This is the fourth of six close read-aloud sessions of Off to Class. In this session, students continue reading the section of text they began reading yesterday: "Out of the Rubble "(pages 18-19). Students learn about how this community solves its problem in sending students to school. They also continue listening for important details and practicing taking notes.
This lesson follows a similar pattern to Lessons 4-5. In Work Time A, students participate in Session 5 of the close read-aloud. Similar to Lessons 4-5, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. Unlike Lessons 4-5, students' discussions in today's close reading session will serve as Part I of the Unit 2 Assessment and provide formative assessment data on their progress toward RI.2.1, RI.2.2, and L.2.4.
This lesson follows a similar pattern to Lessons 4-6. In Work Time A, students participate in Session 6 of the close read-aloud. Similar to Lessons 4-6, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. As in Lesson 6, today's close reading session will serve as part of the Unit 2 Assessment and provide formative assessment data on students' progress toward RI.2.1, RI.2.2, and L.2.4.
In Lessons 8-9, students' learning culminates in a Readers Theater. Students work in small groups to practice and then perform scenes based on each of the three schools they studied during the close read-aloud sessions in Lessons 2-7. Not only will students find this task engaging, but it will require them to synthesize the work they have done surrounding the problems and solutions of each school in Off to Class.
This is the final lesson in Unit 2, and it culminates in students' Readers Theater performances. The performances help students revisit the learning they have done about communities around the world that find solutions to their problems to get students to school.
In this lesson, students collaborate to share their "The Most Important Thing about Schools" books with kindergarteners during Work Time A. This time is meant to be a celebration, but also an opportunity for students to practice their speaking and listening skills as they share their learning with kindergarteners. (SL.2.1a, SL.2.4)
In the Closing, students individually reflect on their learning and growth throughout the unit. They then share their reflections using the Pinky Partners protocol. (SL.2.1a, W.2.8)
This culminating lesson celebrates students' collaborative research about schools and the creation of their "The Most Important Thing about Schools" books.
This lesson begins the exploration of the similarities and differences between a student's school and the schools they read about. In this unit, students will reread two sections from Off to Class, as well as a new section, to develop skills around comparing and contrasting. In this unit, contrasting will often come first because it is easier for students to recognize differences. Materials will also be named with contrast first for consistency.
Unit 3 continues the studies from Unit 2 of schools around the world.
This lesson follows a similar pattern to Lesson 1. Students complete another focused read-aloud of a familiar section from Off to Class and then respond in writing to consider how the school in the text is similar to their own school.
This lesson follows a similar pattern to Lessons 1 and 2. Students participate in a focused read-aloud, then write in response to the reading, and then discuss their ideas using the Collaborative Conversations protocol.
In Work Time A, students listen to a new section of Off to School--"Schools That Go to Kids." This section explores a mobile bus in India that serves children who live in remote or faraway places in the city of Mumbai and have no other way of making it to school every day.
In this lesson, students research in small groups to learn more about one of the schools they have learned about in Lessons 1-3. Students will use photographs and videos of the school to collect new information and will pull from the public notes to collect existing information. Students will then use information to help them write their "The Most Important Thing about Schools" book for the performance task in Lessons 6-9.
This is the first lesson in which students are introduced to shared or independent research.
This lesson begins with a letter from a kindergarten teacher, reminding students that kindergarteners are excited to come visit their classroom and see what they have learned about schools. This gives students a purpose for writing their "The Most Important Thing about Schools" books (W.2.2). In Work Time A, students complete their Unit 3 assessment by participating in the Collaborative Conversations protocol.
In this lesson, students use their notes from their Comparing and Contrasting Research note-catcher as they begin to write the first part of their very own "The Most Important Thing about Schools" book: the focus statement and information about differences between two schools. (W.2.2)
In this lesson, students have various opportunities to work with their writing partners to write parts of "The Most Important Thing about Schools" book: They practice turning their notes into complete sentences orally before writing them in their books. They also have a chance to revise and edit sections of the book with their writing partners. (SL.2.1, W.2.2)
In this lesson, students use their notes from their Comparing and Contrasting Research note-catcher as they write the next part of their "The Most Important Thing about Schools" book: information about similarities between two schools. (W.2.2)
Similar to Lesson 6, during the Closing students give kind, specific, and helpful feedback to their classmates based on the writing they have done during this lesson. (W.2.5)
In the Opening, students use their experiences from sharing their work in Lessons 6-7 to add to the Writing Partners anchor chart. (W.2.5)
During Work Time A, students finish writing their "The Most Important Thing about Schools" books by drafting, revising, and editing their conclusions. (W.2.2, L.2.2).
