DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
1A My Senses Are Amazing (pp. 108-111) (2 day lesson)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details from My Senses Are Amazing. (LAFS.K.RI.1.1)
• With prompting and support, students identify the main topic and retell key details from My Senses Are Amazing. (LAFS.K.RI.1.2)
• With prompting and support, describe the relationship between the illustrations in My Senses Are Amazing and the text (LAFS.K.RI.3.7)
Core Content Objectives
Students will:
• Identify the five senses: sight, hearing, smell, taste, and touch
• Identify the body parts associated with the five senses
• Describe how the five senses help people learn about their world
• Describe some ways the five senses protect people from harm
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Lesson
Comprehension questions are designed for
Core Lesson Vocabulary:
My Senses Are Amazing 1A
students to provide evidence-based answers amazing, adj. Surprisingly good, causing
(See Duval Reads Module pp. 108-111)
that incorporate lesson vocabulary.
wonder
Example: It was amazing when the magician
Low What are the five senses-or five ways that
Vocabulary Word Work
made a coin disappear right before my eyes!
your body discovers the things around you?
Word Work: harm
Variation(s): none
(seeing, hearing, tasting, touching, smelling)
(See Duval Reads Module 2 Read-Aloud Anthology)
Low (Use Image Cards 1-5 to review each of the harm, n. An injury to your body
senses. As you show each image card, ask the Example: My baby sister always pulls my hair,
Day 1:
but I know she doesn’t mean any harm.
following:) What body part is this and how do
Before Reading: Prior to reading the read aloud, create the following chart. you use it?
Variation(s): none
Explain that in this module they are going to learn to ask and answer
sight, n. The act of seeing and looking at things
Moderate How do your senses keep you safe
questions using who, what, when, where, why, how.
with your eyes
from harm? (You might probe by rereading the
During Reading: Model how to ask questions from both the illustrations and following lines: “My nose smells smoke, my skin Example: Sight is my favorite sense because I
the text using the question stems.
feels heat, my ears hear fire alarms.”) How else love seeing the different
might your senses keep you safe? (answers may colors all around me.
Day 2:
Variation(s): none
vary)
Workbook page 19
smell, v. To detect odors with your nose
1
In this activity, the students will participate on a sensory walk, either outside
or throughout the school building. As you are walking, remind students to use
all of their senses to notice their surroundings. Prompt them with the
following kinds of questions to help the students to notice details: “What do
you see around you? What do you hear?” Remember to repeat and expand
upon each response using richer and more complex language.
High What do you think is your most amazing
sense? Describe your most amazing sense?
Why is it your most amazing sense?
Each student will use workbook page 19 along with a crayon to capture all of
the things that they see, hear, smell, etc. on the nature walk.
Example: I love to smell the grass right after my
mom mows the lawn.
Academic Language:
key details A point of information in a text that
strongly supports the meaning or tells the story.
A statement that defines, describes or otherwise
provides information about the topic, theme or
main idea.
Prior to the walk, point to each picture on the workbook page 10 and ask
students to identify the part of the body and its function.(Answers will include
eyes are for seeing, ears are for hearing sounds, noses are for smelling
odors, tongues are for tasting, and hands are for touching.)
Next, model how to draw a picture of something that you saw on the way to
school next to the eyes on workbook page10 and label it. Tell students that
they will draw pictures next to each sense to show the things they see, hear,
smell, and felt on their walk and write a label for the picture drawn.
Take the students on a walk and stop to let them fill out their chart during the
walk.
Check for Understanding: Day 1: Partner up! Have students walk around with one hand up in the air while music is playing. When the music stops, they must grab a hand
closest to them and ask a question using what. For example: What part of our body do we see with? The partner must give the answer and then ask a question beginning with
what.
Day 2: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing Standards
“Narrative”
Focus for the week
Writing
LAFS.K.W.1.3 Use a combination of drawing, dictating, and
writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they
occurred, and provide a reaction to what happened.
Cognitive Complexity: Level 2: Basic Application of Skills &
Concepts
2
Anchor Chart
Language Standard
Focus for the week
LAFS.K.L.1.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
Cognitive Complexity: Level 2: Basic Application of Skills &
Concepts
Speaking and Listening
Standard
Focus for the week
LAFS.K.SL.1.1 Participate in collaborative conversations with
diverse partners about kindergarten topics and texts with peers
and adults in small and larger groups. Cognitive Complexity: Level
2: Basic Application of Skills & Concepts
Mini Lesson 2 days
(Teacher model)
Day 1- Gather students to the meeting area for Writing.
Start writing by singing the chant. Ask students why we
have Writing Time or what happens during Writing Time?
Discuss the importance of students’ work and how we
need to keep special work in a special place. Today we
will find out more about how writers use their writing
journals/folders.
Teacher Note: If students are not ready for a composition
notebook make a writing journal by binding whole sheets of
paper with construction paper and staples. You may
differentiate the type of paper in the journal where needed.
Day 2- Start writing by singing the chant. Ask students why we
have Writing Time or what happens during Writing Time?
Remind students of the importance of students’ work and how
we keep our writing in our writing journals to keep it safe.
Today we are going to learnDay 1-Tell students that they are going to learn how
writers use their journal as a tool for writing.
Day 2- “Today we will be getting our writing journals to
use every day during writing.”
Did you see how I-
3
•
Sharing Chart (Glue 4-5 library pockets onto a poster
board, for each child in the class make a craft stick
with their name and or picture on it)
Teaching Point/Notes
Materials
•
•
•
•
•
•
•
•
•
Journals for each student
Number journal pages from 1-10
Place a red sticker at the top left of the first page of
each journal
Place a yellow sticker at the top page of the second
page of each journal
Place a blue sticker at the top page of the third page
of each journal
Timer
Chart Paper
Drawing Supplies
Teacher Journal with Name and Pictures
Teacher Note- It is suggested that students keep their
unpublished work in a composition book. Their published
pieces should go in a three ring binder tabbed by genres.
Please note that this is just a suggestion. You may use
whatever method you wish to keep your students writing as
long as you have a place for unpublished work and a place to
keep published work. The purpose of this is for teachers and
Day 1- Display your own journal with your name and
picture on the front for decoration. “We will keep our
writing in our writing journals until we are ready to
publish our writing.”
Day 2- Show students the parts of the writing journal
(cover, front, back, pages, etc…). Show students the
numbers on each page and point out that the back is not
numbered because we do not write on the back. Then
show the students the stickers on the first 3 pages; they
are clues to help remind students which pages to write on
for the first, second, and third days of journal writing.
Now it is your turn toDay 1- Ask students why their writing is important. Tell
students that they are decorate their journal by putting
some of their favorite things on the cover. Have students
turn and talk about what they can put on the cover of
their journals. Invite students to share their ideas.
Remind students that we are decorating our
journals/folders with our favorite things. Say to students,
“As writer’s we must keep our writing in a special place so
that we will not lose it. Our journal/folder is that place.”
Remind students that we will spend the first five minutes
in silent writing followed by quiet writing.”
Day 2- Allow students time to explore their own journals.
They are not to write in their journals yet. Have a short
review by having students identify the different parts of
their journals. Show students a journal that has scribbling
on the first three pages; ask them if this is an example of
kindergarten writing. Spend time talking about how we
use writing to communicate. “A reader would not know
what a writer was trying to say just by looking at
scribbles. Use chart paper to demonstrate what
acceptable journal writing looks like. Be sure to
acknowledge the fact that not all students are ready to
4
students to be able to see the entire writing process from
start to finish. If you are choosing a different way to store
students writing, please use this day to set the rituals and
routines.
