- I can describe the classroom toy I prefer using pictures and words. (W.K.1, L.K.5, L.K.5c, L.K.6)
- I can participate in conversations with my classmates about the classroom toy I prefer. (SL.K.1, SL.K.1a, SL.K.1b)
These are the CCS Standards addressed in this lesson:
- W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
- L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings.
- L.K.5c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
- L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
- 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
- Use the Opinion Writing and Speaking and Listening Checklists 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.
Agenda
Agenda | Teaching Notes |
---|---|
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) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
|
In Advance
- Prepare the Unit 2 Assessment, Part II recording forms.
- Distribute materials for Work Time A at student tables.
- Confirm logistics with the principal regarding whether he or she will visit during this lesson. If the principal is not available, consider videotaping students reading the Letter Back to the Principal and singing the "Toys in Our Class" song.
- Review the Back-to-Back and Face-to-Face anchor chart. See Classroom Protocols.
- Post: Learning targets, "Toys in Our Class" song, Texture Words anchor chart, Size Words anchor chart, Shape Words anchor chart, Color Words anchor chart, and Back-to-Back and Face-to-Face anchor chart.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Work Time B: Record students as they participate in the structured discussion to listen to 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 video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.I.A.1, K.II.B.3, K.I.B.5, and K.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-8. Students will write about a classroom toy that they prefer.
- The previous three lessons involved scaffolding and collaborative work, but students work primarily independently during this assessment. This may be a leap for some students. Encourage students to do their best and remind them how much progress they have made learning English.
- Make sure that 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. Determine ways to further scaffold and support students in preparation for future assessments based on their challenges.
Universal Design for Learning
- Multiple Means of Representation (MMR): As students engage in the protocol with partners during Work Time B, provide options for communication by cuing students to focus on one part of the sentence frames at a time. You can do this by using a piece of paper to eliminate visual information, making only one part of the sentence frames visible at a time.
- Multiple Means of Action & Expression (MMAE): To help students express their ideas on the Unit 2 Assessment, Part II recording form, offer options for drawing utensils (examples: thick markers, colored pencils) and writing tools (examples: fine-tipped markers, pencil grips, slant boards). (MMAE)
- Multiple Means of Engagement (MME): After students perform the "Toys in Our Class" song, foster collaboration and community by prompting classmates to show a shared signal of group appreciation. Example: "We really had to work together to learn that song and to become toy experts. Let's give ourselves a fireworks clap for our great teamwork." (MME)
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
Review:
- describe (L)
Materials
- "Toys in Our Class" song (from Lesson 5; one to display)
- Unit 2 Assessment, Part II recording form (one per student and one to display)
- Texture Words anchor chart (begun in Lesson 3)
- Shape Words anchor chart (begun in Lesson 3)
- Size Words anchor chart (begun in Lesson 2)
- Color Words anchor chart (begun in Lesson 2)
- Discussion Norms anchor chart (begun in Unit 1)
- Back-to-Back and Face-to-Face anchor chart (begun in Lesson 1)
- Letter Back to the Principal (from Lesson 9; one to display)
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 |
---|
A. Engaging the Learner: "Toys in Our Class" Song (5 minutes)
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Unit 2 Assessment, Part II: Writing about the Classroom Toys We Prefer (30 minutes)
"I can describe the classroom toy I prefer using pictures and words."
"When we describe something, we tell others about it."
1. Say: "I already chose the classroom toy I prefer. I prefer play dough. Now I am going to draw a picture of play dough. I am going to draw a ball of play dough. It's not a perfect circle, but kind of like a blob. I think I will draw a few different blobs, and then I will color each a different color." 2. Model drawing two or three blobs of play dough in the space provided. 3. Next, read aloud the second prompt on the Unit 2 Assessment, Part II recording form: "Write at least one word to describe the toy." 4. Say: "I can look at the attributes charts to think about how I want to describe play dough. I think I will write the texture. Play dough is smooth. I will write that word using the attribute chart to help me." 5. Model writing the word smooth using the Texture Words anchor chart as a support.
"Can you say more about that?" (Responses will vary.) |
|
B. Structured Discussion: Sharing the Classroom Toys We Prefer (15 minutes)
"I can participate in conversations with my classmates about the classroom toy I prefer."
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Choral Reading: Letter Back to the Principal (5 minutes)
|
|
B. Building Vocabulary: "Toys in Our Class" Song (5 minutes)
|
Refer to the Assessment Overview and Resources for supporting materials for this lesson. |
Copyright © 2013-2024 by EL Education, New York, NY.