Little Red Riding Hood By Anne Faundez Essay

Little Red Riding Hood By Anne Faundez Essay

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Little Red Riding Hood by Anne Faundez is a fairytale story about a naive little girl who finds her self in a situation with the Big Bad Wolf. While Little Red Riding Hood was on her way to her grandmother’s house, she runs into the wolf that wants to eat her and her grandmother. The rime patterns that I will teach and offer a rationale for teaching are the patterns –ing and –ang. I have choses to teach these two patterns together because these two patterns are only different by one sound. In this instance, -ing and –ang only differ by the vowel sound. The pattern of –ing and –ang consists of a vowel and two consonant (VCC). The two patterns are similar because they contain the same consonants, which is –ng. In the case of the word riding, the “I” in –ing is a short vowel sound, which means the vowel sound does not sound the same as the letter name (pg. 5 PowerPoint). This story will be taught around January or February at a second grade level during the fairytales section of literacy.

PART B:
Reading and Writing Words with –ing and –ang patterns.


This lesson was based on Professor Dougherty’s modified version of Words Sorts for Beginning and Struggling readers, a lesson created by Nancy Mills.


Student Objectives
Students will

• Demonstrate the ability to sort words into word families by identifying rimes.
• Practice reading words containing the –ing and –ang pattern accurately and fluently
• Spell words using –ing or –ang correctly

Instructional Plan

Materials:

• Little Red Riding Hood by Anne Faundez
• Manipulatives- Magnetic letters for each child. Each set will include one –ing and one –ang magnet and an assortment of one letters onsets (c, p, m, t, h, l, g, r) and one or two consonant blends (fl, cl)
• Tea...


... middle of paper ...


...teacher manipulatives).

7. Pass out individual whiteboards and dry erase markers and tell the students that they are going to practice writing words and rhymes with riding. Ask the children what three letters they will use to write /ing/. After they tell you that they would us i, n, and g, tell them that when they hear you say /ing/ they should write it on their board and then erase it. Say /ing/ several times, proceeded with directions like “write it big” “write it small,” etc.

8. Next, tell them that you will say some words that contain the –ing pattern and that they should write the word. Demonstrate once on the teacher whiteboard. “If I say, hiding, you will think to yourself, /hid/ /ing/. Say several words with the –ing rime. Scaffold by orally segmenting the word as necessary. Provide feedback as needed to support children that may be having trouble.






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