- I can handwrite a final copy of my Performance Task: Tree Appreciation card sentence. (L.K.2a, L.K.2b)
- I can explore technology by typing my name. (W.K.6)
These are the CCS Standards addressed in this lesson:
- W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
- 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.
- 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.
Daily Learning Targets
Ongoing Assessment
- Collect students' handwritten final copy of the Performance Task Writing template and use the Language Checklist to track student progress toward L.K.2a and L.K.2b (see Assessment Overview and Resources).
- As students explore technology by typing their name in Work Time B, consider using the Opinion Writing Checklist to track student progress toward W.K.6 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Poem and Movement: "The Cat, the Tree, and Me" (5 minutes) 2. Work Time A. Preparing to Publish: Performance Task Writing (15 minutes) B. Publishing Writing: Performance Task Writing Template (35 minutes) 3. Closing and Assessment A. Reflecting on Learning (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
- Review students' revised and edited writing on Unit 3 Assessment, Part I: Why a Tree Is Nice for clarity. If needed, consider writing a "clean copy" of students' writing to support students as they rewrite in their best handwriting to publish.
- Prepare:
- Word-processing workstation for Work Time B with word-processing devices, blank paper, and pencils.
- Student workspaces with their revised and edited Unit 3 Assessment, Part I: A Tree Is Nice writing, Performance Task Writing template, and pencils.
- Strategically pair students with publishing partners for Work Time B. Consider pairing students of varying writing and reading levels together to support each other during the publishing process.
- 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.
- Work Time B: Students use word-processing tools to type their name. Refer to the Unit 3 Overview for suggested word-processing tools.
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 revisiting key vocabulary and syntax in familiar songs and poems. They are supported in using technology to publish their performance task.
- ELLs may find it challenging to illustrate the words and concepts in the songs and poems. Create strategic partners and groups to support them and remind them to use the Word Wall and anchor charts as resources.
Levels of support
For lighter support:
- In Work Time A, invite students to be peer tutors for their classmates if they have questions about words in the poems and songs.
For heavier support:
- During Work Times A and B, consider printing out a paper copy of the keyboard for each student, and guide them to highlight the letters in their names on the paper keyboard before they type.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support students by offering options for perception. Pausing for clarification of new vocabulary will also help students who may need additional support with comprehension.
- Multiple Means of Action and Expression (MMAE): Continue to support students who are learning to monitor their own progress by prompting them to identify the type of feedback they are seeking during this lesson.
- Multiple Means of Engagement (MME): Invite students to reflect on their learning from previous lessons to help them understand the value and relevance of the activities in this lesson. Continue to provide prompts and sentences frames for those students who require them.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- publish, copy, technology, type (L)
- fearful, careful, joyful (T)
Review:
- inflectional ending (L)
Materials
- "The Cat, the Tree, and Me" (from Lesson 6; one to display)
- Model Performance Task: Tree Appreciation card (from Lesson 1; one to display; see Performance Task Overview)
- Model Unit 3 Assessment, Part I: Why a Tree Is Nice (completed in Lesson 7; one to display)
- Performance Task Writing template (one per student and one for teacher modeling; see Performance Task Overview)
- Colored pencils (a variety of colors per student)
- "We Depend on Trees" (from Module 3; one per student and one to display)
- "Trees in Our Community" (from Unit 2, Lesson 2; one per student and one to display)
- "The Many Meanings of Words" (from Unit 1, Lesson 2; one per student and one to display)
- Unit 3 Assessment, Part I: Why a Tree Is Nice (completed in Lesson 7; one per student)
- Device (four or five; used by students to type their name in Work Time B)
- Pencils (one per student)
- Paper (blank; one piece per student)
- Opinion Writing 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. Poem and Movement: "The Cat, the Tree, and Me" (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Preparing to Publish: Performance Task Writing (15 minutes)
"What do you notice about the published writing on this model?" (The name is typed, and the sentence is handwritten.)
"I can handwrite a final copy of my Performance Task: Tree Appreciation card sentence."
"Did I copy my writing exactly?"
"I can explore technology by typing my name."
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B. Publishing Writing: Performance Task Writing Template (35 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"What was the most exciting part of exploring technology?" (Responses will vary.) "What was the most challenging part of exploring technology?" (Responses will vary.)
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