Project GLAD



Project GLAD

THE CHANGING WEATHER—KINDERGARTEN

Coordinated with Houghton Mifflin Reading Unit 5

Sunshine and Raindrops

IDEA PAGES

I. UNIT THEME

Include cross-cultural sensitivity re: Places people live and how their lives are different because of climate.

• Weather is always changing.

• Water cycle

• Each of the four seasons has different kinds of weather.

II. FOCUS/MOTIVATION

• Big book

• Inquiry charts

• Experiments

• Weather graph

• United Streaming videos

• Meteorologist awards

• Cognitive Content Dictionary with Signal Word

• Picture Dictionary

• Observation Charts

III. CLOSURE

• Process charts, graphs

• Share team big books

• Share individual stories about a kind of weather

• On-going assessment - logs

IV. CONCEPTS - KINDERGARTEN

• Similarities and differences in weather and climate

• Cycles continue without stopping

• Weather in fact and fiction

• Water has three different forms which never disappear

IDEA PAGES 2

CALIFORNIA ELA STANDARDS – GRADE K

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Concepts About Print

1. Identify the front cover, back cover, and title page of a book.

2. Follow words from left to right and from top to bottom on the printed page.

3. Understand that printed materials provide information.

4. Recognize that sentences in print are made up of separate words.

5. Distinguish letters from words.

6. Recognize and name all uppercase and lowercase letters of the alphabet.

Phonemic Awareness

7. Track and represent the number, sameness/difference, and order of two and three isolated phonemes.

8. Track and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated.

9. Blend vowel-consonant sounds orally to make words or syllables.

10. Identify and produce rhyming words in response to an oral prompt.

11. Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

12. Track auditorially each word in a sentence and each syllable in a word.

13. Count the number of sounds in syllable and syllables in words.

Decoding and Word Recognition

14. Match all consonant and short-vowel sounds to appropriate letters.

15. Read simple one-syllable and high-frequency words.

16. Understand that as letters of words change, so do the sounds.

Vocabulary and Concept Development

1.17 Identify and sort common words in basic words in basic categories.

1.18 Describe common objects and events in both general and specific language.

2.0 Reading Comprehension

Structural Features of Informational Materials

1. Locate the title, table of contents, name of author, and name of illustrator.

IDEA PAGES 3

Comprehension and Analysis of Grade-Level Appropriate Text

2. Use pictures and context to make predictions about story content.

4. Connect to life experiences

2.5 Retell familiar stories

2.6 Ask and answer questions about essential elements of a text.

Narrative Analysis of Grade-Level Appropriate Text

3.1 Distinguish fantasy from realistic text.

3.2 Identify types of everyday print materials.

3.3 Identify characters, settings, and important events.

WRITING

Writing Strategies

Organization and Focus

1. Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

2. Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).

3. Write by moving from left to right and from top to bottom.

Penmanship

4. Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

WRITTEN AND ORAL LANGUAGE CONVENTIONS

Sentence Structure

1.1 Recognize and use complete, coherent sentences when speaking.

Spelling

1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

IDEA PAGES 4

LISTENING AND SPEAKING

Listening and Speaking Strategies

Comprehension

1. Understand and follow one and two-step oral directions.,

2. Share information and ideas, speaking audibly in complete, coherent sentences.

Speaking Applications (Genres and Their Characteristics)

Using the listening and speaking strategies of Kindergarten outlined in Listening and Speaking Standard 1.0, students:

3. Describe people, places, things, locations, and actions.

4. Recite short poems and songs.

5. Relate an experience or creative story in logical sequence.

CALIFORNIA ELD STANDARDS – GRADES K – 2

Listening and Speaking

Beginning Level:

Comprehension

• Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms.

• Answer simple questions with one- to two- word responses.

• Respond to simple directions and questions using physical actions and other means of non-verbal communication.

Comprehension Organization & Delivery of Oral Communication

• Independently use common social greetings and simple repetitive phrases.

Early Intermediate Level:

Comprehension

• Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds.

• Ask and answer questions using phrases or simple sentences.

Comprehension, Organization, & Delivery or Oral Communication

• Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative objects.

• Orally communicate basic needs.

• Recite familiar rhymes, songs, and simple stories.

IDEA PAGES 5

Intermediate Level:

Comprehension

• Ask and answer instructional questions using simple sentences.

• Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Comprehension, Organization & Delivery of Oral Communication

• Be understood when speaking, using consistent standard English grammatical forms and sounds. However, some rules may not be in evidence.

• Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

• Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Level:

Comprehension

• Listen attentively to stories/information, and orally identify key details and concepts.

Comprehension, Organization & Delivery of Oral Communication

• Retell Stories in greater details including characters, setting, and plot.

• Be understood when speaking, using consistent Standard English grammatical forms. Sounds, intonation, pitch, modulation, but may have random errors.

• Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

• Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

• Ask and answer instructional questions with more extensive supporting elements.

Advanced Level:

Comprehension

• Listen attentively to stories/information on new topics and identify both orally and in writing key details and concepts.

• Demonstrate understanding of idiomatic expression by responding to and using such expressions appropriately.

Comprehension, Organization & Delivery of Oral Communication

• Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing.

• Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.

• Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

IDEA PAGES 6

Reading – Word Analysis

Beginning Level:

Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development

• Recognize English phonemes that correspond to phonemes students already hear and produce

Early Intermediate Level:

Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development

• Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initials and final consonants.

• Recognize English phonemes that do not correspond to sounds students hear and produce.

Intermediate Level:

Phonemic Awareness, Decoding, and Word Recognition

• Pronounce most English phonemes correctly while reading aloud.

• Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text.

Concepts about Print

• Recognize and name all upper and lower case letters of the alphabet.

Early Advanced Level:

Phonemic Awareness, Decoding, and Word Recognition

• Use common English morphemes to derive meaning in oral and silent reading.

• Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text.

Advance Level:

Decoding and Word Recognition

• Apply knowledge of common morphemes to derive meaning in oral and silent reading.

Reading – Fluency and Systematic Vocabulary Development

Beginning Level:

Vocabulary and Concept Development

• Read aloud simple words in stories or games.

• Demonstrate comprehension of simple vocabulary with an appropriate action.

• Retell simple stories using drawings, words, or phrases.

• Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings.

IDEA PAGES 7

Early Intermediate Level:

Vocabulary & Concept Development

• Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings

• Read simple vocabulary, phrases, and sentences independently.

• Read aloud an increasing number of English words.

• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

Intermediate Level:

Vocabulary & Concept Development

• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

• Use decoding skills to read more complex words independently.

• Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings.

Vocabulary & Concept Development, Decoding& Word Recognition

• Recognize simple prefixes and suffixes when attached to known vocabulary

Early Advanced Level:

Vocabulary & Concept Development

• Recognize simple antonyms and synonyms in stories or games.

• Use simple prefixes and suffixes when attached to known vocabulary.

• Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.

Advanced Level:

Vocabulary & Concept Development

• Explain common antonyms and synonyms.

• Recognize words that have multiple meanings in texts.

• Apply knowledge of academic and social vocabulary to achieve independent reading.

• Read narrative and texts aloud with appropriate pacing, intonation, and expression.

Reading – Reading Comprehension

Beginning Level:

Comprehension

• Respond orally to stories read to them, using physical actions and other means of non-verbal communication.

IDEA PAGES 8

• Respond orally to stories read to them by answering factual comprehension questions using one- or two- word responses.

• Draw pictures from student’s own experience related to a story or topic.

• Understand and follow simple one-step directions for classroom or work-related activities.

Comprehension & Analysis of Appropriate Test

• Identify the basic sequence of events in stories read to them, using key words or pictures.

Early Intermediate:

Comprehension

• Respond orally to simple stories read to them by answering factual comprehension questions using phrases or simple sentences.

• Draw and label pictures related to a story topic or won experience.

• Understand and follow simple two-step directions of classroom or work-related activities.

Comprehension & Analysis of Appropriate Text

• Orally identify the basic sequence of text read to them using key words or phrases.

• Use the content of a story to draw logical inference.

Intermediate Level:

Comprehension

• Write captions of words or phrases for drawing related to a story.

• Understand and follow some multi-step directions for classroom-related activities.

Comprehension & Analysis of Grade-Level Appropriate Text

• Read and use simple sentences to orally respond to stories by answering actual comprehension questions.

• While reading orally in a group, point out basic text features such as title, table of contents, and chapter heading.

• Use the content of stories read aloud to draw inferences about the stories. Use simple phrases or sentences to communicate the inferences made.

Comprehension & Analysis of Grade-Level Appropriate Text

• Read and orally respond to stories and texts from content areas by restating facts and details to clarify ideas.

Advanced Level:

Comprehension & Analysis of Grade-Level Appropriate Text

• Prepare an oral or written summary or other information using a variety of comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

IDEA PAGES 9

Comprehension & Analysis of Grade-Level Appropriate Text and Expository Critique

• Locate and use text features such as title, table of contents, chapter headings, diagrams and index.

