Substitute Plans Using Pete the Cat

Importance of Read-Alouds

The purpose of read-alouds is for students to be exposed to rich literature, to develop comprehension strategies through teacher reading, questioning and vocabulary development.  The selection can be read numerous times with focus on different comprehension strategies and vocabulary development.  The success of read-alouds depends on how the teacher structures carefully crafted questions.
 
I always begin a lesson with a read-aloud.  In this lesson the book is “Pete the Cat and His Groovy Buttons”.
 

Importance of Shared Reading

What Is Shared Reading?

The purpose of shared reading is for the teacher to model the reading process. She/he points to words and demonstrates how text moves from left to right and top to bottom. The text should be large enough so all the students can see the words. Shared reading selections should also be repetitive so that young learners can participate. In the initial stages of learning to read the students will be reading from memory rather than using decoding strategies. This is the reason the text is kept repetitive and simplistic. All emergent readers found on the Kinderplans site have been designed to be used for Pre-Kindergarten to develop early reading skills.

Shared Reading Using the Emergent Reader

Emergent Reader

Guided Reading

I meet with small groups of students working through the following activities:

-students add correct amount of buttons on the shirt and complete drawing their facial features on the emergent reader “My Groovy Buttons” reader.

-practice reading the book to themselves, then when ready can read it to the teacher.

-After, can read the book to another student.

Writer’s Workshop
-Students write what they think of “Pete the Cat”.  Complete the pattern: Pete the cat is ____________.
-Share what they wrote

Shared Reading the Interactive Reader “My Groovy Buttons”

Many of the Kinderplans lessons use an emergent reader that is related to the “Read Aloud” selection as a means to teach many of the curriculum outcomes.  The emergent reader found within the mini-lesson was created for the purpose of shared and guided reading activities related to the read-aloud.

-Project emergent reader “My Groovy Buttons” on the Whiteboard or in a pocket chart with the words enlarged.

-Read the title of the selection.  Do a picture walk of the selection and discuss what might be happening on each page and how it might relate to the story you just read to them, “Pete the Cat and His Four Groovy Buttons” by Eric Litwin.  Discuss the interactive component, which is to color, add facial features and the correct amount of buttons.  The photograph above displays a completed page.

-Read the selection to the children modeling the reading process completing the interactive component as you read (add buttons and facial features to each picture).

-Read again, choosing different students to be the word pointer.

Math Activities

Math

Review Numeral Identification

-Distribute small math manipulatives.  Display numbers found on page  7 and the children display that many.  After, can complete sheet found on page 8.

Independent Seat Work
The students could complete the subtraction sheet.  They would cross out the buttons that need to be subtracted in order to find the answer.  The teacher may need to do this work together as a class.

Introducing Subtraction

-Print subtraction sentences on the board.  After, each sentence have the students use their manipulatives to act out the sentence (start with first number and take away the other number).  Explain how this is related to the story you read this morning “Pete the Cat and His Four Groovy Buttons” by Eric Litwin

2 thoughts on “Substitute Plans Using Pete the Cat”

  1. Peggy

    We have held a “button” day and we graphed how many buttons were worn to school that day.
    Play Button, Button (who has the button). Step it up a bit and have each child seated with the picture of an object that starts with B in front of them. As the gueeser approaches, they say” Button, button, book…do you have the button?” Good for beginning sounds!

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