sausd common core lesson planner

KindergartenUnit of Study

Seasons & Weather

Seasons and Weather Common Core Unit Overview

The goal of the Seasons and Weather Common Core Unit of study is to help students understand that weather changes every day, but it is predictable from season to season. The unit is comprehensive, and includes CA Common Core and Content Standards in English Language Arts, Science, History-Social Science, and Visual and Performing Arts. Students will read both narrative and informational texts to learn about what causes weather, the weather cycle from year to year, daily weather changes, and how weather affects nature and themselves. The lesson also provides collaborative activities, hands on experiences, drama, and music to deepen students’ awareness that learning occurs meta-cognitively, by making the conscious choice to learn. By reading text closely, and explicitly, students will be able make inferences and “determine central ideas or themes”; and “by asking meaningful questions and conducting careful investigations,” students will realize that “weather can be observed, measured, and described.”

Table of Contents

Pages Description 1-6

Unit Planner

7 Weekly Planner-Week One

8-11 Lesson 1/ Preparing the Learner Morning Message (Position Words); Open Sort; Seasons & Weather PowerPoint; Weather Log

12-13a Open Sort Picture Cards Preassessment and Teacher Rubric14-15 Powerpoint Slides: Seasons and Weather

16 “Weather Log” Song

17-18 Weather Log

19-22 Lesson 2 Morning Message (Position Words); Seasons & Weather PowerPoint; Weather Log

23 “The Seasons” Song

24-27

Lesson 3 Morning Message (Position Words); Seasons & Weather PowerPoint; Weather Log

28-31

Lesson 4 Morning Message (Position Words); Vocabulary Sort; Emergent Reader; Weather Log

32 Emergent Reader (Example – students have the book)

33-36 Lesson 5 Morning Message (Position Words); The Four Season Video; Science Flipbook; Emergent Reader; Weather Log

37 Note-taking Guide

38 Weekly Planner-Week Two

39-42 Lesson 6 Morning Message (Sensory Words)/video; Open Sort; Investigating the Seasons Big Book/PowerPoint; Spring Pictorial; Guided Drawing; Weather Log

43 “Seasons Hokey Pokey” Song

44-45 Investigating the Seasons Powerpoint Slides

46 Investigating the Seasons Student Interactive Journal (Example – Student)

47 Student Interactive Journal &teacher notes, Independent drawing sample, Student Spring Tree Art Sample

48-51 Lesson 7 Morning Message (Sensory Words); Investigating the Seasons Big Book/PowerPoint; Summer Pictorial; Guided Drawing; Weather Log

52 Student Interactive Journal &teacher notes, Independent drawing sample, Student Summer Tree Art Sample

53-56 Lesson 8 Morning Message (Sensory Words); Investigating the Seasons Big Book/PowerPoint; Fall Pictorial; Guided Drawing; Weather Log

57 Student Interactive Journal &teacher notes, Independent drawing sample, Student Autumn Tree Art Sample

58-62 Lesson 9 Morning Message (Sensory Words); Winter Pictorial; Guided Drawing; Weather Log

63-66 Lesson 10 Morning Message (Sensory Words); Emergent Reader; Independent Drawing; Weather Log

67 Emergent Reader (Sample of Student)

68 Student Interactive Journal &teacher notes, Independent drawing sample, Student Winter Tree Art Sample

69 Weekly Planner-Week Three

70-73 Lesson 11 Morning Message (Action Words); Windy Song; Circle Map; Wind Says Goodnight Big Book/PowerPoint; Weather Log

74-76 Wind Says Goodnight Powerpoint

77-78 Action Picture Cards

79 “Windy” Song

81-83 Lesson 12 Morning Message (Action Words); Windy Song; Circle Map; Wind Says Goodnight Big Book/PowerPoint; Sequence Text; Wind Experiment; Weather Log/Presentations (Collaborative Project)

84 Wind Experiment Student Paper “Can the Wind Move It?”

85-88 Lesson 13 Morning Message (Action Words); Circle Map; Wind Says Goodnight Big Book/PowerPoint; Sequence Text; Weather Log/Presentations (Collaborative Project)

89-95 Sequencing Cards

96-99

Lesson 14 Morning Message (Action Words); Circle Map; Wind Says Goodnight Readers Theater; Emergent Reader; Weather Log/Presentations (Collaborative Project)

100-101 Collaborative Project: Wind Says Goodnight Readers Theater Scripts

102-107 Characters Headbands or Necklaces

108 Emergent Reader Student Example

109-113 Lesson 15 Morning Message (Action Words); Circle Map; Wind Says Goodnight Readers Theater; Emergent Reader; Weather Log/Presentations (Collaborative Project)

114-115 Assessment: Student Flow Map

1

Sa

nta

An

a U

nif

ied

Sch

oo

l D

istr

ict

Co

mm

on

Co

re U

nit

Pla

nn

er-L

iter

acy

Unit

Tit

le:

Seas

on

s an

d W

eath

er

Gra

de

Lev

el/C

ours

e:

Kin

der

gart

en

Ti

me

Fram

e: 3

Wee

ks

Per

form

ance

Tas

k

Stu

den

ts w

ill c

reat

e a

nd

pre

sen

t a

me

teo

rolo

gy r

ep

ort

in c

olla

bo

rati

ve g

rou

ps.

Big

Idea

(E

nduri

ng

Under

stan

din

gs)

: W

eath

er w

ith

in e

ach

se

aso

n c

an b

e p

red

icta

ble

.

Ess

enti

al

Ques

tions:

1.

Ho

w d

oes

wea

the

r w

ith

in e

ach

se

aso

n im

pac

t o

ur

dai

ly li

ves?

2.

Wh

y d

o w

e o

bse

rve

we

ath

er?

3.

Ho

w d

oes

wea

the

r ch

ange

ove

r ti

me?

Inst

ruct

ion

al

Act

ivit

ies/

Task

s

Wee

k 1

W

eek

2

Wee

k 3

Info

rmat

ional

Tex

t:

Wh

at

Ha

pp

ens

Wh

en t

he

Win

d B

low

s?

By D

aph

ne

Bu

tler

Info

rmat

ional

Tex

t:

Inves

tig

ati

ng

th

e S

easo

ns

Pre

par

ing

the

Le

arn

er

Com

ple

x L

iter

atu

re T

ext:

Win

d S

ays

Go

od

nig

ht

By K

aty R

yd

ell,

Illu

stra

ted

by D

avid

Jo

rgen

sen

Re

adin

g o

f Te

xt

Exte

nd

ing

the

Le

arn

ing

Pre

par

ing

the

Le

arn

er

Re

adin

g o

f Te

xt

Exte

nd

ing

the

Le

arn

ing

Pre

par

ing

the

Le

arn

er

Text

Re

adin

g Ex

ten

din

g th

e

Lear

nin

g

Sea

son

vid

eo

clip

s

Text

D

epen

den

t Q

ues

tio

ns

My S

easo

ns

Tre

e ar

t O

pen

Pic

ture

. So

rt

Text

D

epen

den

t Q

ues

tio

ns

&

No

te T

akin

g G

uid

e

The

Wea

ther

So

ng

Exp

erim

ent

Pre

dic

tio

n

Text

Dep

end

ent

Qu

esti

on

s Se

qu

enci

ng

Rea

der

s Th

eate

r

Pic

ture

W

alk,

1st

read

wit

h

step

asi

des

Emer

gen

t R

ead

er:

Th

e Fo

ur

Seas

on

s

Sea

son

s W

riti

ng;

W

eath

er L

og

Pic

ture

W

alk,

1st r

ead

w

ith

ste

p

asid

es

Emer

gen

t R

ead

er:

I S

ee t

he

Wea

ther

?

Wea

ther

Lo

g P

ictu

re

Wal

k, 1

st r

ead

w

ith

ste

p

asid

es

Shar

ed R

ead

er:

W

ind

Say

s G

oo

dn

igh

t

Wea

ther

Lo

g

Met

eoro

logi

st

Pre

sen

tati

on

1

2

21

st

Cen

tury

Sk

ills

:

Lea

rnin

g a

nd

In

novati

on

:

C

riti

cal

Thin

kin

g &

Pro

ble

m S

olv

ing

C

om

munic

atio

n &

Coll

abora

tion

Cre

ativ

ity &

Innov

atio

n

Info

rmati

on

, M

edia

an

d T

ech

nolo

gy:

I

nfo

rmat

ion L

iter

acy

M

edia

Lit

erac

y

I

nfo

rmat

ion, C

om

munic

atio

ns

& T

echnolo

gy L

iter

acy

Ess

enti

al

Aca

dem

ic

Lan

gu

age:

Tie

r II

:

pat

tern

, dai

ly, m

igra

te, d

iffe

ren

ce, b

loo

m, r

ipen

, ch

illy,

sea

son

,

anto

nym

s, b

reez

e, g

entl

e, s

tro

ng,

lau

gh,

sco

rch

ing,

sea

son

, bre

ezy,

bal

my,

fre

ezi

ng,

bo

ilin

g, c

oo

l, w

arm

, ice

, sen

ses,

inve

stig

ate,

rev

olv

ing,

rip

enin

g, s

ipp

ing,

nec

tar,

blo

om

, cra

cklin

g, t

ou

ch, s

ou

nd

, tas

te, s

mel

l,

rain

, sn

ow

, co

ld, s

ho

wer

s, b

loss

om

s, b

loo

m, b

aby

bir

ds,

gra

iny,

san

dy,

cru

nch

y, h

arve

st,

step

, lea

ves,

bar

e, f

reez

ing,

tap

pin

g, s

tru

mm

ing,

bea

t,

fid

dle

, ch

eerf

ul,

bra

nch

, dip

, tw

irl,

shin

ing,

wh

isp

ere

d, w

ides

pre

ad

Tie

r II

I:

wea

ther

log,

met

eoro

logi

st, ,

rec

ord

, rev

olv

ing,

bal

my,

har

vest

ed, h

iber

nat

e, o

cean

, th

roat

, sci

enti

st,

Wh

at p

re-a

sse

ssm

ent

will

be

give

n?

In P

ow

er G

rou

ps,

stu

den

ts w

ill c

on

du

ct a

n o

pen

-en

ded

so

rt o

f w

eath

er w

ord

s an

d

no

n-w

eath

er w

ord

s, a

nd

rep

ort

bac

k to

th

e cl

ass

on

th

e re

aso

ns

for

thei

r p

lace

men

t o

f so

rt w

ord

s. A

ru

bri

c w

ill b

e p

rovi

ded

in t

he

bo

dy

of

the

un

it.

Ho

w w

ill p

re-a

sse

ssm

ent

guid

e in

stru

ctio

n?

Id

enti

fy s

tud

ents

’ ab

ility

to

wo

rk e

ffec

tive

ly in

a

colla

bo

rati

ve s

etti

ng.

Id

enti

fy s

tud

ents

’ kn

ow

led

ge o

f la

ngu

age

con

ven

tio

ns.

Id

enti

fy s

tud

ents

’ kn

ow

led

ge o

f th

e u

nit

to

pic

an

d

acad

emic

lan

guag

e.

Con

ten

t S

tan

dard

(s):

A

sses

smen

t of

Sta

nd

ard

s (F

orm

ativ

e an

d S

um

mat

ive)

Scie

nce

K

.3.b

Stu

den

ts k

no

w c

han

ges

in w

eath

er o

ccu

r fr

om

day

to

day

an

d a

cro

ss s

easo

ns,

aff

ecti

ng

Eart

h a

nd

its

inh

abit

ants

. K

.4.a

Ob

serv

e co

mm

on

ob

ject

s b

y u

sin

g th

e fi

ve s

ense

s.

K.4

.b D

escr

ibe

the

pro

per

ties

of

com

mo

n o

bje

cts.

K

.4.c

Des

crib

e th

e re

lati

ve p

osi

tio

n o

f o

bje

cts

by

usi

ng

on

e re

fere

nce

(e

.g.,

ab

ove

or

bel

ow

).

K.4

.d C

om

par

e an

d s

ort

co

mm

on

ob

ject

s b

y o

ne

ph

ysic

al a

ttri

bu

te (

e.g

., c

olo

r, s

hap

e, t

extu

re,

size

, wei

ght)

. K

.4.e

. C

om

mu

nic

ate

ob

serv

atio

ns

ora

lly a

nd

th

rou

gh d

raw

ings

F:

Stu

den

ts w

ill o

bse

rve,

rec

ord

, an

d s

har

e f

ind

ings

o

f w

eath

er o

ver

a p

erio

d o

f ti

me.

F:

St

ud

ents

will

use

lan

guag

e th

at u

ses

the

five

se

nse

s to

des

crib

e w

eath

er a

nd

sea

son

s.

F:

Stu

den

ts w

ill d

raw

/wri

te d

iffe

ren

t w

eath

er

con

dit

ion

s an

d s

easo

ns.

S:

St

ud

ents

will

dev

elo

p a

nd

sh

are

rep

rese

nta

tio

ns

of

wea

ther

co

nd

itio

ns

to d

escr

ibe

chan

ges

ove

r ti

me

and

iden

tify

pat

tern

s.

2

3

Co

mm

on

Co

re L

earn

ing S

tan

dard

s T

au

gh

t an

d A

sses

sed

W

hat

ass

essm

ent(

s) w

ill

be

uti

lize

d f

or

this

un

it? (

Incl

ud

e th

e

typ

es o

f b

oth

fo

rma

tive

ass

essm

ents

(F

)

tha

t w

ill

be

use

d t

hro

ugh

ou

t th

e un

it t

o

info

rm y

ou

r in

stru

ctio

n a

nd

th

e su

mm

ati

ve

ass

essm

ents

(S

) t

ha

t w

ill

dem

on

stra

te

stu

den

t m

ast

ery

of

the

stan

da

rds.

)

Wh

at

does

th

e

ass

essm

ent

tell

us?

Bu

nd

led

Rea

din

g Li

tera

ture

Sta

nd

ard

s K

RL.

5 R

eco

gniz

e co

mm

on

typ

es o

f te

xts

(e.g

. sto

ryb

oo

ks, p

oem

s, f

anta

sy, r

ealis

tic

text

) K

RL.

6 W

ith

pro

mp

tin

g an

d s

up

po

rt, n

ame

the

auth

or

and

illu

stra

tor

of

a st

ory

an

d d

efin

e th

e ro

le o

f ea

ch in

tel

ling

the

sto

ry.