Writing – Strategies and Applications

Beginning Level:

Penmanship, Organization, and Focus:

• Copy words posted and commonly used in the classroom.

Organization and Focus

• Write a few words or phrases about an event or character from a story read by the teacher.

• Write a phrase or simple sentence about an experience generated from a group story.

Early Intermediate Level:

Organization and Focus

• Write simple sentences about events or characters from familiar stories read by the teacher.

• Write simple sentences using key words posted and commonly used in the classroom.

Organization and Focus, Evaluation and Revision

• Write one to two simple sentences.

Intermediate Level:

Organization and Focus

• Write short narrative stories that include the elements of setting and character.

• Produce independent writing that in understood when read, but may include inconsistent use of standard grammatical forms.

• Following a model, use the writing process to independently write short paragraphs of at least three lines.

• Write simple sentences appropriate for language arts and other content areas.

Early Advanced Level:

Organization and Focus

• Write short narratives that include elements of setting, character, and events.

• Use the writing process to write short paragraphs that maintain a consistent focus.

Organization and Focus, Evaluation and Revision

• Produce independent writing using correct grammatical forms, but with some rules not in evidence.

IDEA PAGES 10

Advanced Level:

Organization and Focus

• Write short narratives that include examples of writing appropriate for language arts and other content areas.

• Write short narratives that describe character, setting, objects, and events.

Organization and Focus, Evaluation and Revision

• Produce independent writing using correct grammatical forms.

• Use the writing process to write clear and coherent sentences that maintain a consistent focus.

Writing Conventions

Beginning Level:

Capitalization

• Use capital letters to begin a sentence and proper nouns.

Punctuation

• Use a period or question mark at the end of a sentence.

Punctuation, Capitalization, Spelling

• Edit writing for basic conventions and make some corrections.

Intermediate Level:

Capitalization, Punctuation, Spelling

• Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling

Sentence Structure, Grammar, and Spelling

• Use standard word order, but may have some inconsistent grammatical forms.

Early Advanced Level:

Capitalization, Punctuation, and Spelling

• Produce independent writing that may include some inconsistent use of capitalization, periods and correct spelling.

Sentence Structure, Grammar, Spelling

• Use standard word order with some inconsistent grammar forms.

Punctuation, Capitalization, Spelling

• Edit writing for some conventions.

Advanced Level:

Sentence Structure, Grammar

• Use complete sentences and correct word order.

Grammar

• Use correct parts of speech, including correct subject/verb agreement.

Capitalization, Punctuation, Spelling

• Edit writing for punctuation, capitalization, and spelling.

Sentence Structure, Grammar, Punctuation, Capitalization, Spelling

• Produce writing that demonstrates a command of the conventions of standard English.

IDEA PAGES 11

Reading – Literary Response and Analysis

Beginning Level:

Narrative Analysis of Grade-Level Appropriate Text

• Listen to a story and respond orally by answering factual comprehension questions using one- or two-word responses.

• Draw pictures related to a work of literature identifying setting and characters.

Early Intermediate Level:

Narrative Analysis of Grade-Level Appropriate Text

• Orally respond to stories by answering factual comprehension questions, using simple sentences.

• Recite simple poems.

• Orally identify setting and characters using simple sentences and vocabulary.

Intermediate Level:

Narrative Analysis of Grade-Level Appropriate Text

• Use expanded vocabulary and descriptive words for oral and written responses to simple text.

• Read simple poetry and respond to factual comprehension questions using simple sentences.

Early Advanced Level:

Structural Features of Literature

• Read short poems and orally identify the basic element.

Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism

• Read and orally identify elements of plot, setting, and characters.

• Read and identify beginning, middle, and end of a story.

Advanced Level:

Narrative Analysis of Grade-Level Appropriate Text

• Read and respond both orally and in writing to a variety of children’s literature.

Structural Features of Literature

• Compare and contrast literary elements of different authors.

V. VOCABULARY

|meteorologist |wet |frost |

|lightning |dry |hail |

|thunder |atmosphere |instruments |

|predict |evaporate |thermometer |

|vapor/steam |evaporation |barometer |

|cycle |condense |rain/snow gauge |

|storm |condensation |climate |

|equator |lake |puddle |

|poles |north, south, east, west | |

IDEA PAGES 12

CALIFORNIA STATE STANDARDS – Grade K

VI. SCIENCE

Physical Science

Properties of materials can be observed, measured, and predicted.

