- I can ask and answer questions about planning for the weather using the text Weather. (RI.K.1, RI.K.2, L.K.5)
- I can talk about planning for different kinds of weather with my classmates. (SL.K.1, L.K.5)
- I can use pictures and words to teach my reader a fact about planning for the weather. (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' ability to participate in the Interactive Word Wall protocol in a small group setting. As needed, re-model the steps of the protocol for small groups. (SL.K.1a, L.K.5)
- During Work Time A, listen for students to ask and answer questions about planning for the weather 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 planning for the weather using information from the text read aloud in Work Time A or the Planning for the Weather Facts chart. (L.K.6) Continue to encourage students to use detail when answering the Science Talk question, using the Speaking and Listening Checklist to monitor students' progress toward SL.K.1, specifically SL.K.1a.
- During Work Time C, circulate and observe students as they draw and write a planning for the weather fact. Continue to observe students' improving abilities to communicate a fact clearly using pictures and words. (W.K.2, L.K.6)
- During the Closing, listen for students to share an observation about a classmate showing responsibility using the Back-to-Back and Face-to-Face protocol. (SL.K.1, SL.K.1a, SL.K.6)
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 4: Weather, Pages 28-29 (10 minutes) B. Science Talk: How Do We Plan for the Weather? (15 minutes) C. Independent Writing: Planning for the Weather 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
- Strategically place students into groups of four or five for work during the Opening.
- Prepare:
- Interactive Word Wall card sets and arrow card sets for groups of four to five students (see Lessons 9-10 supporting materials).
- Mystery photos for use during Work Time A (see supporting materials).
- 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.)
- Post: Learning targets, Science Talk Groups chart, 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.
- If students were recorded during the Interactive Word Wall, Picture Tea Party, Science Talk, or Back-to-Back and Face-to-Face protocols in previous lessons, consider playing these recordings to remind students of the process.
- Create a slideshow of the Mystery Photos: Planning for the Weather images.
- Create the Planning for the Weather 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 Planning for the Weather 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 comprehend and use conditional language and modals necessary for talking about planning, such as would, could, and should. Make these concepts as clear as possible by pointing to visuals of weather conditions along with corresponding plans whenever possible. Provide additional practice using language that expresses conditions and cause and effect. See Meeting Students' Needs column for details.
Levels of support:
For lighter support:
- During Work Time B, encourage students to use Conversation Cues with classmates to extend and deepen conversations, think with others, and enhance language development.
- 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.
- In preparation for the assessment, observe student progress during Work Time C before providing additional support. If students grapple with the task, remind them of any environmental resources that would support their work.
For heavier support:
- During Work Time C, distribute a partially filled-in copy of the Planning for the Weather Facts page from the Meteorologist's notebook. This will provide students with 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 focused read-aloud, students learn about planning for different types of weather. Emphasize critical features of appropriate clothing in relation to weather with examples and non-examples.
- Multiple Means of Action & Expression (MMAE): When reading about and discussing what to wear for different kinds of weather, provide options for physical action by inviting students to pretend they are putting on sunglasses, putting on rain boots, and/or getting ready for snowy weather.
- Multiple Means of Engagement (MME): Before students move into Science Talk groups, create an accepting classroom environment by reminding the class 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)
Review:
- weather, temperature, rain, wind, sun, snow, droplet, light, heat, cloud (L)
- plan (T)
Materials
- Interactive Word Wall Protocol anchor chart (begun in Lesson 9)
- Interactive Word Wall cards (from Lessons 9-10; one set per group)
- Arrow cards (from Lesson 9; one set per group)
- Mystery Photos: Planning for the Weather (one per student)
- Picture Tea Party Protocol anchor chart (begun in Lesson 1)
- "Learning Target" poem (from Module 1; one to display)
- Planning for the Weather Facts chart (new; co-created with students during Work Time A; see supporting materials)
- Weather (National Geographic Readers) (one to display; for teacher read-aloud)
- Science Talk Protocol anchor chart (begun in Lesson 8)
- Weather talking sticks (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 for Module 2)
- Meteorologist's notebook (one per student)
- Planning for the Weather (page 6 of the 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)
"What step in this protocol did you do well?" (Responses will vary, but may include: I sat in the circle, I waited my turn, I connected two cards, I explained my connection.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud, Session 4: Weather, Pages 28-29 (10 minutes)
"Based on the images you saw in the mystery photos, what do you think we will learn about today?" (Responses will vary, but may include: weather items, weather clothing.)
"What do you see?" (a boy holding an umbrella, with a rain jacket and rain boots) "Why do you think he is holding his umbrella and wearing his rain gear?" (He is holding his umbrella and wearing his rain gear because it is raining.)
"When would it be a good idea to wear sunglasses?" (when it is sunny outside) "When would it be a good idea to wear rain boots?" (when it is raining or snowing) "What might you wear when it is snowing?" (snow boots, winter coat, gloves, scarf, mittens)
"How can you check the weather?" (television report, weather app on phone, look outside or go outside)
"What kind of weather would be a good day to swim?" (a hot, sunny day) "What kind of weather would be a good day for throwing snowballs?" (snowy weather, a snowstorm)
"What else does checking the weather help us to plan?" (Checking the weather helps you plan what to do.)
"What other facts could we record on our chart about planning for different types of weather?" (Responses will vary, but may include: ideas about specific things to wear and do in different kinds of weather.)
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B. Science Talk: How Do We Plan for the Weather? (15 minutes)
"I can talk about planning for different kinds of weather with my classmates."
"How do we plan for different kinds of weather?"
"How do we plan for different kinds of weather?"
"What is one thing you noticed a classmate in your Science Talk group doing well?" (Responses will vary, but may include: waited for his/her turn, listened when others were speaking, or talked about the question.)
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C. Independent Writing: Planning for the Weather Fact Page (15 minutes)
"What picture will you draw to show your fact about planning for the weather?" (Responses will vary.)
"What words will you write to tell your fact about planning for the weather?" (Responses will vary.)
"Tell me what fact you are drawing/writing." "What fact 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)
"Which picture(s) show what we would be most comfortable wearing today?" (Responses will vary.)
"What would today be a good day to do?" (Responses will vary but should be appropriate activities for the day's weather.)
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B. Back-to-Back and Face-to-Face: Reflecting on Responsibility (5 minutes)
"How did you notice a classmate showing responsibility today?"
"Who can tell us what your classmate said in your own words?" (Responses will vary.)
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