Let s Learn about Animals Week-at-a-Glance Lesson Planner

Let s Learn about Animals Week-at-a-Glance Lesson Planner Topic: Ocean Animals Explain to children that you will learn about ocean animals this week. There are many different animals that live in the ocean. We are going to learn about fishes, sharks, and other creatures that live in the sea. Oceans are different than lakes and rivers because the water is salty. (Optional: You might do a KWL chart about ocean animals you will discuss this week: What do you already know about animals that live in the ocean? What do you want to learn about ocean animals like sharks?) Component Monday Tuesday Wednesday Thursday Friday Tier 1 Read Aloud 15 min. Suggested Center Extensions 2 min. Tier 2 Small Group 10-15 min. Teacher Log Narrative Text The Three Little Fish and the Big Bad Shark written by Ken Geist Narrative Text The Three Little Fish and the Big Bad Shark written by Ken Geist Informational Text Sharks written by Gail Gibbons Informational Text Sharks written by Gail Gibbons Day Teacher choice from Menu Each day, spend 2-3 min. in whole-group introducing these or other related center activities or cognitive transition. Science Center Help children create a fish habitat and examine the fish s characteristics and activities. You might assign children jobs such as feeding the fish or helping clean the water. Provide seashells and coral to examine and compare. Library Center After Monday, the text and the Tier 2 story retelling activity cards from The Three Little Fish and the Big Bad Shark can be placed in the classroom library for role-playing. After Thursday, the book Sharks can be placed in the classroom library for children to examine the illustrations or to review unread pages to interested children. Writing Center Have children draw a picture and write/provide dictation about sharks and ocean animals. To encourage extended writing/drawing, show children how to create a sticker story in which they select 3-4 ocean stickers and draw their own ocean scene around these stickers of fish, dolphins, beach balls, or other ocean stickers. Cognitive Transition During a transition sing and act out this patterned song: Five little fish swimming in the sea, teasing Mr. Shark saying You can t catch me! Along came Mr. Shark as quiet as could be and he snapped that fish right out of the sea. The song repeats with four fish, three, two, one, and no fish. 1. Narrative COM 2. Find VOC 3. Explicit COM COM-3 Story Retell 4. VOC 1. Narrative COM 2. Find VOC 3. Explicit VOC VOC-2 Act-it-Out gather VOC-1 Examples & Non-Examples destroy VOC-2 Act-it-Out with Pictures worry 4. VOC 1. Info. Text COM 2. Find VOC 3. Explicit COM COM-7 Using Your Five Senses 4. VOC 1. Info. Text COM 2. Find VOC 3. Explicit VOC VOC-2 Act-it-Out crush VOC-3 Asking Questions about Pictures replace VOC-6 Draw &Write huge 4. VOC 5. VOC CBM 1. Choose Text to review COM 2. Reteach 2-3 Explicit VOC 3. all 12 VOC After completing the lessons for each day, complete the Implementation and Anecdotal Notes Log. This records students who may require more practice and informs Day instruction.

Tier 1 Mon. & Tues. Whole Group Narrative Read Aloud Wk 1 VOC 2 VOC 3 VOC 4 VOC CBM Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Day LANG CBM Checklist Materials Before During After Book: The Three Little Fish and the Big Bad Shark by Ken Geist Equity Sticks MONDAY: Day 1 of Narrative Book Set purpose for listening with the Guiding Question: Why do the three fish need to build new homes? TUESDAY: Day 2 of Narrative Book Set purpose for listening with the Guiding Question: Which home is best for the fish and why? Provide Elaborations on stickers in the text for target vocabulary. Includes childfriendly definition, the word in a contextualized sentence, and may include quick act-it-out. Gather means to bring things together. Tremble means to shake and feel scared. Worry means to feel upset. Munch means to chew something. Ship means a large boat. Destroy means to smash and break apart. Ask Day 1 Check Understanding Questions on stickers in text. Includes contextualized [CQ] and decontextualized questions [DQ]. CQ: What did the mama say to her children? DQ: What do you think will happen next? CQ: What are Jim and Tim doing? DQ: How is the ship different from the seaweed house and the sandy house? Draw an equity stick. Ask 2-3 children the Guiding Question: Why did the three fish need to build new homes? Provide scaffolding as needed. You might use scaffolds listed on stickers in text. Ask Day 2 Check Understanding Questions on stickers in text. Includes contextualized [CQ] and decontextualized questions [DQ]. DQ: Why do you think the shark wants to come in? DQ: How does Jim feel? DQ: Why did Jim and Tim swim away? DQ: How is the ship different from the seaweed house and the sandy house? DQ: Why did the shark s teeth fall out? DQ: Why do you think the shark can only eat soft foods like seaweed now? Draw an equity stick. Ask 2-3 children the Guiding Question: Which home was best for the fish and why? Provide scaffolding as needed. You might use scaffolds listed on stickers in text.