• Students know objects can be described in terms of the materials they are made of and their physical characteristics.

• Water can be a liquid or a solid and can be made to change back and forth from one form to the other.

• Water left in an open container evaporates.

Earth Sciences

Earth is composed of land, air, and water.

• Changes in the weather occur from day to day and across the seasons, affecting Earth and its inhabitants.

• Students will learn how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.

Investigation and Experimentation

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

• Observe common objects by using the five senses.

• Describe the properties of common objects.

• Describe the relative position of objects by using one reference.

• Compare and sort common objects by one physical attribute.

• Communicate observations orally and through drawings.

VII. History/Social Science

K.1 Students understand that being a good citizen involves acting in certain ways.

• Follow rules, such as sharing and taking turns and know the consequences of breaking them.

K.4 Students compare and contrast locations of people, places, and environments and describe their characteristics.

• Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.

• Identify traffic symbols and map symbols.

IDEA PAGES 13

VIII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/ UNDERSTANDINGS

Social Studies

• expressing ideas orally

• group/partner discussions

• organizing

• comparing/contrasting

• map skills

• inferring and predicting

• hypothesis

Science

• observing properties

• graphing

• problem solving

• communicating

• comparing/contrasting

• organizing, classifying

• sequencing

• grouping

• developing hypotheses

IX. RESOURCES AND MATERIALS – Non-fiction

Houghton Mifflin Reading Theme 6 “Sunshine and Raindrops”

• A Book of Seasons, Provensen

• Weather and Climate, Carson-Dellosa Publishing Co.

• The Cloud Book, Paola

• Checking the Weather, Houghton Mifflin big book

• What Can We Do?, Houghton Mifflin big book

• Can You See the Wind?, Fowler

• Down Comes the Rain, Branley

X. RESOURCES AND MATERIALS – Fiction

• What Will the Weather Be Like Today?, Rogers

• Chicken Soup With Rice, Sendak

• All to Build a Snowman, Tang

• Snowy, Flowy, Blowy: A Twelve Months Rhyme, Tafuri

• The Snowy Day, Keats

• One Hot Summer Day, Crews

• A Hat for Minerva Louise, Stoeke

• Rain, Kalan

• Rain Song, Evans

• Snow, Shelevitz

• Katy and the Big Snow, Burton

• The Itsy-Bitsy Spider, Trapani

• A Summery Saturday Morning, Mahy

• Winter Lullaby, Seuling

IDEA PAGES 14

XI. INTERNET RESOURCES

• kidwx/

• covis.atmos.uiuc.edu/guide/clouds/

• unidata.ucar.edu/staff/blynds/rnbw.html

• rainbow/

• features/96/lightning/

• thunder/thunder/html

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Meteorologist Awards (different weather symbols)

• Cognitive Content Dictionary for Primary with signal word

• Observation charts—five kinds of weather

• Inquiry charts

• Big Book – The Changing Weather

• Water cycle experiments (condensation, evaporation, rainbows)

II. INPUT

• World map graphic organizer

• Pictorial Input: Water cycle

• Pictorial Input: Rain

• Narrative Input “The Sun and the Wind” Aesop fable in Houghton Mifflin

• Read Alouds - What Will the Weather Be Today? , Seasons, Mama Do You Love Me?

• Experiments using scientific discovery method

• Weather books

• 10/2 lecture with primary language

III. GUIDED ORAL PRACTICE

• T-graph for Social Skills (cooperation) and team points

• Picture file activities –list, group, label

• Poetry and Chants

• Sentence Patterning Chart – Clouds

• Expert groups

• Process Grid (weather)

• Exploration Report

IV. READING/WRITING

Total Class

• Coop Strip Paragraph/Group Frame

• Process Grid

• Mind Map

• Poetry Frames

• Story Map

• Big Book

• Interactive Writing

• Phonemic Awareness – “If You Know My Word Shout It Out,” What’s the Sound That Starts These Words?”

