- I can write about the classroom toy I prefer. (W.K.1, L.K.6)
- I can participate in conversations with my classmates about the classroom toy I prefer. (SL.K.1, SL.K.1a, SL.K.b)
These are the CCS Standards addressed in this lesson:
- W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
- 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.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Daily Learning Targets
Ongoing Assessment
- Use the Opinion Writing and Speaking and Listening Checklists in the Assessment Overview and Resources for this unit to track students' progress toward the standards listed for this lesson.
- During Work Time A, watch and listen for evidence of students' following the Conversation Norms during the Back-to-Back and Face-to-Face protocol.
- Collect students' completed Unit 2 Assessment, Part I recording forms at the end of the lesson and assess their writing samples for progress toward W.K.1. and L.K.6. Use this information to inform instruction on writing in upcoming lessons.
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Engaging the Learner: "Toys in Our Class" Song (10 minutes) 2. Work Time A. Unit 2 Assessment, Part I: Selecting, Writing, and Talking about the Classroom Toy I Prefer (25 minutes) B. Shared Writing: Letter Back to the Principal (15 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:
|
In Advance
- Prepare:
- Unit 2 Assessment. For Part I, modify the recording form to match classroom toys specific to your context. Copy Part I and Part II of the assessment back to back on one sheet of paper. Part I is used in this lesson, and Part II is used in Lesson 10.
- Toy Preferences Data chart (see supporting materials).
- Chart paper for the Letter Back to the Principal (see supporting materials).
- Distribute materials for Work Time A at student tables.
- Review the Back-to-Back and Face-to-Face protocol. See Classroom Protocols.
- Post: Learning targets, "Toys in Our Class" song, Conversation Norms anchor chart, and Back-to-Back and Face-to-Face anchor chart.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Opening A: Video record the whole group singing the "Toys in our Class" song with actions and post it on a teacher webpage or on a portfolio app like Seesaw for students to watch and practice at home with families. Most devices (cell phones, tablets, laptop computers) come equipped with free video apps or software.
- Work Time B: If the Letter from the Principal was an email, students reply with an email.
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 by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1!-8. Students will use a recording form to identify a toy that they prefer.
- The previous three lessons involved scaffolding and collaborative work, but students work primarily independently during this assessment. This may be a leap for some students. In preparation for the activity, have students begin to think about their toy preferences before singing the "Toys in Our Class" song. (Example: "While we sing the song, think about the kinds of toys that you prefer.")
- Make sure that all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. See additional support in the lesson.
- Take note of what seemed to be most challenging about independently completing the assessment. Determine ways to further scaffold and support students in preparation for future assessments based on their challenges.
Universal Design for Learning
- Multiple Means of Representation (MMR): As you model directions for the Unit 2 Assessment, Part I recording form, provide options for organizational methods by demonstrating how to keep track of the word you want to write. Example: "I circled the picture of play dough, and now I want to write that word. Look! The word I want is right underneath the picture I circled. I am going to underline the word so I can remember which one it is. Now, as I write each letter of play dough, I will cross out the letter I use so I can focus on the next one."
- Multiple Means of Action & Expression (MMAE): To help students express their ideas in the Unit 2 Assessment, offer options for drawing utensils (examples: thick markers, colored pencils) and writing tools (Examples: fine-tipped markers, pencil grips, slant boards).
- Multiple Means of Engagement (MME): As you ask students to think about and draw a "glow" and a "grow," emphasize effort and improvement rather than relative performance. Example: "Everyone in kindergarten is great at some things and working on getting better at other things, including me! One thing I'm growing at is listening to others, especially when a lot of students need my attention. I sometimes forget to listen, but seeing the Conversation Norms chart helps me remember."
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- data, reflect (L)
Review:
- prefer (L)
Materials
- "Toys in Our Class" song (from Lesson 5; one to display)
- Unit 2 Assessment, Part I recording form (one per student)
- Conversation Norms anchor chart (begun in Unit 1)
- Back-to-Back and Face-to-Face anchor chart (begun in Lesson 1)
- Toy Preferences Data chart (new; co-created with students during Work Time A)
- Letter Back to the Principal (new; co-created with students during Work Time B)
- Whiteboard and whiteboard markers (recommended; one each per student)
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 |
---|---|
A. Engaging the Learner: "Toys in Our Class" Song (10 minutes)
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Unit 2 Assessment, Part I: Selecting, Writing, and Talking about the Classroom Toy I Prefer (25 minutes)
"I prefer summer to winter." "If I have to choose between chocolate or vanilla ice cream, I prefer chocolate."
"Hmmm ... I have to think about that question for a moment. I like all of these classroom toys, but the one toy I am always most excited to play with is the play dough. I prefer play dough."
"After you think about which classroom toy you prefer, you will then use a pencil to circle that toy."
"I can write about the classroom toy I prefer."
"This is where you get to try to write the name of the toy you prefer. That will be fun and maybe even a bit challenging!"
"I can just look right here at the top of the paper to help me write. The word is spelled for me!"
"I can participate in conversations with my classmates about the classroom toy I prefer."
"What classroom toy do you prefer?"
"What can we learn about the toys our class prefers based on this chart?" (We prefer ____ more than ______. The most students prefer_____.)
"Can you give an example?" (Responses will vary.)
|
|
B. Shared Writing: Letter Back to the Principal (15 minutes)
"Now that we have a better understanding of toys and toy preference, we can write a letter to the principal."
1. Present the first part of the letter to students and read it aloud:
2. Ask students to think about all the ways they have become toy experts. Say: "One of the things we did was read about toys." Ask: "What else did you do to become toy experts?" 3. Ask students to put a thumb up when they have an idea. Call on a couple of students to share their ideas. 4. As students share, capture their ideas on the Letter Back to the Principal. 5. Repeat steps 1-4 for the remaining components of the letter.
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Reflecting on Learning (10 minutes)
|
|
Copyright © 2013-2024 by EL Education, New York, NY.