Kindergarten LA LessonLesson Theme: Transportation Week 11 – (Treasures Unit 3 Week 1)

Objective: TLW categorize modes of transportation while learning methods of travel then and now as well as force and motion through an integrated model.Language Objectives: The child will be able to use language – transportation, vehicle, fast, slow, move, now, long ago to describe modes of transportation.Standards(Texas Essential Knowledge and Skills):K.1A Recognize that spoken words can be represented by printK.3D Identify and read high-frequency wordsK.4B Ask and respond to questions about text read aloudK.5 Identify and use words that name actionsK.10D Make inferences based on the coverK.15A Dictate or write information for lists, captions, or invitationsK.22 Share information and ideas by speaking audibly and clearlyK.13B Describe how technology helps accomplish specific tasks and meets people’s needs (Social Studies)K.13C Describe how his or her life might be different without modern technology (Social Studies)K.6C,D Force, motion, and energy (Science)K.2C Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order (Math)K.7A Give an example of a measurable attribute of a given object, including length, capacity, and weight (Math)College and Career Readiness:II.B.1. (Reading) Identify new words and concepts acquired through study of their relationships to other words and concepts.

VocabularyEssential:Continue/continuar, glide/deslizar, rapidly/rapidamente, transportation/transporte, vehicle/vehículo

Supporting:Fast/rápido, slow/lento, move/mover, now/ahora, long ago/hace mucho tiempo, push/empujar, pull/halar, straight/derecho, location/localización, zigzag/zigzaguear

Lesson CycleEngage

Anticipatory Set: Begin by having students reach into the feeling box (a cardboard box with a hole cut in it and a piece of material acting as a curtain) one at a time. The box contains a toy car, a toy plane, and a toy boat. As the students reach into the box, the teacher states that the box contains three items and asks students to think about what these three things have in common. After every student has had a turn the whole class meets to discuss what the items are and their relationship.

Lesson StagesIntroduce the term transportation to the students –this is a means or way of getting people or things from one place to another. PORTFOLIO PIECE: ASK THE STUDENTS IF THEY CAN THINK OF MODES OF TRANSPORTATION BESIDES CARS, PLANES, AND BOATS. (TEKSK.22)

PORTFOLIO PIECE: WRITE AND DRAW A PICTURE TO CREATE A LIST OF THE STUDENTS' IDEAS ON CHART Austin ISD K Department, 2014/ 2015

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PAPER. YOU CAN ADD TO THIS LIST LATER IN THE LESSON OR REFER BACK TO IT WHEN YOU GET TO THE WRITING PORTION. (K.15A)

Fine Arts: Invite children to sing the song “Mary Had a Little Lamb.” Ask them to guess whether such a thing might have really happened long ago. Explain that the story of Mary and her lamb is true and that it happened in 1817 when Mary Sawyer’s lamb followed her as she walked to school one day. Remind children that long ago, most children walked to school. PORTFOLIO PIECE: DISCUSS WAYS CHILDREN TRAVEL TO SCHOOL TODAY AND HOW GETTING TO SCHOOL IS DIFFERENT NOW FROM LONG AGO. (TEKS K.13B,C)

Additional Songs: Write song on sentence strips and include a picture for each mode of transportation mentioned. Transportation Song (Tune: Twinkle, Twinkle Little Star)Take a bus or take a trainTake a boat or take a planeTake a taxi or take a carMaybe near or maybe farTake a rocket to the moon,But be sure to come back soon!Read to SelfPhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 10 page 19 and 20Work on WordsVocabulary: From Instructional Routine Handbook pg R40 – R43 Use these steps to teach 3 – 5 vocabulary words from the inside back cover before the read. Ahead of time write each word on a sentence strip and include a picture. Before the read say the word, have the child repeat the word, give a short child friendly definition. During the read say the short child definition then continue to read. After the read, for each word, say the word, have the child repeat the word, together tap the syllables in the word, say the word, say the definition, use it in a sentence, and ask the student/s to give a sample of how they could use that word. Define: To cooperate is to work together to get something done.Example: I cooperate with my sister to clean our room.Ask: How do you and your family cooperate to get jobs done? (Be sure to include the vocabulary word in your response.)

Shared Reading/Read Aloud: Obj – Discuss the theme, recognize story structurePORTFOLIO PIECE: DISPLAY THE BIG BOOK THE BUS FOR US AND GUIDE THE CHILDREN TO MAKE AN INFERENCE BASED UPON THE COVER. (TEKS K.10D)

PORTFOLIO PIECE: READ THE TITLE AND THE NAME OF THE AUTHOR/ILLUSTRATOR AS YOU TRACK THE PRINT. THINK ALOUD HOW CHILDREN CAN USE A BOOK’S STRUCTURE TO FIGURE OUT WHAT WILL COME NEXT AS THEY READ AND LISTEN.

Dual Language Activity 1&2Read Aloud Spanish Text: Lola, Gus, y el autobus by: Suzanne Bloom

Activity 1: Display different pages of the book The Bus For Us and guide the children to make inferences Austin ISD K Department, 2014/ 2015

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based upon the illustration. Activity 2: Pairs will work together to identify modes of transportation not seen in the book and discuss how they differ from the ones seen in the book.

Make connections from text to self at the end of the reading. Display the previously created vertical graph (you will have created this ahead of time) and have the students mark, check or some way to visually identify each mode of transportation students have used.