KR

L.7

Wit

h p

rom

pti

ng

and

su

pp

ort

, des

crib

e th

e re

lati

on

ship

bet

we

en il

lust

rati

on

s an

d t

he

sto

ry in

wh

ich

th

ey a

pp

ear

(e.g

. Wh

at m

om

ent

in a

sto

ry a

n il

lust

rati

on

dep

icts

).

KR

L.9

Wit

h p

rom

pti

ng

and

su

pp

ort

, co

mp

are

and

co

ntr

ast

the

adve

ntu

res

and

exp

erie

nce

s o

f ch

arac

ters

in f

amili

ar s

tori

es.

KR

L.1

0 S

tud

ents

will

act

ivel

y e

nga

ge in

gro

up

rea

din

g ac

tivi

ties

wit

h p

urp

ose

an

d

un

der

stan

din

g.

a. A

ctiv

ate

pri

or

kno

wle

dge

rel

ate

d t

o t

he

info

rmat

ion

an

d e

ven

ts in

tex

ts.

b

. Use

illu

stra

tio

ns

and

co

nte

xt t

o m

ake

pre

dic

tio

ns

abo

ut

text

.

F: T

each

er o

bse

rvat

ion

. F:

Use

of

text

- d

epen

den

t q

ues

tio

ns

for

com

pre

hen

sio

n.

F:

Ch

ora

l Rea

din

g o

f Em

erge

nt

Rea

der

s.

F: R

ead

ers

Thea

ter

of

the

sto

ry,

Win

d S

ays

Go

od

nig

ht.

S:

Flo

w m

ap t

o s

equ

ence

ev

ents

in G

oo

dn

igh

t Sa

ys

the

Win

d

S: I

den

tify

fic

tio

n a

nd

n

on

fict

ion

tex

ts.

Can

stu

den

ts a

sk

mea

nin

gfu

l q

ues

tio

ns

abo

ut

text

? C

an s

tud

ents

sp

eak

in c

om

ple

te

sen

ten

ces?

Bu

nd

led

Rea

din

g In

form

atio

nal

Tex

t St

and

ard

s K

RI.

1 W

ith

pro

mp

tin

g an

d s

up

po

rt, a

sk a

nd

an

swer

qu

esti

on

s ab

ou

t ke

y d

etai

ls in

a t

ext

. K

RI.

2 W

ith

pro

mp

tin

g an

d s

up

po

rt Id

enti

fy t

he

mai

n t

op

ic a

nd

ret

ell

key

det

ails

of

a te

xt.

KR

I.3

Wit

h p

rom

pti

ng

and

su

pp

ort

, des

crib

e th

e co

nn

ecti

on

bet

we

en t

wo

ind

ivid

ual

s, e

ven

ts

idea

s o

r p

iece

s o

f in

form

atio

n in

a t

ext.

K

RI.

4 W

ith

pro

mp

tin

g an

d s

up

po

rt, a

sk a

nd

an

swer

qu

esti

on

s ab

ou

t u

nkn

ow

n w

ord

s in

a t

ext

. K

RI.

5 Id

enti

fy t

he

fro

nt

cove

r, b

ack

cove

r an

d t

itle

pag

e o

f a

bo

ok.

K

RI.

7 W

ith

pro

mp

tin

g an

d s

up

po

rt, d

escr

ibe

the

rela

tio

nsh

ip b

etw

een

illu

stra

tio

ns

and

th

e st

ory

in w

hic

h t

hey

ap

pea

r (e

.g.,

wh

at m

om

ent

in a

sto

ry a

n il

lust

rati

on

dep

icts

).

KR

I.8

Wit

h p

rom

pti

ng

and

su

pp

ort

, id

enti

fy b

asic

sim

ilari

ties

in a

nd

dif

fere

nce

s b

etw

een

tw

o

text

s o

n t

he

sam

e to

pic

(e.

g., i

n il

lust

rati

on

s, d

escr

ipti

on

s, o

r p

roce

du

res)

. K

RI.

10

Act

ivel

y e

nga

ge in

gro

up

rea

din

g ac

tivi

ties

wit

h p

urp

ose

an

d u

nd

erst

and

ing.

a.

Act

ivat

e p

rio

r kn

ow

led

ge r

elat

ed t

o t

he

info

rmat

ion

an

d e

ven

ts in

tex

ts.

b. U

se il

lust

rati

on

s an

d c

on

text

to

mak

e p

red

icti

on

s ab

ou

t te

xt.

F: T

each

er o

bse

rvat

ion

. F:

Use

of

text

- d

epen

den

t q

ues

tio

ns

for

com

pre

hen

sio

n.

S: M

eteo

rolo

gist

Pre

sen

tati

on

. F:

Sh

ades

of

Mea

nin

g So

rt

F: S

ense

s so

rt

S: D

raw

ing

and

exp

lan

atio

n o

f se

aso

ns

S: Id

enti

fy f

icti

on

an

d n

on

fict

ion

te

xts.

Can

stu

den

ts a

sk

mea

nin

gfu

l q

ues

tio

ns

abo

ut

text

? C

an s

tud

ents

ex

pre

ss

un

der

stan

din

g o

rally

an

d t

hro

ugh

d

raw

ing/

wri

tin

g?

Can

stu

den

ts s

pea

k in

co

mp

lete

se

nte

nce

s?

3

4

Bu

nd

led

Fo

un

dat

ion

al S

kills

Sta

nd

ard

s K

FS.1

Dem

on

stra

te u

nd

erst

and

ing

of

the

org

aniz

atio

n a

nd

bas

ic f

eatu

res

of

pri

nt.

a.

Fo

llow

wo

rds

fro

m le

ft t

o r

igh

t, t

op

to

bo

tto

m, a

nd

pag

e b

y p

age.

b

. R

eco

gniz

e th

at s

po

ken

wo

rds

are

rep

rese

nte

d in

wri

tten

lan

guag

e b

y sp

ecif

ic

seq

uen

ces

of

lett

ers.

c.

U

nd

erst

and

th

at w

ord

s ar

e se

par

ated

by

spac

es in

pri

nt.

d

. R

eco

gniz

e an

d n

ame

all u

pp

er-

and

low

erc

ase

lett

ers

of

the

alp

hab

et.

KFS

.2 D

emo

nst

rate

un

der

stan

din

g o

f sp

oke

n w

ord

s, s

ylla

ble

s, a

nd

so

un

ds

(ph

on

emes

).

c.

Ble

nd

an

d s

egm

ent

on

sets

an

d r

imes

of

sin

gle

-syl

lab

le s

po

ken

wo

rds

d.

Is

ola

te a

nd

pro

no

un

ce t

he

init

ial,

med

ial v

ow

el,

and

fin

al s

ou

nd

s (p

ho

nem

es)

in t

hre

e-

ph

on

eme

(co

nso

nan

t-vo

wel

-co

nso

nan

t, o

r C

VC

) w

ord

s.

f.

Ble

nd

tw

o t

o t

hre

e p

ho

nem

es in

to r

eco

gniz

able

wo

rds.

CA

K

FS.3

Kn

ow

an

d a

pp

ly g

rad

e-l

evel

ph

on

ics

and

wo

rd a

nal

ysis

ski

lls in

dec

od

ing

wo

rds

bo

th in

is

ola

tio

n a

nd

in t

ext.

a.

D

emo

nst

rate

bas

ic k

no

wle

dge

of

on

e-t

o-o

ne

lett

er-s

ou

nd

co

rres

po

nd

ence

s b

y p

rod

uci

ng

the

pri

mar

y o

r m

any

of

the

mo

st f

req

uen

t so

un

d f

or

eac

h c

on

son

ant.

b

. A

sso

ciat

e th

e lo

ng

and

sh

ort

so

un

ds

wit

h c

om

mo

n s

pel

lings

(gr

aph

emes

) fo

r th

e fi

ve

maj

or

vow

els

. c.

R

ead

co

mm

on

hig

h-f

req

uen

cy w

ord

s b

y si

ght

(e.g

., t

he,

of,

to

, yo

u, s

he,

my,

is, a

re).

d

. D

isti

ngu

ish

bet

wee

n s

imila

rly

spel

led

wo

rds

by

iden

tify

ing

the

sou

nd

s o

f th

e le

tter

s th

at d

iffe

r.

KFS

.4 R

ead

em

erge

nt-

read

er t

exts

wit

h p

urp

ose

an

d u

nd

erst

and

ing.

F: T

each

er o

bse

rvat

ion

S:

Tri

mes

ter

Res

ult

s A

sses

smen

t S:

SA

USD

OC

R/A

war

d S

igh

t W

ord

Ass

essm

ent.

Is t

he

stu

den

t ab

le

to…

. re

ad s

igh

t w

ord

s?

- Id

enti

fy

up

per

/lo

we

rcas

e le

tter

s?

- o

rally

ble

nd

?

Bu

nd

led

Wri

tin

g St

and

ard

s, K

ind

erga

rte

n

KW

.1 U

se a

co

mb

inat

ion

of

dra

win

g, d

icta

tin

g, a

nd

wri

tin

g to

co

mp

ose

op

inio

n p

iece

s in

wh

ich

th

ey t

ell

a re

ader

th

e to

pic

or

the

nam

e o

f th

e b

oo

k th

ey a

re w

riti

ng

abo

ut

and

sta

te a

n

op

inio

n o

r p

refe

ren

ce a

bo

ut

the

top

ic o

r b

oo

k (e

.g.,

My

favo

rite

bo

ok

is...

).

KW

.2 U

se a

co

mb

inat

ion

of

dra

win

g, d

icta

tin

g, a

nd

wri

tin

g to

co

mp

ose

in

form

ativ

e/ex

pla

nat

ory

tex

ts in

wh

ich

th

ey n

ame

wh

at t

hey

are

wri

tin

g ab

ou

t an

d

sup

ply

so

me

info

rmat

ion

ab

ou

t th

e to

pic

. K

W.3

Use

a c

om

bin

atio

n o

f d

raw

ing,

dic

tati

ng,

an

d w

riti

ng

to n

arra

te a

sin

gle

even

t o

r se

vera

l lo

ose

ly li

nke

d e

ven

ts, t

ell a

bo

ut

the

even

ts in

th

e o

rder

in w

hic

h t

hey

occ

urr

ed, a

nd

p

rovi

de

a re

acti

on

to

wh

at h

app

ened

. K

W.5

Wit

h g

uid

ance

an

d s

up

po

rt f

rom

ad

ult

s, r

esp

on

d t

o q

ues

tio

ns

and

su

gges

tio

ns

fro

m

pee

rs a

nd

ad

d d

etai

ls t

o s

tren

gth

en w

riti

ng

as n

eed

ed.

KW

.8 W

ith

gu

idan

ce a

nd

su

pp

ort

fro

m a

du

lts,

rec

all i

nfo

rmat

ion

fro

m e

xper

ien

ces

or

gath

er

info

rmat

ion

fro

m p

rovi

ded

so

urc

es t

o a

nsw

er a

qu

esti

on

.

F: D

aily

Wea

ther

Ob

serv

atio

n

Log

wit

h a

cco

mp

anyi

ng

dra

win

g.

F: D

raw

ing/

wri

tin

g o

f ea

ch

seas

on

.

S: S

AU

SD T

rim

este

r W

riti

ng

Pro

fici

ency

.

Stu

den

ts k

no

w h

ow

to

use

info

rmat

ion

ac

qu

ired

th

rou

gh

text

s, o

bse

rvat

ion

s,

and

cla

ssro

om

ac

tivi

ties

an

d

exp

ress

th

rou

gh

dra

win

gs a

nd

w

riti

ng.

4

5

Bu

nd

led

Sp

eaki

ng

and

Lis

ten

ing

Stan

dar

ds,

Kin

der

gart

en

SL

K.1

Par

tici

pat

e in

co

llab

ora

tive

co

nve

rsat

ion

s w

ith

div

erse

par

tner

s ab

ou

t ki

nd

erga

rten

to

pic

s an

d t

ext

s w

ith

pee

rs a

nd

ad

ult

s in

sm

all a

nd

larg

er g

rou

ps.

a.

Fo

llow

agr

eed

-up

on

ru

les

for

dis

cuss

ion

s (e

.g.,

list

en

ing

to o

ther

s w

ith

car

e, s

pea

kin

g o

ne

at a

tim

e ab

ou

t th

e to

pic

s an

d t

exts

un

der

dis

cuss

ion

).

b.

Co

nti

nu

e a

con

vers

atio

n t

hro

ugh

mu

ltip

le e

xch

ange

s.

SLK

.2 C

on

firm

un

der

stan

din

g o

f a

text

rea

d a

lou

d o

r in

form

atio

n p

rese

nte

d o

rally

or

thro

ugh

o

ther

med

ia b

y as

kin

g an

d a

nsw

eri

ng

qu

esti

on

s ab

ou

t ke

y d

etai

ls a

nd

re

qu

esti

ng

clar

ific

atio

n if

so

met

hin

g is

no

t u

nd

erst

oo

d. a

. Un

der

stan

d a

nd

fo

llow

on

e-

and

tw

o-

ste

p o

ral d

irec

tio

ns.

SL

K.3

Ask

an

d a

nsw

er q

ues

tio

ns

in o

rder

to

see

k h

elp

, get

info

rmat

ion

, or

clar

ify

som

eth

ing

that

is n

ot

un

der

sto

od

.

SLK

.4 D

escr

ibe

fam

iliar

peo

ple

, pla

ces,

th

ings

, an

d e

ven

ts a

nd

, wit

h p

rom

pti

ng

and

su

pp

ort

, p

rovi

de

add

itio

nal

det

ail.

SLK

.5 A

dd

dra

win

gs o

r o

ther

vis

ual

dis

pla

ys t

o d

escr

ipti

on

s as

des

ired

to

pro

vid

e ad

dit

ion

al

det

ail.

SL

K6

. Sp

eak

aud

ibly

an

d e

xpre

ss t

ho

ugh

ts, f

eelin

gs, a

nd

idea

s cl

earl

y.

F: T

each

er o

bse

rvat

ion

an

d

stu

den

t re

spo

nse

s.

F: D

iscu

ssio

n o

f va

rio

us

top

ics

wit

h p

artn

er, c

olla

bo

rati

ve

gro

up

s u

sin

g lin

guis

tic

pat

tern

s.

F: R

etel

l Go

od

nig

ht

Says

th

e W

ind

usi

ng

flo

w m

ap.

S: U

nit

wea

ther

pre

sen

tati

on

.

Can

stu

den

ts a

sk

qu

esti

on

s/gi

ve

answ

ers

to c

lari

fy

info

rmat

ion

an

d

un

der

stan

din

g?

