After the first reading, the teacher will show realia related to Realia (sand, seaweed, shells, salt water, etc.) will allow the ocean to provide students an opportunity to use their five students to experience “the ocean” and can be placed in an senses. Teachers will direct students to point to appropriate “ocean habitat museum” for further exploration. body part (eyes, ears, nose, mouth, or raise hand) to represent the sense. For this text, students will create a flip book to summarize the young girl’s ocean experiences. The first page of our flip book will begin with the topic sentence – The young girl uses her five senses to experience the ocean. Students will write this sentence whole group and illustrate it. Each subsequent page in the flip book will pertain to one of the five senses SECOND READING: Reread page 3 – 4 (display on a document camera) QUESTIONS: Using the text and the illustrations, how is the little girl experiencing the ocean? The little girl is using the sense of sight. What does the little girl see? The girl sees the ocean, seaweed, sand and waves. Students will point to their eyes every time they hear a word related to the sense of sight. What words in the text help the reader understand that the There are many words that describe the ocean and also words little girl is seeing more than just sand, waves, one color? that use adjectives to describe objects. Some of these include: hue, gray, green, blue, amber (seaweed), speckled (sand), and bubbly (waves). (Hue is a color or shade. Teacher can provide various hues of crayons. Amber is synonym for the color brown.) Why do you think the author used the descriptive words? The author uses these words to describe what she sees because these words give us a better understanding of her experience.
After the first reading, the teacher will show realia related to the ocean to provide students an opportunity to use their five senses. Teachers will direct students to point to appropriate body part (eyes, ears, nose, mouth, or raise hand) to represent the sense. Realia (sand, seaweed, shells, salt water, etc.) will allow students to experience “the ocean” and can be placed in an “ocean habitat museum” for further exploration. For this text, students will create a flip book to summarize the young girl’s ocean experiences. The first page of our flip book will begin with the topic sentence – The young girl uses her five senses to experience the ocean. Students will write this sentence whole group and illustrate it. Each subsequent page in the flip book will pertain to one of the five senses SECOND READING: Reread page 3 – 4 (display on a document camera) QUESTIONS: Using the text and the illustrations, how is the little girl experiencing the ocean? What does the little girl see? What words in the text help the reader understand that the little girl is seeing more than just sand, waves, one color? Why do you think the author used the descriptive words? The little girl is using the sense of sight. The girl sees the ocean, seaweed, sand and waves. Students will point to their eyes every time they hear a word related to the sense of sight. There are many words that describe the ocean and also words that use adjectives to describe objects. Some of these include: hue, gray, green, blue, amber (seaweed), speckled (sand), and bubbly (waves). (Hue is a color or shade. Teacher can provide various hues of crayons. Amber is synonym for the color brown.) The author uses these words to describe what she sees because these words give us a better understanding of her experience.
Hello%20Ocean%20-%20Other.docx