- I can use details from the text to describe the ways we can play with toys. (RI.K.1, RI.K.4)
- I can use pictures and words to describe a classroom toy. (W.K.2, L.K.5, L.K.5c, L.K.6)
These are the CCS Standards addressed in this lesson:
- RI.K.1: With prompting and support, ask and answer questions about key details in a text.
- RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
- W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- 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.
Daily Learning Targets
Ongoing Assessment
- During Work Time A, listen for students to identify words that describe toys and the actions that toys make. Document progress on the Speaking and Listening Checklist in the Assessment Overview and Resources.
- During Work Time C, circulate and observe students individually drawing and writing about a classroom toy. Collect student drawing and writing samples to assess progress toward W.K.2 and L.K.6. Use the Informational/Explanatory Writing Checklist in the Assessment Overview and Resources. Use the information collected to adjust instruction during Work Time C in Lesson 7.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Would You Prefer? (5 minutes) 2. Work Time A. Focused Read-aloud: Toys Galore, Pages 1-11 (15 minutes) B. Modeling: Examining and Drawing Toys (10 minutes) C. Independent Practice: Examining and Drawing Toys (20 minutes) 3. Closing and Assessment A. Think-Pair-Share: Sharing Drawings (10 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:
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In Advance
- Set up a document camera to display Toys Galore and other documents throughout the lesson (optional).
- Prepare:
- Would You Prefer? index cards: Write two choices on index cards, using one index card for each choice. Label one choice as "A" and one choice as "B." See supporting materials from Lesson 5 and include new choices in this lesson.
- Toys and Play Word Wall cards for the words stretch, stack, build, sculpt, squeeze, and squish. Write or type the words in large print on a card and create or find a visual to accompany each word.
- Baskets of various classroom toys, such as Legos (or similar), K'nex (or similar), dramatic play items (e.g., puppets, play food, dolls), pattern blocks, stuffed animals, wooden blocks, puzzles, play dough. Place one basket on each table for Work Time C.
- Distribute materials for Work Time C at student tables.
- Review the Turn and Talk and Think-Pair-Share protocols. See Classroom Protocols.
- Post: Learning targets, Shape Words anchor chart, Classroom Toys chart, Color Words anchor chart, Size Words anchor chart, and Texture Words anchor chart.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Closing and Assessment A: Record students as they discuss in pairs 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.1.A.1, K.1.B.5, and K.1.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs by devoting ample time to modeling and thinking aloud the tasks students are expected to complete.
- Some ELLs may find Toys Galore challenging, as it contains a lot of new vocabulary. The design of the lesson includes plenty of opportunities for comprehension through movement. It may benefit some students to return to these opportunities for movement as they interact with realia.
Levels of support
For lighter support:
- During Closing and Assessment A, before providing sentence frames or additional support, observe student interaction as they share with one another and allow students to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
For heavier support:
- During Work Time B, complete part of the model drawing as an interactive class experience. Call on students to help label the drawing using the anchor charts in the room for assistance. This will provide students with more hands-on practice before attempting the task independently.
Universal Design for Learning
- Multiple Means of Representation (MMR): Students may benefit from visual guidance in organizing the drawing/writing task. During Work Time B, explicitly highlight each step of the task, writing a simple checklist with illustrations on chart paper. Provide individual copies of this checklist for students as they go out to complete the writing and drawing task during Work Time C.
- Multiple Means of Action & Expression (MMAE): To help students express their ideas in the drawing and writing task, offer options for drawing utensils (examples: thick markers, colored pencils), writing tools (examples: fine-tipped markers, pencil grips, slant boards), and scaffolds (examples: picture cues, shared writing).
- Multiple Means of Engagement (MME): As you review the directions for the Would You Prefer? game, create an accepting classroom climate by prompting students to reflect on what it means to have differing perspectives.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- stretch, stack, build, sculpt, squeeze, squish (T)
Review:
- text, prefer, details, describe (L)
Materials
- Would You Prefer? index cards (from Lesson 5; class set)
- Document camera (optional)
- Toys Galore (one to display; for teacher read-aloud)
- "Learning Target" poem (from Unit 1, Lesson 1; one to display)
- Toys and Play Word Wall (from Unit 1, Lesson 1; one to display)
- Word Wall cards (teacher-created; six; see Teaching Notes)
- Toys baskets (one per table, see Teaching Notes)
- Drawing and Labeling Toys: Teacher Model (one to display)
- Shape Words anchor chart (begun in Lesson 3)
- Classroom Toys chart (from Lesson 1; one to display)
- Drawing and Labeling Toys: Student Response Sheet (one per student)
- Color Words anchor chart (begun in Lesson 2)
- Size Words anchor chart (begun in Lesson 2)
- Texture Words anchor chart (begun in Lesson 3)
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. Engaging the Learner: Would You Prefer? (5 minutes)
"What does the word prefer mean? What does it mean to prefer something?" (to like one thing more than something else)
"Why do you prefer______?" (Responses will vary.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud: Toys Galore, Pages 1-11 (15 minutes)
"We have read lots of texts about toys. Today we are going to read Toys Galore again, but this time we are going to find some special words and phrases to help us become even more knowledgeable play experts."
"I can use details from the text to describe the ways we can play with toys."
"What kinds of toys do you see the author writing about on these pages? What do the words and pictures tell us about how we can play with those toys?" (The author writes about balls, goo, and wind-up toys. The pictures show kids winding up toys, bouncing balls, and stretching goo.)
"So, do you mean _____?" (Responses will vary.)
"Here, the author writes about bouncing a ball and stretching goo. I can see the pictures show someone bouncing the ball on the ground and someone stretching goo out into long and thin pieces."
"What details do you see showing what you can do with the blocks? Where do you see those details?" (stacking, building)
"The word sculpt means to make something out of clay."
"What are some other words and phrases that author uses to show how we can play with clay? What do the details in the pictures show us about playing with clay?" (squeeze, mold, sculpt, squish)
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B. Modeling: Examining and Drawing Toys (10 minutes)
"I can use pictures and words to describe a classroom toy."
"What does the word describe mean? When the word describe is in our learning target, what is it asking us to do?" (to tell about something)
1. Select a block. 2. Closely examine the block by turning it over several times in your hand. 3. Say: "I notice this block has several sides that are squares. I'm going to draw squares on my paper." 4. Draw a square on the posted Drawing and Labeling Toys: Teacher Model. 5. Model using the Shape Words anchor chart to locate the word square and label the squares on the drawing. 6. Model labeling the toy using the Classroom Toys chart. Say: "I want to label my drawing so when people look at it they know it's a block. I'm going to use the Classroom Toys chart to help me spell the word block."
"What did you notice me do as I drew the block?" (closely examining the block; using the anchor charts for spelling help; adding a lot of details)
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C. Independent Practice: Examining and Drawing Toys (20 minutes)
1. Select a toy. 2. Closely examine the toy. 3. Draw the toy, paying close attention to what you observed when you closely examined it. 4. Use the Shape Words anchor chart, Color Words anchor chart, Size Words anchor chart, and Toys and Play Word Wall to help with your drawings and labels.
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Think-Pair-Share: Sharing Drawings (10 minutes)
"I drew a block and included the square shapes I see on the block. I labeled my drawing with the word block."
"Can you say more about that?" (Responses will vary.)
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