Can

stu

den

ts

effe

ctiv

ely

par

tici

pat

e in

co

llab

ora

tive

co

nve

rsat

ion

s?

Can

stu

den

ts

seq

uen

ce a

sto

ry?

Bu

nd

led

Lan

guag

e St

and

ard

s, K

ind

erga

rte

n

KL.

1

Dem

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h g

ram

mar

an

d u

sage

w

hen

wri

tin

g o

r sp

eaki

ng.

a.

Pri

nt

man

y u

pp

er-

and

low

erca

se le

tter

s.

b

. U

se f

req

uen

tly

occ

urr

ing

no

un

s an

d v

erb

s.

c

. Fo

rm r

egu

lar

plu

ral n

ou

ns

ora

lly b

y ad

din

g /s

/ o

r /e

s/ (

e.g

., d

og

, do

gs;

wis

h, w

ish

es).

d.

Un

der

stan

d a

nd

use

qu

esti

on

wo

rds

(in

terr

oga

tive

s) (

e.g.

, wh

o, w

ha

t, w

her

e, w

hen

, w

hy,

ho

w).

f.

Pro

du

ce a

nd

exp

and

co

mp

lete

sen

ten

ces

in s

har

ed la

ngu

age

acti

viti

es.

KL.

2

Dem

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h c

apit

aliz

atio

n,

pu

nct

uat

ion

, an

d s

pel

ling

wh

en w

riti

ng.

a.

Cap

ital

ize

the

firs

t w

ord

in a

se

nte

nce

an

d t

he

pro

no

un

I.

b

. R

eco

gniz

e an

d n

ame

end

pu

nct

uat

ion

.

d.

Spel

l sim

ple

wo

rds

ph

on

etic

ally

, dra

win

g o

n k

no

wle

dge

of

sou

nd

-let

ter

rela

tio

nsh

ips.

K

L.4

D

eter

min

e o

r cl

arif

y th

e m

ean

ing

of

un

kno

wn

an

d m

ult

iple

-mea

nin

g w

ord

s an

d p

hra

ses

bas

ed o

n k

ind

erg

art

en r

ead

ing

an

d c

on

ten

t.

a

. Id

enti

fy n

ew m

ean

ings

fo

r fa

mili

ar w

ord

s an

d a

pp

ly t

hem

acc

ura

tely

(e

.g.,

kn

ow

ing

du

ck is

a b

ird

an

d le

arn

ing

the

verb

to

du

ck).

K

L.5

W

ith

gu

idan

ce a

nd

su

pp

ort

fro

m a

du

lts,

exp

lore

wo

rd r

ela

tio

nsh

ips

and

nu

ance

s in

w

ord

mea

nin

gs.

a

. So

rt c

om

mo

n o

bje

cts

into

cat

ego

ries

(e.

g., s

hap

es, f

oo

ds)

to

gai

n a

sen

se o

f th

e

F: T

each

er o

bse

rvat

ion

an

d

stu

de

nt

resp

on

ses

F: D

aily

We

ath

er O

bse

rvat

ion

Lo

g S:

SA

USD

Wri

tin

g P

rofi

cien

cy

F: T

ext-

dep

end

ent

q

ues

tio

n/a

nsw

er a

ctiv

itie

s.

F: S

on

g an

d C

ho

ral R

ead

ing

acti

viti

es.

F: R

etel

l of

text

s, a

nd

sh

arin

g o

f o

pin

ion

s an

d id

eas.

F:

Sh

ades

of

Mea

nin

g A

ctiv

ity.

S:

Dra

win

g an

d e

xpla

nat

ion

of

se

aso

ns

Can

stu

den

ts u

se

info

rmat

ion

to

d

raw

/wri

te, a

nd

st

ay o

n t

op

ic?

Can

stu

den

ts a

sk

qu

esti

on

s/gi

ve

answ

ers

to c

lari

fy

info

rmat

ion

an

d

un

der

stan

din

g, a

nd

p

arti

cip

ate

in

colla

bo

rati

ve

con

vers

atio

ns?

St

ud

ent

read

ing

flu

ency

/wri

tin

g p

rogr

ess

at s

pec

ific

ti

mes

of

the

year

. C

an s

tud

ents

use

la

ngu

age

to e

xpre

ss

thei

r id

eas?

5

6

con

cep

ts t

he

cate

gori

es r

epre

sen

t.

b

. D

emo

nst

rate

un

der

stan

din

g o

f fr

equ

entl

y o

ccu

rrin

g ve

rbs

and

ad

ject

ives

by

rela

tin

g th

em t

o t

hei

r o

pp

osi

tes

(an

ton

yms)

.

c.

Iden

tify

rea

l-lif

e co

nn

ecti

on

s b

etw

een

wo

rds

and

th

eir

use

(e.

g., n

ote

pla

ces

at s

cho

ol

that

are

co

lorf

ul)

.

d.

Dis

tin

guis

h s

had

es o

f m

ean

ing

amo

ng

verb

s d

escr

ibin

g th

e sa

me

gen

eral

act

ion

(e.

g.,

wa

lk, m

arc

h, s

tru

t, p

ran

ce)

by

acti

ng

ou

t th

e m

ean

ings

. K

L.6

U

se w

ord

s an

d p

hra

ses

acq

uir

ed t

hro

ugh

co

nve

rsat

ion

s, r

ead

ing

and

bei

ng

read

to

, an

d

resp

on

din

g to

tex

ts.

Res

ou

rces

/

Mate

rials

:

Co

mp

lex

Text

s to

be

use

d:

In

form

atio

nal

Tex

ts u

sed

: Li

tera

ture

Tit

les:

Med

ia/T

ech

no

logy

: O

ther

Mat

eri

als:

“Win

d S

ays

Go

od

nig

ht”

by

Kat

y R

ydel

l, ill

ust

rate

d b

y D

avid

Jo

rgen

sen

S

easo

n a

nd

Wea

ther

by

SAU

SD K

ind

erga

rte

n T

eam

In

vest

igat

ing

the

Seas

on

s b

y SA

USD

Kin

der

gart

en T

eam

Sc

ien

ce T

ext

, pp

. TE1

62

-16

3,T

E16

8-1

69

);

Win

d S

ays

Go

od

nig

ht

by

Kat

y R

ydel

l Se

aso

n a

nd

We

ath

er b

y SA

USD

Kin

der

gart

en

Tea

m, I

nve

stig

atin

g th

e Se

aso

ns

by

SAU

SD

Kin

der

gart

en T

eam

Se

aso

n a

nd

We

ath

er, I

nve

stig

atin

g th

e Se

aso

ns,

an

d W

ind

Say

s G

oo

dn

igh

t P

ow

er P

oin

ts

Inve

stig

atin

g th

e Se

aso

ns

and

Win

d S

ays

Go

od

nig

ht

Big

Bo

oks

; I S

ee t

he

Wea

ther

, Th

e Fo

ur

Seas

on

s, W

ind

Say

s G

oo

dn

igh

t SA

USD

Rea

der

s; O

pti

on

al: “

Seas

on

s” b

y K

ara

D H

ill (

Scie

nce

R

ead

er);

Wea

ther

Lo

g, P

ow

er E

lbo

w G

rou

p A

ctiv

itie

s, e

tc.

Inte

rdis

cip

lin

ary

Con

nec

tion

s:

Kin

der

gart

en L

ife

Scie

nce

2, 2

a, 2

b, 3

, 3b

, 4, 4

a-c,

4e

(Ple

ase

see

Co

nte

nt

Stan

dar

ds

sect

ion

).

Kin

der

gart

en M

ath

Co

un

tin

g C

ard

inal

ity

3, 4

-4c,

5-7

, Mea

sure

men

t an

d D

ata

3-4

b (

Ple

ase

see

Mat

h C

CC

S).

Kin

der

gart

en V

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SAUSD Common Core Lesson Template

2SAUSD Common Core Lesson Planner

Common Core

(Unit 4 in OCR)

Kindergarten

Lesson # 1 Time/Period: 75 min. Course: Language Arts

Date:______________

Common Core

and Content

Standards

RI.1 Ask/answer questions RI.10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase RFS. 2 Phonemes a. rhyming words c. segment onsets and rimes f. blend 2 -3 phonemes RF.3 Phonics and Word analysis skills to decode a. one-to-one letter-sound correspondences b. Common spellings long and short sounds c. High-frequency words RFS. 4 Emergent-reader text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper and markers); OCR U.4 TE (Green Section) T22- 27, Red: “Weather and non-weather” sorting material and rubric ; Seasons and Weather PowerPoint, Blue: Weather Song ; Weather Log

Objectives Content: Green: Students will identify the position words. Students will: rhyme, oral-blend, identify long vowel sounds, and know /s/ and “s”. Red: Students will sort picture cards. Students will gather knowledge about expository text. Blue: Students will identify and record the weather.

Language: Green: Students will play “Simon Says” (physically show position word) and write an interactive Morning Message. Students will listen and participate in whole group activities. Red: Students will discuss and describe their sort in complete sentences in Elbow Groups. Students will describe illustrations and make predictions about text. Blue: Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

College and

Career Ready

Skills

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and discipline

Comprehending as well as critiquing Valuing evidence

Using technology and digital media strategically and capably

Coming to understand other perspectives and cultures

Common Core

Instructional

Shifts

Building knowledge through content-rich nonfiction texts

Reading and writing grounded from text

Regular practice with complex text and its academic vocabulary

A ca de

mi

c V oc

ab ul

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(T ie r II

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DES

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N KEY WORDS ESSENTIAL TO

UNDERSTANDING WORDS WORTH KNOWING

8


pattern, weather log, meteorologist, difference, record

STU

DEN

TS

FIG

UR

E O

UT

THE

MEA

NIN

G winter, spring, summer, fall

Pre-teaching

Considerations

Explain to students: for the next several weeks you will be learning about the seasons and the weather they experience during each season.

Students must have worked in Elbow Groups and with a partner. Review rules and responsibilities of working in groups. Review Elbow Group roles (materials, reporter, captain, and editor).

Lesson Delivery

Instructional

Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration Independent Practice

Guided Inquiry Reflection

CCSS

Foundational

Standards

(K-5 only)

Morning Message – Focuses on position words.

Review Content / Learning Objective.

Introduce position words (such as: close, far, above, below, in front of, in back of, over, under, beside, next to, on, in, between ) by having students act out scenarios using position words. (Suggestion: Play Simon Says using the position words.) For example: “Simon says…

-put your hand above your head. -put your hand below your chin. -put your hand behind your back. -put your hand under your elbow. -put your hand on your nose. -put your hand close to your mouth. -put your hand between your knees. -put your hand over your eyes. -put your hand far from your body.”

Write an interactive Morning Message with students using position words.

Have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, periods, and sight words. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)

Foundational Skills (Green Section) Teachers may continue with the OCR Green Section they are currently working on, or use the following: OCR The Wind, Teacher’s Edition (T), Unit 4, Lesson 1, pp. 22-27 (Remember to review content/language objectives.)

T22- Choose one or both Warming Up activities

T23- Oral blending (The following words may be used in lieu of the words found in OCR.) Initial Consonants

/s/…unny /f/…unny /r/ …ain /p/…ain /g/ …ain /f/ …all /t/…all /c/ …all /c/..old /t/…old /f/ …old

9


T24- Listening for Long Vowel Sounds

T25-26- The Sound of Ss

T26- Linking the Sounds to the Letter

Prepare the

Learner

Pre-Assessment: Give students the opportunity to sort pictures into two groups: Weather Pictures/Non-Weather Pictures.

Use inquiry questions to facilitate students’ thinking (ex: I see you put the _______ with the ___________. Why did you put them together? or I see this picture has______________. Do you see another picture with _____________?) Students may use the following frames to describe their sort: This group has ______. This group does not have______. These are_____. These are not ______. The ___ and ____ are _____. These pictures go together because_______. This is a group because ______. Note observations

Interact with

text/concept

Activities Tasks/

Strategies/Technology

Questioning/Engageme

nt/Writing/Checking

for Understanding

Building Background: Introduce “The Season Song” Introduce the song on the PowerPoint to the students. Add motions to the words when applicable. Emphasize the season and weather words in each stanza.

Preview: Seasons and Weather PowerPoint ‐ Expository Text (As you preview, note student’s knowledge and vocabulary to help guide your instruction) Picture Walk: Review the title page. Say: What do you see in the picture? What do you think this book is about? As you continue through the subsequent pages, you may want to use some of these suggested questions: What do you see? What questions do you have? (What do you wonder about?) What does this picture make you think about or remind you of? Students talk with a partner to share ideas. I see __. I wonder __. I think __. Share out with whole group.

Differentiated Instruction:

English Learners: I see_____. He/She has_____. The _____ is ________. The animals can______. The people can ______ . I think that__________ because ________.

The text is about_______. Special Needs: Point to details in the picture.

Accelerated Learners: What do you think is the most important idea on this page? How do you know? Give me three examples from the illustrations that tell me why you think the text is about___.

10


Read: Read the PowerPoint in its entirety with step asides, as needed.

Extending

Understanding

Writing

Weather Log – Observing and Recording

Introduce students to “The Weather Song.” (Tune: Row, Row, Row your

Boat) Students will chant /sing the song before observing the weather.

What is the weather today, I can’t wait to see. Sunny, rainy, windy, cloudy, Which one will it be? Students will act as meteorologists observing and recording the daily weather. Students will draw the weather, circle the word that names the weather and may write a simple sentence with support (sentence frame, sound spelling cards) describing their daily observation. Students will then record the daily weather on a bar graph in their log.

After completing log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days? Which weather condition has more? Has less? Etc.)

Differentiated Instruction: Advanced Learners: Write longer sentence independently.

English Learners: Model sentence for students. Students repeat sentence orally as they draw. They may write key vocabulary such as “Sunny”. If capable assist students in writing a sentence. May offer an LP such as: “The weather is____.” or “It is____.”

Special Needs: Assist in writing beginning sounds of words in small group. They can write key vocabulary such as “Sunny”.

Lesson Reflection

with Students Big Idea: Weather within each season can be predictable.

Essential Questions:

How does weather within each season impact our daily lives?

Why do we observe weather? How does weather change over time?

