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
- SL.K.1
- SL.K.1.a
- SL.K.1.b
- SL.K.2
- SL.K.3
- SL.K.6
- 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
- Compare, classify and explain reasons for categorizing undersea creatures
- Develop vocabulary and sentence structure skills by building complete sentences focused on undersea creatures
Teachers will follow the Treasures TE guidelines and materials to deliver instruction in Foundations of Reading and Writing.
Phonemic Awareness: Phonemic addition, TE 2217
Phonics: Read words, dictation TE 2218, Activity Book, 22
Handwriting: Practice X/x, V/v
HFW: has, look, he, she, here, was, TE 2216
Oral Vocabulary: TE 2214
Academic Language:
Assessment/CFU
Word Trading Game: (based on Sentence Patterning Chart)
Review the Sentence Patterning Chart with students and then distribute prepared words cut from sentence strips to each group of students. These words might not include all necessary parts to complete a sentence or they may include duplicates of certain parts of speech. (You may color-code the strips or words so that the teacher can readily manage who is working with appropriate groups, before/during/after this activity.) Student groups must: 1) identify the words and the missing pieces they have to complete a sentence, and then 2) negotiate with other groups to trade words so they can construct a complete sentence.
Guess My Category Game:
Make a large chart of 4 squares x 4 squares (see sample below). Teacher should prepare appropriate category headings 1-6 and print out multiple pictures of various insects of the same approximate size to fit the chart squares.
Students will select or be assigned 1 picture each. After considering the chart headings, each student will, in turn, place his or her picture in one of the boxes. Students must provide reasons to justify why they placed the picture in the category they selected. (This can be played more than one round to include all students.)
Guess My Category Game | Category 1 | Category 2 | Category 3 |
Category 4 | |||
Category 5 | |||
Category 6 |
Opening/Warmup/Connecting Prior Knowledge
Vet Role Play Activity:
(Pull one student to a quiet place and let them pick a pet, an injury, or ailment. They will act this out without using words.) Another student is selected from the class to role play an animal doctor, the “Vet”. The Vet does not know what pet, injury or ailment the other student is telling him or her about. Based on signals and movements, not words, the student must communicate with the “vet” who can then diagnose and treat the pet.
Alternative Activity:
Ask students to think about the Magic Fish they heard about in “The Fisherman and His Wife.” Ask them to draw their own Magic Fish and write several sentences to describe this Magic Fish’s powers.
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