- I can describe a toy. (SL.K.1, SL.K.1a, SL.K.1b, SL.K.4, L.K.1, L.K.1f)
These are the CCS Standards addressed in this lesson:
- 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.
- SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.K.1f: Produce and expand complete sentences in shared language activities.
Daily Learning Targets
Ongoing Assessment
- In the Opening, observe students' ability to follow the steps of the Back-to-Back and Face-to-Face protocol. Use this information to inform review of the steps as needed.
- During Work Time A, listen for students to correctly suggest names of classroom toys.
- During Work Time B and the Closing, use the Speaking and Listening Checklist to track students' progress toward the standards listed. Listen for students to use physical attributes (color, shape, size, or texture) when describing their toy to a partner or the whole group.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Back-to-Back and Face-to-Face: Letter from the Principal (10 minutes) 2. Work Time A. Working with Vocabulary: Toys and Play Word Wall (10 minutes) B. Developing Language: Exploring and Describing Toys (30 minutes) 3. Closing and Assessment A. Reflecting on Learning (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
- Review the Back-to-Back and Face-to-Face protocol (see Classroom Protocols)
- Prepare:
- Back-to-Back and Face-to-Face anchor chart on large chart paper. This protocol will be new to students. Consider having them practice the protocol ahead of time with some fun questions so that all students are prepared for this lesson.
- Prepare Toys and Play Word Wall cards by choosing six to eight toys that are available in your classroom. Write or type the words in large print on a card and create or find a visual to accompany each word. Examples might include blocks, cars, dolls, puppets, Legos, pattern blocks, play dough, and puzzles.
- Classroom toys will be needed throughout this unit for both play and exploration. Considering choosing toys similar to those in Unit 1. The toys can be grouped by their kind (e.g., all puzzles together) for ease of organization and cleanup. Math manipulatives such as pattern blocks would also be appropriate to use for this series of lessons. A sample set of toys might include:
- 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
- Crayons and paper
- Consider whether students are relying too heavily on background knowledge over classroom information about toys. Some students may have more experience with the toys featured in this unit than others, either at home or in previous classroom settings. Students need to be clear about the distinction between their background knowledge and textual information and where the two may overlap or diverge. To this end, consider making background knowledge activities short or a period of silent reflection or both. Then, revisit the background knowledge activities once students have gained text-based knowledge and discuss background in light of the topic or text.
- Assemble a sample of eight to 10 classroom toys to introduce the concept of describing attributes at the beginning of Work Time B. This sample should showcase toys of different colors, shapes, sizes, and textures. Consider placing the sample of classroom toys in a bin near the whole group area for easy access during the lesson.
- Classroom areas for students to explore and describe toys; set out toys in those areas.
- Strategically pair students for partner work in Work Time B.
- Post: Learning target, "Learning Target" poem, unit guiding questions, Letter from the Principal, Toys and Play Word Wall, describing sentence frame.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Opening A: The Letter from the Principal could be an email.
- Work Time B: Record students as they play 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.
- Closing and Assessment A: Play recording of students from Work Time B to analyze with the group.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.1.A.1 and K.1.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to interact with tangible objects and to participate in structured discussion. If students struggle, redirect their focus to visual and kinesthetic elements of the lesson. Example: "It looks like you want to describe the color of the truck. Let's look at the truck again. What color is this? Green? Red? Now let's use the sentence frame on the board."
- While it is important to encourage students to try their best, this lesson serves as a primer and pre-assessment for describing toys. If students struggle, reassure them that there is plenty of time to learn in the days ahead.
Levels of support
For lighter support:
- During Work Time B, invite an advanced or intermediate proficiency student to model describing a toy for the class.
For heavier support:
- Some students may need instruction for using sentence frames. Spend extra time modeling using the provided frames to describe toys. Check for comprehension by inviting students to use the frames during whole group time, before partner work.
- Students may need repeated modeling and practice with the Back-to-Back and Face-to-Face protocol before it becomes routine.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students are introduced to the Back-to-Back and Face-to-Face protocol. As you teach this protocol, you can guide students' information processing by inviting volunteers to help model what this protocol looks like/sounds like.
- Multiple Means of Action & Expression (MMAE): During Work Time A, students are introduced to several new Word Wall cards that include names and pictures of classroom toys. As you introduce each new word card, provide options for expression by inviting students to mime playing with each toy, or create a hand gesture associated with each toy.
- Multiple Means of Engagement (MME): During Work Time B, students are encouraged to choose a toy to study in detail. Proactively prompting students to discuss what to do if another student picks their preferred toy will help them manage emotions and support a positive classroom climate.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- riddle, describe (L)
Materials
- Document camera
- Letter from the Principal (one to display)
- Unit guiding questions (one to display)
- Back-to-Back and Face-to-Face anchor chart (new; teacher-created)
- Toys and Play Word Wall (from Unit 1, Lesson 1; one to display)
- Toys and Play Word Wall cards (teacher-created; six to eight)
- Commitments for Playing Together (from Unit 1, Lesson 6; one to display)
- "Learning Target" poem (from Unit 1, Lesson 1; one to display)
- Classroom toys (class set of variety of toys; enough for groups of three to four students to play with together; see Teaching Notes)
- Speaking and Listening Checklist (see Assessment Overview and Resources for Module 1)
- Describing sentence frame (one to display)
- Sample toy (one for teacher modeling)
- Magnifying glass (one for teacher modeling)
- Magnifying glasses (one per pair of students)
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. Back-to-Back and Face-to-Face: Letter from the Principal (10 minutes)
"What makes toys fun?" "Which classroom toy do I prefer?"
"What toy is invisible, can be played with any time, and makes every other toy MORE fun?"
"If something is invisible, what does that mean?" (You can't see it.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Working with Vocabulary: Toys and Play Word Wall (10 minutes)
"Can you guess a classroom toy that might be listed on a Word Wall card?" (Responses may vary but should include classroom toys only.)
"Listen closely to your classmates' ideas. If someone shares the same toy that you were thinking of, stand up in your spot!"
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B. Developing Language: Exploring and Describing Toys (30 minutes)
"I can describe a toy."
"What does your toy look like?" "What does your toy feel like?" "What words can you use to describe your toy?"
"What color is your toy?" "What shape is your toy?" "What size is your toy?" "How does your toy feel?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (10 minutes)
"I can describe a toy."
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