Lesson Reflection

Teacher

Reflection

Evidenced by

Student

Learning/

Outcomes

11

Nam

e___

____

____

____

____

____

___

Wea

ther

Pict

ures

N

on-W

eath

er P

ictur

es

Pre-

Ass

essm

ent S

ort

12

Pre Assessment Lesson 1

13

Collaborative Group Pre-Assessment Rubric: Lesson 1B

Open Sort Collaboration Rubric

Group Name:______________________________________

Members _________________________ ____________________________

_________________________ ____________________________

• Members work collaboratively on sort. _____ Notes:____________________________________________________________________________

• Each member introduces himself/herself. ____ Notes:______________________________________________________________________________

• Team members (2) help place sort on pocket chart.

Notes:______________________________________________________________________________

• Presenter explains sort. _____

Notes:______________________________________________________________________________

• Team members helps point out pictures as presenter speaks. _____

Notes:______________________________________________________________________________

13a

1

Seasons and Weather

Pictures from Google Images 1 2

Weather changes from day to day, but it can be predictable during a season.

There are four seasons in a year - winter, spring, summer, and fall. The weather changes during each season. In each season, you can expect a certain type of weather.


3

Four Seasons Every season has its own type of weather. Seasons follow one another in a cycle. The change in each season is due to the earth revolving around the sun.


4

But each day, the weather can be different. The air around the earth is moving all the time. This moving air is called wind. Wind can blow clouds and storms across the sky, changing the weather.


5

Wind and Weather

Wind brings in clouds.

Winter is the coldest season. The days are shorter and the nights are longer. People need to dress warmly in order to protect themselves from the colder air. It snows in many places. So trees are bare, without leaves. Some animals hibernate, while others migrate to warmer places.


6

Winter

14

http://www.google.com/url?sa=i&rct=j&q=seasons&source=images&cd=&cad=rja&docid=3pwIpv_pj1enhM&tbnid=_KKi3tMtdO74vM:&ved=0CAUQjRw&url=http://www.nexus-wallpaper.com/wallpaper/nature/seasons-tree/&ei=-0vDUcvqBeuvigLs-4HwCg&psig=AFQjCNFEs6JeRY5unIPCWtaaCMD4kABUKw&ust=1371839865249817

http://www.google.com/url?sa=i&rct=j&q=cloudy&source=images&cd=&cad=rja&docid=dfO26I-yuQn0oM&tbnid=N1J7Mb8Cvi9MTM:&ved=0CAUQjRw&url=http://www.bibliocad.com/library/cloudy-sky_47073&ei=bofCUf68OsTirQHKkoC4Dw&psig=AFQjCNGBf2oGNzs2WehlcGPILeecA5MetA&ust=1371789534639985

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=VBLvgDcIkpMfCM&tbnid=b4ESuvnWSFTNuM:&ved=0CAUQjRw&url=http://scienceforkids.kidipede.com/physics/weather/seasons.htm&ei=XDnDUdSDGYrMiQKT3YDQBQ&bvm=bv.48175248,d.cGE&psig=AFQjCNFQow62GcHS4ZfFXCLpat4Foiv6ow&ust=1371834696163589

http://www.google.com/url?sa=i&rct=j&q=wind blowing leaves&source=images&cd=&cad=rja&docid=GH7x_CgQvB98jM&tbnid=UWCxK5x7Euxv3M:&ved=0CAUQjRw&url=http://www.pchydro.com/blog/?paged=2&ei=eH7CUffAGce3rgGH3IGACg&psig=AFQjCNEU39zF_hvQwSsaHe0Xp1aH9m5RJw&ust=1371787178968411

http://www.google.com/url?sa=i&rct=j&q=people+in+the+snow&source=images&cd=&cad=rja&docid=qEVyWE8AEXOFbM&tbnid=wdySSBioZ38tQM:&ved=0CAUQjRw&url=http://66squarefeet.blogspot.com/2009_12_01_archive.html&ei=_z7DUaf6A5HxiQLdyoHAAw&psig=AFQjCNE-ZBOplbM1hDhLhFJN9gLWN3rH2g&ust=1371836495942890

http://www.google.com/url?sa=i&rct=j&q=animals+hibernate+in+winter&source=images&cd=&cad=rja&docid=kaTp62Em_Lfk3M&tbnid=mtFoDg_uNHTIRM:&ved=0CAUQjRw&url=http://www.exploringnature.org/db/detail.php?dbID=5&detID=2280&ei=jT_DUfb5Eqr3iwLXtYGgDA&psig=AFQjCNGPulpE64Baq7J01cmawDCYbC9qbQ&ust=1371836667561657

2

Spring is a warmer season. The days get a little longer, and the nights get shorter. There are more sunny days. There can be breezy days, rainy days, or foggy days. Leaves and buds appear on trees again. Baby animals are born. People begin to spend more time outside.


7

Spring

Summer is the hottest season. The days are very long and the nights are short. There are many hot, scorching days. People like to go to a pool or the beach. Animals try to stay cool in the shade. Some fruits and vegetables begin to ripen on trees and plants.

Weather changes from day to day, but it can be predictable during a season. 8

Summer

Fall is a cool season. The days get shorter and the nights get longer. There are more windy days. There are more rainy days. People need to dress for the chilly weather. Apples, pumpkins and corn are harvested. The animals prepare for winter and students prepare for school.


9

Fall

What happens when fall is over? The cycle begins again. Can you predict what will happen in winter? In the spring? In the summer? In the fall? Do you remember the predictable weather for each season?


10

Changing Seasons

15

http://www.google.com/url?sa=i&rct=j&q=spring showers&source=images&cd=&cad=rja&docid=77LIxJRlhZA3gM&tbnid=MScVrGlEk_vfNM:&ved=0CAUQjRw&url=http://www.funwallz.com/wallpaper/1600x1200/wide-wallpaper-april-showers-369.html&ei=y4TCUcPNJoTgqwGhwoGgBA&psig=AFQjCNEwYVmjllT811HCpsdSRURqkizuOA&ust=1371788844275746

http://www.google.com/url?sa=i&rct=j&q=wind blowing&source=images&cd=&cad=rja&docid=AZ3VhRhe-UI0BM&tbnid=-R9H-2pvscRkTM:&ved=0CAUQjRw&url=http://www.impactlab.net/2011/03/27/the-world-is-getting-windier-and-the-waves-higher/&ei=7oHCUaLCA8HWrgHH2oCICQ&psig=AFQjCNH715Qrd3YDuFdtkG2QItzRIF1ETQ&ust=1371788129583355

http://www.google.com/url?sa=i&rct=j&q=kids+petting+baby+animals&source=images&cd=&cad=rja&docid=MRs2e0dDcB0xPM&tbnid=dlDrEeK_3MSiOM:&ved=0CAUQjRw&url=http://www.animalcraze.info/Parties_Events/parties_events.html&ei=wULDUc_BIsG1iwKPwoC4DQ&psig=AFQjCNEsvo5D-A9pv03X_B2Ivw4i-crLyw&ust=1371837460301274

http://www.google.com/url?sa=i&rct=j&q=kids+eating+watermelon&source=images&cd=&cad=rja&docid=qzfNiUExHlw40M&tbnid=90RsedrmT-MPOM:&ved=0CAUQjRw&url=http://www.allposters.com/-sp/Children-in-Park-Eating-Watermelon-Posters_i3500398_.htm&ei=gUXDUb32LorWiwKIvoDwCg&psig=AFQjCNGURKNxTDGJWtDQFcqmiGal_GS8Iw&ust=1371838162442662

http://www.lovethesepics.com/2012/10/cute-funny-hungry-squirrels-say-fall-is-here-60-pics/

http://www.google.com/url?sa=i&rct=j&q=harvest+time&source=images&cd=&cad=rja&docid=L7VNuaSozIQLIM&tbnid=Wt2kEtcLPhUW0M:&ved=0CAUQjRw&url=http://actasifblog.com/2012/10/time-to-harvest/&ei=mUfDUefQJqHtiwLt0YDQDg&psig=AFQjCNECiCQw6JqJ-A_jKZFeAw-wFUMguQ&ust=1371838743626320

The Weather Song (Tune: Row, Row, Row your Boat)

Weather, Weather, Weather today, I can’t wait to see. Sunny, rainy, windy, cloudy, Which one will it be?

The Weather Song for Weather Log Book Lesson 1

16

Me

te

oro

logis

t

Log B

ook

Nam

e__

__

__

__

Wha

t is t

he w

eath

er t

oday

?

I ca

n’t

wai

t to

see

!

Sun

ny, windy, r

ainy

, clou

dy…

Whi

ch o

ne w

ill it

be?

17

SAUSD Kinder Common Core Unit: Lesson 2

SAUSD Common Core Lesson Planner

Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI. 1 Ask/answer questions 2. Main topic and key details 3. Connections b/w individuals/events/information 5. Front & back cover, title page 7. Relationship b/w illustrations and text 8. Identify reasons that support points in text 10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences b. Common spellings long and short sounds c. High-frequency words d. Distinguish b/w similarly spelled words W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform.; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns d. Use question words f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5.c Connections with words & use 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers) ; OCR U.4 TE (Green Section) T36-39, Red: “ The Seasons Song” Blue: Weather Log

Objectives Content: Green: Students will identify position words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /s/ and “s”. Red: Students learn and understand the four seasons. Blue: Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will memorize and recite a song. Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Blue: Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






Common Core

Instructional

Shifts




A ca de

mi

c V oc

ab ul

ar y

(T ie r II

&

Ti

er

II I)

TEA

CH

ER

PR

OV

I

DES

SIM

PL

E

EXP

LA

NA

TIO



19


Suggestion: Students can

write message on white boards and interact with it on their own board while you model on chart paper. Students may draw a picture that matches text.

pattern, daily, migrate, bloom, ripen, chilly, hibernate, scorching

difference, storm, cool

STU

DEN

TS

FIG

UR

E O

UT

THE

MEA

NIN

G revolving, season, breezy, harvested winter, spring, summer, fall , wind, windy, warm,

Pre-teaching

Considerations Students must have worked in Elbow Groups and with a partner. Review rules and responsibilities of

working in groups. Review Elbow Group roles (materials, reporter, captain, and editor).

Lesson Delivery

Instructional

Methods




CCSS

Foundational

Standards

(K-5 only)

Morning Message – Focuses on position words and finding informational evidence from text.


Write the following on chart paper or on the board:

The boy puts a scarf around his neck. He puts a hat on his head. He sleds on the snow. The season is winter.

Review position words with students as needed.

Read each sentence with students and have students interact with the message by underlining the position words (around, on).

Depending on class ability/focus level continue to have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)

Ask students what information the morning message gave to show it was winter.

Foundational Skills (Green Section) Teachers may continue with the OCR Green Section they are currently working on, or use the following: OCR The Wind, Teacher’s Edition (T), Unit 4, Lesson 2, pp. 36-39. (Remember to review content/language objectives.)



/w/…eather /m/…eteorologist /w/ …inter /s/…pring /s/ …ummer /f/ …all

/w/ …ind /s/…pring /r/ …ain


T38- The Sound of Ss

T39- Linking the Sound to the Letter

20


Prepare the

Learner

Prior Knowledge, Context, and Motivation: Sing: “The Season Song”

Interact with

text/concept

Activities Tasks/


Questioning/Engagement/Writing/Checking

for Understanding

Unencumbered read: Seasons and Weather PowerPoint ‐ Expository Text As students become aware of the repetitive phrase at the bottom of each page, encourage them to join in.



Special Needs: Point to illustrations and words in text. Accelerated Learners: What do you think is the most important detail on this page? How do you know?

Extending

Understanding

Writing


Sing/ Chant “The Weather Song” (Tune: Row, Row, Row your Boat).

What is the weather today, I can’t wait to see. Sunny, rainy, windy, cloudy, Which one will it be?

Students will act as meteorologists observing and recording the daily weather. Students will draw the weather, circle the word that names the weather and may write a simple sentence with support (sentence frame, sound spelling cards) describing their daily observation. Students will then record the daily weather on a bar graph in their log.

After completing log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days? Which weather condition has more? Has less? Etc…)




Lesson Reflection



How does weather with in each season impact our daily lives?


Lesson Reflection

21


Teacher

Reflection

Evidenced by

Student

Learning/

Outcomes

22

The Seasons Song

Tune: Row, Row, Row Your Boat

Spring, Spring, Spring is here

What weather will I find?

Get your umbrella and light sweater

The weathers rainy outside

Summer, Summer, Summer’s here


Put on my swimsuit and grab a towel

The weather’s sunny outside

Fall, Fall, Fall is here


Put on your jacket and get your rake.

The wind is blowing outside

Winter, Winter, Winter’s here


Put on the jacket, gloves, and hat

The weather‘s cold outside

The Seasons Song: Lesson 2

23



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI. 1 Ask/answer questions 2. Main topic and key details 3. Connections b/w individuals/events/information 4. Ask/answer questions -unknown words 5. front & back cover, title page 7. Relationship b/w illustrations and text 8. Identify reasons that support points in text 10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) T 58-61 Red: “The Seasons Song” OC Unit 4 Big Book Wind: What Happens When the Wind Blows Blue: Weather Log

Objectives Content: Green: Students will identify position words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /s/ and “s”. Red: Students learn and understand the four seasons. Blue: Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Blue: Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






Common Core

Instructional

Shifts




A ca de

mi

c V oc

ab ul

ar y

(T ie r II

&

Ti

er

II I)

TEA

CH

ER

PR

OV

I

DES

SIM

PL

E

EXP

LA

NA

TIO



24


daily, migrate, bud, ripen, chilly, hibernate, scorching, predictable, season, foggy

difference, storm, cool, certain, type, expect, due, prepare

STU

DEN

TS

FIG

UR

E O

UT

THE

MEA

NIN

G revolving, breezy, cycle winter, spring, summer, fall , wind, windy, warm,

harvested

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS

Foundational

Standards

(K-5 only)




The blossom grows beside the green leaf. The baby bunnies hop around the garden. The season is spring.


Read each sentence with students and have students interact with the message by underlining the position words (beside, around).

Depending on class ability/focus level have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)




/o/…cean /h/…ot /c/ …oral /b/…each /s/…ummer /s/ …ea /s/…eagull /s/…wimming /s/…and

T60- The Sound of Ss

T60-61- Linking the Sound to the Letter



25


Prepare the

Learner

Prior Knowledge, Context, and Motivation: “The Season Song” Review the song with the students. Have students act out the song with the motions.

