Kindergarten LA LessonLesson Theme: I Know A Lot Week 35 – (Treasures Unit 10 Week 2)

Objective: TLW will demonstrate use of reading strategies such as background knowledge, creating sensory images, rereading a portion aloud and generating questions to clarify understanding.Language Objectives: Students will monitor their comprehension by re-reading/identifying cause and effect.Standards(Texas Essential Knowledge and Skills):K.6A Identify elements of a story including setting, character, and key eventsK.14B Write short poemsK.19C Monitor and adjust comprehensionK.19A Retell a main event from a story read aloudK.4A Predict what might happen next based on the cover, title and illustrationK.7C Give examples of ways rocks, soil and water are useful (Science)K.2C Count a set of objects to at least 20 and demonstrate that the last number said tells the number of

objects in the set (Math)K.3A Model the action of joining to represent addition and the action of separating to represent subtraction (Math)K.3B Solve word problems using objects and drawing to find sums up to 10 and difference within 10 (Math)K.3C Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences (Math)College and Career Readiness:I.D.1 (Academic Behaviors) Self-monitor learning needs and seek assistance when needed.I.F.2 (Academic Integrity) Evaluate sources for quality of content, validity, credibility and relevance.

VocabularyEssential: Create/crear, decorate/decorar, design/diseñar, extraordinary/extraordinario, imagine/imaginar

Supporting:Strategies/estrategias, understanding/entendimiento, questions/preguntas, information/información, illustration/ilustración, retell/recontar, events/eventos, character/personaje, setting/ambiente, fiction/ficción, sequence/secuencia, events/eventos, beginning/principio, middle/medio, end/final, plot/trama, argumento

Lesson CycleEngage

Anticipatory Set: Act out cause and effect – give students different scenarios to discuss cause and effect. Ex: Children slides down a wet slide after it rains. Effect: pants got wet; It rained therefore the flowers bloomed; Because of the strong wind the leaves fell off the tree, etc.

Lesson StagesCreate a graphic organizer for cause and effect. Preview the big book Warthogs Paint. Tell children to tell about the events in the book and why each event happens. Use the define/example/ask routine to teach the story words in the inside back cover.

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Cause and Effect song: http://flaglerschools.com/sites/default/files/cause__effect_song.pdf Define vocabulary.

Fine Arts: Rainbow painting. Use watercolors, finger paint or tempera paint and allow students to create their own rainbow mixing colors. May also use markers on coffee filters and spray with water. Display in the classroom.

Read to SelfPhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 34 page 67Work on WordsVocabulary: Texas Treasures Unit 10 Week 2; TE p. 2438Define: When you create something, you make it or invent it yourself. Say the word with me. Example: Some artists create paintings and others create sculptures with clay.Ask: What do you like to create? What do you use to create them?

Define: When you imagine something, you picture it in your mind. Say the word with me.Example: I like to imagine what it would be like to go to the moon.Ask: Imagine that you could live in an amazing building. What shape and colors would it be?

Shared Reading/Read Aloud: Warthogs Paint. This story is a fantasy, which means it could not happen. The author and illustrator imagined the story. Discuss how reading fantasy is different from reading expository text. Remind children that rereading a page can help when they do not understand something. Have children name their favorite part of the book. What happened to create the different colors? Have children draw a picture of the warthogs painting with their favorite color.

Dual Language Activity 1 & 2Spanish Text: Matias y el color del cielo by: Rocio Martinez

Activity 1: Pairs engage in thing-pair-share and recall things that were caused in the text and the effect. Pairs share out their responses. (TEKS: K.6A)

Activity 2: Remind students they have been learning about cause and effect and that it can pertain to their life. If you do this, __ could happen. Allow students to make self-to-world connections. Pair them up to come up with a cause and effect scenario. Provide prompts or pictures to facilitate. Text–to-world questions: How is this different from things that happen in the real world? How did that part relate to

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world around me? (TEKS: K.6A)

Additional books to read for a science connection: Brain Pop, United Streaming, Everybody Needs a Rock by Byrd Baylor, Mouse Paint by Ellen Stoll Walsh; Painting on Rocks with Kids by Lin Wellford

Read to SomeoneShared Writing: Read a Laura Numeroff book. Model writing cause and effect. Ex: Mouse got a cookie, now he needs milk. Write on chart: If you give a ____ to a _____, he will ask you for ____./Si le das un(una) _____ a un _____, te pedirá un(una)________. Track print as you read. Ex: If you give a skateboard to a child, he will ask you for a helmet./Si le das una patineta a un niño(a), te pedirá un casco.

Work on WritingExtension: Model how to draw the cause and effect in the boxes and fill in the sentence frame correctly. Work on writing a sentence with a capital letter, spaces in between the words and a period at the end.

A Rainbow of ColorsWouldn’t it be terrible? Wouldn’t it be sad?

If just one single color was the color that we had?If everything was purple? Or red? Or blue? Or green?If yellow, pink, or orange was all that could be seen?

Can you just imagine how dull world would be?If just one single color was all we got to see?

Closure ActivityRemind students they have been learning about cause and effect and that it can pertain to their life. If you do this, __ could happen. Allow students to make self-to-world connections. Pair them up to come up with a cause and effect scenario. Provide prompts or pictures to facilitate. Text–to-world questions: How is this different from things that happen in the real world? How did that part relate to world around me?

Center ActivitiesABC Center:

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Science Center: Mixing colors experiment: http://www.stevespanglerscience.com/lab/experiments/milk-color-explosion

Catch a Rainbow Experiment: http://www.kidzone.ws/science/rainbow.htm

Writing Center: PORTFOLIO PIECE: WRITE A COLOR POEM: RED IS LIKE A ___. BLUE IS LIKE A ___. PURPLE IS LIKE A ___. EX: GREEN IS A GRASSHOPPER LIKE THE BLADES OF GRASS. MAY USE SENTENCE STEMS AS A FOLLOW UP FOR SCIENCE CENTER ACTIVITY. (TEKS K.14B)

Pretend and Learn Center/Dramatic Play: Make an artist studio. Provide pictures of different artist, and different mediums for them to explore. Ex: clay, watercolors, pastels. Refer to SEL Lesson review.

Math: PORTFOLIO PIECE: RAINBOW MATH: MAKING 10; USING SKITTLES SORT, ADD AND GRAPH COLORS. RAINBOW ADDITION: THE KIDS ROLL 2 DIE AND COLOR IN THE SUM ON THE RAINBOW. THE GAME IS OVER WHEN THE RAINBOW IS COLORED IN. (TEKS K.3A,B,C)

Computer: www.pbs.org starfall.com; tumblebooks, united streaming, brain pop

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan Elementary

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A Rainbow of My Own by Don Freeman; Rainbow Fish by Marcus Pfister; Why Do We See Rainbows by Melissa Stewart; Howard B. Wigglebottom by Howard Binkow; What is a Rainbow? By Chris Arveteis; My Crayons Talk by Patricia HubbardSEL connection book: The Crayon Box That Talked by Shane Derolf; Video for the Crayon Box That Talked http://vimeo.com/23111919Other themes: fitness, movement, sports, toysFinger play:

A Rainbow FairWhen the rain falls from the sky, (sprinkle fingers down)

Don’t forget to look up high. (look up)If the sun is shining there, (make circle w/arms above head)

You may see a rainbow fair: (make rainbow shape with hands)Red, orange, yellow, green, and blue, (show color ribbon, or count on fingers)

And you’ll see there’s purple too.

Enduring Understanding: Reading is a process that includes: applying a

variety of strategies to comprehend, interpret and evaluate texts.

Readers are able to determine and summarize important information in text.

Essential Questions: Which parts would you like to reread for

clarification? What cause/effect relationships did you notice in

this story? What clues did the illustrations give the reader? Did the author explain these clues or did the

reader need to rely on the illustrations? Use text evidence to explain.

Lesson PreparationBig Book – Warthogs PaintPicture cards, clay, watercolor, paintbrushes, etc.Songs on chart paper

Anchor of SupportCreate themed cards with picture supportUse Graphic Organizers: Cause and Effect; Vocabulary chartPictures of different artists – ex: Monet, Picasso, local artists

Differentiation StrategiesStruggling Learners: Read books by looking at pictures, reading words and retelling familiar books. Modify to accommodate students’ academic level.English Language Learners: Describe main characters, plot and problem/solution to retell the story. Pair ELL with fluent speakers and provide them with sentence stems. Use words and/or pictures to tell about a problem from the story and how it was solved.Extension for Learning: We painted ___. We painted with ___ and ___. __and __ make ____.GT: Students create a character diagram from a selection of characters. Students will create and list particular character attributes they want the character to have in the story. They will detail the characters personality and physical description, and then they will use these characteristics to develop their stories. SEL: Lessons review.

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Communication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

English Language Proficiency Standards1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4

Check for UnderstandingFormative: Observe the student making self-to-text connections, text-to-text connection and text-to-world connections.Summative: During center time take pictures of the students interacting with the themed materials and place these photos in the child’s portfolio for documentation. Students will complete an activity for documentation. Students will write a poem and teacher will collect for documentation. Provided needed vocabulary support if you don’t hear the children using the themed words during their conversations.

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