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ELA GK:M1:U2

Speaking and Listening: Becoming Toy Experts

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Speaking and Listening: Describing Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Back-to-Back and Face-to-Face: Letter from the Principal (10 minutes)

2. Work Time

A. Working with Vocabulary: Toys and Play Word Wall (10 minutes)

B. Developing Language: Exploring and Describing Toys (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can describe a toy. (SL.K.1, SL.K.4, L.K.1f)
  • In the Opening, observe students’ ability to follow the steps of the Back-to-Back and Face-to-Face protocol. Use this information to inform review of the steps as needed.
  • During Work Time A, listen for students to correctly suggest names of classroom toys.
  • During Work Time B and the Closing, use the Speaking and Listening Checklist to track students’ progress toward the standards listed. Listen for students to use physical attributes (color, shape, size, or texture) when describing their toy to a partner or the whole group.
  • Back-to-back and Face-to-Face

Lesson 2Reading and Discussion: Describing the Color and Size of Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Toy Riddles, Pages 1–6 (5 minutes)

2. Work Time

A. Reading Aloud: Attributes of Toys, Pages 1–4 (10 minutes)

B. Engaging the Learner: Attributes Game and Charts (15 minutes)

C. Developing Language: Exploring and Describing Toys (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can describe the attributes of a toy by telling about its color and size. (SL.K.1, SL.K.4, L.K.1f)
  • Throughout the lesson, use the Speaking and Listening Checklist to track students’ progress toward the Speaking and Listening standards listed. Listen for students to use attributes words and contribute to the collaborative conversations.
  • During the Opening, listen for students to use the attributes listed in the riddle to correctly guess the toy name. As needed, guide them toward noticing these words.
  • During Work Time B, listen for students to suggest appropriate color and size attributes to add to the Color Words and Size Words anchor charts. Note students for whom this seems particularly challenging.
  • During Work Time C, listen for students to use color and size attributes to describe their toy.
  • During the Closing, observe students who have not yet shared ideas to add to the Color Words and Size Words anchor charts. Invite those students to share; support as needed.

Lesson 3Reading and Discussion: Describing the Shape and Texture of Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Toy Riddles, Pages 7–10 (5 minutes)

2. Work Time

A. Reading Aloud: Attributes of Toys, Pages 5–9 (10 minutes)

B. Engaging the Learner: Attributes Game and Charts (15 minutes)

C. Developing Language: Exploring and Describing Toys (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can describe the attributes of a toy by telling about its shape and texture. (SL.K.1, SL.K.4, L.K.1f)
  • Throughout the lesson, use the Speaking and Listening Checklist to track students’ progress toward the Speaking and Listening standards listed. During the Opening, listen for students to use the attributes listed in the riddle to correctly guess the toy name. As needed, guide students toward noticing these words.
  • During Work Time B, listen for students to suggest appropriate shape and texture attributes to add to the Shape Words and Texture Words anchor charts. Note students for whom this seems particularly challenging.
  • During Work Time C, listen for students to use shape and texture language to describe their toy.
  • During the Closing, observe students who have not yet shared ideas to add to the Shape Words and Texture Words anchor charts. Invite those students to share, and support as needed.

Lesson 4Speaking and Listening: Describing and Sorting Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Toy Riddles, Pages 11–14 (5 minutes)

2. Work Time

A. Shared Writing: Writing a Toy Riddle (10 minutes)

B. Engaging the Learner: Attributes I Spy Game (15 minutes)

C. Developing Language: Sorting Toys (20 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Sharing about Sorting (10 minutes)

  • I can describe the attributes of a toy by telling about its color, size, shape, and texture. (SL.K.1, SL.K.4, L.K.5c)
  • I can sort toys into groups by the same attribute. (L.K.5a)
  • Throughout the lesson use the Speaking and Listening Checklist to track students’ progress toward the Speaking and Listening standards listed. During the Opening, listen for students to use the attributes listed in the riddle to correctly guess the toy name. As needed, guide them toward noticing these words.
  • During Work Time A, students should generate attributes used to describe a particular toy. Note those for whom this is particularly challenging.
  • During Work Time B, observe students to determine whether they are able to recognize the words on the color, size, shape, and texture cards.
  • During Work Time C, listen for students to use descriptive language when sorting toys.
  • During the Closing, listen for students to participate in the Back-to-Back, Face-to-Face protocol.
  • Back-to-back and Face-to-Face

Lesson 5Speaking and Listening: Toy Preferences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Toys in Our Class” Song (10 minutes)

2. Work Time

A. Reading Aloud: Toys Galore (15 minutes)

B. Building Vocabulary: Would You Prefer? (10 minutes)

C. Structured Discussion: Toy Preferences (15 minutes)

3. Closing and Assessment

A. Drawing and Writing: My Preferred Toy (10 minutes)

  • I can participate in conversations with my classmates about the toys we prefer. (SL.K.1, L.K.1f)
  • During Work Time B, listen as students describe their preferences using sentence frames. Document student progress toward L.K.1f on the Speaking and Listening Checklist. Note those who struggle to speak in complete sentences and use that information to support and adjust instruction during subsequent lessons.
  • During Work Time C, listen to student conversations and document progress toward SL.K.1 and L.K.1f on the Speaking and Listening Checklist. Note those who struggle to speak about preference and use that information to support and adjust instruction during the Opening of Lessons 6–7.
  • Collect student drawings from the Closing. Use these work samples to support and adjust instruction during the writing and drawing portions of Lessons 6–7.
  • Think-Pair-Share

