A. Reading Aloud: Attributes of Toys, Pages 5-9 (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 shape and texture."

• Explain that just like color and size, shape and texture are attributes that describe what a toy is like.
• Explain that texture is how something feels. For example, a stuffed animal is often soft.
• 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 5 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 shapes do you see?" (triangle, diamond, square)

• Invite several students to name the shapes they see in the photo.
• While still displaying the text, read page 6 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Invite students to silently and independently count the shapes in the photo. If time allows, count the shapes together as a class.
• Explain that some toys are made of many shapes, just like the truck in the photo.
• While still displaying the text, read the first two sentences on page 7 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:

"Do you remember what the word texture means?"

• While still displaying the text, continue reading page 7 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Reread each word in bold print: smooth, rough, squishy, bumpy.
• Invite students to share toys either in their classroom or at home that have these textures.
• While still displaying the text, read page 8 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Invite a few students to share their answers to the questions on pages 7 and 9:

"What feels smooth and bumpy, with so many little pieces to use?"

"What is squishy and soft and can be rolled into a ball?"

• Guide students to consider that play dough feels squishy and soft, and Legos feel smooth and bumpy.
• While still displaying the text, read page 9 aloud slowly, fluently, with expression, and without interruption, pointing to each word as you read it.
• Give students specific feedback on using this text to learn new words that can help them describe toys. (Example: "You learned new words to describe shape and texture, such as rectangle, triangle, squishy, and soft.")
• 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 shape and texture."

• Remind students that in Lesson 2, they played with toys and then described their toy to a partner.
• Explain that today students will play with a toy and then describe two new attributes of their toy to a partner: shape and texture.
• Challenge students, while they are playing, to look at the shapes and feel the textures 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 in small groups, circulate and engage with students to help them notice the shapes and textures of the toys they are playing with. Consider prompting students by saying:

"What shapes do you see?"

"What textures do you feel?"

• 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 describing sentence frame.
• Explain that now students will need their play expert tools to look closely at the shapes and textures of toys.
• Holding up a sample toy, model looking closely at its shape and texture using a magnifying glass.
• Name and describe the toy using the describing sentence frame. (Example: "This is a ball of play dough. It is round. It feels squishy and soft.")
• 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 student as partner B.
• Ask students to consider the following as they use their magnifying glasses to examine their toy:

"What shape is your toy?"

"What texture 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. Select two students with strong oral language skills to model describing their toy 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.