Grades: First, Second, Third Genre-Fiction Chrysanthemum by Kevin Henkes

Grades: First, Second, Third Mentor Text-Chrysanthemum by Kevin Henkes

TEKS: 1.4 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 2.3 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion 3.2 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)

First Grading Period; Second Week TEKS: 1.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing, ideas, listing key ideas) 2.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing, ideas, listing key ideas) 3.17 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs,journals) 3.19 (A) write about important personal experiences

 

 

 

 

 

   

First Grade Guided Reading  

First Grade Writing: Mentor Text Chrysanthemum by Kevin Henkes  

First Grade Working With Words  

First Grade Self-Selected Reading

Format: Shared Reading Focus Lesson: Using Picture Clues Text: Big Book Chrysanthemum by Kevin Henkes Genre: Fiction  

Unit: Launching the Writing Workshop Format: Shared Writing

Word Wall: Names SE: 1.1 (A) recognize that spoken words are represented in written English by specific sequences of letters

TEK: 1.1 (F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents) 1.12 (A) read independently for a sustained period of time

TEKS 1.4 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)

Materials Text: Big Book Chrysanthemum by Kevin Henkes 5W +H graph (on chart tablet or Active Board,Elmo, or any available technology) Cards with Student’s names Pointing Stick  

Writing Process: Prewriting TEK: 1.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)

Convention: Stretching Words TEK: 1.22 (A) use phonological knowledge to match sounds to letters to construct known words  

Phonics/Spelling Focus: Names TEK: 1.21 (A) form upper-and lower-case letters legibly in texts, using the basic conventions of print) left-to-right and top-to-bottom progression) including spacing between sentences 1.1 (B) identify upper- and lower-case letters 1.1 (C) sequence the letters of the Alphabet  

Provide baskets with leveled books from which students can choose.

On the board, post and read the purpose for reading for SSR time. Students will record their response in a Reading Response Log.

For example: Write the title of your book. Write the name of the author. Write the name of the illustrator.  

 

   

First Grade Guided Reading  

First Grade Writing: Mentor Text Chrysanthemum by Kevin Henkes  

First Grade Working With Words

First Grade Self-Selected Reading

Before Reading: Making Connections

• Display and read cards with the names of all of the students.

• How did you get your name?

• What is special about your name?

Setting the purpose for reading: Today we will be reading a fiction book.

• What is a fiction book? This book is about a mouse that has a very long name. As I read the book, follow along with the pointer and identify clues that will help you retell the story. Take an Illustration Walk and have students predict their answers to the questions. on the 5W+H graphic:

• Who do you think is the main character?

• Where do you think this story takes place?

Reread the passages from the book that explain how Chrysanthemum loves the sound and the look of her name. “She loved the way it sounded when her mother woke her up. She loved the way it sounded when her father called her for dinner. And she loved the way it sounded when she whispered it to herself in the bathroom mirror. Chrysanthemum loved the way her name looked when it was written with ink on an envelope. She loved the way it looked when it was written with icing on her birthday cake. And she loved the way it looked when she wrote it herself with her fat orange crayon.” Why do you think the author repeated the words

Have individual cards with the students name written on the card. Teacher will model writing her/his name on the board, emphasizing upper and lower case letters and using basic conventions of print. Students will practice writing the teacher’s name on white slate boards or paper. Students will then practice writing their own name. On another day, students can choose a name from the chart holder to read and write the name of a fellow student. Integrated Math/Reading Lesson

• Teacher will model coloring the vowels in her/his name red; and the consonants blue. Students will then do

Early Reader Books by Alyssa Satin Capucilli: Biscuit Goes to School Biscuit Wants to Play Biscuit Finds a Friend What is Love, Biscuit? Biscuit’s Big Friend  

Morris Goes to School (I Can Read Book 1) by B. Wiseman

Cornelius P. Mud, Are You Ready For School? By Barney Saltzberg

Books by Mo Willems My Friend is Sad Today I Will Fly! I Am Invited to a Party! There Is a Bird On Your Head! I Will Surprise My Friend! Elephants Cannot Dance! Pigs Make Me Sneeze! Watch Me Throw the Ball! I Love My New Toy!  