Interact with

the

text/concept

Activities Tasks/

Strategies/Technolo

gy Questioning/Engage

ment/Writing/Check

ing for

Understanding

2nd Read: Seasons and Weather Text Dependent Questions Page 3 How many seasons are there in a year? (4) How can you tell? Page 4 Based on the picture, what do you think ‘cycle’ is? (arrows show a circular motion) Do you see how they are moving? Step Aside: When things are moving in a circular motion, we call that ‘revolving.’ What is the yellow ball in the middle? (sun)

Page 5 What causes weather to change? (wind) Read the caption. What does the caption tell you about the picture? (wind brings in clouds) Allow students to share their ideas in a Power Elbow Group. Invite groups to share with the whole class.




Extending

Understanding

Writing





After completing the log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days? Which weather condition has more? Has less? Etc…)




Lesson Refection



How does weather with in each season impact our daily lives?

Why do we observe weather?

26


How does weather change over time?

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

27



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI. 1 Ask/answer questions 2. Main topic and key details 3. Connections b/w individuals/events/information 4. Ask/answer questions -unknown words 5. front & back cover, title page 7. Relationship b/w illustrations and text 8. Identify reasons that support points in text 10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences b. Common spellings long and short sounds c. High-frequency words d. Distinguish b/w similarly spelled words 4 Emergent-reader text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers) ; OCR U.4 TE (Green Section) T 78-81

Red: http://app.discoveryeducation.com/search?Ntt=weather&N=18340, note taking guide Optional I See the Weather Emergent Reader Blue: Weather Log

Objectives Content: Green: Students will identify position words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /m/ and “m”. Red: Students will sort vocabulary picture cards. Students practice reading sight words and weather words with fluency. Blue: Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will discuss and describe their sort in complete sentences in Power Elbow Groups. Students will read the emergent reader chorally. Blue: Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills





Common Core

Instructional

Shifts




28

http://app.discoveryeducation.com/search?Ntt=weather&N=18340


Aca

dem

ic V

oca

bu

lary

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SIM

PLE

EXP

LAN

ATI

ON

KEY WORDS ESSENTIAL TO UNDERSTANDING

WORDS WORTH KNOWING

scorching, chilly, balmy, freezing,

STU

DEN

TS

FIG

UR

E O

UT

THE

MEA

NIN

G

cool , warm, icy winter, spring, summer, fall

Pre-teaching



Lesson Delivery

Instructiona

l Methods




CCSS

Foundationa

l Standards

and

Morning

Message



Write the following on chart paper or on the board: The soft sand is under my feet. The hot sun is in the sky. The bathing suit is next to the towel. The season is summer.


Read each sentence with students and have students interact with the message by underlining the position words. (under, in, far)

Depending on class ability/focus level continue and have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)




/f/…all /a/…pples /w/…ind /r/…ed /s/..un /p/…umpkin /l/… eaves /r/…ake /w/…arm


T80- The Sound of Mm

Suggestion: Depending on student

level you may substitute the last

sentence with: The season is ___. This will allow students the opportunity to determine the

season on their own using context

clues.

29



Prepare the

Learner


Interact with

text/concept

Activities Tasks/


Questioning/Engagement/Writing/C

hecking for

Understanding

Text Dependent Questions Page 5 What is wind? (moving air) Page 6 Look at the bear. The bear is hibernating. What do you think hibernating means? Look at the birds. The birds are migrating. What do you think that means? Page 7 What season are we talking about on this page? What two kinds of weather might you find in spring? (breezy, rainy) What do you think breezy means? (light, gentle wind) Page 8 What do you think scorching means? (hot) Why do people like to go to the pool or beach in the summer? (there are many hot, scorching days) Page 9 What kind of weather do we have in the fall? (windy, rainy, chilly) How do you know it is windy? (point to picture of trees) Page 10 Use questions on the page. What does ‘predictable’ mean?

Optional: Emergent Reader I See the Weather Suggestions: Read whole group; read chorally two times. Chorally, divide class into two groups. Group A chants the text on the left hand side (I can see the ___.) and Group B chants the text on the right hand side (It is _____); or small group. *save this reader to reread in lesson 5

Sing “The Seasons Song” – sing song using actions.




Writing Weather Log – Observing and Recording Sing/ Chant “The Weather Song” (Tune: Row, Row, Row your Boat).



English Learners: Model sentence for students. Students repeat sentence orally as they

30



After completing log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days?, Which weather condition has more? Has less? Etc...)

draw. They may write key vocabulary such as “Sunny”. If capable assist students in writing a sentence. May offer an LP such as: “The weather is____.” or “It is____.”


Lesson

Reflection

with Students

Big Idea: Weather within each season is predictable.

Essential Questions: How does weather impact our daily lives?

How can we observe weather?


Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

31

I

Se

e t

heW

eat

her

Images from DJ Inkers and Scrappin’ Doodles

I can see the weather.

Read by: __

__

__

11 Reader: L

esson 4B

32



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI. 1 Ask/answer questions 2. Main topic and key details 3. Connections b/w individuals/events/information 4. Ask/answer questions -unknown words 5. Front & back cover, title page 7. Relationship b/w illustrations and text 8. Identify reasons that support points in text 9. Identify similarities in and differences in two texts 10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences b. Common spellings long and short sounds c. High-frequency words d. Distinguish b/w similarly spelled words 4 Emergent-reader text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W. 8 Recall information

SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges 2. Ask & answer key ideas/details for clarification a.

1- 2-step oral directions 3. Ask/answer questions for help/information

4. Describe people, places, things, events 6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns d. Use question words f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation c Connections with words & use d. Spell simple words 5b. Antonyms c. Connections with words & use 6. Use words and phrases acquired through conversation and responding to text

Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) T 88-93

Red: Video clip: The Four Seasons Introduction, Science Flipbook pg. 39; See the Weather Emergent

Reader Blue: Weather Log

Objectives Content: Green: Students will identify position words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /m/ and “m”. Red: Students learn and understand the four seasons. Students practice reading sight words and weather words with fluency. Blue: Students will identify, record, and analyze the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations. Students will read the emergent reader chorally. Blue: Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






Common Core

Instructional

Shifts




33


Aca

dem

ic V

oca

bu

lary

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SIM

PLE

EXP

LAN

ATI

ON

KEY WORDS ESSENTIAL TO UNDERSTANDING

WORDS WORTH KNOWING

STU

DEN

TS

FIG

UR

E O

UT

THE

MEA

NIN

G winter, spring, summer, fall, pattern

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS

Foundational

Standards

And Morning

Message




The leaves fall on the ground. The wind blows the brown leaves around the trees. The season is fall.

I Review position words with students as needed.

Read each sentence with students and have students interact with the message by underlining the position words. (on, around)





/w/…inter /s/…now /c/…old /c/…ocoa /b/… oots /f/…oggy /b/…are /m/…ittens /b/…almy


T90- The Sound of Mm


Suggestion: Depending on

student level you may

substitute the last sentence

with: The season is ___. This will allow students the opportunity to determine

the season on their own

using context clues.

34


T92-93-Decodable Book 12 “What Can We Do?”

Prepare the

Learner


Interact with

text/concept

Activities Tasks/

Strategies/Technology Questioning/Engageme

nt/Writing/Checking

for Understanding

View video:


Note Taking Guide

1st view: in its entirety as an unencumbered view

2nd view: Play video and stop at :30 for students to read question and trace answer on note taking guide. Let students read the question together and answer out loud.

Say: We are going to watch the rest of the video to discover the four kinds of weather. Be listening for the types of weather and what it looks like in the picture.

Stop video at 1:12 to record two kinds of weather. Students may write the words or draw pictures.

Continue to the end of the video and let students draw two more kinds of weather.

Science Connection Science Flipbook pg. 39- Chapter 4, Lesson 3 TE pages 168-169

Optional: Science Leveled Reader Seasons

Differentiated Instruction: English Learners: I see_____. He/She has_____. The _____ is ________. The animals can______. The people can ______ . I think that__________ because ________. Special Needs: Point to illustrations and words in text. Accelerated Learners: What do you think is the most important detail on this page? How do you know?

35



Extending

Understanding

Writing





After completing log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days?, Which weather condition has more?, has less? Etc..)




Lesson Reflection


Essential Questions: How does weather within each season impact our daily lives?



Lesson Reflection

Teacher

Reflection

Evidenced by

Student

Learning/

Outcomes

36

What is weather?

Weather is “changes in the air around us”.

Note Taking Guide

Name _____________

37

Mor

ning

Mes

sage

D

aily

Less

on 6

Le

sson

7

Less

on 8

Le

sson

9

Less

on 1

0

Re

ading

C

ompr

ehen

sion

and/

or

Act

ivitie

s

Con

tent

C

onne

ctio

n

Sprin

g vid

eo

Sing:

The

Sea

son

Hok

ey P

okey

Read

Inve

stig

ating

th

e Se

ason

s Po

werP

oint

with

step

as

ides

for

voc

abul

ary

Stud

ent l

ittle

boo

k: In

vest

igat

ing th

e Se

ason

s-lis

tenin

g fo

r de

tails

Sprin

g Tr

ee a

rt

Sum

mer

vid

eo

Sing:

The

Sea

son

Hok

ey P

okey

Read

In

vest

igat

ing th

e Se

ason

s Po

werP

oint

Stud

ent l

ittle

bo

ok:

Inve

stig

ating

the

Seas

ons-

liste

ning

for

deta

ils

Sum

mer

Tre

e ar

t

Fall

video

Sing:

The

Sea

son

Hok

ey P

okey

Read

Inve

stig

ating

th

e Se

ason

s Po

werP

oint

Stud

ent l

ittle

bo

ok:

Inve

stig

ating

the

Seas

ons-

liste

ning

for

deta

ils

Fall

Tree

art

Wint

er v

ideo

Sing:

The

Sea

son

Hok

ey P

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Read

Inve

stig

ating

the

Seas

ons

Powe

rPoi

nt

Stud

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ittle

boo

k: In

vest

igat

ing th

e Se

ason

s-lis

tenin

g fo

r de

tails

Wint

er T

ree

art

Sing:

The

Sea

son

Hok

ey P

okey

Com

plet

e an

d sh

are

tree

s (P

artn

er sh

are)

Read

Em

erge

nt

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er: T

he 4

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s

Fo

llow

Up

Writ

ing

Act

ivitie

s

Guid

ed d

rawi

ng: s

elf-

port

rait

with

spr

ing

cloth

ing/d

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ls

Sing

“The

Wea

ther

Son

g”

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logi

st L

ogbo

ok

Guid

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rawi

ng: s

elf-

port

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with

sum

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thing

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Sing

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logi

st

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ook

Guid

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elf-

port

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with

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l clo

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Sing

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ther

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logi

st L

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elf-

port

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ls

Sing

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ng”

Met

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logi

st

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ook

Inde

pend

ent d

rawi

ng:

self-

port

rait

in fa

vorit

e

seas

on u

sing

appr

opria

te

deta

ils

Sing

“The

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Met

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logi

st L

ogbo

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M

ater

ials

to

Prep

are

or

Com

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C

hart

pap

er, m

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pap

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V

ideo

link

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: The

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Poke

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Big

Book

: Inv

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th

e Se

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Stud

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pict

ure

& ti

ssue

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squa

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onge

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Stud

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Book

: Inv

estig

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th

e Se

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s

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ree

trun

k pi

ctur

e &

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ue p

aper

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uare

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/or

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: The

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Book

: Inv

estig

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uden

t tre

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ssue

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e 4

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St

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t tre

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pict

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sp

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The

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st Lo

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pap

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t dra

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pap

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S

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The

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The

4 Se

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Writ

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pape

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Th

e W

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Stud

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Logb

ook

Kin

de

rga

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n C

om

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n C

ore

Un

it O

verv

iew

: W

ee

k 2

38



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI.1 Ask/answer questions RI.2. Main topic and key details RI.3. Connections b/w individuals/events/information RI.4. Ask/answer questions -unknown words RI.7. Relationship b/w illustrations and text RI.8. Identify reasons that support points in text RI.10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.3 Drawing, dictating, and writing –Narrative W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) T 106-111 Red: “Weather Hokey Pokey” Song; Investigating the Seasons PowerPoint; Investigating the Seasons student book; Student trees; paint, tissue paper, and/or crayons. Blue: Paper and pencils or whiteboards and markers for students, guided drawing sample ; Weather Log

Objectives Content: Green: Students will identify sensory words. Students will: rhyme, oral-blend, identify long vowel sounds, and know /s/ and “s” and /m/ and “m”. Red: Students will discuss and understand the text. Students will learn information about spring. Blue: Students will show character and setting details. Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Students will gather information from pictorial and art project. Blue: Students will draw a picture. Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






39


Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON

KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING

senses, scientist, investigate, ripening, sipping, nectar, bloom , crackling, nip

chirping, vines, melting, underneath, crunching, pie, freshly, melting, cocoa

STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G

touch, sound, taste, smell, rain, seasons, warmer, snow, cold

spring, summer, fall, winter, grass, strawberries, pumpkins, growing, yummy, colorful, fire

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message

Morning Message – Focuses on weather words and finding informational evidence from text.



Weather is all around us. It can be rainy. It can be windy. It can be sunny.

Review weather words with students as needed. (Suggestion: Assign a physical motion to each of the weather words.)

Read each sentence with students and draw a box around the weather words.

Depending on class ability/focus level, continue to have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)

Foundational Skills (Green Section) Teachers may continue with the OCR Green Section they are currently working on, or use the following:

OCR The Wind, Teacher’s Edition (T), Unit 4, Lesson 6, pp. 106-111 (Remember to review content/language objectives.)


T107- Oral blending


T109- The Sound of Mm and Ss




40


Prepare the

Learner

Video: Students watch and listen to the spring video as an introduction for the day’s focus season. http://app.discoveryeducation.com/search?Ntt=weather+and+seasons&N=18340 Introduce “Seasons Hokey Pokey” song to the students. Add motions to the words when applicable.

Differentiated Instruction

English Learners: I see_____. He/She has_____. The _____ is ________. The animals can______. I think that__________ because ________.

The text is about_______. Special Needs: Point to details in the pictures.


Interact with

the

text/concept

Activities Tasks/


Questioning/Enga

gement/Writing/Checking for

Understanding

Big Book/PowerPoint: Investigating the Seasons

1st read: Unencumbered with the whole group. 2nd read: pp. 1-4. Read page 4 slowly as students listen for spring details. Student Book- Students listen for details as the teacher reads. They add the details into their book (baby birds, rain, grass, strawberries). Students write “It is spring.” on the line. Art/Science: In power elbow groups, students will color tree trunk, cut, glue, and decorate their tree with blossoms and leaves. Students can paint blossoms or use 1/2 inch square papers and twist on the eraser side of a pencil and glue to tree. Leaves can be drawn/painted prior to gluing/painting blossoms. Have students draw in the weather (raindrops) around their tree. Keep trees for sharing in lesson 10.

