A. Focused Read-aloud, Session 2: Weather, Pages 12-15 (10 minutes)

• Tell students they are now going to use the Picture Tea Party protocol to view some mystery photos.  Remind them that they have practiced using this protocol and review as necessary using the Picture Tea Party Protocol anchor chart. (Refer to the Classroom Protocols document for the full version of the protocol.)
• Distribute the Mystery Photos: Clouds and invite students to begin the protocol.
• Refocus whole group. Invite students back to the whole group area, and collect the mystery photos.
• Using a total participation technique, invite responses from the group:

"Based on the images you saw in the mystery photos, what do you think we will learn about today?" (clouds)

• Introduce the first posted learning target:
• "I can ask and answer questions about clouds using the text Weather."
• Remind students that they worked on a similar learning target in Lesson 8.
• Using a total participation technique, invite responses from the group:

*    "What is new about today's learning target?" (learning about clouds)

• Share that this target means students will learn new information about clouds by asking and answering questions.
• Invite students to take out their magic bows and take aim at the target while you recite the "Learning Target" poem aloud.
• Display the cover of Weather. Remind students that they heard part of this text read aloud in Lesson 8.
• Direct students' attention to the Cloud Facts chart. Remind them of the Sun Facts chart from the previous lesson and review how they recorded important facts about the sun on this chart. Explain that today, as students hear information read aloud, they will record important cloud facts.
• Display pages 12-13 of the text. Read the title on page 12 aloud, and then read page 13 slowly, fluently, with expression, and without interruption.
• Point to the green box at the bottom of page 13 and read it aloud. Explain that this box helps the reader learn the definition of droplet (a tiny bit of liquid). Invite students to listen for a word they know inside of this word. (drop)
• Using a total participation technique, invite responses from the group:

"What are clouds made of?" (droplets of water; water; small bits of liquid called droplets)

"How do droplets move in the sky?" (They group together. They make a cloud.)

• Emphasize that these are two important facts about clouds and record them on the Cloud Facts chart.
• Reread the last sentence on page 13.
• Using a total participation technique, invite responses from the group:

"What does that sentence tell us?" (White, fluffy clouds mean the weather will be good.)

• Explain that in the text, "good" means sunny. Record this fact on the Cloud Facts chart (e.g., "White, fluffy clouds mean the weather will be sunny").
• Explain that these clouds are called cumulus clouds and define cumulus (a large, puffy, white cloud with a flat base).
• Invite students to say cumulus together and then use their hands to show the shape of fluffy clouds.
• While still displaying the text, read page 14 aloud slowly, fluently, and with expression.
• Using a total participation technique, invite responses from the group:

"What does that sentence tell us?" (Flat, gray clouds mean the weather will be rainy.)

• Record this fact on the Cloud Facts chart.
• Explain that these clouds are called stratus clouds and define stratus (a low-lying, extended gray cloud formation with a relatively flat bottom).
• Invite students to say stratus together and then use their hands to show the shape of flat clouds lying low to the ground.
• While still displaying the text, read page 15 aloud slowly, fluently, and with expression.
• Explain that the clouds on this page are called cirrus clouds and define cirrus (a high-altitude cloud usually appearing in the form of filaments or threads).
• Invite students to say cirrus together and then use their hands to show the shape of thin, wispy clouds.
• Using a total participation technique, invite responses from the group:

"What does this information teach us about clouds?" (Responses will vary, but may include: There are different kinds of clouds; clouds tell us if it is going to rain or what the weather will be like; clouds have different names and shapes.)

• If productive, cue students to listen carefully and seek to understand:

"Who can tell us what your classmate said in your own words?" (Responses will vary.)

• Choose several important facts about clouds that were shared to record on the Cloud Facts chart. (Examples: There are different kinds of clouds; clouds tell us if it is going to rain or what the weather will be like; clouds have different names and shapes.)
• Tell students that one of the words learned in the read-aloud is so important it will go on the Weather Word Wall.
• Show students the Weather Word Wall card for droplet and follow the same process established in Lesson 1: Review its definition (a tiny bit of liquid), clap out its syllables, use it in a sentence, and place the Word Wall card and picture on the Weather Word Wall.
• With excitement, share with students that now they get to pretend to be droplets whose job is to form a cloud!
• Invite students to quietly and safely stand up in their spot.
• Choose two students to model forming a cloud as droplets. (Example: Students move their bodies close together.)
• Designate four or five students to be the first droplets, and then invite other students to act as water droplets and move to join the clouds. If time permits, prompt students to consider:

"How could you move together to show a fluffy cloud? How could you move together to show a flat cloud? How could you move together to show a thin, wispy cloud?"

• After all students have pretended to be a droplet and joined a cloud, refocus whole group.

C. Independent Writing: Cloud Fact Page (15 minutes)

• Direct students' attention to the learning targets and read the third one aloud:
• "I can use pictures and words to teach my reader a fact about clouds." 
• Review the definition of a fact (something said or known to be true).
• Prompt students to notice that they have learned many new facts about clouds today. Refer to the Cloud Facts chart and Weather text to reinforce as needed.
• Referring to the Conversation Partners chart, invite students to partner up with their predetermined talking partner and sit facing one another. Make sure students know which partner is A and which is B. 
• Invite students to turn and talk with their partner:

"What fact did you learn about clouds today?" (Responses will vary, but may include: Droplets make clouds; there are different kinds of clouds; clouds tell us what the weather will be like.)

• Provide a sentence stem:
• "Today I learned that __________."
• As students discuss, circulate and listen in. Take note of the ideas students are sharing and target a few students to share out whole group.
• Refocus whole group and call on the selected students to share out.
• Explain that as writers, students will use pictures and words to share their cloud fact with the reader.
• Display the Cloud Fact page.
• Point to the picture box and tell students that a picture to show a fact about clouds can be drawn here.
• Point to the words box/line and tell students that words to tell a fact about clouds can be written here.
• Invite students to turn and talk with their partner:

"What picture will you draw to show your cloud fact?" (Responses will vary.)

• Refocus whole group and select a few students to share out.
• Invite students to turn and talk with their partner:

"What words will you write to tell your cloud fact?" (Responses will vary.)

• Refocus whole group and select a few students to share out.
• Invite students to show a thumbs-up or touch their head if they are ready to begin drawing and writing their fact about clouds.
• Invite students showing the ready signal to move safely to their designated workspace.
• Direct students' attention to the pencils and their Meteorologist's notebook placed there in advance.
• Invite students to turn to the Cloud Facts page and begin writing and drawing.
• Give students 10-15 minutes to write and draw. As they work, circulate and engage with them about their drawing and writing. Consider prompting students by saying and asking:

"Tell me what you are drawing/writing."

"What are you drawing/writing?"  

• As needed, direct students to the Weather Word Wall and Cloud Facts chart to support their work.
• Signal students to stop working through the use of a designated sound, such as a chime or whistle. Model cleanup procedures, keeping directions clear and brief. Consider reminding students to show responsibility with their materials and space when cleaning up.
• Direct students to clean up their workspace and then walk safely to the whole group gathering area.