- I can identify and discuss details from the text that can be added to our Reasons to Plant a Tree anchor chart. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.7, SL.K.1a, SL.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.
- RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
- RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information 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).
- 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.6: Speak audibly and express thoughts, feelings, and ideas clearly.
Daily Learning Targets
Ongoing Assessment
- During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students' progress toward RI.K.1, RI.K.2, RI.K.4, RI.K.6, and RI.K.7 (see Assessment Overview and Resources).
- During the focused read-aloud and Closing, use the Speaking and Listening Checklist to track students' progress toward SL.K.1a, SL.K.4, and SL.K.6 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Poem and Movement: "We Depend on Trees" (10 minutes) 2. Work Time A. Focused Read-aloud, Session 2: We Planted a Tree, Pages 19-30 (20 minutes) B. Engaging the Learner: Tree Stretch (5 minutes) C. Language Dive: We Planted a Tree, Page 25 (10 minutes) 3. Closing and Assessment A. Reflecting on Learning (15 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Down the road:
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In Advance
- Review Questions We Can Ask during a Language Dive anchor chart as needed (begun in Module 3, Unit 1, Lesson 5).
- Preview the Language Dive Guide and consider how to invite conversation among students to address the language goals suggested under each sentence strip chunk (see supporting materials). Select from the language goals provided to best meet your students' needs.
- Post: Learning targets, "We Depend on Trees," and applicable anchor charts (see materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 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.
- During Work Time A, consider playing an online reading of We Planted a Tree at the end of the focused read-aloud.
Supporting English Language Learners
Supports guided by in part by CA ELD Standards K.I.A.5, K.I.B.6, and K.I.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to participate in a Language Dive discussion and the opportunity to revisit vocabulary and syntax in "The Many Meanings of Words" poem.
- ELLs may find it challenging to understand the language in the text and apply its message. After reading a few sentences, stop and ask strategic questions to encourage engagement and help students paraphrase. This will also give them a preview of the Language Dive. (Examples: "What does Diane Muldrow mean by 'The tree kept the soil from blowing away'?" "What does she mean by 'made the world better'?" "What does it mean to 'heal the earth'?") (See levels of support and the Meeting Students' Needs column.)
Levels of support
For lighter support:
- During Work Time C, invite students to lead the class in some of the questions you ask during the Language Dive.
For heavier support:
- During Work Time A, at the end of the focused read-aloud, consider sharing the online reading of We Planted a Tree from YouTube to give students a fun, new way to hear and process the text a second time.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students listen to a read-aloud from We Planted a Tree. Some students may need support in incorporating the most valuable information from the text into existing knowledge. Recall that providing explicit cues or prompts helps students attend to the features that matter most as they follow along. Before reading the text, activate background knowledge by previewing the questions you will ask.
- Multiple Means of Action and Expression (MMAE): This lesson offers several opportunities for students to engage in discussion. Continue to support those who may need it with expressive language by providing sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Continue supporting students in linking the information presented in the text back to the learning target. Invite students to make this connection by explicitly highlighting the utility and relevance of the text to the learning target. Continue to include opportunities to refocus students' attention on the learning target throughout the lesson, and invite students to share how each learning activity supports their instructional goal.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- healthier (T)
Review:
- soil (T)
Materials
- "We Depend on Trees" (from Module 3; one per student and one to display)
- Reasons to Plant a Tree anchor chart (begun in Unit 2, Lesson 3; added to during Work Time A; see supporting materials)
- Reasons to Plant a Tree anchor chart (begun in Unit 2, Lesson 3; example, for teacher reference)
- We Planted a Tree (from Lesson 1; one to display; for teacher read-aloud)
- Reading Informational Text Checklist (for teacher reference; see Assessment Overview and Resources)
- Sentence strips (several; for use on the Reasons to Plant a Tree anchor chart)
- Marker (one; for teacher use)
- Tape (for teacher use)
- Tree Stretch chart (from Unit 1, Lesson 3; one to display)
- Language Dive Guide: We Planted a Tree (for teacher reference)
- Questions We Can Ask during a Language Dive anchor chart (begun in Module 3)
- Chunk Chart: We Planted a Tree (for teacher reference)
- Sentence Strip Chunks: We Planted a Tree (one to display)
- High-Quality Work anchor chart (begun in Module 3)
- Model Performance Task: Tree Appreciation card (from Lesson 1; one to display; see Performance Task Overview)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 1)
Materials from Previous Lessons
New Materials
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: "We Depend on Trees" (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud, Session 2: We Planted a Tree, Pages 19-30 (20 minutes)
"I can identify and discuss details from the text that can be added to our Reasons to Plant a Tree anchor chart."
"Using the illustrations and the text, what is one way trees are important to the community that the author tells us on this page?"
"On page 23, what is a reason the author gives that makes you think trees contribute to the community?" (Trees feed squirrels and birds; animals live in trees.) Conversation Cue: "Who can explain why your classmate came up with that response? I'll give you time to think." (Responses will vary.)
"On page 26, what is a reason the author gives that makes you think trees contribute to the community?" (Trees make the world better.) Conversation Cue: "Do you agree or disagree with what your classmate said? Why? I'll give you time to think." (Responses will vary.)
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B. Engaging the Learner: Tree Stretch (5 minutes)
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C. Language Dive: We Planted a Tree, Page 25 (10 minutes)
"What is one question you can ask during a Language Dive?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (15 minutes)
"What does it mean to have 'carefully planned and created artwork'?" (Responses will vary, but may include: The artwork matches the writing. The artwork is clear and looks nice.)
"If we are trying to help our community appreciate trees, why is it important that we only share high-quality work like the performance task model? Why can't we share a simple sketch?" (Responses will vary, but may include: People will enjoy looking at beautiful art; people will understand our work better if it is high-quality, etc.)
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