- I can prepare for writing by creating notes that show how animals depend on trees for food. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
- I can share my notes with a partner and ask questions about his or her notes. (SL.K.1, SL.K.1b, SL.K.2)
These are the CCS Standards addressed in this lesson:
- RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
- RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
- W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- 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.1b: Continue a conversation through multiple exchanges.
- 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.
- L.K.5d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Daily Learning Targets
Ongoing Assessment
- During the Pinky Partners protocol in the Closing, circulate and observe as students share their notes with a partner. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1, SL.K.1b, and SL.K.2 (see Assessment Overview and Resources).
- Collect students' individual notes to document progress toward W.K.7 and W.K.8.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Song and Movement: "We Depend on Trees" Version 1 (10 minutes) 2. Work Time A. Engaging the Researcher: Reviewing Animals, Trees, and Food: Class Notes (15 minutes) B. Preparing for Independent Writing: Animals, Trees, and Food: Student Notes (25 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: 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:
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In Advance
- Prepare:
- Charades food cards and animal cards by cutting out cards to make one class set of the food cards and one card per student of the animal cards (see supporting Materials).
- Animals, trees, and food symbols by cutting out one set of strips for each student to allow for ease of use while note-taking.
- Distribute Materials to student workspaces for Work Time B.
- Post: Learning targets, "We Depend on Trees," and any applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1-2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.1.A.1, K.1.A.3, and K.1.B.5
Important points in the lesson itself
- The basic design of this lesson supports ELLs through multiple opportunities to engage with language and content knowledge in interactive ways: song, movement, a charades game, and review of shared notes. Students use their puppets to discuss what they've learned with a partner.
- ELLs may find it challenging to write their own labels for the class notes they select independently. Encourage them to use the Word Wall, their classmates, and the visuals/realia you've created and developed as starting points for their ideas.
Levels of support
For lighter support:
- In the Closing, remind students that they heard words in the song today that mean something similar to the word eat. Invite them to substitute in one of those words (munch, feed, scarf down, dine) in the frames as they present.
For heavier support:
- During the Opening, use index cards and tape to affix illustrations for key terms in the "We Depend on Trees" song. To reinforce comprehension strategies, ask students to predict what the song will be about by looking at the index cards before you begin.
- During the charades game in Work Time A, if students struggle to link the animal you say with the food it eats, encourage them to use the visuals on anchor charts, the Word Wall, and around the classroom to remember which word you are saying. In addition, cue them to ask you to repeat the word and/or demonstrate a gesture to help jog their memory.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support students by displaying photographs of students demonstrating collaboration to connect this term to concrete shared experiences, or invite students to recall one way they showed collaboration recently outside of the classroom.
- Multiple Means of Action & Expression (MMAE): This lesson offers several opportunities for students to engage in discussion with partners. For students who may need support with expressive language, provide sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Continue to remind students of the learning goal and its value or relevance for this lesson.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- munch, feed, scarf down, dine (T)
Review:
- research, eat, depend, notes, flower, bark, inner bark, bud, twig, leaves (L)
Materials
- "We Depend on Trees" Version 1 (one to display)
- Animals, Trees, and Food: Class Notes (completed in Lesson 7; one to display)
- Charades animal cards (one per student and one for teacher modeling)
- Charades food cards (one class set)
- Animals, Trees, and Food: Student Notes (one per student and one for teacher modeling)
- Animals, Trees, and Food: Symbols (one set per student and one set for teacher modeling)
- Scissors (one pair per student and one pair for teacher modeling)
- Glue sticks (one per student and one for teacher modeling)
- Pencils (one per student and one for teacher modeling)
- Animals, Trees, and Food: Student Notes (example, for teacher reference)
- Pinky Partners Protocol anchor chart (begun in Module 2)
- Puppets (from Lesson 6; one per student)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
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. Song and Movement: "We Depend on Trees" Version 1 (10 minutes)
"What is this song about?" (animals that eat parts of trees)
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Work Time
Work Time | Meeting Students' Needs |
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A. Engaging the Researcher: Reviewing Animals, Trees, and Food: Class Notes (15 minutes)
"Has anyone played charades before? How do you play?" (Responses will vary, but may include: You need to act like the picture on the card, and you can't use words. Everyone else has to guess what you are acting as.)
"How did you use the Animals, Trees, and Food: Class Notes while playing charades?" (Responses will vary, but may include: I checked the notes to see if the animal eats that food.)
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B. Preparing for Independent Writing: Animals, Trees, and Food: Student Notes (25 minutes)
"What animals have we learned about that get their food from trees?" (Responses will vary, but may include: Porcupines eat inner bark; deer eat twigs and leaves from trees, etc.)
"Who can add on to what your classmate said? I'll give you time to think."
"What three animals would you like to write about in your research booklet?" (Responses will vary.)
"I can prepare for writing by creating notes that show how animals depend on trees for food."
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pinky Partners Protocol: Reflecting on Learning (10 minutes)
I can share my notes with a partner and ask questions about his or her notes.
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