Teacher Note- As you are decorating and setting up
your journals/folders go over with students the
routine for managing the journals/folders. Go
through the procedures for passing out writing
journals/folders. As a possible option choose a table
captain for each table. The table captain will pass
out all the journals/folders before students return to
their tables (choose the method of distributing
journals that will work the best for your class).
Also go through the procedures for what to do when
they have filled up their journals. See the following
examples below:
•
Check to be sure that you have used up
all of your pages
•
Place you journal in the tub for me to
check. I will decide if it is going home or
if it will be saved for a conference or
portfolio.
•
Retrieve a new journal.
Teacher Note- For the next several weeks we will teach
kindergarten students about the expectations of Writing
Time. This includes the parts of writing time, how we
behave, where we keep our work, what to do when we think
that we’re done, and grammar etc. As we are teaching
students the rituals and routines for Writing Time, students
will begin practicing writing about things that have
happened to them in a story form (Narrative Writing). Once
students know the rituals and
Student Work Time
(writing production)
write words or sentences, ask students if they can think of
another way to tell the reader what they are thinking
(pictures, labels, etc.). Model what is acceptable. Say to
students that they can choose an idea to write about in
their journals. Hold up the timer; explain that the timer
will be set for 5 minutes. They will begin silent writing
when the timer starts and stop when the timer rings.
routines for Writing Time they will formally be introduced
to Narrative Writing. As you are modeling, model for
students Narrative Writing so that you can revisit it when it
is formally introduced.
Today, students will accomplish two goals:
1. Student should sketch about something that has
happened to him/her.
2. Student should label and write a sentence or more about
the sketch.
Teaching Point/Notes
Scaffolds
1. Student draws a sketch. Teacher dictates for
student.
2. Student draws and labels a sketch. Teacher dictates
for student.
3. Student draws sketch, labels it, and writes a
sentence to go along with the sketch.
Walk around the room looking around at student work and
opportunities to celebrate behavior.
Closing- At the end of the work time, ask student to put their
work away and gather them to share their work. Ask children to
share their work by holding it up for the world to see. Point out
what you hope they will do in their writing-----follow the rules for
grammar, include details, depict a small, important moment,
write words. End the workshop time with a celebration for the
writing to come and the start the children have made.
5
Teacher Note- To support language development allow
students to talk to a neighbor about what he or she is going
to write about. Oral language development is extremely
important for Kindergärtners that are learning how to write.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
2A The Sense of Sight (pp. 113-117)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, describe the relationship between the illustrations in The Sense of Sight and the text in which they appear.(LAFS.K.RI.3.7)
• With prompting and support, identify the main topic and retell key details of the text, The Sense of Sight.(LAFS.K.RI.1.2)
Core Content Objectives
Students will:
• Describe the sense of sight
• Identify the parts of the eye
• Provide simple explanations about how the eye works
• Describe some ways people take care of their bodies
• Describe some ways the sense of sight protects people from harm
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Comprehension questions are designed for
Core Lesson Vocabulary:
Lesson
students to provide evidence-based answers
iris, n. The colored part of the eye
2A The Sense of Sight
that incorporate lesson vocabulary.
(See Duval Reads Module 2 pp. 113-117)
Example: The color of Mary’s iris is a lovely
Use the images 2A-3,5, 6,7,8 to help students
shade of green.
answer the following questions:
Vocabulary Word Work
Moderate How does the illustration of the child’s
Variation(s): irises
protect
head with the round eyeball help me to locate the leap, v. To jump
Example: I think I can leap over that rock with
eye socket? (it’s red and round)
Before reading:
ease.
Moderate What is the function of the eyelids?
Explain to students that sometimes the illustrations can help you understand
Variation(s): leaps, leaped, leapt, leaping
(they come down over your eyes when you blink
the text better. You can look at an illustration to see what the text is telling
protect, v. To keep something safe from
so nothing goes in them) How did the diagram
about.
help me locate the eyelids? (I can use the labels, harm
Example: I will protect my new kitten from that
the lines)
large dog.
Whole Group Activity:
Moderate What is the purpose of eyelashes?
Prior to the activity write the following statements on sentence strips:
(They brush dirt away from the eyes) How did the Variation(s): protects, protected, protecting
1. Different people have different colored irises.
pupil, n. A small, covered, black hole in the
diagram help you to locate the eyelashes? (look
center of the eye where light
at labels, see the lines)
2. All these body parts - eyelids, eyelashes, eyebrows, tear ducts and
eye sockets protect your eye from getting hurt.
enters
6
3. Tears – the very same tears that come out when you cry – are
important too.
Read each sentence strip to the students modeling concepts of print. Then
tell the students you are going to show them three pictures (which you can
either project or download and have on the wall) and they are going to match
the sentence strip to the picture.
Show 2A-5 Ask students which sentence explains this illustration and why.
Have them put up one finger for sentence 1, two fingers for sentence 2, and
three fingers for sentence 3 (#3 because it is a picture of a boy with tears
coming out of his eyes.) Do the same procedure for 2A-6 and 2A-7.
Moderate Why do you think eyebrows keep
sweat from running down into your eyes?
(because they are hairy, bushy and stop the
water) What information does the diagram show
me about eyebrows? (shows the location, what
they look like)
Moderate What is the function of the tear ducts?
(2A-5) (they keep the eyeball wet) How does the
illustration (2A-6) show me the location of the tear
ducts? (I can use the label, I can follow the line)
Moderate By looking at illustration (A2-7) how
can you describe the iris of the eye? (it is the
colored part of the eye, it is round, it can have
flecks of color)
High How does looking at this illustration (2A-8)
help me to determine which pupil is dilated? (the
pupil is bigger) What in the illustration shows me
why the pupil is dilated? (it’s dark, not a lot of
light, it’s at night) and why? (They get larger when
it’s dark to let in more light and smaller when it’s
bright so they are not harmed by too much light.)
Moderate What should you do to keep your eyes
safe from harm? (Don’t put anything in them,
especially fingers.)
High How do you think your eyes protect you or
keep you safe from harm? Give specific
examples. (Our eyes lets us see where we are
going. IE: When I am walking and see a hole in
the sidewalk, I can go around it so I don’t fall into
the hole.)
Check for Understanding: Observe student answers during activity.
Writing
Continue lesson from previous day.
7
Example: A pupil is the black circle in the
center of your eye.
Variation(s): pupils
Academic Language:
describe To convey in words the
appearance, nature, and/or attributes of
literary or informational text using vivid
observations.
illustration A sketch, drawing or picture; a
picture or diagram that helps make something
clear or attractive
relationship The way in which two or more
people or things are connected
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
3A The Sense of Hearing (pp. 118-121)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, describe the relationship between the illustrations from “The Sense of Hearing” and the text in which they appear. (LAFS.K.RI.3.7)
• With prompting and support, identify the main topic and retell key details from “The Sense of Hearing” (LAFS.K.RI.1.2)
Core Content Objectives
Students will:
• Describe the sense of hearing
• Identify the parts of the ear
• Provide simple explanations about how the ear works
• Describe how the sense of hearing helps people learn about their world
• Describe some ways people take care of their bodies
• Describe some ways the sense of hearing protects people from harm
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students Core Lesson Vocabulary:
Due to 2016-17 revisions, please disregard page 122 in the
to provide evidence-based answers that incorporate
echo, n. A sound that you hear again after it
anthology.
lesson vocabulary.
bounces back off something, such as a large
Moderate What is the main topic, or main idea, of
mountain or building
Lesson
today’s lesson? (the sense of hearing)
3A The Sense of Hearing (See Duval Reads Module 2 pp. 118Example: Surrounded by mountains, I shouted
Low (Display image 3A-2: Sound Wave diagram) By
121)
looking at the diagram how does sound travel through the and then heard an echo of my shout.
