- I can identify the major events in the text Umbrella. (RL.K.3, SL.K.2)
- I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, L.K.6, SL.K.5)
- I can share a report of the weather with others. (SL.K.4, L.K.6, SL.K.1a)
These are the CCS Standards addressed in this lesson:
- RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
- 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.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
- SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
- 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 Work Times A and B, listen in as students Think-Pair-Share in response to questions about Umbrella. Track students' progress on the Reading Literature Checklist for this module. (RL.K.1, RL.K.3)
- During Closing A, circulate and observe students as they complete page 9 of the weather journal independently. Watch for them to observe and accurately name and describe the day's weather conditions, as well as generate a quality illustration while completing Step 4. (W.K.2, SL.K.4)
- During Closing B, circulate and observe students as they share their weather journal. Watch for them to use a strong, clear voice, look at their partner, and point to the weather icons when sharing. As needed, refer students to the Ways We Share Our Work and Things Meteorologists Do anchor charts to provide support and redirection. (SL.K.1a, SL.K.4, SL.K.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Developing Language: "Clouds" Poem (5 minutes) 2. Work Time A. Reading Aloud: Umbrella, Pages 12-32 (15 minutes) B. Role-Playing: Umbrella (10 minutes) C. Shared Writing: Umbrella Story Elements (10 minutes) 3. Closing and Assessment A. Independent Writing: Weather Journals (15 minutes) B. Small Group Share: Weather Journals (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
- Since many kindergarteners do not yet decode words independently, visuals are a helpful addition to anchor charts. Consider disassembling and cutting images from an extra copy of Umbrella to use on the Umbrella anchor chart. See recommended images on the Umbrella anchor chart in the supporting materials.
- Distribute materials for Closing A at student workspaces to ensure a smooth transition.
- Post: Learning targets, Weather Journal: Page 9 Model, Weather Journal: Page 9 Non-Model, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- If you recorded students reading the "Clouds" poem or saying the rainbow cheer in Lesson 13, play these recordings for them to join in with.
- If students were recorded participating in the Think-Pair-Share protocol in Unit 1 or role-playing in previous lessons, consider playing these recordings to remind students of the process.
- Students complete their weather journals 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.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 deepen comprehension and practice oral language by acting out key events from the text Umbrella. This will help prepare them for sequencing events in Work Time C and for the Unit 2 Assessment.
- ELLs may find it challenging to recall, identify, and sequence major events in a story. In preparation for the Unit 2 Assessment, consider spending additional time practicing this skill. See Levels of Support below and the Meeting Students' Needs column for details.
Levels of support:
For lighter support:
- During Work Time C, return to the Mini Language Dive. Challenge students to place the event described in the sentence within the sequence of events on the Umbrella anchor chart.
For heavier support:
- During Work Time C, practice sequencing events by creating cards with illustrations of major events in familiar stories, such as Come On, Rain! or Have Fun, Molly Lou Melon. Invite students, with partners or as a whole class, to sequence each event. Prompt students to describe the sequence using the words first, next, and last.
Universal Design for Learning
- Multiple Means of Representation (MMR): During Work Time A, students discuss different pages of the text with a partner. Some students might benefit from having a visual to contextualize this discussion. As you reread each page, provide alternatives for auditory information by displaying pages 12, 16, 18, 20, and 24 of the text on a document camera.
- Multiple Means of Action & Expression (MMAE): During Work Time C, students share their thinking about the events in Umbrella. Some students may prefer to express their ideas graphically, as opposed to sharing verbally. Provide options for communication by allowing students to draw the events on individual white boards with dry erase markers.
- Multiple Means of Engagement (MME): During the Closing, students share their weather journals with their peers. This is a good opportunity to foster community and support students to ask each other questions. Before students share the weather journal pages, discuss strategies for how to ask a peer a question about her or his work.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- N/A
Review:
- major, event
Materials
- "Clouds" poem (one to display)
- Umbrella (one for teacher read-aloud)
- Think-Pair-Share anchor chart (begun in Module 1)
- Role-Play Protocol anchor chart (begun in Lesson 11)
- Umbrella anchor chart (begun in Lesson 13; added to during Work Time C; see supporting materials)
- Umbrella anchor chart (for teacher reference)
- Weather journals (from Lesson 6; page 9; one for teacher modeling and one per student)
- High-Quality Work anchor chart (begun in Lesson 7)
- Pencils (one per student)
- Crayons (class set; variety of colors per student)
- Paper microphones (from Unit 1, Lesson 12; one per group)
- Rainbow cheer (from Lesson 13; for teacher reference)
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. Developing Language: "Clouds" Poem (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud: Umbrella, Pages 12-32 (15 minutes)
"What happened in Umbrella so far?" (Momo got an umbrella and red boots for her birthday. She waited and waited for a rainy day to use them, but so far there has only been a sunny and windy day.)
"What was the surprise Momo's mother had for her?" (The rain came.)
"What does Momo do to prepare for the rain?" (Momo puts on her red boots.)
"What if it was snowing outside? Then how might Momo have prepared? I'll give you time to think and discuss with a partner." (Responses will vary.)
"What clues does the author give us that it's raining outside?" (pavement was wet; drawings were gone; raindrops were jumping all over)
"Why does Momo say she has to walk like a grown-up?" (so she won't bump into people while she's carrying her umbrella)
"What does Momo think of the sound of the rain on her umbrella?" (She thinks it sounds like wonderful music.)
"How do we know Momo's umbrella is very special to her?" (She did not forget it like she did with her mittens or scarf.) |
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B. Role-Playing: Umbrella (10 minutes)
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C. Shared Writing: Umbrella Story Elements (10 minutes)
"I can identify the major events in the text Umbrella."
"What is the first very important thing that happens in the story?" (Momo gets a pair of red rubber rain boots and an umbrella for her birthday.)
"What are two or three other important events that happened in the story? It might be helpful to think about some of the events that we acted out during our role-play." (It was a sunny day, so Momo could not use her umbrella. Then it was a windy day, and Momo still could not use her umbrella. Finally, the rain came, and Momo put on her boots!)
"What are the important events at the end of the story?" (Momo carries her umbrella as she walks in the rain to school. After school, she carries her umbrella home again in the rain.)
"How did the weather affect Momo?" (She was so happy when it rained because she got to carry her umbrella and wear her boots. She watched the rain while she was at school, too. Momo thought the sound of the rain on the umbrella was wonderful music.)
"What in the text makes you think so?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Independent Writing: Weather Journals (15 minutes)
"I can use high-quality words and pictures to describe what I observe about the weather."
"Which of these do you feel like you want to think about extra hard today when you complete your journal?"
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B. Small Group Share: Weather Journals (5 minutes)
"I can share a report of the weather with others."
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