_______ 41

http://app.discoveryeducation.com/search?Ntt=weather+and+seasons&N=18340



Extending Understanding

Writing

Guided Drawing- Students draw a self- portrait with appropriate spring clothing/details. See example. Weather Log – Observing and Recording




After completing log, students will discuss with a partner the weather results for the week. (How many sunny days?, How many windy day?; etc… Which weather condition has more?, has less?)


English Learners: Model sentence for students. Students repeat sentence orally as they draw. They may write key vocabulary such as “Sunny”. If capable, assist students in writing a sentence. May offer an LP such as: “The weather is____.” or “It is____.”


Lesson

Reflection

with the

Students

Big Idea: Weather within each season can be predictable.




Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

42

Seasons Hokey Pokey

Tune: Hokey Pokey

(Spring)

I put my rain boots on. I take my rain boots off.

I put my rain boots on and I shake them all about. I

do the spring dance and I turn myself around.

That’s what it’s all about.

(Summer)

I put my sunglasses on. I take my sunglasses off.

I put my sunglasses on and we shake them all about.

I do the summer dance and I turn myself around.


(Fall)

I put my sweater on. I take my sweater off.

I put my sweater on and we shake them all about.

I do the fal dance and I turn myself around.


(Winter)

I put my mittens on. I take my mittens off.

I put my mittens on and we shake them all about.

I do the winter dance and I turn myself around.


Seasons Hokey Pokey Song: Lesson 6

Change clothing items on verses that match each season.

43

Investigating the

Seasons

1

There are four seasons in a year. They are winter, spring, summer, and fall.

2

The weather changes during each season. What are some of the changes?

3

How do we know when it is spring?

Let’s investigate! 4

In spring, we can see new leaves and buds on the trees. We can hear baby birds chirping. We can feel the drops of rain. We can smell the flowers in the gardens. We can taste the delicious strawberries picked from the fields.

5

How do we know when it is summer?


44

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=xpeDQNhomhEGrM&tbnid=XgdYw_Ag04gkbM:&ved=0CAUQjRw&url=http://ecostylelifebeaumonde.blogspot.com/2012/04/simple-pleasures-springtime-flowers-in.html&ei=3l59UrDCAcj1igLxioHwCA&bvm=bv.56146854,d.cGE&psig=AFQjCNF_IQtbR7TpkODKQqGAHSK3YXXvkg&ust=1384034304189586

In summer, we can see many green leaves on the trees. We can hear bees buzzing from flower to flower. We can feel the days grow warmer and warmer. We can smell fruit ripening on the trees. We can taste yummy ice cream during a picnic in the park. 7

How do we know when it is autumn?


In autumn, we can see the colorful leaves falling from the trees. We can hear their crunch under our feet. We can feel the wind blowing our hair. We can smell the pumpkin pie baking in the oven. We can taste the freshly picked apples.

9

How do we know when it is winter?


In winter, we can see the bare trees. All their leaves are gone. We can hear the crackling of the warm fire. We can feel the cold air nip at our nose. We can smell the hot cocoa in the cup, while snowflakes fall all around us. 11

45

Inve

stig

ating

the

Seas

ons

Imag

es f

rom

DJ

Inker

s an

d G

oogl

e im

age

Seas

ons H

okey

Pok

ey

I put

my

rain

boot

s on.

I ta

ke m

y ra

in bo

ots o

ff.

I put

my

rain

boot

s on

an I

shak

e th

em a

ll ab

out.

I do

the

sprin

g da

nce

and

I tur

n m

ysel

f ar

ound

. Th

at’s

what

it’s

all a

bout

.

I put

my

sung

lass

es o

n. I

take

my

sung

lass

es o

ff.

I put

my

sung

lass

es o

n an

I sh

ake

them

all

abou

t. I d

o th

e su

mm

er d

ance

and

I tu

rn m

ysel

f ar

ound

. Th

at’s

what

it’s

all a

bout

.

I put

my

swea

ter

on. I

take

my

swea

ter

off.

I put

my

swea

ter

on a

n I s

hake

it a

ll ab

out.

I do

the

fall

danc

e an

d I t

urn

mys

elf

arou

nd.

That

’s wh

at it

’s al

l abo

ut.

I put

my

mitt

ens o

n. I

take

my

mitt

ens o

ff.

I put

my

mitt

ens o

n an

I sh

ake

them

all

abou

t. I d

o th

e wi

nter

dan

ce a

nd I

turn

mys

elf

arou

nd.

That

’s wh

at it

’s al

l abo

ut.

7 This is a sample of the student book

46

Spring Student Book page, Student Tree, Guided Drawing Samples: Lessons 6

Be sure to add seasonal weather (raindrops) to the Pictorial and Student Tree.

Student Book

47



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI.1 Ask/answer questions RI.2. Main topic and key details RI.3. Connections b/w individuals/events/information RI.4. Ask/answer questions -unknown words RI.7. Relationship b/w illustrations and text RI.8. Identify reasons that support points in text RI.10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.3 Drawing, dictating, and writing -Narrative W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) TE 130-133 Red: Seasons Hokey Pokey song; “ Investigating the Seasons PowerPoint; Investigating the Seasons student book; Student trees; paint, tissue paper, and/or crayons. Blue: Paper and pencils or whiteboards and markers for students, guided drawing sample ;Weather Log

Objectives Content: Green: Students will identify sensory words and context clues. Students will: rhyme, oral-blend, indentify long vowel sounds, and know /d/ and “d”. Red: Students learn and understand the four seasons. Students will learn information about summer. Blue: Students will show character and setting details. Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Students will gather information from pictorial and art project. Blue: Students will draw a picture. Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






48


Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SIM

PLE

EX

PLA

NA

TIO

N


showers, blossoms, bloom, harvested chirping, gentle

STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G

baby birds, rain branches, leaves, trunk

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message

Morning Message – Focuses on weather words.



The weather is sunny and it is hot. We get cool in the pool. It is summer.

Review weather words with students as needed.

Depending on class ability/focus level continue and have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.





/w/…inter /s/…carf /s/ …led /m/…ittens /b/ …oots /c/…old

Final Consonants coa…/t/ ska…/t/ ha…/t/ we…/t/ win…/d/ free…/z/


T132- The Sound of Dd


Suggestion: Depending on

student level you may

substitute the last sentence

with: It is ___. This will

allow students the opportunity to determine

the season on their own

using context clues.

49


Prepare the

Learner

Video: Students watch and listen to the summer video as an introduction for the day’s focus season. http://app.discoveryeducation.com/search?Ntt=weather+and+seasons&N=18340 Sing Seasons Hokey Pokey


English Learners: I see_____. He/She has_____. The _____ is ________. I think that__________ because ________. The text is about_______.

Special Needs: Point to details in the picture.


Interact with

text/concept

Activities Tasks/

Strategies/Technol

ogy Questioning/Enga

gement/Writing/C

hecking for Understanding

Investigating the Seasons: Read pp. 5-6. Read page 6 slowly as students listen for summer details. Student Book- Students listen for details as the teacher reads. They add the details into their book (bees, sun, ice cream, tree fruit, flowers). Students write “It is summer.” in their book. Art/Science: In power elbow groups, students will color tree trunk, cut, glue, and decorate their tree with apples and leaves. Students can paint/color the apples. Students can draw the seasonal weather (sunny) above their tree. Save trees for sharing in lesson 10.


Writing

Guided Drawing- Students draw a self- portrait with appropriate summer clothing/details. See example. Weather Log – Observing and Recording




After completing log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days? etc… Which weather condition has more? Has less?)




________________ 50




Lesson

Reflection

with the

Students



How does weather within each season impact our daily lives?


Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

51

Summer Student Book, Student Tree, Guided Drawing Samples: Lessons 7

Be sure to add seasonal weather (sunny) to the Pictorial and Student Tree.

Student Book

52



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Content CCSS RI.1 Ask/answer questions RI.2. Main topic and key details RI.3. Connections b/w individuals/events/information RI.4. Ask/answer questions -unknown words RI.7. Relationship b/w illustrations and text RI.8. Identify reasons that support points in text RI.10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.3 Drawing, dictating, and writing -Narrative W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) TE 142-145 Red:” The Weather Song”; “Investigating the Seasons”, PowerPoint; Investigating the Seasons student book; student trees; paint, tissue paper, and/or crayons. Blue: Paper and pencils or whiteboards and markers for students, guided drawing sample ; Weather Log

Objectives Content: Green: Students will identify sensory words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /d/ and “d”. Red: Students practice reading sight words and sensory words with fluency. Students will learn information about fall. Blue: Students will show character and setting details. Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will read, draw, and write in the emergent reader. Students will gather information from pictorial and art project.

Blue: Students will draw a picture. Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






53


Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON


grainy

STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G

sandy, ocean hot, cool

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message

Morning Message – Focuses on sensory words and finding informational evidence from text.



I step on the crunchy leaves. The leaves are red, yellow, orange and brown. The weather is cool and it is fall.






T143- Oral blending (The following words may be used in lieu of the words found in OCR.)

Initial Consonants /s/…unny /b/…ug /b/ …utterfly /f/…un /r/ …ainbow /c/…ool

Final Consonants rai…/n/ win…/d/ ki…/t/ wor…/m/ clou…/d/ bree…/z/


T144- The Sound of Dd




54


Prepare

The Learner

Video: Students watch and listen to the fall video as an introduction for the day’s focus season. http://app.discoveryeducation.com/search?Ntt=weather+and+seasons&N=18340





Interact with

Text/concept

Activities Tasks/

Strategies/Technolo

gy Questioning/Engage

ment/Writing/Check

ing for Understanding

Big Book/PowerPoint: Investigating the Seasons

Read pp. 7-8 slowly as students listen for fall details. Student Book- Students listen for details as the teacher reads. They add the details into their book (colored leaves, pumpkins, apples). Students write “It is fall.” in their book.

Art/Science: In power elbow groups, students will color tree trunk, cut, glue, and decorate their tree with colored leaves. Students can use 1/2 inch square papers and twist on the eraser side of a pencil and glue to tree. Leaves can also be drawn or painted. Have students draw in the weather (wind) around their tree. Keep trees for sharing in lesson 10.

__________________

55




Extending

Understanding

Writing

Guided Drawing- Students draw a self- portrait with appropriate fall clothing/details. See example.





After completing log, students will discuss with a partner the weather results for the week. (How many sunny days?, How many windy day?, etc… Which weather condition has more?, has less?)




Lesson

Reflection with

the Students

Big Idea: Weather within each season can be predictable. .




Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

56

Fall Student Book, Student Tree, Guided Drawing Samples: Lessons 8

Be sure to add seasonal weather (wind spirals) to the Pictorial and Student Tree.

Student Book

57



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI.1 Ask/answer questions RI.2. Main topic and key details RI.3. Connections b/w individuals/events/information RI.4. Ask/answer questions -unknown words RI.7. Relationship b/w illustrations and text RI.8. Identify reasons that support points in text RI.10. Group reading activities a. Prior knowledge b. Make predictions

RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words

L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text

W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.3 Drawing, dictating, and writing -Narrative W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information

SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas


Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) TE 155-157 Red: Song “Seasons Hokey Pokey;” Investigating the Seasons PowerPoint; Student book; Student trees; paint, cotton, and/or crayons. Blue: Paper and pencils or whiteboards and markers for students, guided drawing sample; Weather Log

Objectives Content: Green: Students will identify sensory words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /d, s, m/ and “d, s, m”. Red: Students will learn information about winter. Students practice reading sight words and sensory words with fluency. Blue: Students will show character and setting details. Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will gather information from pictorial and art project. Students will read, draw, and write in the emergent reader. Blue: Students will draw a picture. Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills





58



Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON


crunchy, harvest

STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G

step, leaves red, yellow, orange, brown

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message




The snow is cold. My hands are freezing. The trees are bare because it is winter.







/s/…ummer /h/…ot /s/ …and /b/…each /t/…owel /p/…ool

Final Consonants su…/n/ she…/l/ sur…/f/ towe…/l/ swi…/m/ di…/v/


59


T156- The Sounds of Dd, Mm, and Ss.


Prepare the

Learner

Video: Students watch and listen to the winter video as an introduction for the day’s focus season. http://app.discoveryeducation.com/search?Ntt=weather+and+seasons&N=18340 Today you will show the section “winter” (2:28).

1. Intro into the video : Purpose: Say: Yesterday we learned about autumn, also called ____. (review the tree map) Today’s video will talk about the next season. Use your eyes and ears to learn about the next season . What do you think it will be? (winter) 2. Now show the “Winter” video section. Ask: What

findings, things you saw or heard , should we add them to our tree map? (Students share with partners) and teacher adds their findings to the tree map.

3. Sing: “Seasons, Hokey, Pokey” song to the students (available in Power Point) Add motions to the words where applicable- get the students moving!


English Learners: I see_____. He/She has_____. The _____ is ________. The animals can______. I think that__________ because ________. The text is about_______.



60




Interact with

text/concept

Activities Tasks/

Strategies/Technol


gement/Writing/C

hecking for Understanding

Big Book- Read pp. 9-10 slowly as students listen for winter details.

Student Book- Students listen for details as the teacher reads. They add the details to their picture in their book (snowflakes and hot cocoa). Students write “It is winter.” in their book. Art/Science: Student will color tree trunk , cut, glue, and decorate their tree with snow. Students can paint, color, or glue cotton balls for the snow. Have students draw in the weather (snowflakes) around their tree. Keep student trees for the book students will make in Lesson 10


Writing

Guided Drawing- Students draw a self- portrait with appropriate winter clothing and details. Weather Log – Observing and Recording






English Learners: Model sentence for students. Students repeat sentence orally as they draw. They may write key vocabulary such as “snowy”. If capable assist students in writing a sentence. May offer an LP such as: “The weather is____.” or “It is____.”

Special Needs: Assist in writing beginning sounds of words in small group. They can write key vocabulary such as “Snowy”.