Variation(s): echoes
air? (in sound waves)
Vocabulary Word Work
Low Can you see sound waves? (no, they are invisible) invisible, adj. Not able to be seen
invisible
Example: Sound is invisible.
High Why can’t you stop sound waves from completely
(See Duval Reads Module 2 Read-Aloud Anthology)
Variation(s): none
coming into your ears? Give an example. (Because the
sound waves can still travel through something but it may sound waves, n. Bands, or waves, of noise
Teacher Model:
Example: The sound waves from the music
be muffled or quiet. For example, when someone is
Before Reading:
playing down the street carried all the way to my
walking outside my classroom, I can still hear their
bedroom.
footsteps.)
Explain to students that illustrations in a text are very important to
Variation(s): sound wave
a reader. A reader can learn something new from the illustration or Moderate What should you do to keep your ears safe
it will explain visually what they are reading.
from harm? Why? (protect them from very loud sounds
8
During Reading:
Today you will model how to look at an illustration and write what
the illustration is showing. For example 3A-4 The buzz of the bee
travels in sound waves to my eardrum.
Then you will read a sentence or two and draw an illustration to go
with that sentence. For example: If you hear a really loud noise,
you might automatically use your hands to cover your ears. Your
brain tells you to cover your ears in order to keep your eardrums
safe from sound waves that might damage them. (you would draw
a picture of someone covering their ears and fireworks bursting in
the sky about that person.)
You may want to take a picture of your chart and place it in the
student workbook on the back of page 10 so students can
reference it for the next lesson.
by covering them up. Also, never put anything in your
ears. I don’t want to hurt my eardrum and cause me to
have a hearing loss.)
Low: What part of your ear vibrates, or moves back and
forth, when the sound waves bump into it? (eardrum)
Moderate What is happening when a sound wave
echoes? (Sound waves bounce off tall things like cliffs,
mountains, or tall buildings, and the noise comes back so
you hear it again.)
Moderate When we talk about the volume of a sound we
are talking about how loud or quiet a sound is. What
sounds can you think of that have a loud volume? What
sounds can you think of that have a soft volume?
High How does the sense of hearing help us learn about
the world around us? (Answers vary but should reflect
the understanding that hearing helps to keep us safe and
allows us to communicate with the rest of the world.)
Moderate: Why do think you think the part that vibrates
in your ear called an eardrum? (because the sounds
vibrate against that bone)
vibrate, v. To move back and forth in a very
small motion
Example: Passing trains make my house vibrate.
Variation(s): vibrates, vibrated, vibrating
volume, n. The loudness of a sound; how loud or
quiet a sound is
Example: Please turn down the volume on the
TV.
Variation(s): volumes
Academic Language:
describe To convey in words the appearance,
nature, and/or attributes of literary or
informational text using vivid observations.
illustration A sketch, drawing or picture; a
picture or diagram that helps make something
clear or attractive
relationship The way in which two or more
people or things are connected
Check for Understanding: Show image 3A-1 Have students tell a neighbor what that illustration is showing them.
Writing
Writing Standards
“Narrative”
Focus for the week
Language Standard
Focus for the week
LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the
events in the order in which they occurred, and provide a reaction to
what happened.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.K.L.1.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts
9
Anchor Chart
•
Sharing Chart (Glue 4-5 library pockets onto a poster
board, for each child in the class make a craft stick with
their name and or picture on it)
Speaking and Listening
Standard
Focus for the week
Mini Lesson 2 days
(Teacher model)
Student Work Time
(writing production)
LAFS.K.SL.1.1 Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in
small and larger groups. Cognitive Complexity: Level 2: Basic Application
of Skills & Concepts
Today we are going to learn- Sing or say the writing chant. Show the
sharing chart to the students, explain that this chart is going to help them
take turns sharing their writing. “We know whose turn it is to share when
your name and picture are in the pocket.” Take a moment to review the
parts of the writing block. Point out that we will use this chart during the
last part of sharing time.
Did you see how I- Tell students that during share time we will give
author’s feedback about their writing. Feedback is when we tell authors
what we like or something we find interesting about their writing. Model
specific feedback responses about the drawing/ writing such as “I like all
the details you used”, or “I like how you followed the grammar rule of
capitalizing the word I.” Try to avoid basic statements like “I like your
picture.” Title a new piece of chart paper “What you can say for
feedback.” List 2-3 specific responses students might use for feedback
(add to the chart until it has 5-6 examples). Encourage students to refer
to the chart if they can’t think of something to say to the author.
Now it’s your turn to- Explain that during the mini lesson you taught
them about share time. Ask students to tell you what happens after the
mini lesson (work time). Tell students that before work time you would
like to for them to practice the following:
1. Getting pencils and passing out journals to set ready to write.
2. Have students remind you of the expectations for journals
writing.
3. Using silent and quiet writing voices.
Today, students will accomplish two goals:
1. Student should sketch about something that has happened to
him/her using one of their senses.
2. Student should write a sentence about the sketch.
Closing- Gather students to the meeting area to share their work. Refer
back to the share chart and tell them that these four students will be
sharing today. They may choose to share the piece they were working on
today, or they may decide to share any piece they are particularly
interested in reading. Remind them students cannot share their writing
unless it’s their turn, but that everyone will have a turn. There may be
10
Teaching Point/Notes
Materials
• Pencils
• Paper
• Chart Paper for “What you can say for feedback chart”
• Timer
• Display Anchor Charts from previous writing lessons
• Sharing Chart (Glue 4-5 library pockets onto a poster board, for
each child in the class make a craft stick with their name and or
picture on it)
Teacher Note: If you do not want to use the “Sharing Chart” think of
a system for managing sharing that works best for your class.
Teacher Note- To support language development allow students to
talk to a neighbor about what he or she is going to write about. Oral
language development is extremely important for Kindergarteners
that are learning how to write.
Teaching Point/Notes
Scaffolds
4. Student draws a sketch. Teacher dictates for student.
5. Student draws and labels a sketch. Teacher dictates for
student.
6. Student draws sketch, labels it, and writes a sentence to go
along with the sketch.
Circulate the room admiring the work of students. Look for
opportunities to celebrate students who are showing you what to do
during silent writing, quiet writing.
times where you may want to share a particular student’s work. If this
occurs, ask the class if they would allow you to share an extra piece of
writing, or stop students and share during the work time.
11
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
4A The Sense of Smell (pp. 123-127)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, describe the relationship between illustrations in “The Sense of Smell” and the text in which they appear. (LAFS.K.RI.3.7)
• With prompting and support, identify the main topic and retell key details from “The Sense of Smell” (LAFS.K.RI.1.2)
Core Content Objectives
Students will:
• Describe the sense of smell
• Identify the parts of the nose
• Provide simple explanations about how the nose works
• Describe some ways the sense of smell protects people from harm
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for
Core Lesson Vocabulary:
Lesson (25 minutes):
students to provide evidence-based answers that
molecules, n. Tiny particles or pieces of things that
4A The Sense of Smell (See Duval Reads Module 2 Read-Aloud incorporate lesson vocabulary.
Anthology)
are so small they cannot be seen by the naked eye;
Moderate What was the main topic, or main idea, of
special tools, like microscopes, are needed to see
today’s lesson? (the sense of smell) How did you
Vocabulary Word Work (5 minutes)
know? (I heard the word smell a lot in the read aloud, them
Word Work: scents
Example: Molecules are so small you have to look at
the diagrams were showing the sense of smell)
(See Duval Reads Module 2 Read-Aloud Anthology)
them using a microscope.