During Work Time B, students work with their writing partners to revise their entire "The Most Important Thing about Schools" book using the Revising and Editing Checklist at the back of their books. Students focus more heavily on revising the content of their descriptions in this lesson. In the following lesson, they will have the opportunity to edit their writing.
During Work Time A, students revisit their "The Most Important Thing about Schools" books with their writing partners. After reading their work aloud to each other, they offer feedback to their partner and then edit their writing based on any feedback received. Students also focus on editing their work for writing conventions such as proper spacing and correct spelling. (W.2.5, L.2.2)
During Work Times B and C, students prepare for the upcoming Celebration of Learning by practicing reading what they will present during the celebration. Using the class-generated Performance Criteria anchor chart, students work on their presentation skills while they read their Readers Theater scripts and their "The Most Important Thing about Schools" books. (SL.2.4)
Opening A: I can identify the vowel sounds in spoken words. (RF.1.2)
I can listen to several one-syllable words and identify the short or long vowel sound they contain.
Work Time A: I can examine the spelling of vowel sounds in a printed word and determine the syllable type (closed, open, or magic "e"). (RF.1.3)
I can explain that single-vowel letters in one-syllable words usually have short vowel sounds.
I can explain that in CVCe (consonant, vowel, consonant, silent "e"), one-syllable words ending in final "e," the V (vowel) letter usually has a long vowel sound.
I can decode a word with a vowel in the middle and a silent "e"at the end.
I can identify the five or six types of syllables in written words.
Work Time B: I can examine the spelling of vowel sounds in a printed syllable, determine the syllable type, and use that information to combine it with another syllable to make and read a word (real or nonsense). (RF.1.3)
I can decode a two-syllable word that contains the CVCe vowel pattern.
I can decode (read) two-syllable words by thinking about the syllable type.
Opening A: I can identify the syllables and vowel sounds in words. (RF.1.3, RF.2.3)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
I can identify the five or six types of syllables in written words.
Work Time A: I can use what I know about the closed, open, and magic "e" syllable types to read the poem "A Moment in Time." (RF.1.3)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
Work Time B: I can read and spell words with the closed, open, and magic "e" syllable types. (RF.1.3, RF.2.3, L.2.2)
I can identify spelling patterns based on syllable type.
Opening A: I can use what I know about closed, open, and magic "e" syllable types to read a sentence, identify which word is spelled wrong, and tell how it should be spelled. (RF.2.3, L.2.2)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
I can identify the five or six types of syllables in written words.
Work Time A: I can use what I know about the closed, open, and magic "e" syllable types to spell words in a sentence (L.2.2).
I can identify spelling patterns based on syllable type.
Lesson OverviewThis lesson, which will require multiple class periods to complete, involves a close reading of selected portions of The Declaration of Independence. The lesson will begin by establishing students’ background knowledge regarding the American Revolution and the subsequent writing of The Declaration of Independence. Vocabulary pertinent to the Declaration will be taught via a vocabulary board and periodically reviewed. The teacher will guide students through a PowerPoint presentation of the essential elements of a close reading of a text. Students will work on developing reading strategies to manage a complex text such as the Declaration of Independence. Students will analyze the tone, style, and organization of The Declaration of Independence as well as engage in a variety of small- and large-group discussions and routine writing activities. Finally, they will compose an argument, asserting the rights of people with disabilities, connecting to The Declaration of Independence and as a source of evidence.Teacher Planning, Examples of Response Methods and MaterialsSee Full Lesson Plan AttachedEssential Question and NCSC Essential UnderstandingIs independence better described as a goal or a journey?Modified: “What does independence look like in my life goal and journey?”
Lesson OverviewThis lesson is intended as a unit opener. The students will:● retell the sequence of events in a story.● answer questions regarding key events of stories.● Answer questions to help determine or clarify the meaning of words or phrases in a text.Teacher Planning, Examples of Response Methods and MaterialsSee Full Lesson Plan AttachedEssential QuestionEssential Question for Unit: What role do I play in the environment?Focus Question for Week 1: What is an environment?