I drew Pete the Cat to look like a listening student. So, I sing “eyes on who?” and they respond “eyes on you!” But with preK, we sing “eyes on you, eyes on you.” So this is what we sing for PreK, all together: With Kindergarten students, we sing a call and response for each line. We sing the song to the tune of Frere Jacques, repeating each line. I kept it propped on the storytime easel, ready to go. I made my own poster for our sit-down song. Sing the same song every single time they come to sit on the storytime carpet. Sing a song to get them settled on the storytime carpet. Establish a RoutineĪll students thrive on the security of routines, but our youngest students even more so. The first thing I did was to constantly remind myself that THESE CHILDREN HAVE ONLY BEEN ALIVE FOR 48 MONTHS! There are so many things that preK students are still learning, and much patience is required. These two familiar books on butterflies were perfect to use as examples of each text type.Hi, friends! Do you teach PreK Library Lessons? Although those little learners overwhelmed me at first, here’s how I learned to effectively teach these amazing, energetic young humans! Now that my readers had a good foundation of identifying nonfiction books and text features, we moved on to comparing fiction to nonfiction texts. The ring hung on my whiteboard in the front of my classroom so students could easily access then at anytime. I also printed the text feature posters out and put them on a ring. I hung our anchor chart in a low space that was accessible to my students while working in the classroom. It took 4 mini lessons to determine what these text features were and to understand how they help us while reading nonfiction texts. I did not prewrite the post-its on the poster, instead my students and I created the notes together as we discovered, discussed, and determined each text feature’s purpose. I shrunk the posters down and printed 4 to a page. Prior to this mini lesson I made this anchor chart with just the text features pasted on. I asked my students, “What are text features?” I looked out and saw blank stares…heard nothing but crickets….But don’t worry, this actually excited me! I love when no one already knows what I am about to teach. On Day 2 my plan was to teach the features of nonfiction texts. I then add these posters to our focus wall. After modeling how I know, students turn and talk to a partner to explain how they know the text type. I begin the unit I make sure my students understand what makes a text fiction or nonfiction. Today I’m eager to share with you the day-to-day details and resources I used to teach my nonfiction unit! So let’s get started! How I Teach Fiction Vs. There is great excitement in the air when together we can learn new information and build our background knowledge. I love sharing informational texts with my students because it is an easy way for me to connect with them and share in their interests. Now, the Common Core Standards aim for reading materials to be 50% fiction and 50% nonfiction. While I may not love all of the changes, one shift I do think is positive is the greater emphasis on reading and writing informational texts. In the past, 80% of the texts read in class were fiction. These teaching ideas & activities are perfect for making an anchor chart as your students are learning to distinguish between fiction and nonfiction.Ī lot has changed in the classroom since the implementation of the Common Core Standards. Help students understand the differences between fiction vs nonfiction texts.
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