Tier 2 Mon. Small Group Targeted Language Activities the Book Find, Define, and Discuss Shuffle & MONDAY: Day 1 of Narrative Book Book: The Three Little Fish and the Big Bad Shark cards: tremble, munch, ship Explicit Comprehension Activity: o Picture cards for chacters - Mama, Shark, Jim, Tim, Kim o Picture cards for setting - seaweed, sand, wood To review book, you might use an open-ended prompt: What do you remember about this book? the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. Why did the three fish need to build new homes? Provide scaffolding as needed. Day 1 Target Words: tremble ( SP: temblar), munch, ship 1. Name word: The word is. Can you say with me? 2. Find word: This word is in our book. Read sentence in the book with target word. 3. Define word: Remember, means. Give child-friendly definition. 4. New context for word: Show the vocabulary card. This is a picture of. 5. Discuss word: Ask children to discuss vocabulary card with open-ended prompt. Explicit Comprehension Activity COM-3 Story Retell To prepare children to reenact the story, you might set the purpose by saying: We are going to retell this story together. When we retell a story, we want to say all the important things that happened in the book. (Child s name), do you remember what happened first in this story? Continue with all students and ask what happened first, second, third, etc. Use the book to support their retelling by showing pages as children speak. After you have reviewed (but not reread) the entire story, explain to students that you will draw a character card and assign them each a role to play. As you assign character roles remind students about the character s personality and/or feelings because this will help them act out the part. You could say: Good storytellers make their body and voice sound like the character they are playing. When I give you a character, tell me what that character might act like or sound like. Help children understand that the shark might sound strong, mean, or hungry. The fish might sound scared and they might tremble. Help children to retell the story in their own words. During their turn, hand children the setting cards that show the kinds of houses the fish built/the shark destroyed. Encourage all children to say the repetitive lines. When you have fun and are dramatic in acting, your students will be more likely to use rich, dramatic language too. Mix 3 vocabulary cards and quickly review vocabulary definitions 2. Show: card. 3. Define: Yes means.

Tier 2 Tues. Small Group Targeted Language Activities the Book Find, Define, and Discuss Shuffle & TUESDAY: Day 2 of Narrative Book Book: The Three Little Fish and the Big Bad Shark cards: gather, worry, destroy Explicit Activity: o 10 crayons and 10 paperclips or other simple objects children can gather o Picture cards for examples of worry o Picture cards of destroyed and intact objects To review book, you might use an open-ended prompt: What happened in this book? the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. Which home is best for the fish and why? Provide scaffolding as needed. Day 1 Target Words: gather, destroy ( SP: destruir), worry 1. Name word: The word is. Can you say with me? 2. Find word: This word is in our book. Read sentence in the book with target word. 3. Define word: Remember, means. Give child-friendly definition. 4. New context for word: Show the vocabulary card. This is a picture of. 5. Discuss word: Ask children to discuss vocabulary card. Explicit Activities Gather: Act-it-Out VOC-2 Let s talk about the word gather. Teacher models activity. I am going to show you how to gather. Spread crayons out on the table. Then, gather them back in front of you. Now we re going to take turns gathering crayons and other objects. Spread crayons on table again for the first child. Describe their actions using the target word. As each child gathers their objects, prompt: (Child s name), tell me what you did. Acknowledge and extend the child s response using the target word. Destroy: Examples & Non-Examples VOC-1 Now let s talk about the word destroy. When I show you a picture of something that is destroyed or broken, stand up and say Destroyed. Teacher models. When I show you a picture of something that is not destroyed or that is in good shape, sit down in your chair. Teacher models. Discuss all picture cards and why they are examples or not. categories at the end. Worry: Act-it-Out with Pictures VOC-2 Let s talk about the word worry. Teacher models looking worried and says: Watch me while I look worried. I am going to make a worried face. Model other expressions to contrast (e.g., happy, angry) and say: Or I can make a face. Now it s your turn. Everyone, show me your worried face. While the children do the activity, the teacher uses the target word to describe what the children are doing. Now let s look at some pictures of people who are making worried faces and let s think about what they might be worried about. We can act out looking worried for the reasons we think these people are looking worried. Mix 3 vocabulary cards and quickly review vocabulary definitions 2. Show: card. 3. Confirm Definition: Yes means.

