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
- 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.1
- RI.K.2
- RI.K.3
- RI.K.4
- RI.K.6
- RI.K.7
- RI.K.10
- SL.K.1
- SL.K.1.a
- SL.K.1.b
- SL.K.2
- SL.K.3
- SL.K.5
- SL.K.6
- W.K.2
- W.K.3
- W.K.5
- W.K.7
- W.K.8
- W.K.10
- 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
- Analyze and apply developing knowledge about undersea life to generate sentences and drawing about the discovery of an imaginary sea creature including sensory details
- Generate second level questions about undersea life including but not limited to how and why questions
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 2210; fluency/echo read, 2212
Phonics: Blending with v/v, TE 2211 (Review: g, x, b, t) Word sort, TE 2210,
Activity Bk., p. 20; PB, p. 191
V/v, TE 2203 (Review of previous lessons with those able to)
HFW: has, look; Review: a, can, has, is, look, the, TE 2212
Re-read for fluency, 2212
Oral Vocabulary: amazing, deep, invite, ocean, reason TE 2206 Antonyms (referred to with CST as opposites), 2209
“When the Water Came to Visit”, Oral Vocabulary Cards
Academic Vocabulary: fairy tale, cottage, shabby, hut, castle,
Recognize Pronouns: Review, TE 2204
Assessment/CFU
Read Aloud:
“The Fisherman and His Wife”, Read Aloud Anthology
Emphasize descriptive sentences, sentence structure, asking/answering questions
Amazing Fish Web:
Expand Expert Group discussions to generate questions and seek responses to “What”, “How” and “Why” questions, e.g., Fish➜ swim➜ how? or Fish ➜ different colors and patterns➜ why?
Imaginary Sea Creature:
Use Write About It, TE 2205
Set the scene by asking students to close their eyes and visualize: “Imagine you are diving and just discovered a new sea creature... given all you know about fish life, write a description about what you can see, touch, and hear when you observe this creature.” (Informative/Explanatory writing)
Opening/Warmup/Connecting Prior Knowledge
Extension Activity:
Students could add a drawing of their creature to accompany their descriptions and create a class book of “Amazing Sea Creatures” to share with other students, libraries, local aquariums, pet stores, or other real world audiences.
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