Week 6.1: Fiction & Non-Fiction Text Features

Stories that are age appropriate for Kindergarten	Features of story that will support students learning to speak English.	Features of story that will be challenging for students learning to speak English.
Fiction Story: Brown Bear, Brown Bear, What Do You See? Bill Martin Jr./ Eric Carle	Repetition of “Brown Bear, Brown Bear, What do you see? Brightly colored illustrations to draw students’ attention. This will also help them make a connection between the words and the pictures. Easy to follow along in the story. Students can easily predict what animal will come next on the page which entices the student to keep reading.	Text says “I see a ______ looking at me before actually seeing the animal.” This may confuse some children. Difficulty of reading direction on the last two pages. Students are taught to read from left to right starting with the left page. On these pages, students are expected to read all the way across the two pages left to right in order to follow the right animal sequence. Confusion of colors chosen for animals. Students associate yellow for duck but not purple for a cat.
Non-Fiction Story: Camping Text by Gill Munton Developed by Ruth Miskin	High-frequency words throughout the story. They are in a different color (red) in order to help separate them. Brief introduction to three key vocabulary words (plastic, match, supper) at the beginning of the story. Real pictures correlate nicely with the next.	Distracting having high frequency words in a different color then the rest of the text. Students may not connect with the topic if they have never been camping. This may affect comprehension of the text. Unfamiliar vocabulary words.
References Martin, B., & Carle, E. (1992). Brown bear, brown bear, what do you see? New York, New York: Henry Holt and Company. Munton, G., & Miskin, R. (2009). Camping. Oxford: Oxford University Press.