• Meteorologist Morning Message

• DRTA

PLANNING PAGES 2

Small Group/Flexible Groupings

• Expert Groups - #heads together (seasons)

• Pocket poetry

• Flip chants

• Strip Books

• Ear to Ear Reading

• Team Tasks

o Anything taught whole class

• It Looked Like Spilt Milk Class Book

• Leveled reading groups==Struggling/emergent, ELD Group Frame, At or Above

• Focused reading

Individual Work

• Learning Logs

• Individual Tasks – copy weather cycle input chart, “publish” weather story, sketch different kinds of clouds

o Anything modeled whole class and practiced in groups

• Journals

• Personal CCD/Picture Dictionary

• Writer’s Workshop

-mini-lesson

-write

-author’s chair

-conferencing

-publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION

• Continue daily meteorologist report until the end of the year, adding wind direction

• Paint a weather picture at the easel

• Make weather toast

VI. CLOSURE

• Process all charts and information

• Evaluate using individual work

• Student created Big Book

SAMPLE DAILY LESSON PLAN

DAY 1

FOCUS/MOTIVATION

• Super Scientist Awards – 3 Standards

• Cognitive Content Dictionary with Signal Word/Interactive Writing – atmosphere

• Observation Charts

• Inquiry Chart – Weather

• Big Book – The Changing Weather

• Portfolio

• Poetry

INPUT

• Graphic Organizer – World Map

- 10/2 Primary Language groups

- Learning Log

- ELD Review

FOCUS/MOTIVATION

• Poetry/Chant with gestures

GUIDED ORAL PRACTICE

• T-graph for social skills (cooperation)

• Team points

• Picture file activity

- Classify/categorize – different kinds of weather

• Exploration Report

• ABC Book

INPUT

• Pictorial Input – Water Cycle

- 10/2 Primary Language

- Learning Log – sketch water cycle

- ELD Review

• Read aloud What Will the Weather Be Like Today?

READING/WRITING/LANGUAGE ARTS

• Reading/Writing Choice Time

- Journals/Teacher models

- Author’s chair

• Writers Workshop

SAMPLE DAILY LESSON PLAN PAGE 2

CLOSURE

• Re-read inquiry charts, poetry, and input charts

• Home/school connection

DAY 2

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word – thermometer

• Super Scientist Awards

• Process Home/School Connection – Team Points

• Review Input Chart and World Map with word cards, add photos

• Read aloud – The Changing Weather

• Morning Weather Report

• Poems/Chants—Highlight “scientific” words, add picture file cards, sketch

INPUT

• Pictorial Input—Rain

o 10/2 Primary Language

o Learning Log—sketch water cycle

o ELD Review

• Evaporation and condensation experiments

• Learning log

• Exploration report

READING/WRITING/LANGUAGE ARTS

• Reading/Writing Choice Time

- Journals

• Reading Writing Workshop

- Author’s chair

- Reader’s chair

• Read aloud Chicken Soup With Rice

• Expert Groups

• Team tasks

• Process T-graph

• Phonemic Awareness Chants

CLOSURE

• Read aloud A Book of Seasons

• Home/School Connection

SAMPLE DAILY LESSON PLAN PAGE 3

DAY 3

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word – meteorologist

• Process Home/School Connection

• Review Input Chart with word cards and conversation bubbles

• Read Aloud Mama, Do You Love Me

• Poetry/Chants: Highligh, add picture file cards, sketch

• Morning Weather Report

GUIDED ORAL PRACTICE

• Sentence Patterning Chart – clouds

- Reading game

- Trading Game

- Flip Chart

- ABC Book

READING/WRITING/LANGUAGE ARTS

• Flex groups

- Expert groups-finish

- Team tasks

- Process T-graph

• Journals – Meteorologist observation journals

GUIDED ORAL PRACTICE

• Mind Map

• Process grid – Weather

• Poetry/Chants

• Cooperative Strip Paragraph/Group Frame

- Respond

- Revise

- Edit

READING/WRITING/LANGUAGE ARTS

• Reading/Writing Choice Time

- Journals

• Reading/Writing Workshop

- Author’s Chair

- Reader’s Chair

CLOSURE

• Review charts

• Process Inquiry Chart

• Home/School Connection

SAMPLE DAILY LESSON PLAN PAGE 4

DAY 4

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word – student selected vocabulary

