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Lesson plan

Lesson 2 - Close Read-aloud, Session 1: What Makes Day and Night

teaches Common Core State Standards W.1.8 http://corestandards.org/ELA-Literacy/W/1/8
teaches Common Core State Standards L.1.5.c http://corestandards.org/ELA-Literacy/L/1/5/c
teaches Common Core State Standards RL.1.5 http://corestandards.org/ELA-Literacy/RL/1/5
teaches Common Core State Standards RI.1.7 http://corestandards.org/ELA-Literacy/RI/1/7
teaches Common Core State Standards RI.1.4 http://corestandards.org/ELA-Literacy/RI/1/4
teaches Common Core State Standards RI.1.1 http://corestandards.org/ELA-Literacy/RI/1/1
teaches Common Core State Standards SL.1.1.a http://corestandards.org/ELA-Literacy/SL/1/1/a
teaches Common Core State Standards L.1.5 http://corestandards.org/ELA-Literacy/L/1/5
teaches Common Core State Standards L.1.1 http://corestandards.org/ELA-Literacy/L/1/1
teaches Common Core State Standards L.1.6 http://corestandards.org/ELA-Literacy/L/1/6
teaches Common Core State Standards L.1.1.f http://corestandards.org/ELA-Literacy/L/1/1/f
teaches Common Core State Standards RI.1.2 http://corestandards.org/ELA-Literacy/RI/1/2

Lesson 2 - Close Read-aloud, Session 1: What Makes Day and Night

To learn more about this lesson, read the Lesson 2 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can describe the pattern of light and dark on Earth using information from the text What Makes Day and Night
  • I can record my observations about what I notice in pictures and videos of the sun, moon, and stars. 

Ongoing Assessment

  • During the Opening, observe students as they begin to find adjectives to describe the sun, moon, and stars and identify real-life connections with the adjectives. Record student progress on the Language Checklist.
  • During the close read-aloud in Work Time B, use the Reading Literature Checklist to track students’ progress and the Reading Information Text Checklist to track students’ progress toward the reading standards listed for this lesson (see Assessment Overview and Resources).

Purpose of Lesson

  • During the Opening, students read a new poem about the sun, moon, and stars as a way to introduce them to the use of adjectives. In Lessons 2–4, students will identify and use adjectives to make their writing more descriptive.
  • In Work Time B, students complete Session 1 of the close read-aloud for the unit anchor text, What Makes Day and Night. Through this read-aloud, students strengthen their ability to understand and converse with their peers about the text as they hear it read aloud multiple times and engage actively through the use of the What Makes Day and Night Notes Sheet, text-dependent questions, and activities. At the end of Unit 2, students participate in a Science Talk to demonstrate their growing knowledge of the topic of this unit.
  • As noted in Module 1, a close read-aloud is an instructional practice that gives beginning readers an opportunity to study a complex text with teacher support, for the purpose of deep comprehension. A close read-aloud of a particular text occurs in a series of short sessions (approximately 20–25 minutes each) across multiple lessons.
  • For the close read-aloud, there is Close Read-aloud Guide: What Makes Day and Night. This material lays out the entire sequence of sessions. Before launching the first session with a given text, review the entire guide to have the big picture of the work students will do with that text across multiple lessons. Keep this guide in hand across the multiple lessons.
  • During Work Time C, students participate in a shared writing activity where they begin to describe the sun and moon using adjectives. Shared writing provides students with a highly supportive writing opportunity in which they can practice generating ideas, selecting appropriate vocabulary, and rereading writing for fluency.
  • This lesson is the second in a series of three that include built-out instruction for the use of Goal 3 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 3 Conversation Cues encourage students to deepen their thinking. Continue drawing on Goal 1 and 2 Conversation Cues, introduced in Module 1, and add Goal 3 Conversation Cues to more strategically promote productive and equitable conversation. In Module 3, Goal 4 Conversation Cues are also introduced. Refer to the Module 1 Appendix for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper.

In Advance

  • Preview the entire Close Read-aloud Guide: What Makes Day and Night to fully understand the “arc” of these five lessons and to see how the learning and skills build from one lesson to the next. Complete only Session 1 in this lesson.
  • Print Sun Photograph 1 and Moon Photograph 1 in color if possible.
  • Prepare the Unit 2 Guiding Question Anchor Chart by writing the title, the guiding question, and the labeled table on chart paper.
  • Post: Learning targets, “What We See: The Sun, Moon, and Stars” Poem, and applicable anchor charts.

 Digital Materials Preparation:

  • Prepare to display the lesson or assign it to students before class.
  • For digital assignments, ensure that students have access to a digital device.

Vocabulary 

  • Lesson-specific: adjective, observation, pattern, day, night, sun, earth

Materials

  • “What We See: The Sun, Moon, and Stars” Poem (one to display; for teacher read-aloud)
  • “What We See: The Sun, Moon, and Stars” Poem (example, for teacher reference)
  • Sun Photograph 1 (one to display)
  • Moon Photograph 1 (one to display)
  • Unit 2 Guiding Question Anchor Chart (new; co-created with students during Work Time A)
  • Equity sticks (class set; one per student)
  • Close Read-aloud Guide: What Makes Day and Night (Session 1; for teacher reference)
    • What Makes Day and Night Notes Sheet(one to display; for teacher read-aloud)
    • Summer Sun Risin’ (from Unit 1, Lesson 2; one to display)
    • Reading Information Text Checklist (for teacher reference; see Assessment Overview and Resources)
  • Describing the Sun and Moon Recording Form (one for teaching modeling and one per student)
  • Sun, Moon, and Stars Word Wall (begun in Unit 1, Lesson 1)

     

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.