- I can participate in conversations with my classmates. (SL.K.1)
- I can identify characters in a story that is read to me. (RL.K.1, RL.K.3)
These are the CCS Standards addressed in this lesson:
- RL.K.1: With prompting and support, ask and answer questions about key details in a text.
- RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
- SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- SL.K.1b: Continue a conversation through multiple exchanges.
Daily Learning Targets
Ongoing Assessment
- During Close Read-aloud Session 1 in Work Time A, monitor students' progress towards RL.K.1 and RL.K.3.
- During Work Time B, circulate and observe students' interactions as they play together. Consider using the Speaking and Listening Checklist to assess students' progress toward SL.K.1 (see Assessment Overview and Resources).
- During the Think-Pair-Share protocol in the Closing, listen as students converse about their playtime. Use this information to inform instruction about discussion norms in subsequent lessons.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Establishing Norms for Conversation (5 minutes) 2. Work Time A. Close Read-aloud Session 1: Llama Llama Time to Share (15 minutes) B. Developing Language: Play and Exploration with Play Dough (30 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Looking ahead to future lessons:
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In Advance
- Prepare a location for whole group gathering (example: a large rug or floor area) for the Opening, Work Time A, and Closing.
- Preview the Close Read-aloud Guide: Llama Llama Time to Share (Session 1; for teacher reference) to familiarize yourself with what will be required of students. Note that the guide is divided into sessions. Complete only Session 1 in this lesson, as students will complete the remaining sessions in Lessons 3-4.
- Consider and prepare the best classroom areas for small groups to explore play dough together by setting out play dough in those areas.
- If play dough is not available, choose a similar toy that will also help students build fine motor skills and encourage collaborative play (examples: modeling clay or Wikki Stix).
- The time allotted for cleaning up play dough assumes that students have had practice with cleanup procedures before this lesson. Consider adding more explicit instruction and time as necessary.
- Post: Learning targets, Conversation Norms anchor chart, "Play Today" poem: Part 1, Conversation Partner chart, and Think-Pair-Share anchor chart.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Opening A: Create the Conversation Norms anchor chart in an online format, for example a Google Doc, to display.
- Opening A and Opening B: Record the whole group singing the "Talk and Listen" song, and saying the "Play Today" poem: Part I. Post them on a teacher webpage or on a portfolio app like Seesaw for students to listen to at home with families. Most devices (cell phones, tablets, laptop computers) come equipped with free audio recording apps or software.
- Work Time B and Closing and Assessment A: Record students as they have their conversations to listen to with students later to discuss strengths and what they could improve on, or to use as models for the group. Most devices (cell phones, tablets, laptop computers) come equipped with free audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.I.A.1, K.I.B.5, and K.I.B.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs by incorporating opportunities for play and exploration. This will give students a chance to use language and develop social skills with an authentic purpose.
- During the first close reading, ELLs may find it challenging to comprehend the story, since the reading will be largely uninterrupted. Remind students to look at the illustrations to help them understand the story. Reassure students that even if they don't understand every word, they can tell the most important parts of the story. Remind them that they will read the story again so that they can understand it even better.
Levels of support
For lighter support:
- During Closing and Assessment A, invite two intermediate or advanced proficiency students to "fishbowl" for the class to model the Think-Pair-Share protocol.
For heavier support:
- During Work Time B, group students heterogeneously by proficiency level so that higher proficiency students can take the lead. If possible, group students who speak the same home language. Using their home language will make students more comfortable discussing play in English; it will also facilitate transfer of communication skills across languages.
Pre-teaching:
- Before Work Time B, suggest and review possible phrases and sentence starters to use while playing to facilitate communication. Examples: "This is fun because _________." "Would you like to use this color next?" "Look what I made!" "Watch me smoosh! Watch me stretch!"
Re-teaching:
- When pretending to shoot the bow and arrow at the learning target, remind students about what a bow and arrow is and show the photograph or illustration.
- Review the Think-Pair-Share protocol. Encourage students who are using it correctly and redirect students who may be confused.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students continue to practice the Think-Pair-Share protocol. This protocol is still new, and some students may need additional support remembering what the steps of the protocol look like and sound like. Invite a few students to demonstrate the steps before beginning the protocol with the entire class.
- Multiple Means of Action & Expression (MMAE): In this lesson, students are introduced to a new material: play dough. Some students will need examples of ways to physically manipulate this material before trying it on their own. As you explain to students that they will play with play dough, demonstrate how to roll a ball, make a coil, or press the play dough flat.
- Multiple Means of Engagement (MME): As you read Llama Llama Time to Share, some students may need explicit prompts to relate to this text. Optimize relevance by asking students to share connections to the text based on their own experiences and preferences.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- identify (L)
- character, llama, gnu (T)
Review:
- conversations, participate (L)
Materials
- "Talk and Listen" song (for teacher reference)
- Conversation Norms anchor chart (new; teacher-created; see supporting materials)
- "Learning Target" poem (from Lesson 1)
- Close Read-aloud Guide: Llama Llama Time to Share (Session 1; for teacher reference; see supporting materials)
- Llama Llama Time to Share (one to display; for teacher read-aloud)
- Llama Llama puppet and Nelly Gnu puppet (for teacher use)
- Llama Llama Time to Share (extra copy; one to cut and use for puppets and anchor chart visuals; see supporting materials)
- "Play Today" poem: Part I (written on chart paper; one to display)
- Play dough (three 3 lb. tubs divided into balls for groups of three or four students to play with together)
- Speaking and Listening Checklist (see Assessment Overview and Resources for Module 1)
- Conversation Partner chart (from Lesson 1)
- Think-Pair-Share anchor chart (begun in Lesson 1)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Establishing Norms for Conversation (5 minutes)
"What do you think this song is telling us?" (about talking and listening; think about the question; look at one another and take turns)
"I can participate in conversations with my classmates."
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Read-aloud Session 1: Llama Llama Time to Share (15 minutes)
"I can identify characters in a story that is read to me."
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B. Developing Language: Play and Exploration with Play Dough (30 minutes)
"Let us talk about it, and then we will see."
"Do these words remind you of anything?" ("Talk and Listen" song; first learning target)
"What is an action we can do while reading this part that shows what the poem is saying?" (talk together)
"What could you make using play dough? How could you pretend with it?" (Responses will vary.)
"Tell me what you are making/playing." "What/how are you playing?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (10 minutes)
"I can participate in conversations with my classmates."
1. Think about the question quietly in your own brain. Show a thumbs-up on your knee when you are ready to share. 2. Turn to a partner next to you and share your idea. Remember to listen to your partner's idea, too!
"Talk to your partner about how you played with the play dough."
"When you were playing today, how did you take care of others?""How did you take care of the materials?"
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