• Process Home School Connection

• Process Charts

• Poetry/Chants: Highlight, sketch, add picture file cards

• Morning Weather Report

• Narrative Story Map

INPUT

• Strip Book – similes about rain, wind, snow…

READING/WRITING/LANGUAGE ARTS

• ABC Book

• Flexible Grouping – Leveled Groups

- ELD Retell – Group Frame

• Team Tasks

- oral evaluations

- process T-graph

READING/WRITING/LANGUAGE ARTS

• Reading/Writing Choice Time

- journals

• Reading/Writing Workshop

- Author’s Chair

- Reader’s Chair

• Listen/Sketch Checking the Weather

• DRTA

CLOSURE

• Process Inquiry chart

• Home/School Connection

• Make weather toast

DAY 5

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word--Student Choice

• Model Picture Dictionary

• Process Home/School Connection

• Poetry/Chants – highlighting, sketch, add picture file cards

SAMPLE DAILY LESSON PLAN PAGE 5

INPUT

• Global Warming – What is it? What can we do to help? Make an action plan

• Big Book Tasks

- Model – Total Class

- Students – Write, Respond, Edit, Illustrate

- Guess My Category

READING/WRITING/LANGUAGE ARTS

• Reading/Writing Choice Time

- Journals

• Writer’s Workshop

• Flexible Group Reading

- At/above reading from class group frame (K and beginning 1st grade level)

- Struggling/emergent readers – Small Here, There, Poetry Booklet

- Clunkers and Links-above grade level readers—1st grade readers

- Team Tasks

- Team Presentations

- Team oral evaluations

• Ear to Ear Reading – Poetry Booklet

• Read the walls with Picture Dictionary

GUIDED ORAL PRACTICE

• Poetry/Chants

• Read the Walls

CLOSURE

• Process Inquiry Chart

• Evaluation of the Week

• Team Big Book

GLAD Weather Unit—Text for Big Book

The CHANGING WEATHER

The important thing about the weather is that it is always changing.

page 1

• A life-giving ocean of air called the atmosphere is all around us. Weather is the way the air around us feels.

But the important thing about the weather is that it is always changing.

page 2

• The actions of the sun, wind, and water affect the weather.

But the important thing about the weather is that it is always changing.

page 3

• Water from the Earth evaporates when it is heated by the sun. Water mixed with air is called vapor.

But the important thing about the weather is that it is always changing.

page 4

• When vapor cools, it condenses and makes clouds, fog, rain, snow, hail, dew, and frost.

GLAD Weather Unit—Text for Big Book

But the important thing about the weather is that is always changing.

page 5

• Evaporation is when the sun heats water and turns it to vapor. Condensation is when the vapor cools down and becomes drops of water again. Precipitation is when these drops fall as rain, snow, and hail. This is called the water cycle. It goes around and around.

But the important thing about the weather is that it is always changing.

page 6

• Wind is created when the sun heats up the air and makes it move.

But the important thing about the weather is that it is always changing.

page 7

• Weather determines what we eat and what we wear. We decide if we will spend time outdoors or indoors because of the weather. The way we feel can even change when the weather changes.

But the important thing about the weather is that it is always changing.

GLAD Weather Unit—Text for Big Book

page 8

• A meteorologist is a scientist who predicts how the weather will be. He uses instruments such as a thermometer, a barometer, and a rain/snow gauge. People want to read or hear the weather report.

But the important thing about the weather is that it is always changing.

page 9

• The weather is a big part of our lives!

By Perry Colapinto

GLAD Weather Unit—Text for Big Book

Labels for pictures on page 4

clouds fog rain snow

dew frost

[pic]

[pic]

Rain—Background Information

Rain is a type of precipitation that is liquid.

It can only rain when the air temperature is above 32 degrees Fahrenheit.

Water vapor cools to form clouds. As the vapor cools, it condenses into drops of water. The raindrops fall to earth.

A rainstorm is when the wind blows hard and there is thunder and lightning.

People need to wear rain gear such as raincoats, boots and umbrellas to stay dry in the rain.

The Sun and the Wind

Aesops fable adapted from Houghton Mifflin Reading-Unit 5

(Hold up both the sun and wind.)

Long ago, the sun and wind were having

an argument. The sun said, ”I’m stronger.

I can make plants grow and even chase

the clouds away!”

The wind said,”I’m stronger! I’m so

strong that I help huge ships sail across

the sea. I can even bend large trees

with my breath!”

They argued and argued, until one

day they found a way to settle their

argument. A man appeared on the road.

He was walking slowly and wearing a heavy cloak.

That gave the wind an idea. “I know how to find

out which of us is stronger,” he said. “The

one who can make that man take off his cloak

is stronger.” The sun agreed that it was a good idea.

So the wind blew hard, “Whoooosh!” The man ducked his

head down and pulled his cloak tighter around him. The

wind blew harder. “Whoooosh!” The back of the heavy cloak blew straight out behind the man. He stopped and fastened up all

of his buttons and turned up his collar—but he didn’t

take off his cloak.