 

   

• What do you think might be the problem in the story?

• Cover the Why, When, and How questions until the after the problem has been verified.

• Why do you think she does not like her name anymore?

• When do you think she started liking her name again?

• How does her problem get solved?

Read the story through once without stopping. During Reading:

• Teacher will model the Think-Aloud strategy while rereading passages that will help the student answer the 5W+H question graphic.

• Guide the students to use text clues to help them find the answers, and confirm their predictions on the graphic.  

“She loved the way…”? How did the author use sensory words to let you know how her name sounded and looked? Today, we are going to write like the author, Kevin Henkes. Focus Lesson: Sharing ideas as brainstorming strategy Writing Trait: Idea Teacher will model writing what the teacher likes about how her/his name sounds, and how it looks by using pattern taken from the story. Write this pattern on the chart and have the students help you finish the pattern. I like the way my name sounds when…. I also like the way my name sounds when… I like the way my name looks when…. I like the way my name

the same with their name that has been written on sentence strips. Teacher will have students help make a graph of names according to vowels and consonants.

• Teacher will model

counting the letters of her name. Students will count the letters in their name and write the number on a Post-it. Teacher will have the students help make a graph of their names according to the number of letters.

• Students can arrange their name cards in the order from greatest amount of letters to least or least to greatest.

• Students can write

Early Reader Books by Syd Hoff or by Margaret Hillert Teacher Read Aloud

Off to First Grade by Louise Borden and Joan Rankin This book introduces twenty-three children in Mrs. Miller’s classroom/ The names are presented in alphabetical order and the reader will find one or more student with whom they can relate or identify. Annie Bananie by Leah Komaiko This is a good choice as a mentor text for identifying and using rhyming patterns in writing. It also presents an opportunity for students to create rhymes with their own names.  

 

   

• Record the answers on the graphic.  

Samples of Think Aloud: I noticed that the author did not mention the name of the main character until the end of page two. I noticed that the story takes place in two settings. What are the two settings? On page 7, the children giggle when Chrysanthemum’s name is called by the teacher. What do you think is going to happen next?

looks when…. (Include the following skills while modeling:

• stretch out words to approximate spelling

• point out capitals and punctuation

• use Word Wall Words

• emphasize sound words and words that describe how the name looks

• writing from left to right

Ask student volunteers to take the marker to write familiar words. Read the story together. Students could be asked to write basic words on a white slate board.

their name repeatedly without any spaces between letters on graph paper. (Half page)The size of the squares depends on the age or grade level. Students will then color either the beginning letter, vowel, or consonants. They will then identify and describe any patterns that see.

 

ELL Use pictures of the students and name cards for students to play a Concentration Memory Game for matching the picture with the name. Students can use Wikki sticks to form the letters in their names.  

Note: This is a very popular book and students may tell you that they have already heard the story in Kindergarten. Respond to the students by saying that they are now older and have more experience to make connections different from the first time they heard the story.

 

   

After Reading: Teacher will model retelling the story using the 5W+H graphic as a guide. Have students pair up with a partner to retell the story, using the 5W+H graphic as a guide.  

Technology: Story Web on Kidspiration 5W+H could be made on Power Point in order to provide more room for students to write. Visit www.readwritethink.com for interactive technology activities using Chrysanthemum by Kevin Henkes. ELL Language Objective: Students will retell the story by using clue cards.  

 

 

Students can draw a self-portrait and use scrapbook letters to write their name in their writing notebook.

They will write what they like about their name in their notebook.    

