Kindergarten LA LessonLesson Theme: Weather Week 25 - (Treasures Unit 7 Week 1)

Objective: TLW demonstrate an understanding a variety of adjectives that describe a rainy day. Language Objectives: The child will be able to use language to describe a rainy day – clouds, flood, gloomy, lightning, rainbow, water cycle, visualize, and adjectives.Standards (Texas Essential Knowledge and Skills):K.3B Use knowledge of letter-sound relationships to decode regular words in text and independent of content.K.9 Students are expected to identify the topic of an informational text heardK.10A Identify topic and details in expository text heard, referring to the words and/or illustrationsK.10B Retell important facts in a text, heard or readK.10C Discuss ways authors group informationK.10D Use titles and illustrations to make predictionsK.16A Understand and use parts of speech in the context of reading, writing and speaking K.16B Speak in complete sentences to communicateK.22 Share information and ideas by speaking audibly and clearlyK.3C Explore that scientists investigate different things in the natural world and use tools to help in their investigations (Science)K.4A Collect information using tools, including weather instruments (Science)K.8A Observe and describe weather changes from day to day (Science) K.8C Observe, describe, and illustrate objects in the sky such as the clouds (Science)College and Career Readiness:II.A.7.b. (Reading across the curriculum) List strategies to use during reading, including anticipate and predict what information the text is likely to contain, use strategies (e.g. mental imagery) to re-examine the text if comprehension fails, and self-monitor and summarize the information gained.

VocabularyEssential:Weather/clima, visualize/visualizar, adjectives/adjetivos, rain/lluvia, rainy/lloviendo

Supporting:Clouds/nubes, flood/inundación, gloomy/oscuro, lightning/relámpago, rainbow/arco iris, water cycle/ciclo de agua,

Lesson CyclePhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 27 pg 53 and 54.

EngageAnticipatory Set: Show students an assortment of enlarged photographs of rainy day items (see attached document). Have them pair and share their ideas about each picture. Reveal the full picture and try to find common theme among the items.

Read to SelfLesson Stages

Vocabulary: From Instructional Routine Handbook. Use these steps to teach 3 – 5 vocabulary words from the inside back cover before the read. Ahead of time write each word on a sentence strip and include a picture. Before the read say the word, have the child repeat the word, give a brief child friendly definition.

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During the read say the brief child definition then continue to read. Encourage students to clap when they here the vocabulary word taught.PORTFOLIO PIECE: AFTER THE READ, FOR EACH WORD, SAY THE WORD, HAVE THE CHILD REPEAT THE WORD, TOGETHER TAP THE SYLLABLES IN THE WORD, SAY THE WORD, SAY THE DEFINITION, USE IT IN A SENTENCE, AND ASK THE STUDENT/S TO GIVE A SAMPLE OF HOW THEY COULD USE THAT WORD. (TEKS K.22)Define: Rainy is an adjective that describes a type of weather. Example: We got wet on a rainy day.Ask: What are some things you need on a rainy day? (Be sure to include the vocabulary word in your response.) Work on Words

Shared Reading/Read Aloud: PORTFOLIO PIECE: OBJ – USING THE COVER OF THE BOOK, A RAINY DAY, HAVE STUDENTS ANTICIPATE AND PREDICT WHAT INFORMATION THE TEXT IS LIKELY TO CONTAIN. (TEKS K.10 A, D)

Read aloud A Rainy Day by Robin Nelson and remind the students to listen for adjectives that are used in the story.

Additional books to read and activities for a connection to science – movement.Down Comes the Rain by Franklyn Mansfield Branley. Create a water cycle.In the Rain with Baby Duck by Amy Hest. Talk about water resistant clothes that people wear when it rains. Make a crayon resist based on the book and discuss how the crayon resist the water like a raincoat resists rain.The Cloud Book by Tommie DePaola. Take a nature walk to see what shapes students can find in the clouds and identify cloud types.

Dual Language Activity 1 & 2Spanish text: Un dia lluvioso by: Robin Nelson

Activity 1: Engage pairs in a topic and detail activity. They are to identify the topic and list 2-4 supporting details from the text. EX: Topic: A rainy day Details: gray skies, wet ground, rainbow comes out. When done, have pairs share their topic and detail work. (TEKS: K.10A)

Activity 2: PORTFOLIO PIECE: STUDENTS WILL DRAW A PICTURE OF A RAINY DAY AND WRITE A SENTENCE THAT USES ADJECTIVES TO DESCRIBE THEIR PICTURE. STUDENTS WILL READ THEIR SENTENCE ALOUD TO THE CLASS HOWEVER WILL NOT SHOW THEIR PICTURE TO THE CLASS YET. THE CLASS WILL VISUALIZE WHAT THE READERS PICTURE LOOKS LIKE. THE READER WILL THEN SHOW THE PICTURE. (TEKS K.16B)

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Read to SomeoneFine Arts: Create a rainstorm in your room. Read the following and have the students create the storm using their bodies.

Rain Storm Have children sit facing you on chairs - hands on laps, feet on floor. Lead the group in creating the sounds of a rainstorm. Begin with total silence.1. The rainstorm begins with drizzle made by rubbing hands together, palms and fingers flat, back and forth slowly, and then faster. 2. Big raindrops begin to fall, made by snapping your fingers slowly, then faster. 3. The rain begins to pour down heavily, made by quickly patting lap with hands, faster, then faster. 4. The rain is REALLY pouring down now as you add to your lap pounding, feet stamping on the floor. Just hear that rain pouring down!! 5. Count to three, and have everyone CLAP all together, then immediately resume lap slapping/ feet pounding - LIGHTNING! (The kids like to do at least a couple of clapped lightings). 6. The storm begins to lessen as feet stop pounding. 7. It lessens more as hands stop lap slapping, and fingers begin to snap again. 8. Fingers slow their snapping, then begin "drizzle" again. 9. Followed by everyone stopping with total silence.

