Gk Emergent Storybook Unit

Emergent Storybook Overview Emergent Storybook is based on research by Elizabeth Sulzby. Her findings show that children from higher socioeconomic backgrounds are read to more frequently at home in early childhood. They tend to be read the same favorite books over and over, often chiming in, “reading the pictures,” and, after a while, knowing these favorite books by heart. These books have common features such as:       

Vivid plot and characters Emotional content (including humor) that is engaging and appropriate Repeated refrains Story pictures/text correspondence, as well as interesting and attractive illustrations Dialogue and/or repetitive lines Story line which children can relate to easily Does not rely on rhymes and patterns

Emergent Storybook Reading brings this repeated reading of favorite texts to life in the classroom. Even though they don’t know the words on the page, through the pictures, your readings, and their imaginations, they fill in the details and simultaneously fall in love with books and reading! Through the lessons, KIPPsters learn strategies for retelling and recalling details, understand basic story elements, and use words and pictures to read and retell books with expression. ESB is also a great opportunity for developing rich oral language and vocabulary. Mentor Texts Caps for Sale by Esphyr Slododkina The Three Billy Goats Gruff by Paul Galdone Milton the Early Riser by Robert Kraus The Carrot Seed by Ruth Krauss The Little Red Hen by Diane Muldrow The Three Bears by Paul Galdone Corduroy by Don Freeman

Standards Addressed in this Unit RL.K.2: With prompting and support, retell familiar stories, including key details. RL.K.3: With prompting and support, identify characters, settings, and major events in a story. RF.K.1: Demonstrate understanding of the organization and basic features of print. Rubric *Note: students will move iteratively through this rubric

Level

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Characteristics Labels and Comments  Applies simple labels  Responds to the pictures on each page with little or no understanding of the larger story Follows the Action  Describes the action based on the picture that is in front of them (usually in present tense) Incorporates Dialogue  Tells the story using the pictures  Adds some dialogue and language from the story to descriptions  Indirect quotation; not necessarily signaling quoted speech Reads and Storytells  Intonation begins to sound like a reader’s intonation  Uses syntax and vocabulary choices that suit book language  Combination of using print, using the pictures, and elaboration with made up dialogue and commentary Reads (almost) Verbatim  Uses what they know about print, their memories of the text, and the pictures to read mostly verbatim

Progress Monitoring (daily) Individual/table conferences Small Groups

Mastery Assessment Final Level Assessment (rubric/Illuminate)

Unit Structure Part 1 Part 2 Part 3

Timing 2 min Set Up 10 min Mini-lesson 20 min Independent reading 4 min Reading Partners 4 min Wrap-Up Mini-lesson Structure (<10 min) Hook 2 min Model 3-5 min Practice 3 min Link <1 min

Setting Up Storytelling Reader’s Theater

Routines  Turn and talks  Independent reading  Partner reading  Book handling and sharing Materials  Multiple copies of books in bins for each table (1 title/bin; 1-2/student/bin)

Lesson Foci Part 1: Setting Up Focus 1: Readers use the pictures to story-tell our favorite books. Focus 2: There are five parts to Emergent Storybook: Set-up, Mini-Lesson, Independent Reading, Partner Reading, and a Wrap-up. Focus 3: Readers get our space and all of our materials ready before we come to the rug for the mini-lesson. Focus 4: Readers use whisper voices to retell the story so that the classroom feels peaceful. Focus 5: Reading partners share the book by putting it in the middle and holding it gently. Focus 6: Reading partners retell the book by taking turns: “I story-tell a page, you story-tell a page.” (2 days) Part 2: Storytelling Focus 1: Before reading, we say the title and the author’s name, and discuss the cover of the book. Focus 2: Readers use the characters’ names when reading the story. Focus 3: Readers read the story by saying at least 3 things that are happening in each picture. Focus 4: Readers describe the setting by telling about where the main character is on each page. Focus 5: Readers look at the previous page to remind ourselves what has just happened. Focus 6: Readers tell what the character is doing and what the character is saying. Focus 7: Readers use sequence words - “first,” “next,” and “then” - to retell a story. Focus 8: Readers use the same words as the author.

Part 3: Reader’s Theater Focus 1: Readers make our voices sound like the characters by thinking about what’s happening in the story and how the character is feeling. Focus 2: Readers use gestures and facial expressions to make our face and bodies look like the characters, by thinking about how the character is feeling. Focus 3: Readers take turns acting out the story with their partner: “I story-tell, you act. You story-tell, I act.” Focus 4: Readers on stage know when to speak and what to say. Focus 5: Readers on stage re-create the setting by using our imaginations.

Part 1

Suggested Anchor Charts How do we set up for Emergent Storybook/independent reading/partner reading?

Part 2

What does our classroom sound, look, and feel like during Emergent Storybook? Working with our Reading Partners Parts of a Story