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.2
- L.K.2.a
- L.K.2.b
- L.K.2.c
- L.K.2.d
- 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
- 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.4
- RI.K.1
- RI.K.2
- RI.K.3
- RI.K.4
- 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.5
- SL.K.6
- W.K.2
- W.K.5
- W.K.7
- W.K.8
- Level 1
- 1 days
- N/A
- Unit 9
Lesson Materials/Resources
No Materials/Resources attachedObjectives
- Develop foundational reading and writing skills found in Treasures TE guidelines
- Understand and graphically represent the life cycles of fish based on direct instruction and informational texts
- Collaboratively generate Fish Facts and use this information to analyze and write about undersea creatures
Teachers will follow the Treasures TE guidelines and materials to deliver instruction in Foundations of Reading and Writing.
Phoneme Isolation, Phoneme Blending, Phoneme Addition TE 2201; fluency/echo read, 2220
Phonics: Introduce v/v, TE 2202 (Review: g, x, b, t) TE 2192-2193
Activity Bk., p. 14; PB, p. 187; TE 2192-2193
V/v, TE 2203 (Review of previous lessons with those able to)
HFW: has, look; Review: a, can, has, is, look, the
Activity Book, 17-18, PB, 189-190
Read for fluency, 2200
Oral Vocabulary: amazing, deep, invite, ocean, reason TE 2196 Antonyms (referred to with CST as opposites)
“When the Water Came to Visit”, Oral Vocabulary Cards
Fish Faces, Treasures TE 2186-2189: spikes, spines, glide, periscopes, scales, fins, aquatic, marine life, dive, thrash, globe, directions, continents
Oral Grammar: Pronouns, 2204
Assessment/CFU
Re-read, Fish Faces; Teacher will engage students in asking/answering questions, comparing/contrasting, and retelling the story to build vocabulary and develop comprehension.
Writing:
Omit writing prompt in TE from this day and move to day 4 “Write About It”, TE 2213. “Draw a picture of a funny fish in your journal.” Ask students to label their drawings, write one sentence to describe their fish (use adjectives), and give the fish a name.
Life Cycle:
Introduce students to life cycle of fish (different than beetles). You may want to bring in fish roe or eggs and/or read trade book, Mister Seahorse by Eric Carle. Guide discussion about the life cycle of fish to a comparison of how students think they have developed since birth. Teacher may chart key ideas or diagrams on 2-col. chart or Venn diagram.
Life Cycle Graphic:
Provide small pictures of the life cycle of the fish and have small groups place them in sequential order. Students must then label their Life Cycle graphics.
Alternative Graphic:
Students may work alone or in pairs to create a drawing or graphic of the life cycle of a fish. They will label it when completed.
Pictorial of Clownfish Anatomy:
Prepare and use a lightly sketched pictorial to guide the lesson on Clownfish anatomy. Use colored or dark markers to draw over sketched lines to develop pictorial while presenting and describing the anatomical information to students.
Fish Fact Chart:
Model the first fish facts based on the Clownfish pictorial just completed. Tell students they will present a report on a fish as “experts” using pictorials and classroom information for facts; teacher then models the task using the clownfish pictorials and other resources for facts.
Name/ picture | Habitat | Diet | Size | Interesting Facts |
Clownfish | ||||
Expert Group’s Fish | ||||
Fish of
Other Groups ⬇ |
Expert Groups:
Form or assign small pairs or groups who will organize facts and data and teach a class lesson on a specific fish as experts. Fish may be selected or assigned with no “repeats.” Provide time for collaborative research and preparation for presentations. Groups will present a lesson to the class while listeners use a modified Cornell Note taking form (see attached document) or the graphic above to take notes. Students may then compare notes noting what is the same/different between their reports and the reports of others.
Close by asking if students have additional questions to add to column 2 of the KWL chart. Add and provide time on the next day to address these with Amazing Fish Web activity
Opening/Warmup/Connecting Prior Knowledge
In progress
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