- Unit 9
- Level 1
- 1 days
- N/A
- Download Lesson
Standards Addressed:
- L.K.1
- L.K.1.a
- L.K.1.b
- L.K.1.c
- L.K.1.d
- L.K.1.e
- L.K.1.f
- L.K.4
- L.K.4.a
- L.K.4.b
- L.K.5
- L.K.5.a
- L.K.5.b
- L.K.5.c
- L.K.5.d
- L.K.6
- RF.K.1
- RF.K.1.a
- RF.K.1.b
- RF.K.1.c
- RF.K.1.d
- RF.K.2
- RF.K.2.a
- RF.K.2.b
- RF.K.2.c
- RF.K.2.d
- RF.K.2.e
- RF.K.3
- RF.K.3.a
- RF.K.3.b
- RF.K.3.c
- RF.K.3.d
- RF.K.4
- RI.K.3
- RI.K.4
- RI.K.5
- RI.K.6
- RI.K.7
- RI.K.9
- RI.K.10
- SL.K.1
- SL.K.1.a
- SL.K.1.b
- SL.K.2
- SL.K.3
- SL.K.4
- SL.K.5
- SL.K.6
Lesson Materials/Resources
No Materials/Resources attachedObjectives
- Develop foundational reading and writing skills found in Treasures TE guidelines
- Use questions and retelling as explicit strategies to build meaning and communicate comprehension about literary text
- Compare/contrast herbivores and carnivores based on observation and discussion about dinosaur details
Teachers will follow the Treasures TE guidelines and materials to deliver instruction in Foundations of Reading and Writing.
Phonemic Awareness: phoneme addition, TE 2276
Phonics: Review /e/e, /o/o, /i/I; TE 2276; blending with –et and -ot
TE 2277
HFW: review: to, is, a, the, look, TE 2278
Handwriting: X/x, V/v, G/g, W/w, TE 2265
Oral Vocabulary: enormous, fantasy, gulp, incredible, reality
TE 2268
Antonyms, TE 2275
Oral Vocabulary Cards: “Powerful Plant-Eating Dinosaurs”
(moved from Day 3 to Day 2)
Academic Vocabulary: words from lessons and trade book, If the Dinosaurs Came Back
Oral Grammar: pronoun practice
Chants and songs (will be incorporated each day)
KWL Chart: (continued): Students generate questions they want to ask or information they want to learn about dinosaurs. Chart in column 2.
Oral vocabulary cards: “Powerful Plant-Eating Dinosaurs”, TE 2280 (moved from Day 3 in TE)
Assessment/CFU
Guided Re-Read:
If the Dinosaurs Came Back, emphasizing asking questions, retelling, distinguishing fact from reality, pronouns, HFW, and oral vocabulary words; echo read for fluency; TE 2270, 2274; Activity Book 25, PB, 194
Define Herbivore/Carnivore:
Whole group discussion on the two types of dinosaurs: Herbivores and Carnivores. Provide simple definition for these two types of dinosaurs and begin an initial 2-column chart or Venn Diagram about the differences. (Definitions may be refined later in week or unit.)
Reasons for Favorites:
In small groups, use retelling cards, and ask students to select their favorite part of the story. They will then provide reasons why they chose that part (card) as their favorite part.
Dinosaur Details:
Provide each student with a picture of one dinosaur; half class with Tyrannosaurus Rex and other half with Stegosaurus. Ask students to find a new partner with a picture NOT matching their own or assign student partners. Partners first record observations and details about their own picture and then have partners compare pictures/notes. They should each circle the 2 or 3 most important details or observations for their picture.
As a whole group, return to the Herbivore/Carnivore Chart and ask students which column their dinosaur belongs in; list each name beneath the type in title. Have students share their important details about Herbivores/Carnivores adding to the chart.
Dinosaur Sentences:
Imagine what the dinosaurs would do if they came back today? The dinosaurs would..._________, TE 2279
Students complete using a verb (formerly known as action word) and complete sentence with punctuation. Have students illustrate their sentences when writing is complete.
Opening/Warmup/Connecting Prior Knowledge
Guided Re-Read:
If the Dinosaurs Came Back, emphasizing asking questions, retelling, distinguishing fact from reality, pronouns, HFW, and oral vocabulary words; echo read for fluency; TE 2270, 2274; Activity Book 25, PB, 194
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