High How is your sense of smell different from your
Variation(s): molecule
sense of sight? (you use different body parts, you
mucus, n. The slimy, liquid substance secreted inside
Student Workbook Page 20
gather different information)
On student workbook page 20 students will match the picture to Moderate How does using the diagram help me to
the nose
the text by drawing lines from the picture to the text. Refer them understand the odor molecules? (4A-3)(the yellow
Example: When I have a cold, I use a tissue to blow
to the example you did yesterday either on the chart or in their
the mucus out of my nose.
dots are going into the nostril openings)
workbook. You may need to read each statement out loud to the High How does the diagram help me understand the
Variation(s): none
students.
nostrils, n. The name of the two openings in the nose
path which the odor molecules flow from the nostril to
Example: You breathe through your nostrils.
the brain? (odor molecules enter the nose, hit the
Scaffolds:
Variation(s): nostril
smell receptors, which then sends the information to
the brain)
scents, n. Smells or odors
• For struggling learners
12
High Looking at the photograph (4A-4) what kind of
information can you gather? (he is a rescue dog and
uses his sense of smell to rescue people)
Moderate Why do you have a hard time smelling
odors when you have a cold? (The mucus gets in the
way of the odor molecules reaching your smell
receptors.)
High How do the pictures and words help me learn
about the sense of smell? (I can gain information from
the diagram and listen to the text in order to learn
about the sense of smell.)
Moderate How can your sense of smell protect you
from harm? (You can smell things that warn you of
danger, such as fire, and get a safe place)
Example: I love the different scents I smell when I walk
into a perfume store.
Variation(s): scent
smell receptors, n. Small parts deep inside the nose
that catch scents or smells from the air
•
Example: My smell receptors just caught a whiff of
some hamburgers on the grill!
Variation(s): smell receptor
Academic Language:
describe To convey in words the appearance, nature,
and/or attributes of literary or informational text using
vivid observations.
illustration A sketch, drawing or picture; a picture or
diagram that helps make something clear or attractive
relationship The way in which two or more people or
things are connected
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Pull these students in a teacher led group.
Talk about each image, then read one
statement at a time. Model the first one for
them.
For advanced learners
• Project image 4A-2. 4A-3, or 4A-6. Have
these students write what they learned from
that image. Encourage them to use facts from
the read-aloud.
•
Writing
Continue lesson from previous day.
13
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
5A The Sense of Taste (pp. 128-132)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, describe an illustration of a boy eating a watermelon and use illustrations that accompany The Sense of Taste to check and support
understanding of the
• read-aloud (LAFS.K.RI.3.7)
• With prompting and support, identify the main topic and retell key details from The Sense of Taste (LAFS.K.RI.1.2)
Core Content Objectives
Students will:
• Describe the sense of taste
• Identify the parts of the mouth
• Provide simple explanations about how the tongue works
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students
Core Lesson Vocabulary:
Due to 2016-17 revisions, please disregard the worksheet on
to provide evidence-based answers that incorporate
page 133 in the anthology.
lesson vocabulary.
congested, adj. Having too much mucus or
fluid in your nose and in other places where
Low What was the main topic, or main idea, of today’s
the air we breathe needs to travel
Lesson (25 minutes):
lesson? Are there any words repeated today that tells us
5A The Sense of Taste (See Duval Reads Module 2 pp. 128-132)
Example: I am so congested that I cannot
what is important? (the sense of taste)
breathe very well.
Low What are the bumps on your tongue called that help
Vocabulary Word Work (5 minutes)
Variation(s): none
you taste foods? (taste buds) Which picture from today
Word Work: pucker
flavorful, adj. Having a strong and pleasant
helped you? (5A-2)
taste
Low What are the four types of tastes you can taste with
your taste buds? (sweet, salty, bitter, sour) ) Which picture Example: The fried fish was very flavorful.
Student Workbook Page 21
Variation(s): none
from today helped you? (5A-3)
pucker, v. To purse your lips together so
Moderate What are some foods that taste sweet?
Refer students to lesson 3 chart you made and explain that
that you look like a fish or as if you are ready
sometimes we can read and picture in our mind what something is like Moderate What are some foods that taste salty?
to give someone a kiss
just as you did when you read the sentences about hearing a loud
Moderate What are some foods that taste bitter?
Example: The sour taste of lemons always
noise and covering your ears so you drew a picture to match those
Moderate What are some foods that taste sour?
sentences. We call this visualization or creating a mental image.
makes me pucker.
Low What other sense helps with the sense of taste?
Today, you will do the same idea with today’s text about taste.
(smell)
Variation(s): puckers, puckered, puckering
14
Read the sentence on workbook page 21. Have students draw an
illustration to match that text. Some students may end up drawing an
illustration which closely resembles one of the images shown in
today’s lesson, which is fine as long as it matches the text.
Scaffolds
• For struggling learners
o In a small group read the sentence and show the
image that matches the sentence. Discuss what
else they could draw.
Moderate Why can’t you taste your food very well when
your nose is congested? (the mucus in your congested
nose prevents you from smelling the food.)
High Describe foods can you think of that both smell and
taste pleasant or good? Describe foods can you think of
that both smell and taste unpleasant or bad?
saliva, n. The watery fluid in your mouth
Example: I swallowed the saliva in my
mouth.
Variation(s): none
taste buds, n. Tiny bumps on the tongue
that send taste messages to the brain
Example: People have many taste buds on
their tongue.
Variation(s): taste bud
Academic Language:
describe To convey in words the
appearance, nature, and/or attributes of
literary or informational text using vivid
observations.
illustration A sketch, drawing or picture; a
picture or diagram that helps make
something clear or attractive
relationship The way in which two or more
people or things are connected
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing
Grammar Lesson
(Teacher model)
Anchor Chart
STAR Writer (create this ahead
of time, but cover up the parts
which have not been taught.)
Today we are going to learn- Gather students to the writing
area. Say the Writing Time song/chant:
“I have stories, I have pictures, and they’re sleeping in my head.
I wake them up, I write them down, then I share them with my
friend.”
After singing the song for Writing Time, remind students that on
some days we will spend some time practicing Grammar. Say,
“Remember, grammar is a set of rules that explain how words
are used when we write. Just like we have rules in our
classroom, or at school to keep us safe, we have rules that we
use to help other people read and understand our writing.
Today, we will learn two more rules for writing capital letters.
Ask students if they remember the grammar rule we practiced
15
Teaching Point/Notes
Materials:
• Self Portraits of Students who capitalized the first letter of
his or her name
• Papers of students that capitalize the first letter of their
name
• Sentence strip that says, “I like to write.”
• Big Book(s) or Book I Like Me, by Nancy Carlson
• Word Wall or Replica of a Word Wall on Chart Paper
• Chart paper for modeling (can be prepared in advance).
last week. Remind student that when we write our name we
always make the first letter is a capital letter. Reveal the 5 Star
Writing anchor chart first star only. Tell students that another
rule for capitalizing is that we always capitalize the word I. Hold
up the sentence strip that says I like to write. Point out to
students that the word I is written with a capital letter. Say, “We
also capitalize the first letter in the first word of a sentence.
Teacher Note- To support students with language and writing post
the sentence frame: I like to _______.
Did you see how I- Display a piece of writing that you have
modeled for students. Reread your writing to students, pointing
out how you followed the rules of capitalization that they have
learned thus far.
