A. Focused Read-aloud, Session 3: Weather, Pages 22-23 (10 minutes)

• Tell students they are going to use the Picture Tea Party protocol to view some mystery photos. Remind them that they used this protocol in Lesson 9 and review as necessary using the Picture Tea Party anchor chart. (Refer to the Classroom Protocols document for the full version of the protocol.)
• Distribute the Mystery Photos: Rainbows, and invite students to begin the protocol.
• Refocus the whole group. Invite students back to the whole group area, and collect the mystery photos.
• Using a total participation technique, invite responses from the group:

"Based on the images you saw in the mystery photos, what do you think we will learn about today?" (rainbows)

• Direct students' attention to the learning targets and read the first one aloud:
• "I can ask and answer questions about rainbows using the text Weather."
• Remind students that they have learned about the sun and clouds using this text, and today they will use the information in this text to ask and answer questions about rainbows.
• Invite students to take out their magic bows and take aim at the target while you recite the "Learning Target" poem aloud.
• Direct students' attention to the Rainbow Facts chart. Tell them that as they hear information about rainbows read aloud, they will record important facts about rainbows on this chart.
• Display pages 22-23 of Weather.
• Read the title on page 22 aloud, and then read the first sentence on page 22 slowly, fluently, with expression, and without interruption.
• Define storm (a weather event where there may be a lot of rain, snow, or wind).
• While still displaying the text, read the second sentence on page 22 aloud slowly, fluently, with expression, and without interruption.
• Using a total participation technique, invite responses from the group:

"What are rainbows made of?" (sunlight and water droplets)

• Review the definitions of droplet and sunlight.
• Explain that a storm has a lot of rain, so sometimes you can see a rainbow in the sky after a storm because there is sunlight shining through the rain.
• Emphasize that these are two important facts about rainbows and record them on the Rainbow Facts chart. (Rainbows are made of sunlight and water droplets; rainbows often happen after a storm.)
• While still displaying the text, read the first sentence of page 23 aloud slowly, fluently, with expression, and without interruption.
• Using a total participation technique, invite responses from the group:

"What do you think that sentence means?" (Rainbows make a stripe in the sky; rainbows have a lot of colors.)

• Remind students that they learned about stripes when they studied attributes of toys in Module 1. Refer to the Colors anchor chart if needed.
• Review the definition of stripes (lines of color that is different in color from the area around it).
• Invite students to pretend to "paint bright stripes of color" in the air around them.
• While still displaying the text, read the remainder of page 23 aloud slowly, fluently, with expression, and without interruption.
• Invite students to turn and talk to an elbow partner:

"Which color of the rainbow do you prefer?" (Responses will vary.)

• Using a total participation technique, invite responses from the group:

"What does the information on this page teach us about rainbows?" (Responses will vary, but may include: There are lots of colors in a rainbow; rainbows make a stripe in the sky.)

• Choose several important facts about rainbows that were shared to record on the Rainbow Facts chart. (Examples: There are lots of colors in a rainbow. Rainbows make a stripe in the sky.)
• Explain that one of the words learned in the read-aloud is so important it will go on the Weather Word Wall.
• Show students the Weather Word Wall card for rainbow and follow the same process established in Lesson 1: provide its definition (a curved arc of light of many colors across the sky; rainbows are caused by the sun shining through drops of water during or after a rain), clap out its syllables, use it in a sentence, and place the Word Wall card and picture on the Weather Word Wall.
• Explain that now students will see a real rainbow!
• Invite students to move safely and quietly to the edge of the whole group meeting area.
• In the middle, show students a clear cup filled with water, a small mirror, and a flashlight.
• Using a total participation technique, invite responses from the group:

"Do you see anything here that we need to make a rainbow?" (water, light)

• Explain that this rainbow will be made of water and light from a flashlight.
• Place the small mirror inside the glass, tilting it at an angle.
• Shine the flashlight into the cup toward the mirror. A rainbow will appear on the ceiling.

C. Independent Writing: Rainbow Fact Page (15 minutes)

• Direct students' attention to the posted learning targets and read the third one aloud:
• "I can use pictures and words to teach my reader a fact about rainbows."
• Prompt students to notice that they have learned many new facts about rainbows today. Refer to the Rainbow Facts chart and Weather text to reinforce as needed.
• Remind students that yesterday, they created fact pages to share facts about clouds with their reader. Today, students will create another fact page about rainbows.
• Display the Rainbow Fact page.
• Point to the picture box and tell students that a picture to show a fact about rainbows can be drawn here.
• Point to the words box/line and tell students that words to tell a fact about rainbows can be written here.
• Invite students to turn and talk to an elbow partner:

"What picture will you draw to show your rainbow fact?" (Responses will vary.)

• Refocus whole group and select a few students to share out.
• Invite students to turn and talk to an elbow partner:

"What words will you write to tell your rainbow fact?" (Responses will vary.)

• Refocus whole group and select a few students to share out.
• Invite students to show a thumbs-up or touch their head if they are ready to begin drawing and writing their fact about rainbows.
• Invite students showing the ready signal to move safely to their designated workspace and begin working with pencils on the Rainbow Fact page in their Meteorologist's notebook.
• Give students 10-15 minutes to write and draw. As they work, circulate and engage with them about their drawing and writing. Consider prompting students by saying and asking:

"Tell me what fact you are drawing/writing."

"What fact are you drawing/writing?"

• As needed, direct students to the Weather Word Wall and Rainbow Facts chart to support their work.
• Signal all students to stop working through the use of a designated sound, such as a chime or whistle. Model cleanup procedures, keeping directions clear and brief. Consider reminding students to show responsibility with their materials and space when cleaning up.
• Direct students to clean up their workspace and then walk safely to the whole group gathering area. Collect Meteorologist's notebooks for use during the Closing.