Extension: Read Listen to the Rain by Bill Martin, Jr. While reading the book use the movements above to create your own rainstorm.

Additional Movement Activities: Have students act out the water cycle with their bodies. Make sure to repeat the cycle to enhance their understanding that the cycle repeats.Listening to ReadingShared Writing: Obj – Create a class word web using adjectives to describe a rainy day. *Refer to Treasures Unit 7 pg 1574 for more information.

Write - Make a list of items you need to stay dry on a rainy day.- Write about the activities you like to do on a rainy day.- Make a list of activities you can do on a rainy day.

Work on WritingMovement: Write the poems below on chart paper and have students invent movements to match the words in each poem. Read the poems together and add the movements.

A Rainbow FairWhen the rain falls from the sky,Don’t forget to look up high.If the sun is shining there,You may see a rainbow fair.Red, orange, yellow, green, and blue

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And you’ll see there’s purple too.

Falling RaindropsRaindrops, raindrops, falling all around.Pitter-patter on the rooftops,Pitter-patter on the ground.Here is my umbrella,It will keep me dry;When I go walking in the rain,I hold it up so high.

Under Our Umbrella Tree ~ Tune of: "This Old Man"

The sun can shine. The rain can pour. It won't bother us anymore. It's cool and dry under our umbrella tree, Room enough for you and me.

Closure ActivityPORTFOLIO PIECE: STUDENTS WILL DRAW A PICTURE OF A RAINY DAY AND WRITE A SENTENCE THAT USES ADJECTIVES TO DESCRIBE THEIR PICTURE. STUDENTS WILL READ THEIR SENTENCE ALOUD TO THE CLASS HOWEVER WILL NOT SHOW THEIR PICTURE TO THE CLASS YET. THE CLASS WILL VISUALIZE WHAT THE READERS PICTURE LOOKS LIKE. THE READER WILL THEN SHOW THE PICTURE. (TEKS K.16B)

Center ActivitiesABC Center: PORTFOLIO PIECE: STUDENTS WILL WORK ON IDENTIFYING THE BEGINNING AND ENDING DIGRAPH BLENDS. A PRINTABLE COPY OF THE PICTURE BELOW AND CARDS CAN BE FOUND AT HTTP://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/RAINY-DAY-WEATHER-DIGRAPH-SORT-222239 (TEKS K.3B)

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What is waterproof? Find out if water will go through different objects. Make a checklist of what got wet and what stayed dry. Refer to Treasures Science flip chart pg 38

Math/Creative Station/Art: Create a rain gauge.

A rain gauge measures the amount of rain that falls in a certain area. To make a rain gauge you will need:a see-through glass or plastic jar with a wide moutha rulera waterproof marker

Use the ruler to mark the side of the jar. Put a mark one inch from the bottom, another at two inches, another at three inches, and so on, up to the top of the jar. Place the jar outdoors in an area where it will be able to catch rain, but where it will be safe from being knocked over. Write down observations.

Pretend and Learn Center/Dramatic Play: Collect different rain gear items. Have students follow a step-by-step guide to dress appropriately for a rainy day. Extension: Time the students to see how fast they can get dressed. Have an audio tape with rainstorm sounds to enhance their experience.

Social Studies: Weather Wear Sort. Sort objects and clothing for different weather. Refer to Treasures Social Studies flip chart pg 37

Computer: Tumblebooks – Have You Ever Seen a Duck in a Raincoat? By Etta KanerDiscover Education – Rain Dance Ray wants to play outside, but it is raining. Wilbur’s story teaches his friends about the importance of rain and the many ways they can have fun indoors.

Library: Compare and contrast expository and narrative texts relating to rain.

Enduring Understanding: Writing about reading helps the reader form a

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

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

Essential Questions: How can readers reflect and respond to a text? How does writing about reading help a reader

think more deeply about what they’re reading? What is gained by talking about texts with

others?

Lesson PreparationBig Book – A Rainy DayEnlarged Pictures of rainy day itemsChart paper for word web, poems and songsPlain paper

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CrayonsWater colorsDigraph activityTreasures Science flip chartTreasures Social Studies flip chart*Additional items may be needed for center activities

Anchor of SupportCreate themed cards with picture support

rainy

Differentiation StrategiesStruggling Learners: Reread the text and directions to a small group. Create lists of rain items need and provided additional support during the stations such as pictures, one on one sorting prior to station, word banks, vocabulary pictures with words. English Language Learners: Provide picture support to help children visualize the different objects needed on a rainy day. Find ways to help ELL students experience the words in real life (e.g. create a gust of wind with a poster board.) Extension for Learning: Compare a rainy day that you have experienced to the rainy day story read this week. Research what items are used around the world on a rainy day.

21st Century SkillsCommunication and Collaboration: Articulate thoughts and ideas effectively using oral, written and non-verbal communication skills in a variety of forms and contexts. Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade)

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

Check for UnderstandingFormative: Make a word web of adjectives that one could use when writing about a rainy day. (See attached document)Summative: Using their own word web have the students create a story about a rainy day.

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(See attached document)

Enlarged Cards for Engaging Activity

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Full Image Cards for Engaging Activity

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Name: _____________________________________________________________________________________________________

Brainstorm adjectives that describe a rainy day.

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Name: ________________________________________________________________________________________________________

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Rainy Day

Rain, Rain Go Away

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