Student Work Time
(writing production)
Now it’s your turn to- Tell students that you are going to read
aloud a story titled, All About Me. It is about a pig who likes
herself. Tell students to pay careful attention to the story. Tell
students that together they will look to see if the author wrote
his or her name, the word I, and the first letter in a word using a
capital letter. As you are reading allow students to come up and
use highlighting tape or a pointer to point out correct use of the
rules for capitalization. Explain to students that today they will
get a chance to practice capitalizing. Tell students that they will
draw and write about something they like to do. Model
expectations or, provide students with an example. Allow
students time to discuss with a neighbor something that they
like. Call a few students to share what they like.
Today, students will accomplish one goal:
1. Student will draw a picture of something s/he likes to do.
2. Student will write a sentence to go along with it.
Closing- Students will hold pictures in the air so that everyone can see
them. Remind students of the expectations for silent and quiet writing.
Revisit transition graph to celebrate how quickly and quietly students are
moving into work time.
16
Teaching Point/Notes
Scaffolds
1. Provide students who are not yet writing a piece of paper
that has the sentence frame I like to _____ written on it
(see resource folder). Encourage students to draw a
picture. Work with students to label and finish completing
the sentence.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
6A The Sense of Touch (pp.134-138)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details from The Sense of Touch (LAFS.K.RI.1.1)
• With prompting and support, identify the main topic and retell key details from The Sense of Touch (LAFS.K.RI.1.2)
• With prompting and support, describe the relationship between illustrations and the text, The Sense of Touch in which they appear. (LAFS.K.RI.3.7)
Core Content Objectives
Students will:
• Describe the sense of touch
• Identify the skin as being associated with the sense of touch
• Provide simple explanations about how the skin works
• Describe how the sense of touch helps people learn about their world
• Describe some ways the sense of touch protects people from harm
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students Core Lesson Vocabulary:
Lesson
to provide evidence-based answers that incorporate
nerves, n. Tiny, wire-like bits under the skin
The Sense of Touch
lesson vocabulary.
(See Duval Reads Module 2 pp.134-138)
enabling us to feel
Low What was the main topic, or main idea, of today’s
Example: The nerves under my skin were
lesson? (the sense of touch)
Vocabulary Word Work
Moderate What parts of your body can you use to touch tingling.
texture
Variation(s): nerve
and feel things? Which picture showed you that part of
sensitive, adj. Able to feel something
the body? (6A-2)(hands, feet, anything covered with
Before Reading:
strongly or quickly
skin)
Prior to reading the read aloud, create the following chart. Explain that Low What is underneath your skin that runs through
Example: Your fingertips are the most
in this module they are going to learn to ask and answer questions
sensitive part of your body.
your whole body and enables you to feel? (nerves)
using who, what, when, where, why, how.
Variation(s): none
Which picture showed this? (6A-3)
During Reading: Model how to ask questions from both the
skin, n. The soft, smooth covering all over
High Why do you think the fingertips are the most
illustrations and the text using the question stems.
the outside of the body
sensitive part of your body? (Our fingertips have many
For example:
Example: The skin on my arm feels itchy.
nerve endings which tell us if something is harmful)
Variation(s): skins
6A-3 shows a picture of nerves from head to toe. (you want to model
Moderate How can the sense of touch keep you safe
how you are looking at the image and thinking about what the text said and protect your body from harm? (It allows your body
17
so reread page 135 first paragraph under 6A-3. Then tell the students
a good question I could ask is Where are all my nerves meeting? Or
What does my brain have to do with my nerves? Write the question
either on chart paper or on a sentence strip under the image.
6A-4 Repeat the same procedure by reading page 135 last paragraph
and first paragraph on page 136. A good question could be Why do I
have ticklish spots?
6A-6 Repeat the same procedure by reading page 136 under 6A-6.
Have students turn and talk and come up with a question they could
ask. A good question could be How does my sense of touch keep me
safe?
to learn whether something can hurt you-if it burns you
or causes pain-and you learn to avoid touching that thing
in the future.)
High What are some ways your sense of touch helps
you learn about the world?
High If you lost your eye sight, why do you think the
sense of touch would be so important? Give examples.
(my sense of touch becomes my eyes. If I went outside
my feet would touch the ground and tell me if I was on
grass or concrete.)
texture, n. The way something feels on the
outside or surface
Example: The texture of the sandpaper was
rough and bumpy.
Variation(s): textures
Academic Language:
key details A point of information in a text
that strongly supports the meaning or tells the
story. A statement that defines, describes or
otherwise provides information about the
topic, theme or main idea.
Check for Understanding: Thumbs up, Thumbs down: Project image 6A-5 I am going to read a question thumbs up if it’s a good question and thumbs down if it’s not a very
good question. I can feel different textures. (thumbs down) Why? (Because you didn’t ask a question!) What textures can I feel? (thumbs up) Why? (Because you can see
sharp, hard, soft, bumpy, smooth in the picture.)
Writing
Writing Standards
“Narrative”
Focus for the week
LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the
events in the order in which they occurred, and provide a reaction to
what happened.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Language Standard
Focus for the week
LAFS.K.L.1.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts
Anchor Chart 1
Anchor Chart 2
Super Writer’s Solve Their Problems…
Speaking and Listening
Standard
Focus for the week
LAFS.K.SL.1.1 Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in
small and larger groups. Cognitive Complexity: Level 2: Basic Application
of Skills & Concepts
18
Problem
•
I need a
pencil
•
I need to use
the restroom
Solution
•
Get a
sharpened
pencil
•
Walk silently to
the restroom
I cannot think
of a writing
idea
•
Mini Lesson 2 Days
(Teacher model)
I’m done
•
Gather students to the meeting area. Sing or chant the Writing
Song.
Today we are going to learn“Today you will learn what to do when you think you are done
writing. Good writers look back at their writing and see if they
can add more. Writers revise their writing.”
Did you see how I- Use a previously written narrative piece, to
model how rereading your own writing helps you notice when
and where to add more. The teacher demonstrates the
“rereading” strategy with each part of his or her writing. 1.
Model how to add more details throughout the drawing. For
example: Add details to drawing. 2. Model how to add more to
the beginning. For example: Add details to the opening
sentences. 3. Model how to add more to the middle. For
example: Add specific language to help readers understand
what is happening in your story. 4. Model how to add more to
the end. 5. Model following the rules of grammar. For example:
Make sure you have capitalized the first letter in the first word of
each sentence. Even though you have not explicitly taught
spacing, punctuation, and complete sentences model making
sure you have included those things in your writing. Your
students who are already writing will benefit from this. Finally,
students may start a new piece of writing or add to another piece
of work in the journal/folder.
Now it is your turn toTeacher will select a student’s writing and solicit ideas from the class to
help that one writer think about ideas to add to his or her tstory.
Remind students that they have at least five opportunities to add more
to their story (reference steps in Mini Lesson).
19
•
Use idea chart
•
When I’m Done
I’ve Just Begun
Chart
Teaching Point/Notes
Materials
•
•
•
•
Student writing
Teacher example from session 1 (see Teaching)
Chart paper and markers
“When I’m Done, I Have Just Begun” chart (see Closing)
Teacher Note- For the next several weeks we will teach
kindergarten students about the expectations of Writing Time. This
includes the parts of writing time, how we behave, where we keep
our work, what to do when we think that we’re done, and grammar
etc. As we are teaching students the rituals and routines for Writing
Time, students will begin practicing writing about things which have
happened to them in their life (Narratives). Once students know the
rituals and routines for Writing Time they will formally be introduced
to Narrative Writing. As you are modeling, model for students
Narrative Writing so that you can revisit it when it is formally
introduced.
Teacher Note- To support language development allow students to
talk to a neighbor about what he or she is going to write about. Oral
language development is extremely important for Kindergarteners
that are learning how to write.