Tier 1 Wed. & Thurs. Whole Group Informational Read Aloud Wk 1 VOC 2 VOC 3 VOC 4 VOC CBM Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Day LANG CBM Checklist Materials Before During After Book: Sharks by Gail Gibbons o *Note: Only read aloud pp 1,-3; 7-11; 28-30 Equity Sticks MONDAY: Day 1 of Informational Book Set purpose for listening with the Guiding Question: How are shark teeth different from your teeth? TUESDAY: Day 2 of Informational Book Set purpose for listening with the Guiding Question: What are some things about the shark s body that help it to live in the ocean? Provide Elaborations on stickers in the text for target vocabulary. (Includes childfriendly definition, the word in a contextualized sentence, and may include quick act-it-out.) Huge means very big. Hunt means to try to find something. Dim means almost dark. Crush means to press something so hard that it changes its shape. Replace means to take the place of something that is worn out. Marvelous means amazing and great. Ask Day 1 Check Understanding Questions on stickers in text. Includes contextualized [CQ] and decontextualized questions [DQ]. CQ: Where do sharks live? CQ: Which of the five senses does the shark use its inner ears for? DQ: How does the shark s good sense of smell help him hunt? CQ: What do sharks use their teeth for? DQ: What happens when a shark loses a tooth? What happens when you lose a tooth? Draw an equity stick. Ask 2-3 children the Guiding Question: How are shark teeth different from your teeth? Provide scaffolding as needed. You might use scaffolds listed on stickers in text. Ask Day 2 Check Understanding Questions on stickers in text. Includes contextualized [CQ] and decontextualized questions [DQ]. CQ: What are sharks? DQ: What are the five senses? Tell me about the shark s senses. DQ: How well can you see in dim light? DQ: How do the shark s teeth help it live in the ocean? CQ: What shape are all these different kinds of shark teeth? Draw an equity stick. Ask 2-3 children the Guiding Question: What are some things about the shark s body that help it to live in the ocean? Provide scaffolding as needed. You might use scaffolds listed on stickers in text.

Tier 2 Wed. Small Group Targeted Language Activities the Book Find, Define, and Discuss Shuffle & WEDNESDAY: Day 1 of Informational Book Book: Sharks by Gail Gibbons cards: hunt, dim, marvelous Explicit Comprehension Activity: o Chart pad, markers, tape or ticky tacky o Picture cards for human senses smell, sight, touch, taste, hearing o Picture cards for shark senses smell, sight, touch, taste, hearing To review book, you might use an open-ended prompt: What do you remember about this book? the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. How are shark teeth different from your teeth? Provide scaffolding as needed. Day 1 Target Words: hunt, dim, marvelous (SP: maravilloso), 1. Name word: The word is. Can you say with me? 2. Find word: This word is in our book. Read sentence in the book with target word. 3. Define word: Remember, means. Give child-friendly definition. 4. New context for word: Show the vocabulary card. This is a picture of. 5. Discuss word: Ask children to discuss vocabulary card with open-ended prompt. Explicit Comprehension Activity COM-7 Using Your Five Senses To prepare for this activity spread the cards face up on the table with the human organs in one group and the shark organs in another group. You might say: We are going to talk about how your five senses and the shark s senses are similar. Remember, we learned that senses are important because they make you aware. We are going to look at pictures that show our senses and match them with pictures that show the shark s senses. We will put them on this chart. Prepare a chart with five columns: See, Hear, Smell, Taste, Touch. Find the picture of the part of our bodies that helps us smell. Ask a child to find the card. You smell with your nose. To discuss, you might use suggested language on the back of the card. Place the picture under the Smell column. Now let s find the picture that shows what sharks use to smell. Child finds the corresponding picture card. To discuss, you might use suggested language on the back. Ask children open-ended questions to see what they remember about shark s noses from the book. Continue this procedure with the senses of sight, hearing, taste, and touch. Encourage children to find the picture themselves and talk about the shark s senses. After the chart is completed, review the matched human and shark senses. Mix 3 vocabulary cards and quickly review vocabulary definitions 2. Show: card. 3. Define: Yes means.

