Three for Fall:
Literature Based Comprehension and Writing Activies for First Grade

Katherine Johnson: INT 925 Project #2

Title: The Apple Pie Tree (Part I)
Grade: First
Duration: 30 Minutes
Purpose: Students will show some understanding of the sequence of seasons, share their own experiences verbally and create and label a “map” of apple trees through the year.California State Standards:
Reading comprehension: 2.0
2.1 Identify text that uses sequence or other logical order.
2.2 Respond to who, what, when, where, and how questions.
2.5 Confirm predictions about what will happen next in a text by identifying key words
2.6 Relate prior knowledge to textual information.
Materials: The book, The Apple Pie Tree by Zoe Hall
Pencils, crayons and 8 by 11 art paper
Procedures:
1. Read aloud the book title to students and show them the cover. Ak them to tell you what they think the book will be about.
2. Read the story aloud. As you read, ask the students to guess what season it is by looking a the pictures. What happens to the tree in winter? Spring? Summer? Do animals like the tree? Why? What does the family of people do with the apples?
3. After you have read and thoroughly discussed the story pass each student a sheet of art paper. Have them fold the paper into quarters and label each section: fall, winter, spring, summer. The students are to draw a tree to match the season in each box. They may embellish their drawings by adding animals from the story.
4. Have the children discuss their favorite season. Finish the lesson by passing out slices of apples for the children to enjoy.

Title: The Apple Pie Tree (Part 2)
Grade: First
Duration: 50 Minutes
Purpose:Engage students in the writing process, make a class book
Standards:
1.0 Writing Strategies
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
1.3 Print legibly and space letters, words, and sentences appropriately.
Materials: For the class Book: writing paper, crayons, pencils and two sheets of construction paper for the book cover.
For the Pie: store bought pie crusts, six to eight apples, 1 teaspoon cinnamon and 1/2 cup sugar
Procedures:
1. Show students the book, The Apple Pie Tree , and have them retell it as you walk them through it. Ask the children to share their favorite part of the story. Tell them that today they are going to write about their favorite kind of pie and they are going to make and taste freshly baked apple pie.
2. Making The Pie: Use a store bought pie crust and follow the directions in the back of The Apple Pie Tree to make the pie. The students love to help peel the apples and cut them up. This can be done in small groups at a station while the others write. You could also do it in front of the class as they observe.
3. As the pie bakes (I have a room parent take it to the kitchen) the students continue with their work. Give the writing prompt. Ask the children what kinds of pie they like. Take their answers and write them in a list on the board. After everyone has had a chance to respond tell them that their job today is to write two (or more) sentences about their favorite kind of pie.
4. The prompt: write on the board “I like ____________pie. It___________________________________________________. Have students suggest how they could fill in the second line. They are to illustrate their work when they are done with their writing- a picture of themselves eating their favorite kind of pie.
5. Collect the student work and staple it all together to make a class book with the title “We Like Pie!”. Read aloud to the group.
6. finish up by slicing the freshly baked, cooled pie to the class. Enjoy!
7. Optional - take a photo of the class with the pie and use the picture for the cover of the class book.

Title: The Little Red Hen Writing (Day I)
Grade: First
Duration: 30 minutes
Purpose: Students will engage with literature and write a short explanation of how they would help the little red hen.
Standards:
Reading comprehension: 2.0
2.2 Respond to who, what, when, where, and how questions.
1.0 Writing Strategies
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
1.3 Print legibly and space letters, words, and sentences appropriately.
Materials: the book, The Little Red Hen by Paul Galdone, Writing paper or student journals, crayons.
Procedures:
1. Read the story aloud. Ask the children to think about what the problem in the story is as you read. Let them share their ideas when you are finished.
2. Ask the class what they would do if the Little Red Hen asked them for help. Would you help her? What chores would you do? Would you share the cake with the cat, dog and mouse?
3. Writing prompt: Tell the students that you would like them to write a few sentences telling what they would do for the Little Red Hen and if she should share her cake with the other animals. Students should illustrate their work with crayons accordingly.
4. When the children are done they may share their responses with the rest of the class.