Student Work Time
(writing production)
Today, students will accomplish two goals:
1. Students will reread their own writing.
2. After rereading students should think: “What else happened?
Which of my 5 senses did I use? Where can I add more?”
Closing- Introduce the writing chart: “When We Are Done, We Have Just
Begun.” Call on students to share who revised by adding more.
Teaching Point/Notes
Scaffolds
1. Student draws a sketch. Teacher dictates for student.
2. Student draws and labels a sketch. Teacher dictates for
student.
3. Student draws sketch, labels it, and writes a sentence to
go along with the sketch.
Walk around the room looking around at student work and
opportunities to share the work of students who add more to their
writing.
Teacher Note- As students learn more about what good writers do
to add more to their writing, chart on the “When We Are Done We
Have Just Begun” chart. As you continue to work with students to
use the chart, you will notice that the amount of students walking up
to you to say “they’re done” will decrease.
20
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
Pausing Point
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details in text. (LAFS.K.RI.1.1)
• With prompting and support, describe the relationship between illustrations and the text in which they appear. (LAFS.K.RI.3.7)
Comprehension
Questions ( w/
Lesson Activities
Vocabulary
expected student
response)
Comprehension
Give the students a key
Due to 2016-17 revisions, please disregard the instructions for the Student Performance Task on page 140
questions are
module concept or vocabulary
designed for students word such as sight. Have them
to provide evidencebrainstorm everything that
based answers that
comes to mind when they hear
Student Performance Task Workbook page 22
1. Have students open to page 22 in their workbook
incorporate lesson
the word. Record their
2. Read the following to students: “I have five senses. I can smell flowers, hear a fire alarm, feel silky fabric, see vocabulary.
responses on a piece of chart
a pretty rainbow, and taste salty chips. I love my five senses.”
paper, a chalkboard, or a
3. Instruct students to draw lines from the picture on the left to the sense you would use on the right. You may
whiteboard for reference.
-see Student
want to reread the short text above as they are working. You may also need to model the first one for them.
Performance Task
Pausing Point Activities
Choose one activity to review and reinforce the standard(s) taught thus far (RI.1.1 and RI.3.7)
Read the Pausing Point activities carefully to determine which Pausing Point activity would best serve your students
based on the students’ understanding of previously taught standards
.All students need to practice the work of the standard in preparation for the module assessment.
(see Duval Reads Quarter 1 Read-aloud Anthology)
Assessment/ Performance Task:
Student Performance Task
Writing
Continue previous lesson.
21
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
7A Ray Charles (pp.146-150)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about Ray Charles and his life using images. (LAFS.K.RI.1.1)
• With prompting and support, describe the connection between multiple events in the life of Ray Charles by sequencing four to six pictures illustrating events from this
informational read-aloud (LAFS.K.RI.1.3)
Core Content Objectives
Students will:
• Describe the experiences and challenges of someone who is blind
• Explain the contributions of Ray Charles
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students to Core Lesson Vocabulary:
Due to 2016-17 revisions, please disregard the activity on
provide evidence-based answers that incorporate
blind, adj. Unable to see; not having the sense
page 151-152 in the anthology.
lesson vocabulary.
Low This read-aloud was a biography about the life of Ray of sight
Lesson:
Example: Ray Charles lost his eyesight,
Charles. What did he like to do when he was a young
7A Ray Charles
becoming blind by age seven.
child? (He liked playing in the country, singing at church,
(See Duval Reads Module 2 pp.146-150)
Variation(s): blinder, blindest
and listening to music on a jukebox.)
disability, n. A condition in which someone is
High How did Ray Charles become blind? (He got sick
Vocabulary Word Work:
not able to perform a task of daily life in the
with a horrible eye disease that made him blind.) How did
remarkable
way that most people can
this event change his life? (he became determined, he had
Example: Mary uses a wheelchair, as her
to rely on his other senses to navigate the world around
Whole Group Activity:
disability prevents her from walking.
him,, he had to go to a special school, )
Download and copy the images found in the resource folder for
Variation(s): disabilities
High Ray Charles was totally blind. What does it mean to
module 2 lesson 7. You will need 1 picture per two students.
be totally blind and how would it affect a person’s life? Give disease, n. A serious sickness or illness
Pair your students and give them a picture. Have them come up
specific examples. (to be totally blind means to not be able Example: The disease made me very sick, and
with some questions they could ask. Either the students can write to see. If a person can’t see, they can’t see colors, shapes, I had to stay in bed.
the question or you can write the question for them.
Variation(s): diseases
or even light. A blind person would not be able to see a
movie, watch TV, see their mommy or daddy. )
22
Finally, have the students share their picture and ask the question
to the class in which the class would give the answer. This will be
a teachable moment in that sometimes the questions do not have
anything to do with the picture. Then you would need to ask how
the question could be changed.
Moderate How did Ray Charles handle his blindness as an
adult? What did he do? (Ray Charles had to rely on
hearing and touching to get around. He became a famous
musician, he played concerts all over the world, he would
sway his body back and forth and stomp his foot to the beat
of the music.)
Moderate Why do you think music was so important to Ray
Charles? (Music became his life. He didn’t have to see to
sing and play music. Music defined him as a person. This
was Ray Charles’ way of being a someone in the world that
others could look up to, especially to another blind person.)
High What event propelled Ray Charles into fame? (he
learned to play piano, saxophone, other instruments, and
sing well)
High How did the multiple events in Ray Charles life
determine his life’s outcome? (he became blind which
made him determined, he had to rely on his hearing and
touching to get around, he became a famous musician and
played all over the world)
High Do you think Ray Charles would have been a
musician if he were not blind? Why or why not? Do you
think he would have still been a remarkable person? Why
or why not?
opportunity, n. A good chance to accomplish
something
Example: Jake has an opportunity to go to
another country in the fall.
Variation(s): opportunities
remarkable, adj. Wonderful or amazing
Example: The painting was just remarkable!
Variation(s): none
Academic Language:
key details A point of information in a text that
strongly supports the meaning or tells the
story. A statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding: Informal observation on the questions students ask in their group. Could the question be answered by looking at the photo?
Writing
Writing Standards
“Narrative”
Focus for the week
LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the
events in the order in which they occurred, and provide a reaction to
what happened.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
23
Anchor Chart 1
Language Standard
Focus for the week
Anchor Chart 2
LAFS.K.L.1.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts
Super Writer’s Solve Their Problems…
Problem
Speaking and Listening
Standard
Focus for the week
Mini Lesson Day 2 days
(Teacher model)
LAFS.K.SL.1.1 Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in
small and larger groups. Cognitive Complexity: Level 2: Basic Application
of Skills & Concepts
Today we are going to learn- Sing or say the writing chant. Next,
pretend you are stuck and dependent on the class for help, bother
everyone with requests for directions on what “I should write about”,
needing a pencil etc. Tell the students that super writers can the save the
day and solve their own problems.
Did you see how I- "So, writers, today, I want to teach you that writers
solve their own problems. By solving your own problems we can spend
our entire work time writing.
Now it’s your turn to- Have students “Think-Pair-Share” possible
problems that they may have during writing. List problems on a chart.
After listing the problems on a chart discuss with students how they can
solve their problems on their own. See an example under Anchor Chart
2.
Student Work Time
(writing production)
Today, students will accomplish two goals:
1. Student should sketch about something that has happened
in their life using one of their 5 senses.
