Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Kids Helping Kids
Lesson 2:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
3rd-5th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Constructing Meaning; Reading; Reflection; Story Elements; Voice
MAT: Data Collection/Organization
PHIL: LEAGUE Wildcard Lesson: Mentoring/Tutoring; Service Project; Youth Club
SOC: Citizenship/Civic Engagement; LEAGUE Optional Lesson: Earth Day

Purpose:

Through planning and implementing a reading Buddies Program, learners will recognize the importance of being actively involved in helping others in our school community

Duration:

Five to Six Forty-Five Minute Class Periods or Three Block Schedule Sessions

Objectives:

The learners will:
  • expand his/her knowledge of reading by constructing a Word Wall.

  • actively demonstrate principles of philanthropy.

  • apply effective techniques of mentoring through service learning.

  • develop fellowship with younger learners.

  • effectively engage in ongoing reflection through continued use of a Attachment Two: Learning Log from Lesson One: Setting the Stage.

  • act as an effective mentor as demonstrated by positive feedback from participants.

  • evaluate the service activity through collecting surveys, tabulating and interpreting data.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Plan and participate in a Reading Buddies activity with Pre-Kindergarten, Kindergarten or First grade as school structure allows.

Materials:

  • Tag Board – 5 by 7; suggest 1000 ct.

  • Markers

  • Large bulletin board

  • Manila construction paper

  • Giraffe Profiles
Handout 1
Parent Letter Explaining Service Project
Handout 2
Guide For A Great Reading Buddy
Handout 3
My Buddy Book

Instructional Procedure(s):

Instructor Notes: In advance of the reading Buddies Activity, secure connection to a pre- school, kindergarten or first grade class. Dialogue with staff to be involved and detail expected outcomes. Use the posted outcomes, State Curriculum Frameworks, Benchmarks and Content Standards with your class to evaluate selected books for the Reading Buddies program.
Send Attachment One: Letter To Parents to the homes of your learners.

Anticipatory Set:
Read two or three stories from the Giraffe Profiles found at www.giraffe.org and discuss what it means to be an everyday hero. Share stories of people they know who are heroes to them. Talk about family members as heroes. Distinguish between fame and heroism.

Days One and Two
Instructor Note: Teachers and students of both groups will be working on the expectations for both groups. Include affective domain behaviors as well as content standards and outcomes.

  • Ask learners what they think learning outcomes are. Explain the District and State Content Standards and Benchmarks for Pre-K, K or first grade so each learner knows what is expected of the reading buddy learners with whom they will be working. Post those in the room.

  • Learners will role-play techniques on how to be an effective Reading Buddy.
    * Use guidelines from your local literacy council.
    * See Attachment Two: Guide for a Great Reading Buddy for sample guidelines.
    * Training will take one to two class sessions, depending on age group.
    Instructor Need: Obtain the books that your learners will read to their Buddy from the cooperating teacher.

    Day Three

  • Pair your learners for role-playing simulation. Give each pair Attachment Three: My Buddy Book and have them read a book, which will be read to their Buddy. One learner plays the role of the younger Buddy for half of the story and then switch roles.
    Use that attachment to analyze the book so that they will know exactly what the Buddy should be able to know or do as a result of reading that book.

  • Learners will make flash cards depicting the alphabet and the words they will be teaching the Buddy.

  • Words are to be placed on a Word Wall in the Buddy Room.

  • Continue with their Learning Logs.

    Day Four

  • Discuss the elements of their service learning reading Buddy program.

  • Discuss expansion of the activity as an in-class service club for younger learners so that once every two weeks they would select a new book and share it with their Reading Buddies.

    Day Five

  • Students meet their Reading Buddies. As a get to know each other activity, have each pair share information about sports, games they like, books they have read, hobbies or other interests. Older students write information on the cards or a sheet of paper. The younger learners can draw a picture of themselves doing their favorite activity.

  • Read and share the book with the Reading Buddy. Show the vocabulary cards as they get to those words. Have the Reading Buddy put those cards on the Word Wall after they finish the story.

  • The Buddies fill out Attachment Four: My Reading Buddy.

