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    This document provides information about a kindergarten writing lesson where students will describe the toilet paper roll cars they created the day before. The lesson focuses on having students write 3 sentences about their cars using at least 3 of the words "is, has, can, like". It outlines the objectives, materials, activities, assessments and accommodations for different students. Students will pair share their sentences before writing independently and being assessed on a 4 point rubric scale based on number of sentences and words used.

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    Lesson

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    47 views3 pages
    This document provides information about a kindergarten writing lesson where students will describe the toilet paper roll cars they created the day before. The lesson focuses on having students write 3 sentences about their cars using at least 3 of the words "is, has, can, like". It outlines the objectives, materials, activities, assessments and accommodations for different students. Students will pair share their sentences before writing independently and being assessed on a 4 point rubric scale based on number of sentences and words used.

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    lesson (8)

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    This document provides information about a kindergarten writing lesson where students will describe the toilet paper roll cars they created the day before. The lesson focuses on having students write 3 sentences about their cars using at least 3 of the words "is, has, can, like". It outlines the objectives, materials, activities, assessments and accommodations for different students. Students will pair share their sentences before writing independently and being assessed on a 4 point rubric scale based on number of sentences and words used.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    47 views3 pages

    Lesson

    Uploaded by

    api-262120993
    This document provides information about a kindergarten writing lesson where students will describe the toilet paper roll cars they created the day before. The lesson focuses on having students write 3 sentences about their cars using at least 3 of the words "is, has, can, like". It outlines the objectives, materials, activities, assessments and accommodations for different students. Students will pair share their sentences before writing independently and being assessed on a 4 point rubric scale based on number of sentences and words used.

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    © All Rights Reserved
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    of 3

    CarsWriting

    Author:KyaDenny
    Datecreated:03/12/20158:21AMEDTDatemodified:03/12/20159:28AMEDT

    VITALINFORMATION
    TotalNumberofStudents

    23

    Area(s)StudentsLiveIn

    Rural

    Free/ReducedLunch
    EthnicityofStudents

    AfricanAmerican
    Latino/Hispanic
    White

    EnglishLanguageLearners

    1:5
    2:2
    3:3

    StudentswithSpecialNeeds
    Subject(s)

    LanguageArts(English)

    TopicorUnitofStudy

    WheelsAllAround

    Grade/Level

    Kindergarten

    Comments

    KEYCONCEPTS&STANDARDS
    BigIdea&Essential
    Questions

    Forthepasttwoweeksthestudentshavebeenreadingstoriesaboutandexploringwheels.Thedaybefore
    thislesson,studentscreatedtheirowntoiletpapercars.Thislessonisanextensionofthecreation,andis
    awritinglesson.Thestudentswillwritetodescribewhattheircarslooklike,andpossiblywhattheylike
    aboutthem.

    LearningOutcome(s)

    Thestudentswillwrite3sentencesdescribingtheircar,includingatleast3ofthe4selcetedwords(is,has,
    can,like).

    Summary
    Standards

    CACaliforniaCommonCoreStateStandards(2012)
    Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
    Grade:Kindergartners:
    Strand:Writing
    Domain:
    TextTypesandPurposes
    Standard:
    2.Useacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatorytextsinwhichthey
    namewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.

    Comments

    ASSESSMENTS
    Assessment/Rubrics

    4)Includes3ormorecompleteandsentences,withatleast3oftheselectedwordsincluded
    3)Includesatleast2sentencesand2selectedwordsincompletesentences
    2)Includes12sentences,mayusesomeoftheselectedwords,andmaynotbeincompletesentences
    1)Doesnotincludesentences,maynotuseselectedword

    Comments

    MATERIALSANDRESOURCES

    Page 1 of 3

    InstructionalMaterials&
    Technology(handouts,etc.)

    cars
    writingpaper
    pencils
    iPad
    studentwritingnotebooks
    alphafriendcharts

    Comments

    IMPLEMENTATION
    SequenceofActivities

    12.Hook/Connection:
    Yesterdaywecreatedourveryowncars.Todaywearegoingtotalkaboutwhatmaterialsweusedtomake
    themandwhattheylooklike.Thenwearegoingtogotoourtablesandwriteaboutthemonthese[show
    paper].
    3.Objective:
    Thestudentswillwrite3sentencesdescribingtheircar,includingatleast3ofthe4selectedwords(is,has,
    can,like).
    4.Steps/CheckforUnderstanding:
    StudentscomeinfromELDandsitontherug.Describeassignment.Talkaboutpartsofcar.Whatwasthe
    [toiletpaperroll,cardboardcircles,straw]?
    Passoutcars.
    Patnertalk,teacherwalkaroundtothegroupsthatneedhelpbeginningsentences.
    Studentswillpairsharetheirsentences,andtheirpartnerwillcountandchecktoseeiftheyhaveused3of
    theselectedwords.Studentswillsharesomeoftheirsentences,andtheteacherwillaskstudentstoreview
    therequirements.
    Studentswillsitandwritetheirdescriptions.
    5.Modalities:
    Visual,studentswillbeabletoseeandholdwhattheyarewritingabout.
    6.Vocabulary:
    wheel,axle,body,front,back
    7.Bloom'sTaxonomy:
    Whereisthe[axle,wheel,body]?
    Whatdoestheaxledo?Ifwedidn'thaveanaxlewouldourcarwork?
    Whatdoesyourcarlooklike?
    8.LifeConnection:
    Carsareapartofeverydaylifeformostofourstudents.Theycreatedthecarstheyarewritingabout,
    whichinstillsasenseofprideandenthusiasmfortheirwork.
    9.EvidenceofMeetingObjective:
    Iwillseethatstudentshavemettheobjectiveiftheyreceivea3or4ontherubricscale.
    1011.SummarizeClosure:
    12.Transition:
    Itistimeforsnackrecess.The[table]maygettheircoatandsnackandlineup...

    GroupingStrategies

    Classbeginsaswholegroupontherug.Studentswillpairsharewithadesignatedpartner.Partnershave
    beenpickedpreviouslybyinstructortohelpfacilitatetheconversationbetweenstudentswhoarelow
    CELDTlevelswithhigh,andbasedonpersonalityaswellasoverallacademiccomprehension.
    Studentswillmovetotheirassignedseatsatthetablestocompletetheirwritingindependently.

    DifferentiatedInstruction

    JesusandDavidwilllabelthepartsoftheircar,tofocusontheircomprehensionofdescription.Andrewand
    Prisilawillbegradedonwriting2sentencesneatlyandcompletely,including2selectedwords.Jaydenwillbe
    gradedonwritingonecompletesentence,including1selectedword.
    Earlyfinishersmaylabeltheirwork,andreadittooneanother.

    Comments

    Page 2 of 3

    REFLECTIONS
    PriortoLesson
    PostLesson
    Comments

    Page 3 of 3

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