- I can edit my writing to match my tree sketch. (W.K.5, W.K.8, SL.K.1a, SL.K.6, L.K.2a, L.K.2b)
- I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
These are the CCS Standards addressed in this lesson:
- W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- 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.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.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
- L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.K.2a: Capitalize the first word in a sentence and the pronoun I.
- L.K.2b: Recognize and name end punctuation.
- L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- L.K.4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
Daily Learning Targets
Ongoing Assessment
- During Work Time A, as students edit their writing, use the Opinion Writing Checklist to track progress toward W.K.5, W.K.8, L.K.2a, and L.K.2b (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Poem and Movement: "The Cat, the Tree, and Me" (5 minutes) B. Engaging the Learner: Inflectional Endings Game (10 minutes) 2. Work Time A. Preparing the Writer: Performance Task (15 minutes) B. Engaging the Artist: Watercoloring (20 minutes) 3. Closing and Assessment A. Independent Writing: Performance Task Art Planner (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:
|
In Advance
- Prepare:
- Student workspaces for editing in Work Time A with students' Unit 3 Assessment, Part I: Why a Tree Is Nice and colored pencils.
- Photocopies of students' Performance Task Artwork templates to use during future watercoloring sessions. Consider copying the Performance Task Artwork templates onto watercolor paper or cardstock for students to create a higher-quality painting.
- Student workspaces for watercoloring in Work Time C by placing Performance Task Art templates, palettes, cups of water, paintbrushes, and paper towels at each.
- Post: Learning targets, "The Cat, the Tree, and Me," 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.
Supporting English Language Learners
Supports guided by in part by CA ELD Standards K.I.A.1, K.I.C.10, and K.I.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs by guiding them through the process of revising their writing and sketches using models, discussion, specific steps, and criteria.
- ELLs may find it challenging to understand the language and instructions in the Opening poem and inflectional ending game. Consider focusing attention first on the root word, then on how it changes by adding -less (see levels of support and the Meeting Students' Needs column).
Levels of support
For lighter support:
- During the Opening and Work Time B, invite students to restate in partners and whole class how the meaning of the root words changes when you add -less. Encourage them to explain their reasoning with specific examples.
For heavier support:
- During the Opening, create a T-chart with the root words in the left column and the words with inflectional endings in the right column. Add visuals and color-coding for each word to support comprehension. Review each root word and its corresponding word with an inflectional ending with the students through call and response. (Example: "I say fear, you say fearless.")
- During Work Time B, add the words to the chart created in the Opening and repeat the routine.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students.
- Multiple Means of Action and Expression (MMAE): Continue to offer scaffolds for students learning to set appropriate personal goals. Recall that appropriate goal-setting supports the development of executive skills and strategies.
- Multiple Means of Engagement (MME): Recall that some students may need additional support 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.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- background (L)
- inflectional ending, fearless, careless, joyless (T)
Review:
- edit, capital letter, period, watercolor (L)
Materials
- "The Cat, the Tree, and Me" (from Lesson 6; one to display)
- Unit 3 Assessment, Part I: Why a Tree Is Nice (from Lesson 3; revised during Work Time A; one per student)
- High-Quality Work anchor chart (begun in Module 2)
- Model Unit 3 Assessment, Part I: Why a Tree Is Nice (from Lesson 3; revised during Work Time A; one to display)
- Colored pencils (one per student and one for teacher modeling)
- Performance Task Artwork template (begun in Lesson 4; added to during Work Time C; one per student and one to display)
- Model Watercolor 1 (one to display; see Performance Task Overview)
- Watercoloring supplies:
- Palette (one per student)
- Cups of water (one or two per workspace)
- Paintbrushes (one per student)
- Paper towel (one sheet per student)
- Clipboards (one per student)
- Performance Task Art planner (begun in Lesson 5; added to during the Closing; one per student and one for teacher modeling)
- Pencils (one per student)
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 |
---|---|
A. Poem and Movement: "The Cat, the Tree, and Me" (5 minutes)
|
|
B. Engaging the Learner: Inflectional Endings Game (10 minutes)
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Preparing the Writer: Performance Task (15 minutes)
"I can edit my writing to match my tree sketch."
"Is this a capital 'T' or a lowercase 't'? How do you know?" (lowercase) "Should this letter be capitalized? Why or why not?" (Yes, because it is the first word in the sentence.)
"Is this sentence complete? Why or why not?" (No, because it does not have a period at the end.)
"What will you edit in your writing today?" (I will add a capital letter for the first word and a period at the end of my sentence.)
|
|
B. Engaging the Artist: Watercoloring (20 minutes)
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Independent Writing: Performance Task Art Planner (10 minutes)
"I can track the progress of my artwork through writing and drawing."
"What parts of the performance task artwork have we completed?" (watercoloring the background)
|
|
Copyright © 2013-2024 by EL Education, New York, NY.