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How To Teach Children Literacy And Science

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Aim/Behavioral Objective

Standard(s)

The students will be able to describe the leaves they found on their leaf walk from Tuesday both verbally and written.

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Students will be able to identify that leaves come in all different shapes, colors and sizes and textures buy using 3 of their 5 senses (sight, hearing and touch)

Common Core Standard

Speaking and listening:

Presentation of Knowledge and Ideas

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Add drawings or other visual displays to descriptions as desired to provide additional detail

Writing:

Text Types and Purposes

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book

Connect

We have been learning about the four parts of tree (roots, trunk, branches and leaves). Today, we are going to discuss the leaves we found yesterday on our leaf walk. All of you found great leaves that are in your leaf bags.

Materials

KWL Chart from the day before.

I am holding up one of the great leaves we found yesterday on our neighborhood walk. Who can tell share with us what they notice about this leaf? ( Depending what the students say I will prompt them by asking them what color is this leaf, is this a big or small leaf, does this leaf look like it is rough or soft, does this leaf look like any shapes we know.)When we are done looking at the first leaf will look our second leaf and then a third leaf. I will ask them the same questions I had asked them about the first leaf. After we finish looking at the leaves I will say “what I noticed about these leaves is that all leaves are not the same, they come in all shapes, sizes, colors and textures. If you agree with me please put a thumb on your nose.

*For each of the leaves the students describe I will tape it down on the white board or chart paper and write down the words they are saying.

After discussing the leaves I will inform the students that when they go back to their at a table they will select the leave they like the most or find the most interesting and draw that leave. They will be instructed to draw the leave first using a flare pen then to color in their leaf using the colors they see in the leaf as opposed to coloring it blue if it is red and orange. We have been working with the students when coloring people to use “people crayons” to color people as opposed to red and green.

In addition to coloring their leaf the on the level students will complete the sentence “This leaf is ____________.” The three advanced students will fill complete the sentence “This leaf is __________.” 3 times. They will be encouraged to use their 5 senses to help them complete this task. For the English Language Learner who is new to the country with limited language she will be asked to just draw her leaf and to tell a teacher the color of her leaf.

While the students are at their table I will be walking around the room along with the cooperating teachers in the classroom to assess the students work and to provide them with assistance.

Share (5 minutes)

I will remind the students that they have five minute left and to finish what they are working on. As the students finish I will ask them to come to the rug with their picture and to read a book quietly. Once the five minutes has past I will ask the remaining students to join us on the rug for a group sharing. I will ask the students if any of them would like to come up and their leaf drawing with the class. The student who comes up I will tell us the color of their leaf and one other thing they noticed about it. I will have two to four students share their leaf drawings.

To wrap up the lesson I will tell them that today you all did a great job at drawing, and describing your unique fall leaf. One thing we learned today is that leafs come in all different shapes, sizes, colors and textures.

Students will be assessed throughout the entire lesson on their ability to describe the leafs they found the day before. The students will be assessed on their verbal ability, their written ability and use of detail in their leaf drawing. As students are working independently I will be going around to check off which students have replicated their leaf using the proper fall colors as well as how the student completes their worksheet sentence. This will allow me to see if students met the objective.

Central Focus /Aim/Objective:

The students will be able to describe the leaves they found on their leaf walk from Tuesday both verbally and written.

Students will be able to identify that leaves come in all different shapes, colors and sizes and textures buy using 3 of their 5 senses (sight, hearing and touch)

Focus Learners:

Noor: ELL- New to the country and her English is limited

Iyana/ Gwyneth

Audrey, Nicholas, Zarya – The more advanced students in the class

Content

Students will be learning how to describe their leafs they found on their leaf walk. To teach the lesson I will be showing the entire class three different leafs For each leaf I will put it on the board or chart part and ask the students to describe the leaf. I will ask the students to use their different senses to help them describe the leaf. For each description they say I will write what they say. After each individual leaf we describe I will read back everything they had be write down by point to each of the words. This will allow the students to follow along with me and become are of what the words they said look like written. It is also an opportunity for them to hear and become familiar with letter sounds. After looking at the three leafs I will inform the students that I noticed that all the leafs are different. After we describe the leafs as a whole group the students will be asked to go back to a table and draw their favorite leaf from their bag using the appropriate color and describe it either orally or written.

The lesson will be differentiated because the students the needs of visual, auditory and kinestic learner are being met. Additionally, the worksheet the students will be asked to do back at their desk independently is broken down by ability. By having students start out describing the three leafs at the rug will allow them practice listening to one another and using one anothers ideas to spark a thought they may want to share with the class about the leaf. By starting out the lesson as a whole group and then going to individual work will allow me to know who is understanding the task and who needs more prompting.

Process

I will start by holding up one of the great leaves they found yesterday on their neighborhood walk. I will say “who can tell share with us what they notice about this leaf? ( Depending what the students say I will prompt them by asking them what color is this leaf, is this a big or small leaf, does this leaf look like it is rough or soft, does this leaf look like any shapes we know.)When we are done looking at the first leaf will look our second leaf and then a third leaf. I will ask them the same questions I had asked them about the first leaf. After we finish looking at the leaves I will say “what I noticed about these leaves is that all leaves are not the same, they come in all shapes, sizes, colors and textures. If you agree with me please put a thumb on your nose.

For each of the leaves the students describe I will tape it down on the white board or chart paper and write down the words they are saying. This will allow my focus learners as well my visual learners to be able to see the leaf and description words that go along with it. If one of the focus learners or just any student was struggling with describing their leaf I could walk over the board and remind them of we described the leafs as class and ask them if any of those words could describe their leaf.

After discussing the leaves I will inform the students that when they go back to their table they will select the leave they like the most or find the most interesting and draw that leaf. They will be instructed to draw the leave first using a flare pen then to color in their leaf using the colors they see in the leaf as opposed to coloring it blue if it is red and orange. We have been working with the students when coloring people to use “people crayons” to color people their skin tone as opposed to red and green.

In addition to coloring their leaf the “on level” students will complete the sentence “This leaf is ____________.” The three advanced students will fill complete the sentence “This leaf is __________.” 3 times. They will be encouraged to use their 5 senses to help them complete this task. For the English Language Learner who is new to the country with limited language she will be asked to just draw her leaf and to tell a teacher the color of her leaf.

While the students are at their table I will be walking around the room along with the cooperating teachers in the classroom to assess the students work and to provide them with assistance.

Product

All of the students except for my focus learner Noor will draw and describe their leaf completing the sentence “This leaf is _______________________.”. Additonaly, for the three advance focused learners they will be filling in the blank three time to above sentence using their sense to help them describe their leaf.

After the students have completed their leaf drawing & writing they will have the opportunity to come back to the rug and share their leaf drawing with the class. The person who is speaking will walk to the front of the room show us their leaf and read their sentence to the class. If the student who like to add something they did not write they may do so at this time.

After3 -5 students have shared their leaf drawing I will wrap up the lesson by saying that everyone did a great drawing and describing their lead. Although, several of the leafs may be the same color or look similar they are all unique in their own way.

This part of the lesson will give the students who like to move around and share what they are saying the ability to do so by coming to the front of the room. For the students that have stronger speaking ability as opposed to written ability will be able to shine and share with the class more about their leaf.

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