   

 

   

 

 

 

 

   

Second and Third Grade Guided Reading Genre-Fiction Chrysanthemum by Kevin Henkes

Second and Third Grade Writing Mentor Text-Chrysanthemum by Kevin Henkes

2.3 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion 3.2 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)

2.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) 3.17 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals) 3.19 (A) write about important personal experiences

Materials Copy of Chrysanthemum by Kevin Henkes Students will have written and decorated their names on sentence strips Post-it notes Reading Response Log

Materials Second Grade: Chart tablet Third Grade: Graphic Organizer ELL Language Objective: Students will plan a first draft by using a word bank and orally sharing their story with a partner.

 

   

Second and Third Grade Before Reading: Ask students to get knee to knee with a partner and discuss their name strips. What do they like about their name? How did they get their name? Set the purpose for reading: Why do you think an author would write a story about a mouse named Chrysanthemum? ERT find the main idea of passages in the text, and the main idea of the story. Tell the students that you will be doing what a good reader does by using the Think-Aloud strategy while reading, and they are to help you by listening for clues from the text that might help to answer your think-aloud questions. During Reading: Read the first and second pages and mark them with a Post-it note. Think-Aloud: I noticed the author used the words perfect and absolutely more than once when he had the parents describing their new baby. The author must really want us to know why the parents said this was their happiest day. What do you think is the main idea of this passage? (The parents thought their baby was absolutely perfect.) What conclusion can you draw about what kind of parents these mice are? Read pages three, four, and five and mark it with a Post-it note. Think-Aloud :I noticed the author repeated “She loved the way it sounded” when describing how Chrysanthemum felt about her name. The author used sensory words to

Second Grade Writing Define these terms: Author’s purpose, meaning, audience 2.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) Focus Lesson: Plan a first draft by listing ideas Writing Trait: Developing an idea Conventions: Writing in complete sentences; using capitals and punctuation. Reread Chrysanthemum by Kevin Henkes What do you think was the author’s purpose for writing this story? Who was the audience for this story? A writer sometimes makes lists of ideas for writing. Let’s make a list of the different ways each of us in the reading audience made connections to the story.

• At this point, Think-Aloud a connection you may have had such as advice you would give Chrysanthemum if you could.

Guide students into other possible connections such as: • What effect the teasing had on Chrysanthemum? • Have they ever had a situation where they were

teased? • How did Chrysanthemum’s parents show support

and try to help her? Compare their parents with those of Chrysanthemum.

• All people have similarities and differences. What did they learn from reading this book as to how to handle differences?

• The music teacher was a very understanding and positive person. Do they know anyone that is like

 

   

describe how the name sounded and looked. Why do you think he repeated these lines? What do you think is the main idea of these three passages? (Chrysanthemum loved her name.) Read all the way through page 8 and mark with a Post-it. Think-Aloud: Chrysanthemum wilted. I know that flowers wilt when they do not get enough water. What do you think the author meant when he said Chrysanthemum wilted? What was the cause for Chrysanthemum feeling bad and wilting? What clues from the story helped you to know the cause? Read pages 11-20 and mark with a Post-It. Think-Aloud: I noticed the author follows a pattern to describe what happens to Chrysanthemum at school and when she returns home. Each time Chrysanthemum goes to school the children make fun of her name. She then goes home and her parents praise her, give her something good to eat, and play a game with her. Then Chrysanthemum has a dream about her name. One night, the dream was a good one. The next night, the dream was a bad one. What is the main message that this pattern relays to the reader? (The children make Chrysanthemum feel bad about her name, and her parents try to help her to feel better; but her dreams show that she still does not feel good about her name.) Read page 21 and mark it with a Post-it. Think-Aloud: The author describes how Chrysanthemum loads her

this teacher?

