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

• Direct students' attention to the posted learning target and read it aloud:

"I can describe the attributes of a toy by telling about its color and size."

• Briefly review the definition of describe (to tell about) and explain that attributes are the words we use to describe what a toy is like.
• Invite students to take out their magic bows and take aim at the target while you recite the "Learning Target" poem aloud.
• Using the document camera, display Attributes of Toys and read the title aloud.
• While still displaying the text, read page 1 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Using a total participation technique, reread the last sentence on page 1 and invite responses from the group:

"What colors do you see?" (colors in the picture, such as red, pink, blue, gray, cream, yellow, green)

• Invite several students to name the colors they see in the photo.
• Re-read page 1. As you read the colors in the text, invite students to point to each color in the photo.
• While still displaying the text, read page 2 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Ask:

"What do you notice about how some of the words are written?" (They are written using darker letters.)

• Explain that the author wants us to really notice and understand those words.
• Reread the bolded words: light, dark, pattern.
• Explain that these are all words that can help us to describe colors.
• Using a total participation technique, invite responses from the group:

"What pattern do you see on the toys in the photo?" (stripes)

• While still displaying the text, read page 3 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Reread the word in bold print: tiny.
• Show the photo of the dollhouse on page 3 and invite students to look closely at it.
• Invite students to turn and talk with an elbow partner:

"What tiny toys do you see inside the dollhouse?" (various pieces of furniture such as a couch, tub, table; dolls, lights)

• After about 30 seconds, refocus the group.
• While still displaying the text, read page 4 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Using a total participation technique, invite responses from the group:

"What does gigantic mean?" (very big, large, huge)

• Tell students that there is more to learn about attributes in this book, but today they will read only about colors and sizes.
• Transition students to the edge of the whole group gathering area for Work Time B.

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

• Direct students' attention to the posted learning target and read it aloud:

"I can describe the attributes of a toy by telling about its color and size."

• Remind students that in Lesson 1, they played with toys and then described their toy to a partner.
• Explain that today students will play with and then describe two attributes of their toy to a partner: color and size.
• Challenge students to look closely, while they are playing, at the colors and sizes of the toys in their play area.
• Briefly review expectations for taking care of materials and others as needed.
• Call students in groups of three or four to walk to designated areas and begin playing with the classroom toys.
• Allow students 8-10 minutes to play. As they play, circulate and engage with students to help them notice the colors and sizes of the toys they are playing with. Consider prompting students by asking:

"What colors do you see?"

"What sizes do you see?"

• Consider using the Speaking and Listening Checklist while observing the students.
• Signal students to stop playing through the use of a designated sound such as a chime or whistle.
• Refer to the posted describing sentence frame.
• Explain that now students will need their play expert tools to look closely at the colors and sizes of toys.
• Holding up a sample toy, model looking closely at its color using a magnifying glass.
• Name and describe the toy using the describing sentence frame. (Example: "This is a firetruck. It is bright red with black and silver wheels. It is very big.")
• Instruct students to choose one toy from their play area to describe. Allow them to place that toy on their lap.
• Distribute magnifying glasses to pairs of students.
• Refocus the group and designate one student as partner A and one as partner B.
• Ask students to consider the following as they use their magnifying glasses to examine their toy:

"What color is your toy?"

"What size is your toy?"

• After 1 minute, prompt partner A to name and describe his or her toy to partner B. Remind students to use the describing sentence frame as a guide for sharing.
• As students share, circulate and listen in on their descriptions. As needed, prompt and remodel using the describing sentence frame. Choose two students to model describing color and size for the whole group during the Closing.
• Refocus the group and signal the B partners to begin sharing.
• Signal all students to stop through the use of a designated sound.
• Model cleanup procedures, keeping directions clear and brief.
• Direct students to clean up their play area and then walk safely to the whole group gathering area. If using a designated cleanup song, remind students to clean up and walk safely to the whole group gathering area by the end of the song. Invite the two students you chose to model during the Closing to bring their toy with them to the whole group gathering area.