Lesson 6Writing and Drawing: Describing Classroom Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Would You Prefer? (5 minutes)

2. Work Time

A. Focused Read-aloud: Toys Galore, Pages 1–11 (15 minutes)

B. Modeling: Examining and Drawing Toys (10 minutes)

C. Independent Practice: Examining and Drawing Toys (20 minutes)

3. Closing and Assessment

A. Think-Pair-Share: Sharing Drawings (10 minutes)

  • I can use details from the text to describe the ways we can play with toys. (RI.K.1, RI.K.4)
  • I can use pictures and words to describe a classroom toy. (W.K.2, L.K.5c, L.K.6)
  • During Work Time A, listen for students to identify words that describe toys and the actions that toys make. Document progress on the Speaking and Listening Checklist in the Assessment Overview and Resources.
  • During Work Time C, circulate and observe students individually drawing and writing about a classroom toy. Collect student drawing and writing samples to assess progress toward W.K.2 and L.K.6 on the Informational/Explanatory Writing Checklist in the Assessment Overview and Resources. Use the information collected to adjust instruction during Work Time C in Lesson 7.
  • Think-Pair-Share

Lesson 7Reading Informational Text and Writing and Drawing: Describing Classroom Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Would You Prefer? (5 minutes)

2. Work Time

A. Focused Read-aloud: Toys Galore, Pages 12–23 (15 minutes)

B. Modeling: Examining and Drawing Toys (10 minutes)

C. Independent Practice: Examining and Drawing Toys (20 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Sharing Drawings (10 minutes)

  • I can use details from the text to describe the ways we can play with toys. (RI.K.1, RI.K.4)
  • I can use pictures and words to describe a classroom toy. (W.K.2, L.K.5c, L.K.6)
  • During Work Time A, listen for students to identify words that describe toys and the actions that toys make.
  • Back-to-back and Face-to-Face

Lesson 8Speaking and Listening: Discussing Toy Preferences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Toys in Our Class” Song (5 minutes)

2. Work Time

A. Focused Read-aloud: Toys Galore, Pages 24–30 (15 minutes)

B. Modeling: Discussing Toy Preferences (10 minutes)

C. Structured Play and Discussion: Discussing Toy Preferences (20 minutes)

3. Closing and Assessment

A. Sharing Toy Preferences (10 minutes)

  • I can use details from the text to describe the ways we can play with toys. (RI.K.1, RI.K.4)
  • I can participate in conversations with my classmates about the toys we prefer. (SL.K.1, L.K.1f, L.K.6)
  • Use the Speaking and Listening Checklist in the Assessment Overview and Resources for this unit to track students’ progress toward speaking and listening standards listed for this lesson.
  • During Work Time C, listen as pairs state their toy preferences and reasoning behind those preferences. Note evidence of progress toward L.K.1f, focusing on those students who have yet to demonstrate mastery of this standard.
  • During Work Time C, listen for students using descriptive language and vocabulary gained from the focused read-aloud sessions and structured discussion (L.K.6). Note those who struggle with this skill and adjust support and instruction during the assessment portion of Lesson 9.

Lesson 9Unit 2 Assessment, Part I: Selecting, Writing and Talking About Our Classroom Toy Preferences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Toys in Our Class” Song (10 minutes)

2. Work Time

A. Unit 2 Assessment, Part I: Selecting, Writing, and Talking about the Classroom Toy I Prefer (25 minutes)

B. Shared Writing: Letter Back to the Principal (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can write about the classroom toy I prefer. (W.K.1, L.K.6)
  • I can participate in conversations with my classmates about the classroom toy I prefer. (SL.K.1)
  • Use the Informational/Explanatory Writing and Speaking and Listening Checklists in the Assessment Overview and Resources for this unit to track students’ progress toward the standards listed for this lesson.
  • During Work Time A, watch and listen for evidence of students’ following the Conversation Norms during the Back-to-Back and Face-to-Face protocol.
  • Collect students’ completed Unit 2 Assessment, Part I recording forms at the end of the lesson and assess their writing samples for progress toward W.K.1. and L.K.6. Use this information to inform instruction on writing in upcoming lessons.
  • Back-to-back and Face-to-Face

Lesson 10Unit 2 Assessment, Part II: Writing about the Classroom Toys We Prefer

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Toys in Our Class” song (5 minutes)

2. Work Time

A. Unit 2 Assessment, Part II: Writing about the Classroom Toys We Prefer (30 minutes)

B. Structured Discussion: Sharing the Classroom Toys We Prefer (15 minutes)

3. Closing and Assessment

A. Choral Reading: Letter Back to the Principal (5 minutes)

B. Building Vocabulary: “Toys in Our Class” Song (5 minutes)

  • I can describe the classroom toy I prefer using pictures and words. (W.K.1, L.K.5c, L.K.6)
  • I can participate in conversations with my classmates about the classroom toy I prefer. (SL.K.1)
  • Use the Speaking and Listening Checklist in the Assessment Overview and Resources for this unit to track students’ progress toward SL.K.1.
  • During Work Time B, listen for evidence of students following the Discussion Norms during the Back-to-Back and Face-to-Face protocol.
  • Collect students’ completed Unit 2 Assessment, Part II recording forms at the end of the lesson and assess their writing samples for progress toward W.K.1, L.K.5c, and L.K.6. Use this information to inform instruction on opinion writing in upcoming modules.
  • Back-to-back and Face-to-Face

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