Teacher will model choosing one idea from the list to develop into a first draft. On a chart tablet, sentence strips, or Smart Board, display some sample sentences repeated by the author in the story. Why did the author repeat these sentences? How did this help send the message to the audience? Have students identify the elements of the complete sentences and also the punctuation. The teacher will use this type of repetition in the story being modeled for the students. Writing Zone: Students will choose an idea from the list and write a first draft. Author’s Chair: Students will TAG the stories read by volunteers. Direct students to give specific examples of what they liked. Tell them what they liked about the story. Ask them what was the main purpose as the author of this story. Give one suggestion that might make the story more organized, or some other positive suggestion. Third Grade Writing

 

   

pockets with good luck-charms and takes the longest route to school. She thinks the flowers seem to be calling her name. Why would Chrysanthemum do this? What do you think is the main idea of this passage? (Chrysanthemum does not want to go to school.) Read page 22 and mark it with a Post-it. Think-Aloud: The author describes how the teacher’s voice sounds like a dream. He said the children were speechless. The children went out of their way to impress their teacher. Why would the children be speechless and why would they try to impress their teacher? What do you think is the main idea of this passage? (All of the children liked the music teacher.) Read to the end of the story. Think-Aloud: At the end of the story, Chrysanthemum once again believed she had an absolutely perfect name. What do you think was the main cause for this change? (The music teacher helps Chrysanthemum by saying her own name is the name of a flower and that she will name her baby Chrysanthemum.) After Reading: Let’s look back at our Post-it notes to review the main ideas of different passages throughout the story.

1. The parents thought their baby was absolutely perfect.

2. Chrysanthemum loved her name. 3. The children make Chrysanthemum feel bad about

her name, and her parents try to help her to feel better; but her dreams show that she still does not

3.17 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals) 3.19 (A) write about important personal experiences Focus Lesson: Generating ideas about a personal experience by using graphic organizers Writing Trait: Idea Secondary Trait: Organization Conventions: Nouns Choose some sentences from the text and write them on a chart tablet, sentence strips, or Smart Board. Ask students to identify words that are proper nouns and common nouns. Begin discussion by asking students to identify personal experiences that Chrysanthemum had in the story.

• What were her personal experiences with her parents like?

• What was her experience in school? • What was her relationship with her peers? • What did she experience in terms of self-esteem? • What was her experience with the music teacher? • What effect did all of these experiences have on

Chrysanthemum? Use Personal Experience Web Graphic or create a similar one on Kidspiration or Inspiration. Teacher will use the Think-Aloud strategy to choose a topic for a personal experience and complete the graphic organizer. Students will then get with a writing partner to discuss

 

   

 

feel good about her name. 4. Chrysanthemum does not want to go to school. 5. All of the children liked the music teacher. 6. The music teacher helps Chrysanthemum by saying

her own name is the name of a flower and that she will name her baby Chrysanthemum.

How does Thinking-Aloud the main idea of passages help the reader understand what is being read? Write three main idea choices and direct the students to get knee to knee with a partner and discuss which one they think is the main idea of the story.

• Chrysanthemum did not like her name because of the kids making fun of her name.

• Chrysanthemum learned to believe that her name was absolutely perfect because of her parent’s support and her music teacher.

• Chrysanthemum learned to believe that her name was absolutely perfect only because of her music teacher.

Students will explain their answer choice in their Reading Response Log.

possible personal experiences for their composition. Teacher will then model writing a first draft. Refer to the author’s use of patterns of events.

• Remember how the author follows a pattern to describe what happens to Chrysanthemum at school and when she returns home.

• Each time Chrysanthemum goes to school the children make fun of her name. She then goes home and her parents praise her, give her something good to eat, and play a game with her.

• Then Chrysanthemum has a dream about her name. One night, the dream was a good one. The next night, the dream was a bad one.

Teacher will use a similar type of pattern in writing the first draft of the personal experience. Writing Zone: Students will write a first draft, using their graphic organizer to help develop the idea. Author’s Chair: Students will read their draft and ask students to identify the pattern of events.

 

   

Name _____________________________ Date_________________________________  

Who do you think is the main character?  

Where do you think this story takes place?  

What do you think might be the problem in the story?  

Why do you think she does not like her name anymore?  

When do you think she started liking her name again?  

How does her problem get solved?  

 

 

   

Name____________________________ Date_______________________________ Personal Experience

 

 

 

 

 

 

   

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