Safe and Sound: Community Helpers

1. The teacher will write the message of the day on the easel paper hung on the board while students finish completing their morning work: A firefighter helps keep my community safe.
2. Transition: T: Once you are finished with your question of the day please clean up your stuff and sit quietly. I will call you to the rug and please sit on your assigned letter. (Allow wait time for students to put their materials away)
3. The teacher will call the quietest table to the rug first and so on until all of the students are seated.
4. T: Today we will be continuing our unit on community helpers. We will be talking about firefighters.
5. T: We will be focusing on today’s message, which is: A firefighter helps keep my community safe. (Teacher points to the message of the day written on the board)
6. T: In what ways do you think that firefighters help keep our community safe? Think about it, turn to a partner, and share! (Allow wait time for students to think, pair, share)
7. T: Finish up sharing with your partners and sit quietly, please. (Allow wait time for students to finish sharing)
8. T: Who would like to share some of the ways that you and your partner think that firefighters help keep our community safe? Raise your hands, please.
9. The teacher will write the students’ answers on the easel paper under the message of the day.
10. The teacher will contribute additional answers to the easel paper if needed.
11. T: All of those are great answers as to how firefighters help keep our community safe.
12. T: Today I’m going to read the story Stop, Drop, and Roll. (Teacher moves to a chair and holds up the book)
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13. T: Based on the cover, what do you think this book is going to be about? Raise your hands please.
14. The teacher will allow students to answer. The teacher will redirect students’ answers if needed.
15. T: Let’s read and find out what it’s about!
16. The teacher will read Stop, Drop, and Roll aloud (or play video - see links in resource section).
17. Teacher will stop every few pages to explain what is happening in the text. (Allow for students to ask questions)
18. The teacher will ask questions throughout the text to help students make connections. (Allow for students to answer questions)
19. T: What all did we find out about? We found out about the different things we can do to help prevent fires and what we can do if there is a fire emergency. Can any of you give me some examples? Raise your hand, please. (Allow students to give examples)
20. The teacher will redirect incorrect student answers and reinforce correct answers. The teacher will contribute additional answers if needed.
21. The teacher will redirect students’ attention towards the board.
22. Conclusion: T: Today we have been talking about fires and the different ways that we can prevent them from happening or what to do in case of a fire emergency.
23. T: You are going to write about a fire-safety tip. Think of one fire-safety tip that you would like to write about and you’re going to share with partners that are not next to you or that do not sit at your team. (Allow students to think of a fire-safety tip)
24. T: One (Allow students to stand up and put their hands up), Two (Allow students to walk to a partner and combine hands), Three (Allow students to sit down and share their fire safety tips with one another)
25. The teacher will monitor students and listen to their discussions.
26. T: Finish up sharing with your partners and sit quietly, please. (Allow students to finish sharing)
27. T: Raise your hand if you want to share your sentence. (Allow students to share out loud)
28. T: I think that I will write a sentence that says, “Do not play with matches.”
29. T: Before I write my sentence, what are some things that I can do if I don’t know how to write some of the words in my sentence? (Allow students to answer)
30. T: I can draw a picture or a line, write sounds that I know, copy a word, remember a word, stretch and spell, and say-spell-say.
31. The teacher will count the words on her fingers as she says the sentence again. Then, the teacher will draw lines on the board to represent each word.
32. The teacher will demonstrate some of the strategies to use while writing her sentence on the board. (Allow students to help fill in the words to the sentence)
33. T: My sentence is, “Do not play with matches.”
34. T: Remember, since I wrote “Do not play with matches” you can’t use that as your sentence.
35. T: One, stand up please (Allow students to stand up), two, walk over to your seat please (Allow students to walk to their seats), three have a seat and find your journal please (Allow students to sit down and pull out their journals).
36. T: Put the date at the top and start writing. Remember to use the techniques we just talked about if you need help with your sentence. Once you’re done raise your hand please so I can come over and check it. (Allow wait time for students to complete their sentences and raise their hands)
37. The teacher will monitor students as they write, check their work, and scaffold them if needed.

Transition: T: Once you have gotten your sentence checked please put your materials away, get your snack, and line up for break.

Students will write a fire-safety tip sentence in their journals. Students will be assessed on the tip that they wrote down.