Kindergarten LA LessonLesson Theme: Animals Week 18 – (Treasures Unit 5 Week 1)

Objective: TLW will explore story structure/make and confirm predictions and explore text features such as using labels.Language Objectives: The child will be able to make predictions, describe and discuss how the setting, characters and the problem are important to the story.Standards (Texas Essential Knowledge and Skills):K.F19B Ask and respond to questions about textK.4A Predict what might happen next in text based on the cover, title and illustrationsK.4B Ask and responds to questions about text read aloudK.6A Identify elements of a story including setting, character and key eventsK.8A Retell main event from a story read aloudK.9A Differentiate between living and nonliving things based upon whether they have basic needs and produce offspring (Science) K.9B Examine evidence that living organisms have basic needs such as food, water, and shelter for animals (Science)K.10A Sort plants and animals into groups based on physical characteristics such as color, size, body covering (Science)College and Career Readiness:I.A.1. (Intellectual Curiosity) Engage in scholarly inquiry and dialogue.I.B.1 (Reasoning) Consider arguments and conclusions of self and others.II.A.1 (Reading) Use effective pre-reading strategies.II.A.4 (Reading) Identify the key information and supporting details.

VocabularyEssential: Action/acción, compare/comparar, gentle/gentil, pounce/abalanzarse, content/contento, vet/veterinario(a), heartbeat/latidos, scales/escamas

Supporting:Strategies/estrategias, understanding/entendimiento, questions/preguntas, ask/preguntar, response/responder, fiction/ficción, character/personaje, setting/ambiente, plot/trama, retell/recontar, main event/idea principal, understand/comprender, predict/predecir

Lesson CycleEngage

Anticipatory Set: Show pictures of different animals and have students name the action of that animal. Turn and Talk to your partner about an animal you already know. Students then act out a different animal action. Play a guessing game: “Guess the animals”. Students may slither like a snake then the partner guesses “snake”. After all children have had an opportunity to act out, the whole class meets to discuss.

Lesson StagesOn chart paper, create a list of actions animals do. You can refer back to it when you get to the writing portion.

Fine Arts: Invite children to sing the song “The Cat” (McMillan audio CD) or any other song related to theme. Write song on sentence strips and include a picture.

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Read to SelfPhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 17 page 33Work on WordsVocabulary: Texas Treasures Unit 5 Week 1; TE p. 1054Define: An action is a movement or a set of movements. Say the word with me. Example: I like to sing songs that have action, such as “The Itsy Bitsy Spider”Ask: What kinds of action does a bird make when it is flying?

Define: Compare means to see how two or more things are the same or different. Say the word with me.Example: I compare the pictures in the two books and decide to read the one with photographs.Ask: What do you look for when you compare two books you might like to read?

Shared Reading/Read Aloud: Obj. – Introduce book “Mama Cat Has Three Kittens”. Ask the students what actions do you think the cats will make in the story? Take the students on a picture walk. “Based on the title and illustrations, I predict the text will be about…/Basándome en el título y las ilustraciones, mi predicción es….” Confirm predictions: did the actions we predicted happen in the text? Can you make a self to text connection?

Dual Language Activity 1 & 2Read Aloud Spanish Text: Mamá gata tiene 3 gatitos by: Denise Fleming

Activity 1:Pairs engage in class whole group discussion to make predictions about the text and identify the pattern in the book. (TEKS: K.4A, K.4B)

Activity 2: Pairs will work together to discuss whether or not they were surprised that Boris napped again at the end of the story. What did they assume Boris would do? After discussion pairs will use journals to draw Boris at the end of the story and explain in sentences what they thought.

PORTFOLIO PIECE: STUDENTS COMPLETE A FLIP BOOK FOR STORY ELEMENTS. (TEKS K.6 A,B,C,D)

Character Setting Problem Solution

Additional books to read for a connection to scienceAnimals Animals by Eric CarleKitten (Watch me Grow) by DK BooksRead to SomeoneShared Writing: Obj – Writing a list

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Revisit the list from previous lesson. Point out the high frequency word can. Have the students read the heading with you. Model writing a sentence stem: Kittens can_____. (or can not)/Los gatitos pueded ____. (ó no pueden) Students should be called up to help write letters and words they know. Together write at least three sentences. Read the sentences aloud as you track the print. Review the list together.Work on WritingExtension:Extend the lesson by writing what Mama cat can do. Check sequence and refer to the high frequency words as they come up.

Independent writing: If time allows have students work on booklets.

Movement: Write the song on chart paper. Student will act out movement words. Sung to the tune: Here We Go Round the Mulberry Bush. Have the students find patterns in the verses. Talk about how looking for patterns can make it easier to remember a song.Lots of Ways to MovePretend you’re a bunny and hop, hop, hopHop, hop, hopHop, hop, hopPretend you’re a bunny and hop, hop, hopHop all day longPretend you’re a snake that’s on a big lake And slither around Slither aroundPretend you’re a snake that’s on a big lakeAnd slither and slither all dayPretend you’re a monkey and climb up a treeClimb up a treeClimb up a treePretend you’re a monkey and climb up a treeThen swing yourself away

Closure ActivityRemind the students that you have been learning about different actions animals make. Follow activity from FCRR.org Scroll down for activity or link to http://www.fcrr.org/FAIR_Search_Tool/PDFs/K-1V_008.pdf

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Center ActivitiesABC Center: http://www.fcrr.org/FAIR_Search_Tool/PDFs/K-1PA_024.pdf

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Science Center: Animal movements are usually based on where they live (land, water, or both), how they obtain food, reproduce, and how they protect themselves. Some animals travel very long distances to find warmth and food, or to give birth to their young. Some of the fastest moving mammals in the world live in the grasslands, where there are large open spaces for running. The cheetah chases its prey at speeds of up to 70 miles an hour. Zebras, antelopes, and ostriches can run fast to escape from their predators. Students will enjoy opportunities to watch animals in motion through videos, films, or laser disk technology. Kinesthetic learners will remember animal characteristics by linking new information with the opportunity to move like the animals. Encourage free play and imagination as students imitate animal movements.http://www.uen.org/Lessonplan/downloadFile.cgi?file=621-6-3508-Animal_Cards.pdf&filename=Animal_Cards.pdfhttp://www.uen.org/Lessonplan/downloadFile.cgi?file=621-6-3509-Animal_Movements.pdf&filename=Animal_Movements.pdf

Writing Center: Ask the students to write a description and draw a picture of their animal and their ways to move.

Pretend and Learn Center/Dramatic Play: Transform your dramatic play area into a zoo, or a vet office, animal shelter. Provide lots of props, such as pictures, puppets, stuffed animals, etc.

Math: Create different animals using 3-D shapes. (May use geo blocks or pattern blocks to make animals.)

Computer: www.pbs.orgOnce here, click the teacher tab at the top right hand corner. Topic – choose Physical Science Media.

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan ElementaryTitle: Pretend You're A Cat by J Marzollo. Each rhyming verse invites the children to pretend they are different animals. Each line of the verse gives another action of the animal and ends with "What else can you do like a _____?"Jump or Jiggle by Evelyn Beyer. "Frogs jump, Caterpillars hump, Worms wiggle, Bugs jiggle, Rabbits hop,

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Horses clop, Snakes slide, Sea gulls glide, Mice creep, Deer leap, Puppies bounce, Kittens pounce, Lions stalk-- But-- I walk!"Other themes: fitness, movement, sports, toys

Finger play: Chickadees

Five little chickadees sitting in a door (hold up hand)One flew away and then there were four (put down finger).Four little chickadees sitting in a tree.One flew away and then there were three (put down finger).Three little chickadees looking at you.One flew away and then there were two (put down finger).Two little chickadees sitting in the sun.One flew away and then there was one (put down finger).One little chickadee sitting all alone.

He flew away and then there were none (put down finger).There Was a Little Turtle

There was a little turtle (hold out rounded hand, like turtle shell)Who lived in a box. (place other hand, flat, underneath)He swam in the puddles, (make swimming motions with hands)And he climbed on the rocks. (make climbing motions)He snapped at the mosquito, (emphasize the word "snapped," and clap hands)He snapped at the flea, He snapped at the minnow, And he snapped at me!He caught the mosquito, He caught the flea, He caught the minnow,

But he didn't catch me! (point both thumbs at self)

Enduring Understanding: Writing about reading helps the reader form

deeper and more enduring understanding about the author’s message.

Text discussion allows readers to process a variety or perspectives and interpretations of ideas presented in text, take a stance and broaden their understanding.

Essential Questions: Were your predictions about what would

happen correct and why? What motivated the characters to behave the

way they did? What patterns did you notice in the story? Compare and contrast the animals in the story.

(Expository)

Lesson PreparationBig Book – Mama Cat Has Three KittensPicture cardsSongs on chart paper

Anchor of SupportCreate themed cards with picture support

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snake

Movement graph – you may add more. http://www.shop.montessoriprintshop.com/Animal-Movement-Swim-Walk-Fly-SCF-84.htm

Differentiation StrategiesStruggling Learners: Repeat directions and work with a small group to complete sorting activity with fewer pictures.English Language Learners: Provide picture support to help children visualize the different types of animals. Pair with English speaking readers.Extension for Learning: As you work with small groups model using the language for teaching actions and movement. Have student choose a favorite animal and use this vocabulary for describing how it moves. GT: Allow students to research animals and create a story boards or small book.

21st Century SkillsCommunication 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 strategies that the children use to sort the ways animals move.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 complete a flip book. Provided needed vocabulary support if you don’t hear the children using the themed words during their

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conversations.

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