Lesson

Reflection

with the

Students





Lesson Reflection

61


Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

62



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards

RI.1 Ask/answer questions RI.2. Main topic and key details RI.3. Connections b/w individuals/events/information RI.4. Ask/answer questions -unknown words RI.7. Relationship b/w illustrations and text RI.8. Identify reasons that support points in text RI.10. Group reading activities a. Prior knowledge b. Make predictions RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.3 Drawing, dictating, and writing -Narrative W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR U.4 TE (Green Section) TE 155-157 Red: Song ; construction paper, glue and/or crayons, Four Seasons Emergent Reader Blue: Formative assessment paper; guided drawing sample; Weather Log

Objectives Content: Green: Students will identify sensory words and context clues. Students will: rhyme, oral-blend, identify long vowel sounds, and know /p/ and “p”. Red: Students will learn information about the seasons. Students practice reading sight words and sensory words with fluency. Blue: Students will show character and setting details. Students will identify and record the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will make a book using self created trees. Students will read, draw, and write in the emergent reader. Blue: Students will draw a picture. Students will observe, draw, write and graph the daily weather.

Depth of

Knowledge Level



College and

Career Ready

Skills






63




Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON


bare

STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G

freezing winter, cold

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message




In the winter we see the cold snow. In the spring we see the wet rain. In the summer we feel the hot sun. In the fall we feel the wind. These are the seasons.


Depending on class ability/focus level continue and have students talk to their Elbow Partner to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Circle the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)





/f/…all /w/…ind /l/ …eaf /b/…are /r/ …ed /o/…range

Final Consonants whea…/t/… pumpki…/n/ ra…/k/ cor…/n/

harves…/t/ fiel…/d/

64

64



T156- The Sounds of Pp


T170-Decodable Book 13 “What Do We See?’ Prepare the

Learner

Video clip: The Four Seasons http://app.discoveryeducation.com/search?Ntt=four+seasons&N=18340 Discuss the weather patterns shown in each season and the clothing and actions of people in video clip. This video is a springboard into the collaborative conversation that students are having about their trees.





Interact

with the

text/concept

Activities Tasks/

Strategies/Technolo

gy

Questioning/Engagement/Writing/Check

ing for

Understanding

Emergent Reader- The Four Seasons Suggestions: Read whole group; read chorally two times. Chorally, divide class into two groups. Group A chants the text on the left hand side (It is ___.) and Group B chants the text on the right hand side (The tree has _____); or small group. Four Corners Now it is time for each student to decide his/her favorite season. Distribute the small piece of paper or post-it. Have students secretly write their favorite season on the paper. Cut the tree map up and place each section at a corner of the carpet or room. Students will go to the corner of their favorite season. The students will make a circle in their corner and take turns telling why the season is their favorite: I like ____because_____. OR My favorite season is _____because______. For a conclusion, have one student from each group share out something that someone in their group said.

Extending

Understanding

Writing

Formative Assessment: Independent Drawing- Students independently draw a self- portrait in their favorite season. They should include appropriate clothing/details. Prompt students to write a sentence to go with the picture. Weather Log – Observing and Recording








65

http://app.discoveryeducation.com/search?Ntt=four+seasons&N=18340

http://app.discoveryeducation.com/search?Ntt=four+seasons&N=18340


Lesson

Reflection with

the Students





Lesson Reflection Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

66

The

4

S

eason

sIm

ages

from

DJ I

nker

s

My f

avor

ite se

ason

.Re

ad b

y: __

__

__

This is a sample of the student book

67

Winter Student Book, Student Tree, Guided Drawing Samples: Lessons 9

Be sure to add seasonal weather (snowflakes) to the Pictorial and Student Tree.

Student Book

68

Mor

ning

Mes

sage

Dai

ly Le

sson

11

Less

on 1

2 Le

sson

13

Less

on 1

4 Le

sson

15

Re

ading

C

ompr

ehen

sio

n an

d/or

A

ctivi

ties

C

onte

nt

Con

nect

ion

WIN

DY

song

Read

Wind

Say

s G

oodn

ight

with

st

ep a

sides

for

vo

cabu

lary

.

T-C

hart

: Mak

e Pr

edict

ions

: Thin

gs

the

Wind

Can

M

ove

WIN

DY

song

Scie

nce

Expe

rimen

t: W

hat C

an th

e W

ind M

ove?

C

onfir

m P

redi

ctio

ns

mad

e on

T-C

hart

Read

Wind

Say

s G

oodn

ight

with

text

de

pend

ent q

uest

ions

Read

Wind

Say

s G

oodn

ight

with

te

xt d

epen

dent

qu

estio

ns

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ence

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Sa

ys G

oodn

ight

in

pock

et c

hart

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ter,

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ll st

ory

using

ch

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ter

grap

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iona

l Sha

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er: W

ind

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dnig

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Cau

se/E

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t Map

Sum

mat

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sses

smen

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l Rea

ders

’ The

ater

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tell

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y us

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hara

cter

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Read

er:

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Fo

llow

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Writ

ing

Act

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Revis

it “T

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g”

Met

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logi

st

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ook

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logi

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rts:

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r el

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r el

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logi

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r re

port

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Powe

r el

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ps

Revis

it” T

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”

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logi

st L

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logi

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Powe

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ater

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pile

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ind S

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The

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Met

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ind S

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The

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T C

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Cha

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, m

arke

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ind S

ays

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flo

w m

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logi

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69


SAUSD Common Core Lesson Planner Teacher:

Common Core

Unit

(Unit 4 in OCR)

Kindergarten

Lesson #11 Time/Period: 75 min. Course: Language Arts

Date:______________

Common Core

and Content

Standards

K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.3 With prompting and support, identify characters, setting and major events in a story.

KRL.5 Recognize common types of texts. KRL.7. Relationship b/w illustrations and story K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. K.RL.10 Actively engage in group reading activities with purpose and understanding.

RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words


W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information

SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas


Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.a Observe common objects by using the five senses. K.4.b Describe the properties of common objects. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.d Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Cut action picture cards for charades game (Lesson 11A; one set for whole group or one set per elbow group for collaborative groups); OCR The Wind, Teacher’s Edition (T), Unit 4, Lesson 11, pp. 184-209 Red: WINDY song (11B); Wind Says Goodnight Book/Power Point; Blank Circle Map Blue: Weather Log ( Lesson 1D; 1 per student)

Objectives Content: Green: Students will identify action words. Students will: rhyme, oral-blend, identify long vowel sounds, and know /p/ and “p”. Red: Students will discuss story, Wind Says Goodnight by Katy Rydell. Students will predict objects that can be moved by wind. Blue: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners.

Language: Green: Students will play charades and write an interactive Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Students will participate in creating a class circle map. Blue: Students will observe, draw, write, and orally describe the daily weather.

70


Depth of

Knowledge Level



College and

Career Ready

Skills






Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON


throat, tapping, strumming, beat, fiddle mist, melody, coattails, meadow,

STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G

cheerful, branch, dip, twirl, shining, whispered, widespread

brushed, hovered, scooped, snuggled

Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message

Morning Message – Focuses on action words.


Introduce action words by playing charades with students.

Play charades whole group. You may make multiples sets of picture cards (Lesson 11A) and have students play in Power Elbow Groups (collaborative groups).




T185- Oral blending (The following words may be used in lieu of the words found in OCR.)

Final Consonants ho…/p/ ta…/p/ ski…/p/ wee…/p/ tri…/p/ di…/p/ po…/p/ ti…/p/ swee…/p/


T186- The Sounds of Pp


71


Preparing the

Learner

Prior Knowledge, Context, and Motivation: Review Big Idea: Weather happens in predictable patterns. Introduce “WINDY” song (Lesson 11B) to the

students.

Differentiated Instruction English Learners: The wind ____. The wind can ____. The wind cannot ____. I think the wind _____. I predict the wind can/cannot _____. I predict ____ because ____.

Students Who Need Additional Support: Add motor images to the vocabulary words to help students identify them.

Accelerated Learners: Encourage students to use context clues to identify word meanings in the story. Ask students to explain the rational for their predictions on the circle map.

Interact with

text/concept

Activities Tasks/

Strategies/Technolo

gy

Questioning/Engage

ment/Writing/Check

ing for Understanding

Big Book Read The Wind Says Goodnight in whole group with step asides as needed for vocabulary (see academic vocabulary). Circle Map Draw a circle map on chart paper or board in front of students. The title of the circle map should be: The Wind Can Move. Ask students to predict what the wind can move. Suggest objects that will be used in Lesson 12 experiment (book, paper, pencil, glue stick, and eraser). This will facilitate students as they confirm predictions in the next lesson.

Extending

Understanding

Writing





Students will work in Power Elbow Groups to report the weather. Provide students chart paper, markers etc. So they can make a poster and report weather. Switch individual roles throughout the week so everyone gets an opportunity to speak.




Lesson

Reflection with

the Students

Big Idea: Weather happens in predictable patterns.

Essential Questions: How does weather impact our daily lives?

How can we observe weather?


Lesson Reflection

72


Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

73

2

Moon stopped shining. Moth stopped dancing.

75

3

Frog stopped strumming. Cricket stopped playing.

Mockingbird stopped signing. At last the night was dark, and quiet, and still.

The child snuggled under the warm blankets,

closed tired eyes, and fell asleep.

76

Copy on cardstock or back on construction paper and laminate.

Action Word Cards: Lesson 11A

77

Copy on cardstock or back on construction paper and laminate.

Action Word Cards: Lesson 11A

78

Daniel Tross

Typewritten Text

Daniel Tross

Typewritten Text

y

Daniel Tross

Typewritten Text

Daniel Tross

Typewritten Text

WINDY SONG Tune: Bingo

There was a day when we were blown,

And windy was the weather!

W –I-N-D-Y, W-I-N-D-Y,

W-I-N-D-Y

And windy was the weather!

Windy Song: Lesson 11

Clap out letters in Windy just as in the Bingo song.

You can also substitute other weather words: sunny, chilly...

79



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards


KRL.5 Recognize common types of texts. KRL.7. Relationship b/w illustrations and story K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. K.RL.10 Actively engage in group reading activities with purpose and understanding. RF 1. Organization and features of print. a. Follow words b. Spoken words = written language c. spaces b/w words d. name all upper /lowercase 2 Phonemes a. rhyming words b. segment syllables c. segment onsets and rimes d. isolate phonemes f. blend 2-3 phonemes . 3 Phonics and word analysis skills to decode a. one-to-one letter-sound correspondences c. High-frequency words d. Distinguish b/w similarly spelled words L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text W.1 Drawing, dictating, and writing -Opinion W.2 Drawing, dictating, and writing -Inform/ explain W.5 Production and Distribution of Writing (Adding Details) W. 8 Recall information SL.1. Participate in collaborative conversations a. Follow discussion rules b. Multiple exchanges SL.2. Ask & answer key ideas/details a. 1- 2-step oral directions; SL.3. Ask/answer questions for help/inform; SL.4. Describe people, places, things, events; SL.5. Add drawings/visuals to descriptions SL.6. Speak audibly to express ideas L.1. Grammar and usage a. Print all upper/lowercase b. Use nouns & verbs c. Form regular plural nouns f. Produce/expand complete sentences 2. Capitalization, punctuation, and spelling a. Capitalize first word in sentence and “I” b. Name end punctuation d. Spell simple words 5a. Sort common objects into categories 6. Use words and phrases acquired through conversation and responding to text Science K.3.b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. K.4.c Describe the relative position of objects by using one reference (e.g., above or below). K.4.e. Communicate observations orally and through drawings.

Materials/

Resources/

Lesson

Preparation

Green: Green: Morning Message (chart paper, markers); OCR The Wind, Teacher’s Edition, Unit 4, Lesson 11, pp. 196-199. Red: “WINDY” song; Wind Says Goodnight Book/Power Point; Science experiment supplies: glue stick, pencil, scissors, eraser, book, and a piece of paper. Each student will need a recording sheet(from lesson 11) Blue: Weather Log

Objectives Content: Green: Students will identify action words and context clues. Students will: rhyme, oral-blend, and know /a/ and “a”. Red: Students will discuss and understand the text, Wind Says Goodnight by Katy Rydell. Students identify objects the wind moves. Students will confirm predictions made on circle map. Blue: Students will identify, record, communicate the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Students will participate in wind experiment. Blue: Students will observe, draw, write and graph the daily weather. Students will present the weather in Power Elbow Groups.

Depth of

Knowledge Level



College and

Career Ready

Skills





80



Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON



STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G



Pre-teaching


working in groups. Review Elbow Group roles (materials, reporter, captain, and editor). Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message

Morning Message – Focuses on action words and finding informational evidence from text.


Write the following on chart paper or on the board: They _____ snowballs. He ______ in the snow. We _____ a snowman. It is_______.

Review action words with students as needed.

Read each sentence with students and have students interact with the message by writing a squiggly line under the action words (building, skiing, throwing).





T197- Oral blending

T198- The Sounds of /a/


81


Prepare the

Learner

Prior Knowledge, Context, and Motivation: Sing “WINDY” song

Differentiated Instruction English Learners: The wind ____. The wind can ____. The wind cannot ____. I think the wind _____. I predict the wind can/cannot _____. I predict ____ because ____. My prediction was ____.

Students Who Need Additional Support: Add motor images to the vocabulary words to help students identify them. Spend extra time on the complex text vocabulary in small groups. Point to illustrations and words in texts.

Accelerated Learners: Encourage students to use context clues to identify word meanings in the story. Have students retell the story in their journals.

Interact with

text/concept

Activities Tasks/


Questioning/Enga

gement/Writing/Checking for

Understanding

Science Experiment

In this science experiment, students blow on objects to simulate

the wind. Place the following objects in front of students: glue

stick, pencil, scissors, eraser, book, and a piece of paper. Students

place them on a nearby table and blow on them. (Initially, this

should be done whole group. Teacher should choose students to

demonstrate wind. Later, the objects can be moved to the science

station so all students will have a chance to

experiment. Students should record results on the

Can the Wind Move It? recording sheet with a

pencil or color different from their prediction

color.

Why did some objects move and some did not? How

could you make them all move?

Confirming Predictions

Refer to the predictions made in lesson 11. Ask: “Were the

predictions we made correct?”

