- I can research important information about the sugar maple tree using the words and pictures of a text. (RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.7)
- I can find and record important information to contribute to class notes. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
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.
- RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
- RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
- 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.
Daily Learning Targets
Ongoing Assessment
- During reading aloud to research in Work Time A, use the Reading Informational Text Checklist to track students' progress toward RI.K.1, RI.K.2, RI.K.3, RI.K.4, and RI.K.7 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Poem and Movement: "Clay Leaves" (5 minutes) 2. Work Time A. Reading Aloud to Research: "Sugar Maple" (20 minutes) B. Shared Writing: Sugar Maple: Class Notes (20 minutes) 3. Closing A. Engaging the Artist: Planning a Collage (15 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:
- Living Things Word Wall Cards for trunk and branch.
- "Sugar Maple" text by printing, in color if possible, and stapling the pages along the left side into a book.
- Sugar maple images by printing in color, if possible
- Strategically group students into six groups for the shared note-taking in Work Time B and pre-determine which groups will take notes on what part of the text.
- Post: Learning targets, "Clay Leaves," 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.I.B.8
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing explicit, whole class modeling of the research process as well as small group practice with note-taking. Students have the opportunity to engage with poetry and informational text that supports their content knowledge acquisition.
- During the Closing and Assessment, ELLs may find it challenging to generate adjectives or ways to describe how a tree looks. Consider offering students wait time or allow them to partner with a friend to generate a list of words before calling on them to share.
Levels of support
For lighter support:
- During Work Time A, after modeling once, invite students to place the sticky notes on the text in front of the group to surface misconceptions, offer guided practice, and celebrate student engagement.
For heavier support:
- During the Closing, consider creating and/or posting classroom Materials that offer visuals and realia for words to describe the texture, shape, and colors of trees.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students engage in a read-aloud of "Sugar Maple." Students need strong flexible thinking and metacognitive skills as they develop this knowledge for subsequent note-taking. Provide scaffolds to support diverse abilities in using these skills, such as explicit highlighting of information in the text to guide students in new understandings.
- Multiple Means of Action & Expression (MMAE): In this lesson, individual students are asked to share ideas with the whole group. As students share out, provide options for expression and communication by offering and modeling sentence frames.
- Multiple Means of Engagement (MME): Throughout this lesson, students have opportunities to share ideas and thinking with classmates. Some may need support for engagement during these activities, so encourage self-regulatory skills and help them anticipate and manage frustration by modeling what to do if they need help from their classmates.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- trunk, branch (L)
- clay, some, moose (T)
Review:
- text, high quality, collage, bark (L)
- sap, leaves, water, sun, depend, nuts, twigs, buds, wood (T)
Materials
- "Clay Leaves" (one to display)
- "Sugar Maple" (one per group and one to display; for teacher read-aloud)
- Sugar Maple: Class Notes (one to display)
- Sugar maple research icons (one per group)
- Paper (blank; one piece per small group)
- Pencils (one per student)
- Crayons (class set; variety of colors per student)
- Living Things Word Wall (begun in Unit 1, Lesson 1; added to during the Opening; see Teaching Notes)
- Sugar Maple: Class Notes (example; for teacher reference)
- Tape (one roll; used by the teacher to adhere groups' notes to the class notes)
- Model of Informational Collage (from Lesson 1; one to display)
- Sugar maple images (one set per student)
- Collage planner (one per student and one for teacher modeling)
- Living Things Word Wall card (new; teacher-created; two)
- Collage planner (example; for teacher reference)
- High-Quality Work anchor chart (begun in Lesson 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. Poem and Movement: "Clay Leaves" (5 minutes)
"What is this poem about?" (leaves that fall from trees and turn to clay)
"Who can add on to what your classmate said? I'll give you time to think."
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud to Research: "Sugar Maple" (20 minutes)
"I can research important information about the sugar maple tree using the words and pictures of a text."
"According to the learning target, what are we researching as we read today?" (important information about the sugar maple tree)
"What does the sugar maple need to survive?" (some water and some sun) "What does the sugar maple provide to other living things?" (food for squirrels, deer, and moose)
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B. Shared Writing: Sugar Maple: Class Notes (20 minutes)
I can find and record important information to contribute to class notes.
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Engaging the Artist: Planning a Collage (15 minutes)
"What colors, shapes, and textures do you see on the sugar maple tree?" (Responses will vary, but may include: The bark is rough and brown; the trunk is like a long rectangle; the leaves are green, red, and orange.)
"Who can add on to what your classmate said? I'll give you time to think."
"What do you notice about this collage? What makes this collage high quality?" (No white space is visible. The artist chose colors that match the tree image. The artist carefully selected paper for size and texture.)
"Does this collage look like it was carefully planned and created? Why?" (Yes, because the colors, shapes, and textures used all match the tree images.)
"Do you agree or disagree with what your classmate said? Why? I'll give you time to think." "Does the collage include details in the artwork?" (Responses will vary, but may include: Yes, it has details in how the artist layered the paper and selected the colors and shapes.)
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