Subject: Colors / Literacy
Grade: Pre-School
Topic: Colors of food we may eat.
Duration: One Day

Goals/Objectives:

• Children to relate to the different food and colors
• Children will build vocabulary associated witt the theme of colors. - they will learn to name the different colors of food;
• Children will utilize verbal communication - children will ask and answers questions during the reading
Standards Covered:

CCSS.ELA-LITERACY.RL.K.1 - With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-LITERACY.RL.K.10 - Actively engage in group reading activities with purpose and understanding (Common Core Standards Initiative, 2014) .
Materials:

• Flashcards - depicting colors and associated written text
• Flascards - depictin fruit and text indicatin color and fruit name (i.e., red apple).
• Tactile Book- The very hungry capterpillar by Eric Carle. This book uses simple reptitious words and "texture" that allows for a sensory learning. The center pages of the book are in different size(starts with qaurter, half, three quarter them full pages again). These pages also have "punched holes" threw the center of the depicted food, indicating the caterpillar ate through it.
• Plastic fruits (apple, pear, plum, strawberry and orange)
• Printed pages, depicting food from the book
• Markers and crayons

Introduction:

• "Read, re-read, and repeat" method, children will review the color words and fruit colors from flashcards. Teacher will state the word, and children will repeat them.
When children are developing literacy skills, an educator must ensure phonological awareness. “Phonological awareness is the ability to distinguish the sound structures of spoken lan¬guage” (Coats, 2012, pg.151). Children need to learn not only the name of the letters, but what each letter and the different letter combinations sound like.
• Hold up the different plastic fruits, student should name the color of the fruit and what letter the color starts with, and phonetic sound of the beginning letter..

Lesson Development:

• Through modeling the teacher will read/"perform" aloud the book "the very hungry capterpillar" to the class in a large group.
• When reading this book, the writer adds the words "yum,yum, yum" after every food word and the words "oh, no!' when the capterpillar over eats and has a "stomache."
• One should use appropriate "expressive components such as tone, rhythm, and stress—what linguists call prosody—that help convey meaning“ (Coats, 2013, pg.150) of the words being used.
• Esure that you are loud enough for all the children to hear and and are kept engaged.
• Children should be actively listening and responding to the story. Throuout the book, ask questions: What color is the capterpillar?Do you think the capterpillar had enough to eat? What do you think he will eat next? What color is the (name food item)?
• Give the students ample time to respond to the questions being asked.

Practice/ Checking for
Understanding:

• Asking questions, sharing ideas about the story, listening and expanding to the responses, and finally connecting the story to the child’s life are all ways for children to acquire the meaning of any literacy.

• At the end of the story, ask questions; what was your favorite food and its color? what color was the (name food item)? Do you enjoying eating (name food item)? Have you seen the (name food item) in other colors? If so, what color was it? What colors were on the butterfly?

Closing:

Using the printed pages and markers/crayons children will create a book. Have children color the food items depicted in the pages. Walk around the classroom and ask children their color choice and what letter does it start with. Children should write the letter of the beginning letter of color on the bottom of page. Creating this book will allow them to build phonological awareness.

Personal Reflection:
Note if students were engaged while reading and responding to the open ended questions. If not, perhaps simplifying the questions for the students who had difficulty answering and/or providing them with more time to respond.
Check to see if students are able to recognize and name the various colors.
Can students state the letter associated with the beginning sound. Review the colors and letters again.
Should any child(ren) having difficulty sitting for the entire reading, perhaps breaks should be included for these children.

References
Coats, K. (2013). Children’s literature & the developing reader. San Diego, CA: Bridgepoint Education, Inc.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf