- I can ask and answer questions about clouds using the text Weather. (RI.K.1, RI.K.2, L.K.5)
- I can talk about clouds with my classmates. (SL.K.1, L.K.5, L.K.6)
- I can use pictures and words to teach my reader a fact about clouds. (W.K.2, 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.2: With prompting and support, identify the main topic and retell key details of 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.
- 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.
- L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings.
- 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 the Opening, monitor students' general understanding of how to make connections between words. As needed, re-teach and re-model this concept. (L.K.5, L.K.6)
- During Work Time A, listen for students to ask and answer questions about clouds using the text Weather (National Geographic Readers). (RI.K.1, RI.K.2)
- During Work Time B, circulate and listen for students to answer the question about clouds using information from the text read or the Cloud Facts chart in Work Time A (L.K.6). Circulate and observe students' abilities to participate appropriately in the Science Talk. Use the Speaking and Listening Checklist to monitor students' progress toward SL.K.1a and SL.K.1b (see Assessment Resources and Overview).
- During Work Time C, circulate and observe students as they draw and write a cloud fact. Notice whether they are able to apply the information read aloud during Work Time A to communicate a cloud fact clearly using pictures and words. (W.K.2, L.K.6)
- During the Closing, listen for students to share an idea about how they showed responsibility during the Back-to-Back and Face-to-Face protocol. (SL.K.1, SL.K.1a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Interactive Word Wall: Building Vocabulary (10 minutes) 2. Work Time A. Focused Read-aloud, Session 2: Weather Pages 12-15 (10 minutes) B. Science Talk: How Do Clouds Make the Weather? (15 minutes) C. Independent Writing: Cloud Fact Page (15 minutes) 3. Closing and Assessment A. Interactive Writing: Class Weather Journal (5 minutes) B. Back-to-Back and Face-to-Face: Reflecting on Responsibility (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:
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In Advance
- Prepare:
- Interactive Word Wall cards and arrow cards (see supporting materials).
- Mystery photos for use during Work Time A (see supporting materials).
- Weather Word Wall card for droplet. Write or type the word on a card and create or find a visual to accompany it.
- Distribute materials for Work Time C at student workspaces. This ensures a smooth transition into Work Time C.
- Review the Picture Tea Party and Interactive Word Wall protocols. (Refer to the Classroom Protocols document for the full version of the protocol.) Additionally, watch the "Interactive Word Wall protocol" video to prepare for when students participate in this protocol in Work Time A.
- Post: Learning targets, class weather journal template, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Video-record students participating in the Interactive Word Wall protocol to watch with students to evaluate strengths and areas for improvement, or to review in later lessons as a reminder of what happened. Post it on a teacher web page or on a portfolio app like Seesaw for students to watch at home with their families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- If students were recorded during the Picture Tea Party, Science Talk, or Back-to-Back and Face-to-Face protocols in previous lessons, consider playing the recordings to remind students of the process.
- Create a slideshow of the Mystery Photos: Clouds images.
- Create the Cloud Facts chart in an online format, such as a Google Doc, for display and for families to access at home to reinforce these skills.
- Students complete the Cloud Fact page using word-processing software, such as Google Docs.
- Students use speech-to-text facilities activated on devices or use an app or software like Dictation.io.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.I.A.1, K.I.B.5, K.I.B.6, K.I.C.10, and K.I.C.12
Important points in the lesson itself:
- The basic design of this lesson supports ELLs by providing opportunities to use all language modalities to comprehend and apply their learning. This will reinforce content knowledge and English language development.
- ELLs may find it challenging to write independently after relying on the support of teachers and peers during shared and interactive writing experiences in previous lessons. Consider providing additional modeling and practice before transitioning to independent work.
Levels of support:
For lighter support:
- During the Mini Language Dive in Work Time A, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."
- Invite students to use a similar structure to the sentence discussed in the Mini Language Dive as they write about and discuss facts about clouds. (Examples: "Gray clouds mean _____. Fluffy clouds mean _____.")
- During Closing and Assessment A, consider providing students with personal white boards or their own copies of the class weather journal so they can complete their own writing along with the class. This will allow all students to practice, to remain engaged throughout the activity, and to provide real-time assessment data.
For heavier support:
- During Work Time C, distribute a partially filled-in copy of the Cloud Facts page from the Meteorologist's notebook. This will give students models for the kind of information they should enter while reducing the volume of work required.
Universal Design for Learning
- Multiple Means of Representation (MMR): During the Closing, students share how they showed responsibility throughout the lesson. Create a supportive classroom community by inviting students to share examples of how their peers showed responsibility. Provide alternatives for auditory information by scribing students' responses on chart paper or a white board.
- Multiple Means of Action & Expression (MMAE): In the Opening, students are introduced to the Interactive Word Wall protocol. When modeling how to connect the Interactive Word Wall cards, provide options for physical action and reinforce the meaning of connect by inviting students to hook their index fingers together and make a "click" sound.
- Multiple Means of Engagement (MME): In this lesson, students participate in a Science Talk in small groups. Create an accepting classroom environment by recognizing that sometimes two students might have the same idea to share.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- interact, connect (L)
- droplet, cumulus, stratus, cirrus (T)
Review:
- weather, temperature, rain, wind, sun, snow, light, heat (L)
Materials
- Interactive Word Wall Protocol anchor chart (new; teacher-created; see supporting materials)
- Interactive Word Wall cards (class set)
- Arrow cards (class set)
- Mystery Photos: Clouds (one per student)
- Picture Tea Party Protocol anchor chart (begun in Lesson 1)
- "Learning Target" poem (from Module 1; one to display)
- Weather (National Geographic Readers) (one to display; for teacher read-aloud)
- Cloud Facts chart (new; co-created with students during Work Time A; see supporting materials)
- Sun Facts chart (from Lesson 8; one to display)
- Weather Word Wall card (new; teacher-created; one)
- Weather Word Wall (begun in Lesson 1; added to in Work Time A; see Teaching Notes)
- Science Talk Protocol anchor chart (begun in Lesson 8)
- Weather talking stick (from Lesson 8; one per Science Talk group)
- Science Talk Groups chart (from Lesson 8; one to display)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Conversation Partners chart (from Module 1; one to display)
- Meteorologist's notebook (from Lesson 2; one per student)
- Cloud Fact (page 4 of Meteorologist's notebook; one per student and one to display)
- Pencils (one per student)
- Class weather journal template (blank; from Lesson 1; one to display)
- Responsibility anchor chart (begun in Lesson 2)
- Back-to-Back and Face-to-Face anchor chart (begun in Module 1)
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. Interactive Word Wall: Building Vocabulary (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud, Session 2: Weather, Pages 12-15 (10 minutes)
"Based on the images you saw in the mystery photos, what do you think we will learn about today?" (clouds)
* "What is new about today's learning target?" (learning about clouds)
"What are clouds made of?" (droplets of water; water; small bits of liquid called droplets) "How do droplets move in the sky?" (They group together. They make a cloud.)
"What does that sentence tell us?" (White, fluffy clouds mean the weather will be good.)
"What does that sentence tell us?" (Flat, gray clouds mean the weather will be rainy.)
"What does this information teach us about clouds?" (Responses will vary, but may include: There are different kinds of clouds; clouds tell us if it is going to rain or what the weather will be like; clouds have different names and shapes.)
"Who can tell us what your classmate said in your own words?" (Responses will vary.)
"How could you move together to show a fluffy cloud? How could you move together to show a flat cloud? How could you move together to show a thin, wispy cloud?"
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B. Science Talk: How Do Clouds Make the Weather? (15 minutes)
"I can talk about clouds with my classmates."
"How do clouds make the weather?" (Clouds can make the weather sunny, rainy, or stormy; gray clouds show us rain is coming; white clouds show us the weather will stay sunny; droplets come together and make clouds.)
"How do clouds make the weather?" (Clouds can make the weather sunny, rainy, or stormy; gray clouds show us rain is coming; white clouds show us the weather will stay sunny; droplets come together and make clouds.)
"So, do you mean _____?" (Responses will vary.)
"What is one thing you did well during your Science Talk?" (waited my turn, listened when others were speaking, talked about the question)
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C. Independent Writing: Cloud Fact Page (15 minutes)
"What fact did you learn about clouds today?" (Responses will vary, but may include: Droplets make clouds; there are different kinds of clouds; clouds tell us what the weather will be like.)
"What picture will you draw to show your cloud fact?" (Responses will vary.)
"What words will you write to tell your cloud fact?" (Responses will vary.)
"Tell me what you are drawing/writing." "What are you drawing/writing?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Interactive Writing: Class Weather Journal (5 minutes)
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B. Back-to-Back and Face-to-Face: Reflecting on Responsibility (5 minutes)
"How did you show responsibility in your work today?" "How did you show responsibility in your actions today?" "How did you show responsibility with your materials and space today?"
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