Power Point Read Aloud with Text Dependent Questions Read aloud: Wind Says Good Night by Katy Rydell After each question, ask: How do you know that? or What is the evidence in the text? Page 1: What is keeping the girl awake? (Mockingbird was singing) Page 2: How does mockingbird feel about singing? (loved to sing) Page 5: What instrument is the cricket playing? (fiddle) Is that real or fantasy? Why? Page 7: What word describes how Frog plays his instrument? (strumming) Page 8: What is moth doing? (dancing) Page 13: What causes the moon to stop shining? (wind carried cloud across the moon-evidence from picture) (across the earth-evidence from words)

82


Writing Weather Log – Observing and Recording




Meteorologist Report: Students will work in Power Elbow Groups to report the day’s weather. Provide students chart paper, markers etc. so they can make a poster and report the day’s weather. Switch individual roles throughout the week so everyone gets an opportunity to speak. Suggested linguistic patterns: Today is ____. Today’s weather is ____. Today I am wearing ___. (Students report how they dress for that weather)




Lesson

Reflection

with the

Students






Reflection

Evidenced

by Student

Learning/

Outcomes

83

Yes No

scissors

book

pencil

paper

eraser

Wind Experiment 12a Name _______________________

Images from DJ Inkers, Google Images, and Scrappin Doodles

Can the Wind

Move It?

glue stick

84



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards



Materials/

Resources/

Lesson

Preparation

Green: Green: Morning Message (chart paper, markers); OCR The Wind, Teacher’s Edition, Unit 4, Lesson 13, pp. 206-209. Red: WINDY song ; Wind Says Goodnight Book/Power Point; Flow Map Picture Cards Blue: Weather Log

Objectives Content: Green: Students will identify action words and context clues. Students will: rhyme, oral-blend, and know /a/ and “a”. Red: Students will analyze and discuss story, Wind Says Goodnight by Katy Rydell. Students will sequence events of story. Blue: Students will identify, record, communicate the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will listen and answer questions citing evidence from the text and illustrations in a whole group and with partners. Students will assist in creating a flow map of story events. Blue: Students will observe, draw, write and graph the daily weather. Students will present the weather in Power Elbow Groups

Depth of

Knowledge Level



College and

Career Ready

Skills






85


Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON



STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G



Pre-teaching


working in groups. Review Elbow Group roles (materials, reporter, captain, and editor). Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message




She picks flowers. Look at the pouring rain. The wind blows the umbrella. It is_______.


Read each sentence with students and have students interact with the message by writing a squiggly line under the action words. (picks, look, blows)




T206- Choose one or both Warming Up activities T207- Oral blending

T208- The Sounds of long and short a.

T208-209- Linking the Sound to the Letter Prepare the

Learner

Prior Knowledge, Context, and Motivation: Sing “WINDY” song

Differentiated Instruction English Learners: The wind ____. The wind can ____. The animals are___. The cricket/frog/moth/mockingbird

86


Interact with

Text/concept

Activities Tasks/

Strategies/Technol


gement/Writing/

Checking for Understanding

Read Aloud with Text Dependent Questions Continue reading: Wind Says Good Night by Katy Rydell After each question, ask, How do you know that? or What is the evidence in the text? Pages 18-19: Why did the moth stop dancing? Pages 20-21: Why did the frog stop strumming? Pages 22-23: Why did the cricket stop playing? Pages 24-25: Why did the mockingbird stop singing? Page 26: What time of day is it?

Comprehension

Sequence Wind says Good Night whole group with large re-telling cards in the pocket chart. Identify cards in chart. Ask, “What happens first in the story?” “What happens next?” etc. using transitional words.

_____. The animals are ____. The ____ did ____ because ___. The moth stopped dancing because___. The frog stopped strumming because _____. The cricket stopped playing because___. The mockingbird stopped singing because ___.

Students Who Need Additional Support: Add motor images to the vocabulary words to help students identify them. Spend extra time the complex text vocabulary in small groups. Point to illustrations and words in texts.

Accelerated Learners: Encourage students to use context clues to identify word meanings in the story.

Have students retell the story in

their journals.


Writing





Meteorologist Report: Students will work in Power Elbow Groups to report the weather. Provide students chart paper, markers etc. So they can make a poster and report weather. Switch individual roles throughout the week so everyone gets an opportunity to speak. Suggested linguistic patterns: Today is ____. Today’s weather is ____. Today I am wearing ___. (Students report how they dress for that weather)




87


Lesson

Reflection

with the

Students






Reflection

Evidenced

by Student

Learning/

Outcomes

88

Large Flow Map Cards: Lesson 13A

89


90


91


92


93


94


95



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards



Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper); OCR The Wind, Teacher’s Edition , Unit 4, Lesson 14, pp. 214-217. Red: WINDY song; Wind Says Goodnight ; Character templates , Readers Theater Script Wind Says Good Night; Shared Reader; Pocket chart flow map Blue: Weather Log

Objectives Content: Green: Students will identify action words and context clues. Students will: rhyme, oral-blend, and know /h/ and “h”. Red: Students will sequence the story, Wind Says Goodnight by Katy Rydell. Students will practice high frequency words, decode, and track words. Students will re-tell the story, Wind Says Good Night.

Blue: Students will identify, record, communicate the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will order events using a flow map. Students will read emergent reader. Students will participate in Readers Theater.

Blue: Students will observe, draw, write and graph the daily weather. Students will present the weather in Power Elbow Groups

Depth of

Knowledge Level



College and

Career Ready

Skills




96




Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON



STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G



Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message



Write the following on chart paper or on the board: The leaves fall. They rake the red and yellow leaves. They jump in the leaves. It is _______.


Read each sentence with students and have students interact with the message by writing a squiggly line under the action words. (fall, rake, jump).






/h/…ot /f/…all /h/…urricane /h/ …umid /f/…oggy /h/…eat /h/ …arvest /s/…nowy /h/….ail

T216- The Sounds of Hh

97



Prepare the

Learner

Prior Knowledge, Context, and Motivation

Sing “WINDY”

Differentiated Instruction English Learners: My favorite character is ____. First ___, next ____, then ____, last ___. Differentiated Instruction English Learners: Assign multiple students (high and low English levels) to each roll. Students will feel more comfortable and have models to listen to.

Students Who Need Additional Support: Allow students to re-tell story in small groups independently at workshop time.

Accelerated Learners: Encourage students to add lines to the Readers Theater script.

Interact with

Text/concept

Activities Tasks/

Strategies/Technolo

gy

Questioning/Engagement/Writing/Check

ing for

Understanding

Readers Theater-Wind Says Goodnight Use the character templates to create character paper plate necklaces or headbands. (Optional: Have students cut, color, and assemble their character necklaces or headbands). Assign roles. (Optional: By making extra character necklaces, you can assign multiple students to one role.) Perform using scripts! Optional: Shared Reader- Wind Says Goodnight Suggestions: Read whole group; read chorally two times. On the second read, divide the class into two groups. Group A chants the text on the left hand side (It is ___.) and Group B chants the text on the right hand side (The tree has _____). In small groups, students should read, track, and identify high frequency words.

Extending

Understanding

Writing





Meteorologist Report: Students will work in Power Elbow Groups to report the weather. Provide students chart paper, markers etc. So they can make a poster and report weather. Switch individual roles throughout the week so everyone gets an opportunity to speak.) Suggested linguistic patterns: Today is ____. Today’s weather is ____. Today I am wearing ___. (Students report how they dress for that weather)




98


Lesson

Reflection with

the Students






Reflection

Evidenced

by Student

Learning/

Outcomes

99

Narrator 1: A girl could not go to sleep.

Wind: Shhh. Go to sleep.

Narrator 2: She could not. Mockingbird was

singing. Wind: Mockingbird, can you stop singing?

Mockingbird: No.

Wind: Cricket, can you stop playing?

Cricket: No.

Wind: Frog, can you stop strumming?

Frog: No.

Wind: Moth, can you stop dancing?

Moth: No.

Wind: Moon, can you stop shining?

Moon: No, the weather needs to change.

Wind: Cloud, can you cover the earth?

Cloud Yes, but carry me.

Narrator 1: The wind blew.

Narrator 2: Cloud covered the sky.

Narrator 1: The mist covered the meadow.

Narrator 2: They all stopped and fell asleep.

Narrator 1: The girl fell asleep.

Wind Says Goodnight Readers Theater Script A: Lesson 14

100

Narrator 1: A girl could not go to sleep.

Wind: Shhh. Go to sleep.

Narrator 2: She could not. Mockingbird was signing.

Wind: Mockingbird, can you stop singing?

Mockingbird: No, until Cricket stops playing.

Wind: Cricket, can you stop playing?

Cricket: No, until Frog stops strumming.

Wind: Frog, can you stop strumming?

Frog: No, until Moth stops dancing.

Wind: Moth, can you stop dancing?

Moth: No, until Moon stops shining.

Wind: Moon, can you stop shinning?”

Moon: No, the weather needs to change.

Wind: Cloud, can you cover the earth?

Cloud Yes, but carry me.

Narrator 1: The wind blew.

Narrator 2: Cloud covered the sky.

Narrator 1: The mist covered the meadow.

Narrator 2: They all stopped and fell asleep.

Narrator 1: The girl fell asleep.

Wind Says Goodnight Readers Theater Script B: Lesson 14

101

Nar

rato

r 1

Nar

rato

r 2

Readers

The

ate

r Headba

nds

(color

): L

ess

on 14D

102

Win

d

Girl

Readers

The

ate

r Headba

nds

(color

): L

ess

on 14D

103

Moc

king

bird

Mot

h

Readers

The

ate

r Headba

nds

(color

): L

ess

on 14D

104

Mis

t

Snai

l

Readers

The

ate

r Headba

nds

(color

): L

ess

on 14D

105

Cric

ket

Frog

Readers

The

ate

r Headba

nds

(color

): L

ess

on 14D

106

Moo

n

Clou

d

Readers

The

ate

r Headba

nds

(color

): L

ess

on 14D

107

Win

d

Say

s

Go

od

nig

ht

Adap

ted

from

Wind

Say

s Goo

dnigh

t by:

Katy

Rude

ll Im

ages

from

DJ I

nker

s and

Scr

appin

’ Doo

dles

The

girl f

ell a

sleep

. Re

ad b

y: __

__

__

11

Rea

der:

Les

son

14E

This is a sample of the student book

108



Common Core

Unit

(Unit 4 in OCR)

Kindergarten


Date:______________

Common Core

and Content

Standards



Materials/

Resources/

Lesson

Preparation

Green: Morning Message (chart paper, markers); OCR The Wind, Teacher’s Edition, Unit 4, Lesson 15, pp. 222-227. Red: Wind Says Goodnight by Katy Rydell, Character templates, Readers Theater Script- Wind Says Good Night; Shared Reader- Wind Says Goodnight; Summative assessment sort Blue: Weather Log

Objectives Content: Green: Students will identify action words and context clues. Students will: rhyme, oral-blend, and know /h/ and “h”. Red: Students will sequence the story, Wind Says Goodnight by Katy Rydell. Students will practice high frequency words, decode, and track words. Students will re-tell the story. Blue: Students will identify, record, communicate the weather.

Language: Green: Students will read and interact with the Morning Message. Students will listen and participate in whole group activities. Red: Students will sort by weather and seasons (Summative Assessment). Students will read shared reader. Students will participate in Readers Theater. Blue: Students will observe, draw, write and graph the daily weather. Students will present the weather in Power Elbow Groups

Depth of

Knowledge Level



College and

Career Ready

Skills





109



Common Core

Literacy Shifts




Aca

dem

ic

Vo

cab

ula

ry

(Tie

r II

& T

ier

III)

TEA

CH

ER

PR

OV

IDES

SI

MP

LE

EXP

LAN

ATI

ON



STU

DEN

TS

FIG

UR

E

OU

T TH

E

MEA

NIN

G



Pre-teaching



Lesson Delivery

Instructional

Methods




CCSS Foundational

Standards

and Morning

Message



Write the following on chart paper or on the board: The sun is shining. The ice cream is melting. We are swimming in the pool. It is _______.


Read each sentence with students and have students interact with the message by writing a squiggly line under the action words (shining, melting, swimming).






/s/…inging /h/…ot /w/…indy /m/ …elting /p/…ool /c/…loudy /s/ …corching /s/…unny /f/…oggy

T224- The Sounds of Tt


T226-227-Decodable Book 14: We Can Have a Team

110


Prepare the

Learner

Prior Knowledge, Context, and Motivation: Sing “WINDY”

Introduce Cause/Effect Discuss with students what a ‘cause’ is and what an ‘effect’ is. Give familiar examples. Say: What would CAUSE me to get a drink of water? (you feel thirsty) The EFFECT of feeling thirsty is getting a drink of water. Partner talk: Share with your partner what might CAUSE you to run. Running is the EFFECT. Why would you run? (playing baseball, running a race, afraid of something, etc.) Turn and talk. ____ causes me to run. I run because ____.

Differentiated Instruction English Learners: Assign multiple students (high and low English levels) to each roll. Students will feel more comfortable and have models to listen to.

Students Who Need Additional Support: Allow students to re-tell story in small groups independently at workshop time.

Accelerated Learners: Students may draw their own Cause-Effect map and fill it in independently or in pairs. Encourage students to add lines to the Readers Theater script.

111


Interact with

text/concept:

Activities Tasks/

Strategies/Technol

ogy

Questioning/Engagement/Writing/C

hecking for

Understanding

Cause-Effect Map Say: Today we will be identifying the CAUSES in the story that led to the child not being able to sleep. The child not being able to sleep is the EFFECT. Create the following map with the students:

*Teacher tip: Use large flow map pictures (cut off the arrows) as graphics to support the text on the map. Summative Assessment Students will sort weather pictures into four groups: fall, winter, spring and summer.

Optional: Readers Theater-Practice Wind Says Goodnight Use the character templates to create character paper plate necklaces or headbands. Assign roles and perform using scripts! Optional: Shared Reader- Wind Says Goodnight Suggestions: Read whole group; read chorally two times. On the second read, divide the class into two groups. Group A chants the text on the left hand side (It is ___.) and Group B chants the text on the right hand side (The tree has _____). In small groups, students should read, track, and identify high frequency words.

112


Extending

Understanding

Writing



What is the weather today? I can’t wait to see. Sunny, rainy, windy, cloudy, Which one will it be?

Students will act as meteorologists observing and recording the daily weather. Students will draw the weather, circle the word that names the weather and may write a simple sentence with support (sentence frame, sound spelling cards) describing their daily observation. Students will then record the daily weather on a bar graph in their log. Meteorologist Report: Students will work in Power Elbow Groups to report the weather. Provide students chart paper, markers etc. So they can make a poster and report weather. Switch individual roles throughout the week so everyone gets an opportunity to speak.) Suggested linguistic patterns: Today is ____. Today’s weather is ____. Today I am wearing ___. (Students report how they dress for that weather)




Lesson

Reflection

with the

Students






Reflection

Evidenced

by Student

Learning/

Outcomes

113

Nam

e___

____

____

____

____

____

___

Sum

mati

ve A

sses

smen

t W

eath

er a

nd th

e Fo

ur

Seas

ons

114

sausd common core lesson planner

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