Title: The Little Red Hen Acting Out The Story (Day II)
Grade: First
Duration: 30 - 45 minutes
Purpose: Students will retell the story of The Little Red Hen by acting it out.
Standards:
Comprehension 2.0
2.1 Identify text that uses sequence or other logical order.
2.2 Respond to who, what, when, where, and how questions.
2.7 Retell the central ideas of simple expository or narrative passages.
Materials: the book, The Little Red Hen by Paul Galdone, 4 sentence strips or flash cards made into name tags labeled dog, cat, mouse and Little Red Hen, pins, camera (optional).
Procedures:
1. Reread The Little Red Hen. Next, have students walk through it with you telling you about the charactersas you go. What happens first, next, etc....The students should be very familiar with the story at this point.
2. Tell students you would like help acting out the story. Choose students to be the characters and pin or tape their name tags on them. set up an area for a “stage” where the actors can perform. They will mostly be mining. Explain what this means to the class and ask the Little Red Hen to “mime” sweeping the floor as an example.
3. Students who are not in the play make up the audience. It is always a good idea to give the audience a job. Tell them their job is to listen to the story, watch the actors and think about how and what the characters should be miming. They can share their ideas after the play. I always let the children in the audience know that those who participate appropriately will get a turn to perform later.
4. Read the story. The teacher is the narrator. The characters act out the parts as you read. The speaking parts in this play are “not I” said in turn by the dog, cat and mouse at appropriate times.The little Red Hen responds by saying, “Then I will.”
5. After you have “performed” the play once and the audience has clapped, ask the students how it could be improved. Use their suggestions and perform it again with a different cast. I usually only do this twice in a day as it becomes a bit of a romp but the students love it! Perform over the next few days so that every child who wants a turn gets one. Put the book in your class library.
6. Optional- take a picture of each of the “casts” with their name tages on, holding a copy of the book for documentation.

Title: Nuts To You! (Day I)
Grade: First
Duration: 30 minutes
Purpose:Students will listen to and compare two peoms about squirrels. They will create a watercolor related to the story.
Standards:
Reading comprehension: 2.0
2.2 Respond to who, what, when, where, and how questions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key words
2.6 Relate prior knowledge to textual information.
Materials: The book, Nuts To You , by Lois Ehlert, 8 by 11 inch art paper, pencils, watercolors.
Procedures:
1. Ask students to listen while you read them a poem. Have them listen for clues about what season it might be in the poem. Read The Squirrel Gathers Nuts aloud:
THE SQUIRREL GATHERS NUTS
This is the tall tree, bare and brown,
And these are the leaves fluttering down.
This is the squirrel with eyes so bright,
Hunting for nuts with all her might.
This is the hole where day by day,
Nut after nut she stores away.
When winter comes with its cold and storm,
She’ll sleep all curled up, snug and warm.
Have volunteers tell you what time of year it is. Is it winter or is it fall? Reread the poem as necessary until the students figure it out.
2. Tell the class you are going to read them a story about a squirrel. Ask them to listen carefully and see if they notice if the squirrel does anything naughty in the story. Read Nuts To You! aloud.
3. After you have read the story ask the children what things the squirrel did in the story. Go back through the book and have them retell the story as you show them the pictures. Point out the labels on each page. Ask the students to tell you what the problem was in the story and how the little girl solved it.
4. Ask how the story was similar to the poem. Use a Venn diagram to compare Nuts to You! with the poem Squirrel Gathers Nuts. How are they the same? How are they different?
5. To finish, have the students use the watercolors to paint a squirrel. After their picture dries, they may embellish with crayons and label as Lois Elhert did with her illustrations.

Title: Nuts To You! Journaling (Day II)
Grade: First
Duration: 30 minutes
Purpose: Students will respond to literature by writing a story about themselves as a squirrel.
Standards:
1.0 Writing Strategies
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
1.3 Print legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.
2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.
Materials: The book, Nuts To You! by Lois Elhert, student journals, writing materials, crayons.

Procedures:
1. Show students the book, Nuts To You! Ask them to remind you of some of the things the squirrel did in the story (see plans for day 1). Reread the story.
2. Ask the students to relate other things a squirrel might do. Let them share their ideas. Make a list on the board of their ideas.
3. Give the writing prompt. The children are to write a couple of sentences pretending they are a squirrel. Ask the children, “What would you do if you were a squirrel?”
If I were a squirrel I would____________________________________ . Have students add another sentence or two telling more- why, how, how come etc....
4. After the children are done writing their stories they may illustrate accordingly. Students who choose may share by reading their stories aloud later when the class is gathered in a whole group setting.
5. Just for fun- if you have a class where no one has any nut allergies, students enjoy trying to crack and eat walnuts.