    Day Six

  • Have learners tabulate the responses from Attachment Four: My Reading Buddy and discuss the results. Ask learners to write answers to the following questions:

    • As a result of these responses give two reasons why you think Reading Buddies was a successful activity.

    • What do you think we can do better next time?

    • Celebration activity plan: Invite parents/guardians in to view Word Wall, share books they read to their Buddies, introduce their Buddy and give certificates of appreciation. This activity can take place at any time convenient to school schedule.

Assessment:

  • Learning Logs

  • Attachment Two: Guide For A Great Reading Buddy

  • Teacher observation

  • Learner participation

  • Evaluation of recipients of the service

  • Evaluate the two-question response, Day Six, #10.

School/Home Connection:

Attachment One: Letter to Parents

Extension:

The learners will construct the Word Wall.

Bibliographical References:

Lesson Developed and Piloted by:

Christine Jensen
Grand Rapids Public Schools
Sibley Elementary School Building
Grand Rapids, MI 49504

Handouts:

Handout 1Print Handout 1

Parent Letter Explaining Service Project

Dear Parents,

Our class will be working on an Academic Service Learning Project. We are very excited to be starting a Reading Buddies program to help our younger schoolmates become eager readers, learn new words and read new books. We will learn and practice how to be good mentors.

Before we begin, we will receive our initial training from ___________________________. We will learn how to be effective Reading Buddies. We will learn what the expectations are for us and also what we can expect from our_____________ graders. We will also review sight words and help create a Word Wall in their classroom. We hope to expand this activity into an in-class club and read to our Buddies often.

We hope to learn a lot from our experiences. We will be keeping a Learning Log that will help reflect on what we learn during the project. The goal for our project is for us to recognize philanthropy as a way to give back to the school community. Philanthropy is defined as the giving of our time, talent, or treasure for the common good. A final product will be the construction of a Word Wall that will show all of the words that our Reading Buddies learned during the project. We will invite you to see the finished Word Wall and to celebrate our reading Buddy activity.

We hope this program is a success and that all of the children have a great time!

Sincerely,

Handout 2Print Handout 2

Guide For A Great Reading Buddy

Guide For A Great Reading Buddy

Be positive and friendly. Make your Buddy feel comfortable.

  1. Keep a record of the words studied. Use your Ready to Read guide sheet.
  2. Check that your Buddy can use new words in different ways. With really young children, have them draw a picture of the word.
  3. Keep a record of what your Buddy did.
  4. Be honest about any mistakes and gently correct and encourage your Buddy. Remember your own mistakes when you were his/her age.
  5. When you ask a question about what you have read, allow your Buddy time to think through the answer.
  6. Give clues and gentle hints.
  7. Answer any questions.
  8. Have a great time. Make reading fun.
  9. Praise and encourage your Buddy.
  10. Keep On Track!

Handout 3Print Handout 3

My Buddy Book

Directions: Numbers 1 - 3 are to be completed as you read your Buddy Book

  1. The title of the book I will read with my Buddy is: ____________________________________________________
     
  2. The author of the book is: ______________________________________________________________________
     
    New Words What they mean in the story
       
       
       
       
       
       
       
  3. Two reasons for reading this book are:
    1. __________________________________________________________________________
       
    2. __________________________________________________________________________
       

Philanthropy Framework:

Comments

Donna, Teacher – Plymouth, MI9/20/2007 9:04:27 AM

Students loved pairing up with Kindergarten students to teach them new words and read them stories.

Laura, Teacher – Douglas, MI9/20/2007 9:06:09 AM

(A positive aspect of this lesson was) Having the kids look closely at what skills younger children need to learn to read and assess the best way to teach others. This helps them reflect about how they learn. Positive role models.

Donna, Teacher – Plymouth, MI9/20/2007 9:07:41 AM

Students were excited to pick out books for the younger students to listen to, as well as, teach them a new vocabulary word to add to their word wall.

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Unit Contents:

Overview:Each One, Teach One Summary

Lessons:

1.
Setting the Stage
2.
Kids Helping Kids
3.
Authors Shall We Be

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