The sun came out from behind a cloud and said, “My turn.”

The sun began to shine on the man. He took off his hat

and loosened his collar. But the sun burned hotter.

Soon the man unbuttoned his buttons.

When the sun was at its highest in the sky, the traveler

mopped his forehead with his great, white handkerchief, fanned his face with his floppy hat, and let his cloak fall to the ground.

At that, the wind had to admit that the sun had won the

contest—at least this time.

Weather

[pic]

Poetry

Booklet

Name_____________________________________________

The Water Cycle

To the tune of We Will, We Will Rock You

slap, slap, clap

I’m a drop floating in the sky.

My friend the sun sends some friends to come by

We huddle together as the air cools down

And all together we fall to the ground.

Water, water cycle!

Slap, slap, clap

I stay on the ground and the sun shines down

Till vapor starts to move around

I evaporate and condense to a cloud

When it thunders and lightnings, it is loud.

Water, water cycle!

Slap, slap, clap

I know that it looks like I dry up

But I’m still here. I might be in your cup.

I’m rain and snow and fog and air.

I’m even here when the weather’s fair.

Water, water cycle!

Slap, slap, clap

Water, water cycle!

by Perry Colapinto

Weatherman Bugaloo

I’m a weatherman and I’m here to say

I’m predicting what the weather will be like today.

The equator will be hot.

The desert will be dry.

I use all my tools and give it a try.

Thermometer, weathervane, rain gauge, too.

Doing the weatherman bugaloo.

People need to know where to go and how to dress.

Without an umbrella in the rain

You will be a mess.

Thermometer, weathervane, rain gauge, too.

Doing the weatherman bugaloo.

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by Perry Colapinto

Clouds

Clouds here, clouds there,

Clouds, clouds everywhere.

Chubby clouds raining,

Beautiful clouds moving,

Black clouds thundering,

And big clouds changing.

Clouds in animal shapes,

Clouds above the mountains,

Clouds on the ground,

Clouds around the world.

Clouds here, clouds there,

Clouds, clouds everywhere.

Clouds! Clouds! Clouds!

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by Perry Colapinto

Sound Off

We just know, we don’t have top be told,

The weather’s always changing. It never gets old.

The same old water goes round and round.

It rises in the air, then drops to the ground.

Sound off, rain and snow

Sound off, sun and wind

Sound off, 1, 2, 3, 4, - IT’S HOT!

The atmosphere is an ocean of air.

Without it we humans would despair.

Besides the air, the earth has water,

Providing life for its sons and daughters.

Sound off, air and water

Sound off, atmosphere

Sound off, 1, 2, 3, 4, - IT’S COOL!

Weather is the way the air around us feels.

It can change from storm to sun between your meals.

Lightning and thunder to sun give way,

Making a rainbow to brighten your day.

Sound off, lightning

Sound off, thunder

Sound off, 1, 2, 3, 4, - IT’S WET!

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by Perry Colapinto

Yes, Ma’am

Is this precipitation? Yes, Ma’am

Is this precipitation? Yes, Ma’am

How do you know? It falls from a cloud.

How do you know? I get all wet.

Give me some examples. Showers and storms

Give me some examples. Snow and hail

Is this evaporation? Yes, Ma’am

Is this evaporation? Yes, Ma’am

How do you know? The sun is out.

How do you know? Water turns to vapor.

Give me some examples. Steam and fog

Give me some examples. Clouds in the sky

Is this condensation? Yes, Ma’am

Is this condensation? Yes, Ma’am

How do you know? It’s getting cooler.

How do you know? The vapor forms drops.

Give me some examples. The outside of my glass

Give me some examples. It’s wet and slippery.

Is this the water cycle? Yes, Ma’am

Is this the water cycle? Yes, ma’am

How do you know? Temperature changes water.

How does it change? From liquid to vapor to solid

Give me some examples. Water, steam, and ice

What does it do? It goes round and round.

By Perry Colapinto

The Water Cycle

(to the tune of La Cucaracha)

Evaporation!

Condensation!

Precipitation means it rains and snows and hails.

This is a circle.

The water cycle

Round and round and round it goes.

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Project GLAD

Weather Unit

Home School Connection #1

Ask your parents what kind of weather they like best and why they like it the best. Sketch and write.

Parent’s Signature_____________________________

Student’s Signature____________________________

Project GLAD

Weather Unit

Home School Connection #2

Take a survey of people you know. Ask them what kind of weather they like the least. Record the numbers below. Sketch and write.

