include “sh” and “sp” and a couple suffixes are “eed” and “art.”Concepts of PrintStandard/Indicator: The standard that coincides with concepts of print within Reading Literature is CCSS.ELA-LITERACY.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.The activity used for helping the students practice concepts of print is in the form of a graphic organizer called a Character, Setting, Problem and Solution graphic organizer. Students will recieve brown paper bags with a sheet attached to the front of each bag. The sheet will look like this: (page is separated into quadrants: characters, setting, problem and solution)Students will fill out each aspect of the story on their bag and then during snack time, they are given snacks in their bag and they will participate in a teacher-led discussion about what kinds of answers students gave for each section. This should help students map out the story and break it down into easy-to-digest bits. Sight WordsStandard/Indicator:The activity perfect for learning sight words is a game of sight word dominoes. The instructor will make up squares from sentence strips and write all major sight words from The Lorax onto the squares individually. If there is time, the students can do this on their own. sight words chosen: old, look, once, see, somePhonicsStandard/Indicator:An activity helpful for teaching phonics would be focusing on specific phonics generalizations. For this book, I have chosen the generalization relating to the long “e” sound. The students will get the opportunity to flip through the book and pick out any words with the long “e” sound and compile them into a list. This will help them visually understand how prevalent some of these phonics generalizations are, especially if that list only came from one small children’s book. After they have made up a list, ask students to create words that would match with that generalization and ask them to see how many real words they can come up with. A discussion of the words they found will follow.Conclusion:The Lorax is a great example of a book that will aid students in acquiring and understanding the concepts of print, phonemic awareness, and sight words. Students get an opportunity to practice and have fun with an enjoyable read that teaches a valuable lesson.

Shared Reading of“The Lorax”by Dr. Seuss

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