Literature+Unit+1+(Before)

=__**Before reading**__= __**Grade** 1__

Brainstorming

 * Since the title of the text that we will be reading is //The Garden//I plan to pair up my students and have them come up with as many things as they know about a garden. As we all come back together as a whole group I will have groups tell me what they came up with and I will record it on the smart board.
 * Example: Today we will be reading a story about two good friends, Frog and Toad. In this story Toad comes upon some challenges while trying to get seeds to grow in his garden. In pairs I would like for you and a partner to come up with some problems someone might have while trying to grow a garden, or any general information about gardens.

__**Purpose:**__ To access my students' prior knowledge about gardens, because they play a huge role in this book. Afterwards, we will be elaborating on this aspect of the unit.

__**Comprehension and Collaboration Standard 1:**__ Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Vocabulary
I will introduce the vocabulary from the story to my students. They can volunteer to tell me what they think the definition is or if no one knows then I will tell them the definition, and they will write them down in their literature journals.

•garden •work •planted •growing •path •noise •poor •afraid •nice •whole •tired •candles •window •looked •leave

__**Purpose:**__ To provide my students with terminology that they will encounter in the book that they might have trouble with. By discussing these vocabulary words before hand I feel like it will help my students understand better, then we will not have to stop every other word to figure out what one may mean. Even though in our notes for Keli we have that he was not taught regular sujects, but taught about the activities for daily life I feel like there will be a great chance that I could have a student like himwith the push for inclusion the way it is. They way he understood his environment was by hearing so I would make a podcast of the vocabulary with a brief definition so he could hear them being reinforced.

For Josue I would provide the vocabulary to him in his native language, and provide pictures for his picture exchange system.

__**Phonics and Word Recognition standard 3 letter G:**__ Recognize and read grade-appropriate irregularly spelled words.