Tier 2 Thurs. Small Group Targeted Language Activities the Book Find, Define, and Discuss Shuffle & THURSDAY: Day 2 of Informational Book Book: Sharks cards: huge, replace, missing Explicit Activity: o 5 empty, rinsed soda cans o Picture cards of objects to replace o Paper/vocabulary journals and crayons/pencils To review book, you might use an open-ended prompt: What happened in this book? the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. What are some things about the shark s body that help it to live in the ocean? Provide scaffolding as needed. Day 2 Target Words: crush, replace, huge 1. Name word: The word is. Can you say with me? 2. Find word: This word is in our book. Read sentence in the book with target word. 3. Define word: Remember, means. Give child-friendly definition. 4. New context for word: Show the vocabulary card. This is a picture of. 5. Discuss word: Ask children to discuss vocabulary card. Explicit Activities Crush: Act-it-Out VOC-2 Let s talk about the word crush. Teacher models acting out crushing a soda can with her foot and says: Watch me. I am crushing this soda can. I am changing its shape. Why might someone want to crush soda cans and change their shape? (e.g., before recycling might crush cans to save space in the recycling bin.) Now it s your turn. Everyone, crush your soda can under your foot. During the activity, the teacher uses the target word to describe what the children are doing. Replace: Asking Questions about Pictures VOC-3 Let s talk about the word replace. Let s look at some pictures of things that are worn out and need to be replaced. Discuss all picture cards and ask children questions to help them understand contexts in which they might use the word replace. Huge: Draw & Write VOC-6 Let s talk about the word huge. Let s draw something that is tiny and something that is huge. Teacher models by drawing a picture of an ant and a large building/skyscraper. Now you draw something that is tiny and something that is huge. Help children think of ideas. While children are drawing, teacher asks children about their drawings. Now let s write about what is huge. I will write, A skyscraper is huge. At the top of children s papers, teacher provides a sentence stem: is huge. Explain to children that they can draw, write, or ask you for assistance in recording their ideas. It is appropriate at this age to see various forms and stages of writing and drawing. Talk about what you are doing as you take students dictations. and say: Let s take turns telling our friends about what we drew and wrote. Mix 3 vocabulary cards and quickly review vocabulary definitions 2. Show: card. 3. Confirm Definition: Yes means.

: CBM Weekly Target Assessment PROCEDURE: Ask the child about the target vocabulary word from the books: (Child s name), what does (target word) mean? o Record the child s response verbatim. Prompt the child to see if they know anything else about the word. Mark whether the child s responses indicate that they know a lot, a little, or nothing about the target word: 0 Knows Nothing (incorrect) 1 Knows a Little (partially correct or ambiguous or related topic) 2 Knows a Lot (fully correct) Continue this procedure with all the target words for all the books you read that week. When finished, highlight scores of zero. If multiple children do not know a word, consider reteaching. VOC TARGETS 1. gather (bring things together) Child 1: Child 2: Child 3: Child 4: 2. destroy (to smash and break apart) 3. worry (to feel upset) 4. crush (to press something so hard that it changes its shape) 5. replace (to take the place of something that is worn out) 6. huge (very big)

Tier 1 & 2 Fri. Day Menu & Lesson Template Wk 1 VOC 2 VOC 3 VOC 4 VOC CBM Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Day LANG CBM Checklist Materials Before During After the Book Tier 1 Whole Group Lesson Plan Equity Sticks Book Choose 1 book from the week: Set purpose for listening with a Guiding Question of your choice:? Provide selected Elaborations based on student needs. List words you will discuss: Draw an equity stick. Ask 2-3 children the Guiding Question. Provide scaffolding as needed. Circle Choices Choose ONE or TWO explicit activities from this menu based on students needs: Use the Tier 2 Explicit Comprehension Activity: Story Retell from The Three Little Fish and the Big Bad Shark Use the Tier 2 Explicit Activity: Worry: Act-it-Out with Pictures Replace: Asking Questions about Pictures Huge: Draw & Write Prompt Tier 2 Small-Group Lesson Plan Book: cards: all 12 cards from the week Explicit Activities cards: Do a concept web about this week s topic, Ocean Animals: What are sharks? Name kinds of ocean animals. Words that describe sharks Where can you find fish and sharks? To review book, you might use an open-ended prompt: What do you remember from this book? selected Guiding Question:? Selected Explicit Comprehension or activities Choose 2-4 activities based on student CBM data. Repeat exact activity from Tier 2 lesson: Shuffle & Mix all 12 vocabulary cards and quickly review vocabulary definitions 2. Show: card 3. Define: Yes means.