Additional books to read for a connection to science – movement.Mike Mulligan and His Steam Shovel by Virginia Lee Burton. Mike Mulligan proves the worth of his trusty old steam shovel, Mary Anne.Airplanes by Byron Barton. A variety of airplanes with text about what they do.

Read to SomeoneShared Writing: Obj – Writing a listRemind children that in the big book The Bus for Us they learned that there are many kinds of vehicles on the road. PORTFOLIO PIECE: TITLE A SHEET OF CHART PAPER WITH “VEHICLES I SEE”. POINT OUT THE HIGH FREQUENCY WORD SEE. HAVE THE STUDENTS READ THE HEADING WITH YOU. (TEKS K.3D)

PORTFOLIO PIECE: CREATE A LIST OF THE VEHICLES THEY SAW IN THE BOOK, OFFER THE PEN/MARKER TO THE STUDENTS TO HELP WRITE THE WORDS. REVIEW THE LIST TOGETHER. (TEKS K.1A, K.15A) Work on WritingExtension:Create a piggy-back song to the tune of “The Wheels on the Bus” that tells about past and present modes of transportation. Students can create new verses to go with the pictures they draw and write about.

Movement: Write the song on chart paper. Student will act out movement words. Sung to the tune: Here We Go Round the Mulberry Bush. Have the students find patterns in the verses. Talk about how looking for patterns can make it easier to remember a song.Lots of Ways to MovePretend you’re a bunny and hop, hop, hopHop, hop, hopHop, hop, hopPretend you’re a bunny and hop, hop, hopHop all day longPretend you’re a boat that’s on a big lake And float aroundFloat aroundPretend you’re a boat that’s on a big lakeAnd float and float all dayPretend you’re a magnet and stick to a friendStick to a friend, Stick to a friendPretend you’re a magnet and stick to a friendThen pull yourself away

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Closure ActivityRemind the students that you have been learning about different modes of transportation and movement. Pass out the picture cards and have them sort one at a time on a pocket chart so all students can see. Have the student say the name of the picture and place under land, air or water. Provide support as needed.

Transportation sort Cut out and laminate these pictures and labels. Have students sort the pictures by land, air, and

water. Put a magnet on the back of each cut-out. Do the activity as a class on the whiteboard.

Land Air Water

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Center ActivitiesABC Center: student works on initial and ending sound. Student may place letter tiles or clothes pins with the missing letter. Here a few ideas from Teachers Pay Teachers.

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Science Center: Ramps in this center. PORTFOLIO PIECE: PUSH AND PULL SORT ATHTTP://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/FORCE-MOTION-PUSH-PULL-SORTING-CARDS (TEKS K.6)

Writing Center: Ask the students to write a description and draw a picture of their favorite form of transportation. Include list of transportation words with pictures.

Creative Station/Art: Die cut lots and lots of shapes. Have students create different modes of transportation. Label the creation, write a sentence…

Pretend and Learn Center/Dramatic Play: Travel Prop BoxSuitcase, Travel books, Tickets, Money, Maps, Clothes, Grooming items, Pajamas

Math: PORTFOLIO PIECE: CREATE A SET OF UP TO TEN USING TRANSPORTATION COUNTERS, DIE CUTS – HAVE STUDENTS MEASURE OR USE THE TRANSPORTATION DIE CUTS AS A NON-STANDARD UNIT OF MEASURE. (TEKS K.2C, K.7A)

Computer: www.pbs.orgOnce here, click the teacher tab at the top right hand corner. Topic – choose Physical Science Media – Video. Next, Click Pulley InvestigationTransportationWe all go travelling by Driving my TractorJourney Home from Grandpa’sMagic Train RideForce and Motion (these are videos)push or a pullThe Motion Song

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan Elementary

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Title: On the Go, Forces Make Things Go, Sheep in a Jeep, Push and Pull, Fast and Slow, And Everyone Shouted, “Pull!”, Energy in Motion, Other themes: fitness, movement, sports, toys

Fingerplay:

Enduring Understanding: There are many ways to travel from one place to

another. Good readers use different parts of a story/book

to predict what might happen. Different modes of transportation have changed

the way people work, play and live.

Essential Questions: What can you predict about the story using the

title and illustrations? How do we get from place to place now and long

ago? How have different modes of transportation

changed the way people work, play and live?

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Lesson PreparationBig Book – The Bus for UsPremade transportation graphMarkersPicture cardsFeeling box and objects to go insideSongs on chart paper

Anchor of SupportCreate themed cards with picture support

Helicopter

Transportation graph – you may add more. Pictures are from http://homeschoolcreations.com/files/Transportation_Preschool_Pack_Part

Differentiation StrategiesStruggling Learners: Repeat directions and work with a small group to complete sorting activity with fewer pictures.English Language Learners: Provide picture support to help children visualize the different types of transportation.Extension for Learning: As you work with small group’s model using the language for teaching force and motion. Have student choose a favorite mode of transportation and use this vocabulary for describing how it moves.

21st Century SkillsCommunication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

English Language Proficiency Standards

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1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4

Check for UnderstandingFormative: Observe the strategies that the children use to sort the modes of transportation in small group or center activities.Summative: During center time take pictures of the students interacting with the themed materials and place these photos in the child’s portfolio for documentation. Provided needed vocabulary support if you don’t hear the children using the themed words during their conversations.

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