Parent’s Signature_____________________________

Student’s Signature____________________________

Project GLAD

Weather Unit

Home School Connection #3

Tell your parents that you would like to explain the water cycle to them. Ask them if they have any questions. Sketch and write.

Parent’s Signature_____________________________

Student’s Signature____________________________

Project GLAD

Weather Unit

Home School Connection #4

Read one poem from your poetry booklet to your family. Explain it to them. Sketch and write.

Parent’s Signature_____________________________

Student’s Signature____________________________

Proyecto Glad

Unidad del Clima

Conexion de Escuela en Casa #1

Preguntale a tus Papas que tipo de clima les gusta mas y porque es que les gusta mas. Debuja y escribe.

Firma del Papa____________________________________

Firma del Estudiante________________________________

Proyecto GLAD

Unidad del Clima

Conexion de Escuela en Casa #2

Toma una encuesta a personas que conozcas y preguntales que tipo de clima les gusta menos. Apunta la cantidad abajo. Debuja y escribe.

Firma del Papa___________________________________

Firma del Estudiante_______________________________

Proyecto GLAD

Unidad del Clima

Conexion de Escuela en Casa #3

Diles a tus Papas que te gustaria explicarles el ciclo del agua. Preguntales si tienen alguna pregunta. Debuja y escribe.

Firma del Papa______________________________________

Firma del Estudiante_________________________________

Proyecto GLAD

Unidad del Clima

Conexion de Excuela en Casa #4

Lee una poema de tu libro de poemas a tu familia. Explicaselo a ellos. Debuja y escribe.

Firma del Papa____________________________________

Firma del Estudiante________________________________

Snow

Snow is a kind of precipitation that is solid.

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It can snow when the air temperature is below 32 degrees Fahrenheit.

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Water vapor cools to form clouds. If the air temperature is freezing, the drops change to small, white ice crystals called snowflakes.

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Each tiny snowflake is different.

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People need to wear hats that cover their ears, scarves, gloves or mittens, warm coats, and boots to protect themselves from the cold.

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Fog

Fog is a cloud of gas, or vapor, that is close to the ground.

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Fog happens when the air temperature is above 32 degrees F.

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The heat of the sun changes water to tiny droplets mixed with air. This evaporation fills the air with vapor and makes the air feel damp.

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Smog is a mixture of fog and smoke. It is not healthy for people to breathe smog.

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It is difficult for people to see when it is very foggy.

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Hail

Hail is frozen liquid, which falls to the ground and looks like small balls or lumps of ice.

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The air temperature must be very, very cold for hail to fall.

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If it is very cold and windy, the rain which falls is blown back up into the air. When the drops fall again, they are frozen.

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Hailstones can be as big as baseballs.

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People need to be under a shelter to be protected from the falling hailstones.

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Frost

Frost is frozen gas, or vapor.

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It happens when the air temperature is below 32 degrees Fahrenheit(F).

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The heat of the sun changes the water to tiny droplets mixed with air. If the air temperature is below 32 degrees F, the vapor freezes. The frozen vapor, or frost, coats windows and grass.

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When this happens, people say that Jack Frost came during the night.

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When it is cold enough for frost, plants and crops which are growing can be destroyed.

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Process Grid

|Weather |Solid, Liquid, or Gas|Temperature |How It Happens |Interesting Fact |Effect on People |

| rain | | | | | |

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| snow | | | | | |

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| hail | | | | | |

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| fog | | | | | |

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| frost | | | | | |

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Process Grid

|Weather |Solid, Liquid, or Gas|Temperature |How It Happens |Interesting Fact |Effect on People |

| rain |liquid |air temperature above |vapor cools and |storms have thunder |people wear raincoats|

| | |32 F |condenses to water |and lightening |and boots |

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| snow |solid |air temperature below |vapor changes to |each tiny snowflake |hats, scarves, |

| | |32 F |small white crystals |is different |mittens, coats, boots|

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| hail |solid |very cold, not always |raindrops are blown |hailstones big as |need shelter for |

| | |below 32 F |back up into the air |baseballs |protection from |

| | | |and frozen | |hailstones |

| fog |gas |air temperature above |air is full of vapor |smog is a mixture of |difficult for people |

| | |32 F |feels damp |fog and smoke |to see |

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| frost |gas |air temperature below |vapor freezes |called Jack Frost |destroys plants and |

| | |32 F |coats windows and | |crops |

| | | |grass | | |

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[pic]

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Type of Weather

Mind Map Weather

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