Old Favorites: Reread charts/poems from previous stories
Prior Knowledge: Ask students to share with the class things that they do to get ready for bed (brush teeth, get a drink of water, put on pajamas, hug a family member, find their favorite stuffed animal, say goodnight, etc). Ask students to state who they make sure to say good night to before going to bed.
New Story: Introduce title, author and illustrator; Show the cover and talk about the setting - Where is this story going to take place? What time of day might it be? Why do you think that?; Explain that in this story, a little bunny takes a long time going to bed and says goodnight to many things that he sees; Take a picture walk letting students describe and point out the details and objects in each picture that the bunny may say goodnight to. Have them use a complete sentence when sharing, such as "I see a red balloon."; Read aloud for enjoyment.
Companion Rhyme:Ask students if they recognized part of a nursery rhyme in the story Goodnight Moon; Introduce the companion nursery rhyme 'Hey, Diddle, Diddle'; Read the poem aloud; Have students to share the things in this poem that could never really happen (cat playing a fiddle, cow jumping over the moon, dog laughing, dish and spoon running); reread and let students enjoy the silliness of the rhyme.
Companion Rhyme: Reread the companion nursery rhyme 'Hey, Diddle, Diddle' - echo reading; Have students locate the rhyming words
Story: Reread Goodnight Moon, pausing for some of the rhyming words
Predictable Chart: Brainstorm with students things or people that they could say goodnight to at home. Then write "Goodnight _______." sentences. Start by writing Goodnight moon." (Bunny) Write each sentence on chart paper, writing their name at the end of the sentence. Reread each sentence tracking the print.
Companion Rhyme: Reread the companion rhyme 'Hey, Diddle, Diddle'(choral reading); Then say a the name of a few of the objects or characters from the rhyme and ask students to state the sound and letter that the word begins or ends with.
Story: Shared Reading - Reread Goodnight Moon encouraging students to join in on the words they are familiar with; Let students take turns masking letters in the context of the story such as 'G', 'm', 'b', 'c', 'r'. Also, see if students can locate the sight word 'and' on various pages.; Discuss aspects of the story with students by asking a few of the following questions.
Show the students picture cards depicting various tasks, objects, or events that they might see at night or during the day. Have students sort the pictures into two categories - night and day.
Companion Rhyme: Introduce the second companion nursery rhyme 'Twinkle, Twinkle, Little Star' by stating that the poem is about things that we see at nighttime, but are present during the day. We just can't see them during the day because the light from the sun is so bright that it is impossible to see the light coming from them!; Read/sing this familiar rhyme with the students.
Companion Rhyme: Read/sing the companion rhyme 'Twinkle, Twinkle, Little Star' with the students ; Read an extended version of this poem in story format such as Twinkle, Twinkle Little Star by Iza Trapani. Read one time through for enjoyment; Read a second time, stopping after each page for students to orally state the two rhyming words that they heard.; Present rhyming pictures and have students match the pictures that rhyme. You may wish to use a few from this week's focus story such as bears/chairs, kittens/mittens, house/mouse, etc.
Story: Shared Reading - Reread Goodnight Moon encouraging students to join in on the words they are familiar with; Ask students how they think real bunnies sleep- Do they really sleep in beds?; Share a factual book showing and describing how animals sleep; Introduce the reproducible predictable story Who Is Sleeping (enlarged from 25 Emergent Reader Mini-Books by Maria Fleming; Scholastic:1997) It shows farm animals and how they sleep with predictable text such as "Horse is sleeping. Sleep tight, horse." Take a picture walk and ask students to name the animals and to state who they see sleeping. Have them slowly say the name of each animal, stressing the first letter. Ask students to point out which word on each page is the name of the animal. Stress that the text and the picture clues help us to read the story.; Read the story aloud.
Companion Rhymes: Reread both companion rhymes as a class; Reread one of the rhymes slowly, asking students to listen carefully for the individual words contained in the rhyme. Each time they hear a word, they are to high five with their partner. For example, if you read "Twinkle, twinkle, little star" students should high five four times, once for each word. (If this task is too easy for your students, ask them to give a high five for each syllable. So for "Twinkle, twinkle, little star", students would high five seven times.)
Story: Have students share one thing that they liked about the story Goodnight Moon; Reread the reproducible predictable story Who Is Sleeping; Ask students which word in the reproducible story rhymes with goodnight; Explain to students that you have many more pictures of items that rhyme with 'goodnight' and 'tight'; Present the -ight/-ite word family pictures (see link below), letting students name each one. discuss meanings of any pictures that may be unfamiliar; Read the riddle cards (see link below) and let students figure out which word family picture rhymes when it completes the riddle and makes sense.
Predictable Chart: Have each child reread his/her sentence, tracking the print. Cut apart one sentence and let students "Be the Words' and organize themselves into the correct order. Read together. Model how to place each word in the correct order at the top of the page and then to draw a picture of them saying goodnight to the object or person they stated in their sentence. Have students complete their sentence page as their small group writing activity today.
Related Nighttime Read Aloud Stories/Poems
Focus Story: Goodnight Moon by Margaret Wise Brown
More Nursery Rhymes
Afraid at Night
Animals at Night
Getting Ready for Bed
Possible Cross Curricular Connections
1) Create 'Twinkle, Twinkle, Little Star' (in the Nursery Rhymes book) and/or 'Hey Diddle, Diddle' (in the More Nursery Rhymes book) both by TLC
1) Sort spoons, forks, and plates by object, color, size
1) Word family focus '-ight' or '-ite'
1) Learn about nocturnal animals such as bats, owls, and raccoons
1) Learn about occupations that are done during the night and /or early morning (custodians, air traffic controllers, security/police officers, firemen, printers, bakers, etc.)
A Night Unit - a great first grade unit from the classroom of Melissa Tonnessen