2. Student should write a sentence about the sketch.
Closing- Talk about how exciting it is that so many boys and girls are
beginning to work on their own and they are now beginning to write, write,
write or their pictures are teaching us what they know. Celebrate students
24
•
I need a
pencil
•
I need to
use the
restroom
•
I cannot
think of a
writing idea
•
I’m done
Solution
•
Get a
sharpened
pencil
•
Walk silently to
the restroom
•
Use idea chart
When I’m
Done I’ve Just
Begun Chart
Teaching Point/Notes
•
Materials
• Journals
• Pencils
• Books
• Chart Paper for Modeling
• Chart How to Solve Problems
• Chart “When I’m done I’ve just begun.”
• Date Stamp
Teacher Note: You may wish to pre write some of the problems on
the chart before the lesson.
Teaching Point/Notes
Scaffolds
1. Student draws a sketch. Teacher dictates for student.
2. Student draws and labels a sketch. Teacher dictates for
student.
3. Student draws sketch, labels it, and writes a sentence to
go along with the sketch.
who have been working independently. Take a minute to have them
select a story out of their folder, sit knee to knee with their “turn and talk
partner,” and either point to the pictures or the words and reread their
writing. Introduce the date stamper as you send them away. Talk about
how you use it each day and the rules of how you want it done. Also
remind them some days if they are still working on the same story their
piece may have more than one date stamp. Allow students to place a
stamp on their writing from today.
25
As soon as students disperse for writing immediately move around
the room to help settle students into writing. Look for students who
are solving their own problems for discussion during closing.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Kindergarten ELA
Module # and Name
Module 2: The Five Senses
Lesson
8A Helen Keller (pp.153-157)
Module Date Range
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details about Helen Keller’s life using images. (LAFS.K.RI.1.1)
• With prompting and support, describe the connection between multiple events in the life of Helen Keller by sequencing four to six pictures illustrating events from this
informational read-aloud (LAFS.K.RI.1.3)
• With prompting and support, compare and contrast similarities and differences between “Helen Keller” and “Ray Charles” (LAFS.K.RI.3.9)
Core Content Objectives
• Describe the experiences and challenges of someone who is blind and deaf
• Explain the contributions of Helen Keller
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students to
Core Lesson Vocabulary:
Due to 2016-17 revisions, please disregard the activity on
provide evidence-based answers that incorporate lesson
deaf, adj. Unable to hear; lacking the sense of
page 158 in the anthology.
vocabulary.
Low This read-aloud was a biography and told information
hearing
Lesson
about the life of Helen Keller. What details do you recall about Example: Corinne was deaf, so she could not
8A Helen Keller
hear the music.
her early life? (She became blind and deaf as a baby; she
(See Duval Reads Module 2 pp.153-157)
Variation(s): deafer, deafest
seemed disobedient and hard to control.)
disobedient, adj. Misbehaving; refusing to do
Moderate What events in Helen Keller’s life caused her to be
Vocabulary Word Work
what one is told
disobedient and hard to control as a child? (She couldn’t see
sensations
Example: Marcus was sent to bed early
or hear, she couldn’t communicate, she couldn’t talk,)
High (show illustration 8A-5) How did the relationship between because he had been
disobedient, watching television even though
Student Workbook Page 23
Anne Sullivan and Helen Keller cause success in Helen’s life?
On workbook page 23 the students will match the question to
he was told not to.
(She was a special teacher who came to live with Helen; she
the picture.
Variation(s): none
taught Helen how to communicate and how to read.)
First, have students talk about each picture.
frustrated, adj. Discouraged or unhappy
High How did the event of learning to do sign language and
Example: I got very frustrated when I couldn’t
read braille change Helen? (she no longer was disobedient,
Then, model how to do the first one by reading the question
tie my shoe.
and thinking aloud which picture matches the question. Model she had a desire to communicate and learn.)
Variation(s): none
how to draw the line from the question to the picture. Then
have the students draw the line on their workbook page.
26
Finally, the teacher will need to read each question one at a
time and allow students to draw a line to the correct picture.
Low What did Helen Keller do when she became an adult?
(She became a famous writer and speaker. She was able to
share what it was like to be both deaf and blind.)
High How did Helen learn to overcome the challenges of being
deaf, blind and not able to verbally communicate? (Anne
Sullivan, went to school for the blind, learned braille, was
determined to succeed)
High How did the events in Helen’s life impact other people?
(she became a famous writer and speaker, she was able to
share what it was like to be deaf and blind)
sensations, n. Feelings caused by one of your
senses
Example: I have burning sensations in my
throat.
Variation(s): sensation
Academic Language:
key details A point of information in a text that
strongly supports the meaning or tells the
story. A statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing
Continue lesson from previous day.
27
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
Module Review
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details in text. (LAFS.K.RI.1.1)
• With prompting and support, describe the relationship between illustrations and the text in which they appear. (LAFS.K.RI.3.7)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Comprehension questions are
Module Review:
designed for students to
Give the students a key
Module Review
provide evidence-based
module concept or vocabulary
Choose one activity to review and reinforce the standards being assessed.
answers that incorporate
word such as senses. Have
Read the Module Review activities carefully to determine which Module Review activity would best serve
lesson vocabulary.
them brainstorm everything
your students based on the students’ understanding of the assessed standards.
that comes to mind when they
All students need to practice the work of the standard in preparation for the module assessment.
hear the word. Record their
-based on teacher selected
(see Duval Reads Module 2 Read-aloud anthology)
responses on a piece of chart
activities
paper, a chalkboard, or a
whiteboard for reference.
Check for Understanding:
based on teacher selected activities
Writing
Grammar Lesson
(Teacher model)
Today we are going to learn- Gather students to the writing area.
Sing or say the Writing Time song/chant. "Today I want to teach you
that brave writers need lots of practice in hearing sounds and matching
them to letters. To get the letters down, writers say what they want to
write, stretching it like a rubber band. Then they record the first sound
they hear and reread. Then they stretch the word out again to hear the
next sound.” (This is also called “Turtle Talk” )
28
Materials:
•
•
•
•
•
•
•
Teaching Point/Notes
Writing journals/folders
Pencils
Turn and Talk Chart
STAR Writers Chart
Stretching Words chart (optional)
Chart Paper and Markers
Enlarged copy of alphabet chart
Did you see how I- Display an enlarged copy of the alphabet
chart. Model writing one or two sentences for students using
the alphabet chart to help you stretch out words.
•
•
Copy of alphabet chart for every student in your class
Materials for students to use during the closing white
boards or post its
Now it’s your turn to- Ask students to join you in using the
alphabet chart to write the sounds they hear in the words you
write. Remind students to use the alphabet chart to help with
labeling and writing words.
Student Work Time
(writing production)
Today, students will accomplish the following goals:
1. Use alphabet chart to write words.
2. Sketch a picture of something that has happened to him/her.
3. Write one or more sentences to go with sketch.
4. Some students may go back to previous pieces of writing and
add words or labels.
5. Use the share chart to share. Celebrate good ideas.
Closing- Use the share chart to allow students an opportunity to share
their work. Acknowledge any students that used the alphabet chart to
stretch words. Before releasing students have students use the alphabet
chart and white board to stretch out simple words. Remind students that
the alphabet chart is a great tool to use to stretch out words.
29
Teaching Point/Notes
Support students with putting words onto paper using the
alphabet chart.
You may want to pull a guided writing group of struggling
students and work with them on using the alphabet chart
to label a picture that you have drawn.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
Module Assessment
September 6-September 23, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details in text. (LAFS.K.RI.1.1)
• With prompting and support, describe the relationship between illustrations and the text in which they appear. (LAFS.K.RI.3.7)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Due to 2016-17 revisions, please disregard the assessment on page 161-166 in the anthology.
