- I can use details from the text to describe the ways we can play with toys. (RI.K.1, RI.K.4)
- I can participate in conversations with my classmates about the toys we prefer. (SL.K.1, SL.K.1a, SL.K.1b, L.K.1, L.K.1f, 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.
- 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.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.
- L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Daily Learning Targets
Ongoing Assessment
- Use the Speaking and Listening Checklist in the Assessment Overview and Resources for this unit to track students' progress toward speaking and listening standards listed for this lesson.
- During Work Time C, listen as pairs state their toy preferences and reasoning behind those preferences. Note evidence of progress toward L.K.1f, focusing on those students who have yet to demonstrate mastery of this standard.
- During Work Time C, listen for students using descriptive language and vocabulary gained from the focused read-aloud sessions and structured discussion (L.K.6). Note those who struggle with this skill and adjust support and instruction during the assessment portion of Lesson 9.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: "Toys in Our Class" Song (5 minutes) 2. Work Time A. Focused Read-aloud: Toys Galore, Pages 24-30 (15 minutes) B. Modeling: Discussing Toy Preferences (10 minutes) C. Structured Play and Discussion: Discussing Toy Preferences (20 minutes) 3. Closing and Assessment A. Sharing Toy Preferences (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:
- Toys and Play Word Wall cards for the words hug, snuggle, and cuddle. 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, and play dough. Place one basket on each table for Work Time C.
- Sentence strip chunks for use during the focused read-aloud (see supporting materials).
- Post: Learning targets, "Toys in Our Class" song, Color Words anchor chart, Size Words anchor chart, Shape Words anchor chart, Texture Words anchor chart, Classroom Toys chart, and Conversation Partners chart.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Opening A: If you recorded students singing the "Toys in our Class" song in Lesson 5, play this recording for them to join in with.
- Work Time C: Record students as they discuss in groups 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.I.A.1, K.I.A.3, K.I.B.5, K.I.C.9, and K.II.B.3
Important points in the lesson itself
- The basic design of this lesson supports ELLs through the predictable structure of the lesson, the chance to explore, and the opportunity to learn through singing.
- ELLs may find it challenging to synthesize what they have learned throughout the unit. Provide them with prompting and reminders of their work up to this point. Display their drawings and ask students to recall what they had drawn and written.
Levels of support
For lighter support:
- If intermediate students have been strategically partnered throughout the unit, encourage them to choose a different partner today. This will provide an opportunity to gently remove a scaffold to assess their speaking and listening progress.
For heavier support:
- During Work Time C, allow a strategic partnership to share and discuss the same toy. The student with intermediate or advanced proficiency can model stating their preference and providing a reason. Beginning proficiency students can then describe the same toy with the support of their partners.
Universal Design for Learning
- Multiple Means of Representation (MMR): Highlight relationships between words by pointing out that hug, snuggle, and cuddle are all different words that mean similar things. Example: "Sometimes we have different words that have the same meaning. It makes it more fun to read and to listen when we're not using the same word all the time."
- Multiple Means of Action & Expression (MMAE): As you review all the words on the Toys and Play Word Wall, enhance students' capacity for monitoring progress by inviting them to reflect on their learning about toys to date. Example: "We have collected so many ways to describe how we play with toys! Remember when we only had a few words on our Toys and Play Word Wall? Turn to a shoulder buddy and tell him or her how you feel about all the learning we have accomplished so far in kindergarten."
- Multiple Means of Engagement (MME): As student volunteers share in front of the entire class, foster collaboration and community by prompting students to show a shared signal of encouragement. Example: "Christopher just took a risk by teaching the whole class how to play with the puppet. Let's give Christopher an alligator clap for sharing his great example with us."
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- hug, snuggle, cuddle (T)
Review:
- text, describe, details, prefer (L)
Materials
- "Toys in Our Class" song (from Lesson 5; one to display)
- Toys and Play Word Wall (from Unit 1, Lesson 1; one to display)
- Document camera (optional)
- Toys Galore (one to display; for teacher read-aloud)
- "Learning Target" poem (from Unit 1, Lesson 1)
- Word Wall cards (teacher-created; three; see Teaching Notes)
- Toys basket (one per table; see Teaching Notes)
- Color Words anchor chart (begun in Lesson 2)
- Size Words anchor chart (begun in Lesson 2)
- Shape Words anchor chart (begun in Lesson 3)
- Texture Words anchor chart (begun in Lesson 3)
- Conversation Partners chart (from Unit 1, Lesson 1)
- Classroom Toys chart (from Lesson 1)
- Language Dive Guide (for ELLs; for teacher reference)
- Sentence strip chunks (for ELLs)
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: "Toys in Our Class" Song (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud: Toys Galore, Pages 24-30 (15 minutes)
"I can use details from the text to describe the ways we can play with toys."
"What type of toy is the author writing about here? What are the ways you can play with this type of toy?" (stuffed animal toys that can be hugged, snuggled, and cuddled)
"What is the translation of hug in our home languages?" (Yongbao in Chinese) Call on student volunteers to share. Ask other students to choose one translation to silently repeat. Invite students to say their chosen translation out loud when you give the signal. Chorally repeat the word in English. Invite self- and peer correction of the pronunciation of the translations and the English.
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B. Modeling: Discussing Toy Preferences (10 minutes)
"I can participate in conversations with my classmates about the toys we prefer."
1. Pick up several toys and model playing with them. 2. Select a ball and say: "I prefer the ball over any of the toys in the basket." 3. Model describing why you prefer the toy using the sentence frame "I prefer ______ because ______." 4. Think aloud about how you like to play with the toy. Say: "I like to bounce this ball. I know this ball will bounce high in the air."
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C. Structured Play and Discussion: Discussing Toy Preferences (20 minutes)
"Explore the toys in your basket. Remember to think about the different ways you can play with these toys. Use this exploration time to figure out which toy you prefer to play with."
1. Tell your partner which toy you picked: "I picked ________." 2. Explain to your partner why you prefer the toy: "I prefer ________ because ________." 3. Explain to your partner how you play with the toy.
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Sharing Toy Preferences (10 minutes)
"I prefer the ball because I like things that bounce. I like to play with the ball by bouncing it really high."
"Can you say more about that?" (Responses will vary.)
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There are no new supporting materials for this lesson. |
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