- I can participate in conversations with my classmates. (SL.K.1)
- I can use details from the text to explain how and why Llama Llama changes his mind about sharing. (RL.K.1, RL.K.7)
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.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
- 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
- Throughout the course of the unit, students have been practicing asking and answering questions (RL.K.1), finding and using key details in a text to explain and support thinking (RL.K.1 and RL.K.7), and participating in discussions and conversations (SL.K.1). Use the Reading Literature Checklist to track students' progress towards these standards.
- In this lesson, students finish listening to Llama Llama Time to Share and complete a culminating task to answer the focusing question: "What does Llama Llama learn about sharing with others?" This lesson provides an opportunity to assess students' progress toward RL.K.1, RL.K.7, and SL.K.1. As students complete the culminating task in small groups, gather evidence to serve as progress toward standards RL.K.1 and RL.K.7. Use this information to inform instruction in subsequent lessons.
- During the paired discussion portion of the assessment, observe and note evidence of students' progress toward standard SL.K.1 on the Speaking and Listening Checklist. Use this information to inform instruction in subsequent lessons.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Setting a Purpose: "Talk and Listen" Song (5 minutes) 2. Work Time A. Close Read-aloud Session 4: Llama Llama Time to Share (15 minutes) B. Play with Classroom Toys or Unit 1 Assessment (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
- Refer to the Assessment Overview and Resources for all supporting materials for this lesson.
- Prepare copies of the Llama Llama Time to Share text for the Unit 1 Assessment by flagging pages 12, 14, 27, and 28 with small sticky notes.
- The toys recommended for this lesson are any that students have used during Lessons 2-4 of the unit. Use your discretion in choosing a variety of toys that will be manageable while also encouraging students to converse during their play.
- Consider and prepare the best classroom areas for small groups to explore play toys together. Set out toys in those areas.
- Provide open rug space for students to have partner discussions during Work Time A.
- Determine groups for Work Time B. Students should be in groups of six. During this time, there will be enough time for two groups of students to participate in the teacher-facilitated small group assessment. The remaining students will engage in exploration of classroom toys and will complete the assessment during a different time of the day.
- Determine what type of student writing materials you will use during the Closing. Whiteboards and whiteboard markers are recommended if students have had experience with these materials before. If not, consider giving them guided exploration time before this lesson.
- Post: Learning targets, "Talk and Listen" song, "Learning Target" poem, Llama Llama's Feelings anchor chart, Think-Pair-Share anchor chart, Discussion Norms anchor chart, Conversation Partners chart, and Ways We Take Care brainstorm chart.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Opening A: If you recorded the "Talk and Listen" song, play it for students to sing along to.
- Work Time B: Use eBook versions of the text.
- Work Time B: 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.A.3, and K.I.B.6
Important points in the lesson itself:
- The basic design of this lesson supports ELLs by providing the opportunity to read closely complex text. This will expand academic vocabulary and allow students to comprehend and practice with syntax structures in English.
- ELLs may find it challenging to complete the culminating task independently. This might be a leap from the free-form play of lessons 2 - 4 for some students. In preparation for the assessment, have students practice circling pictures during the close read. Example: "Who can find a picture of Nelly Gnu playing? Come up and circle it with your finger."
- Make sure all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. See additional support in the lesson.
- Take note of what seemed to be most challenging about independently completing the assessment and culminating task. Determine ways to further scaffold and support ELLs in preparation for future assessments based on their challenges.
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson includes a close read-aloud. Before reading, some students will benefit from a focusing question to help them draw out the critical features of the text.
- Multiple Means of Action & Expression (MMAE): In this lesson, students continue to Think-Pair-Share. Kindergarteners are developing skills for conversation and will have a range of abilities as they express their ideas verbally. Differentiate expectations for speaking, recognizing that some students may express ideas in complete sentences, while others may express ideas in two-word phrases.
- Multiple Means of Engagement (MME): This lesson includes a culminating task that may provoke anxiety for some students. Facilitate personal coping skills by offering suggestions for what to do if students don't know which picture to circle. Example: "It's okay if you are not sure about which pictures to circle. Look closely at pictures and just try your best."
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- details, fancy, share/sharing (L)
Review:
- participate, text (L)
Materials
- "Talk and Listen" Song (from Lesson 2; one to display)
- "Learning Target" poem (from Lesson 1; one to display)
- Close Read-aloud Guide: Llama Llama Time to Share (from Lesson 2; Session 4; for teacher reference)
- Llama Llama Time to Share (one to display; for teacher read-aloud)
- Llama Llama's Feelings anchor chart (begun in Lesson 3; added to in Work Time A)
- Document camera (optional)
- Unit 1 Assessment: Close Read-aloud Culminating Task (see Assessment Overview and Resources for Module 1)
- Pre-flagged Llama Llama Time to Share text (6 texts total: 1 for each student in the small group; see Teaching Notes)
- Sticky notes (1 per student)
- Think-Pair-Share anchor chart (begun in Lesson 1)
- Discussion Norms anchor chart (begun in Lesson 2)
- Conversation Partners chart (from Lesson 1)
- Speaking and Listening Checklist (see Assessment Overview and Resources for Module 1)
- Whiteboards and whiteboard markers (recommended; see Teaching Notes)
- Ways We Take Care brainstorm chart (begun in Lesson 3; added to in Closing A)
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. Setting a Purpose: "Talk and Listen" Song (5 minutes)
"I can participate in conversations with my classmates."
"What does the song help us to remember when we are participating in a conversation?" (think about the question, look at the person talking, take turns)
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Read-aloud Session 4: Llama Llama Time to Share (15 minutes)
"I can use details from the text to explain how and why Llama Llama changes his mind about sharing."
"What does it mean to change your mind about something?" (think something different or have a new idea)
"Why do you think Llama Llama wants to share again?" (sharing is more fun; it makes him and his friend happy) "How do the pictures help you figure this out?"(He is smiling when he shares.)
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B. Exploring Classroom Toys or Unit 1 Assessment: Close Read-aloud Culminating Task (30 minutes)
"Using the four pages that I have chosen, decide which picture best shows what Llama Llama has learned about playing with others. Choose one picture that shows when Llama Llama is taking care of others. Then, place your larger sticky note beside that picture."
"What does Llama Llama learn about playing with others?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (10 minutes)
"Now that we have thought about what Llama Llama learned about playing with others, what do you think WE can learn about playing with others from Llama Llama?" (Playing together is fun; work to solve problems.)
"Can you say more about that?" (Responses will vary.)
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