Comprehension questions are
designed for students to
n/a
Before the Module Assessment, review some of the test taking strategies with your students (see the
provide evidence-based
K-2 Test Taking Strategies document in the resource folder). Select the strategies that apply to the type answers that incorporate
of test they will be taking during this Module Assessment(read aloud, reading on their own, selected
lesson vocabulary.
response questions, extended or constructed response questions, etc.)
-see Module Assessment
You will have the choice to give either the Standards Based Module Assessment or the Content Based questions
Module Assessment (taken from Core Knowledge). You do not have to give both assessments to your
students.
Standards Based Module Assessment:
Workbook page 25-28
Reread The Sense of Sight (See Lesson 2A) on day 1 and Ray Charles (see Lesson 7A) on day 2, aloud to
students without reviewing the content, asking questions or stopping to promote discussion. Then students will
answer Part 1 on day 1 and Part 2 on day 2 to assess the language arts objectives for this module (see Module
Assessment in resources). Use the assessment data to plan for remediation and enrichment during the
culminating activities lesson days.
(see resource folder for Assessment answers and Data Tracker)
Content Based Module Assessment:
Workbook page 29-30
Directions: For each row of pictures, I am going to tell you what the object is in the left column, and you are
going to circle any of the senses or body parts you could use to discover more about that object. Follow my
directions carefully. We will do the first one together.
30
1. Look at each of the pictures in the first row. The first object is a violin. The next five pictures represent each
of our five senses (an eye for sight, an ear for hearing, etc.) Circle the pictures next to the violin that show
which senses or body parts you could use to discover more about the violin. The first one has been done for
you, so let’s look at it. Can you use your sight to discover more about a violin? (yes) The picture of
the eye is circled because you can see the violin. Can you use your hearing to discover more about a violin?
(yes) The picture of the ear is circled because you can hear the violin. What about smell? (no) Taste? (no)
Touch? (yes) [Go through each sense with students and then ask if anyone has any questions about the
instructions.
2. In Row 2, the first object is the snow. Circle the senses or body parts you could use to discover more about
that object. (sight, taste, touch)
3. In Row 3, the first object is a plate of chips. Circle the senses or body parts you could use to discover more
about that object. (sight, hearing, smell, taste, touch)
4. In Row 4, the first object is a rainbow. Circle the senses or body parts you could use to discover more about
that object. (sight)
5. In Row 5, the first object is a bottle of perfume. Circle the senses or body parts you could use to discover
more about that object. (sight, smell, touch)
Part II
Directions: In this domain, you have learned how your five senses keep you safe. I am going to read different
scenarios to you. Circle the one sense that would best keep you safe in each situation. You will need to listen
carefully to decide which sense is the best choice.
1. Your mom is making popcorn in the kitchen. She has left the popcorn in the microwave too long, and it is
starting to burn. You are in the other room. Which sense or body part helps you
to know that the popcorn is burning? (smell)
2. You and your dad are about to walk across the street to bring a pie to your new neighbors. Which sense or
body part helps you to know it is safe to cross the street? (sight)
3. You are looking in the refrigerator for a drink and see some milk. You take a drink and realize that it is sour.
Which sense or body part helps you to know to stop drinking it? (taste)
4. You are in your classroom and the fi re alarm suddenly goes off. Which sense or body part helps you to
know that there could be danger and that you need to leave the building? (hearing)
5. You are helping your mom to clean the kitchen. You put your hand down on the stove for a second and
realize that the burner is still hot. Which sense or body part helps you to know to pull your hand away? (touch)
Assessment/ Performance Task:
Module Assessment
31
Writing
Writing Standards
“Narrative”
Focus for the week
Language Standard
Focus for the week
LAFS.K.L.1.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. Cognitive
Complexity: Level 2: Basic Application of Skills & Concepts
Speaking and Listening
Standard
Focus for the week
LAFS.K.SL.1.1 Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in
small and larger groups. Cognitive Complexity: Level 2: Basic Application
of Skills & Concepts
Mini Lesson 2 Days
(Teacher model)
Anchor Chart 1
LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the
events in the order in which they occurred, and provide a reaction to
what happened.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Sing or say the writing chant. Review what we have learned so
far during writing. Tell students that today we will start a chart of
behaviors to help us become better writers.
Today we are going to learnSay, “Today we need to make a chart of behaviors to remind
everyone how to act during writing. We will title it “What Good
Writers Do.” (Behaviors are a set of actions designed to help us
do our best like how we behave at lunch time)
Did you see how I- Engage students in a discussion about what
to include with the chart (for now, only include 4-5 ideas with
pictures). The following are possible ideas for the chart:
•
They find ideas from the anchor chart, things they know
how to do, or things that happened in their lives
•
They sketch illustrations/pictures the best they can
32
What Good Writers Do…
•
•
•
Solve their own
problems
Work quietly during
Work Time
Reread their writing
Teaching Point/Notes
Materials
•
•
•
•
Student writing
Chart paper and markers “What Good Writers Do”
“When I’m Done, I Have Just Begun” chart (see Closing)
Problem Solving Chart
Teacher Note- As you and your students think of more
characteristics of good writers, add them to the chart. This will
support you with behavior management during the writing.
Teacher Note- To support language development allow students
to talk to a neighbor about what he or she is going to write about.
Oral language development is extremely important for
Kindergarteners that are learning how to write.
•
They share and take care of their writing journals and
supplies
•
They work quietly until it is time to share
•
They give good feedback
Tell students that this chart is to help them if they forget how to
act during writing time. If time allows give students time to
practice the things that good writers do.
Student Work Time
(writing production)
Now it is your turn toTeacher will select a student’s writing and solicit ideas from the class to
help that one writer think about ideas to add to his or her personal
narrative Remind students that they have at least five opportunities to
add more to their tstory(reference steps in Mini Lesson).
Today, students will accomplish two goals:
1. Student should sketch about something that has happened in
their life.
2. Student should write a sentence about the sketch.
3. Students may choose to revisit an old piece of writing and add
more.
Closing- Gather students to the meeting area to share their work.
Choose a few students to share based on the sharing rotation and have
the other students practice giving them feedback and being a respectful
audience.
33
Teaching Point/Notes
Scaffolds
1. Student draws a sketch. Teacher dictates for student.
2. Student draws and labels a sketch. Teacher dictates for
student.
3. Student draws sketch, labels it, and writes a sentence to
go along with the sketch.
Walk around the room looking around at student work and
opportunities to celebrate what good writer’s do.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
Kindergarten ELA
Module 2: The Five Senses
Culminating Activities (pp. 167-168)
September 12-September 30, 2016
Module Guiding Question (to build background):
How are the five senses important to us and protect us from harm?
Language Arts Objectives (LAFS):
Students will:
• With prompting and support, ask and answer questions about key details in text. (LAFS.K.RI.1.1)
• With prompting and support, describe the relationship between illustrations and the text in which they appear. (LAFS.K.RI.3.7)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Comprehension questions are
Culminating Activities:
designed for students to
Review core vocabulary words
- Based on the student’s end of module assessment, choose activities to remediate needed weaknesses and provide evidence-based
based upon students’
performance on the end of
provide opportunities for enrichment. Remediation activities should be standards-based and align to the data answers that incorporate
collected from journal artifacts and the end of module assessment.
lesson vocabulary.
module assessment.
(see Duval Reads Module 2 pp. 167-168)
-based upon chosen lesson
activities (see Culminating
Activities)
Check for Understanding:
Student work samples and teacher observation (with anecdotal notes) can be utilized as assessments to determine success of remediation and enrichment.
Continue lesson from previous day.
Writing
34