CKLA 2-Day Initial Training - learning.amplify.com

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CKLA 2-Day Initial Training Grades K-2

Name: _______________________________________

Knowledge Partners Directions: Fill in the name of a different teacher at the same grade level as you in each of the four boxes below. You will work with these partners throughout the session.

Nursery Rhymes

Name: ___________________________________

Fables

Name: ___________________________________

Tall Tales Name: ___________________________________

Early Asian Civilizations Name: ___________________________________

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Agenda and Objectives

• Welcome• The Why• Teacher Guide Introduction• Knowledge Strand

• Guiding Principles• Lesson Components

• Writing• Assessments

• Knowledge Unit Planning• Knowledge Daily Lesson Internalization• Closing

Objectives

• Define the CKLA design principles behind the Knowledge Strand• Identify key ‘look fors’ and practice implementation of critical components and routines

in Knowledge lessons

• Plan for Knowledge instruction

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Building Background Knowledge: Baseball Study

Quick Write

What implications does the importance of background knowledge in reading comprehension

have for students?

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CKLA Design Principles: Knowledge Strand

1. A read-aloud lesson format designed to support language skills is critical to later reading comprehension.

CKLA Read-Alouds are highly responsive to the reading and language research, as well as applied research on teaching and learning. The structure of the Read-Aloud lessons reflects an emphasis on oral language development through vocabulary work, question asking and answering, open-ended discussions, and integration of oral and written language. Indeed, the Read-Aloud structure emphasizes talk before, during and after the reading, which is consistent with most effective Read-Aloud programs. By hearing and discussing complex texts that the teacher reads aloud, students practice sophisticated conversations using an ever-expanding vocabulary.

2. CKLA systematically builds knowledge. Becoming a critical and strategic reader depends on having a wide breadth of knowledge and related vocabulary. A child might be able to decode a word but that does not mean the child can infer its meaning. Children must have prior experience with a word to have clarity when reading it. Building knowledge to establish strong comprehension is the core premise of CKLA’s Knowledge Strand. During Knowledge lessons, literary and informational teacher Read-Alouds are organized into domains across history, the arts, and science. The domains in the Knowledge Strand were designed to fit the heavily researched and tested Core Knowledge sequence. Content is ordered so that new domains build upon the content and vocabulary in previous domains, both within and across grade levels.

3. A knowledge-oriented approach to read-alouds builds vocabulary and supports comprehension skills development, both of which are critical to later reading comprehension.

CKLA’s two-strand approach, based on reading research, ensures that students are both building skills and building the background knowledge in content and vocabulary necessary to comprehend what they read. If students are not building their language comprehension ability in the early grades, their reading scores are likely to begin to fall in Grade 4 and later. Pre-reading activities are focused on prior knowledge built from previous instruction. This review works to set a purpose for learning, extending skills and knowledge in a coherent and connected manner. Comprehension strategies are taught within the context of the text itself. Students will be asked literal, inferential, and evaluative comprehension questions, responding to what they’ve read and finding evidence to support their understanding during class discussions and when completing accompanying comprehension activities.

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CKLA Design Principles: Knowledge Strand

$2 Summary

Write a $2 summary with each word being worth 10 cents.

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Knowledge Guiding Principles Knowledge Lesson Structure

Section Components Notes

Introducing the Read-Aloud

What have we already learned?

Where are we?

Read-Aloud

Purpose for Listening

Read-Aloud Text

Comprehension Questions

Word Work

Application Application Activity

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Knowledge Strand: Reflection

How is this different than how you previously taught?

What is the rationale behind the CKLA approach to this strand?

Important Points to Remember: Knowledge Guiding Principles

• The Read-Aloud lesson format is designed to support listening comprehension skills, which are critical to later reading comprehension.

• CKLA systematically builds knowledge. • CKLA Knowledge lessons are structured to support students in comprehending a Read-

Aloud that is written two grade levels higher than their current grade level.

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Knowledge: Lesson Components Introducing the Read-Aloud

Video Notes

As you watch the Introducing the Read-Aloud video, please respond to the following questions:

1. Which design principle(s) is/are demonstrated in this lesson component? Circle theprinciple(s) below.

• A read-aloud lesson format designed to support language skills is critical to laterreading comprehension.

• CKLA systematically builds knowledge.• A knowledge-oriented approach to read-alouds builds vocabulary and supports

comprehension skills development, both of which are critical to later readingcomprehension.

How do you know?

2. How will this component help set students up for success in comprehending the Read-Aloud?

Important Points to Remember: Introducing the Read-Aloud

• The Introducing the Read Aloud component of the lesson will help to activate students’background knowledge to better understand the text.

• The Introducing the Read-Aloud component will also provide students with essentialbackground information and vocabulary needed to comprehend the text.

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Introducing the Read-Aloud: Reflection


What is the rationale behind the CKLA approach to this lesson component?

10

Knowledge: Lesson Components Read-Aloud

Video Notes

As you watch the Read-Aloud video, please respond to the following questions:

1. Which design principle(s) is/are demonstrated in this lesson component? Circle theprinciple(s) below.

• A read-aloud lesson format designed to support language skills is critical to laterreading comprehension.

• CKLA systematically builds knowledge.• A knowledge-oriented approach to read-alouds builds vocabulary and supports

comprehension skills development, both of which are critical to later readingcomprehension.

How do you know?

2. How did the teacher keep the students engaged in the Read-Aloud? What else could theteacher have done to engage students?

Important Points to Remember: Read-Aloud

• Read-Alouds should be read as written and quickly paced to keep students’ attention.

• Use a variety of quick discussion techniques for comprehension questions during theRead-Aloud.

• Add costumes, artifacts and digital media to bring Read-Alouds to life!

• The goal of the Read-Aloud is to expose students to new content. Students are not expected to fully master content after one text, but rather they will build an understanding through multiple texts.

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Kindergarten Read-Aloud Practice Lesson

12

First Grade Read-Aloud Practice Lesson

16

Second Grade Read-Aloud Practice Lesson

18

Read-Aloud: Reflection



Read-Aloud: Important Points to Remember

• Read-Alouds should be read as written and quickly paced to keep students’ attention. • Use a variety of quick discussion techniques for comprehension questions during the

Read-Aloud. • Add costumes, artifacts and digital media to bring Read-Alouds to life! • The goal of the Read-Aloud is to expose students to new content. Students are not

expected to fully master content after hearing one text, but rather they will build an understanding through multiple texts

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Knowledge: Lesson Components Read-Aloud: Comprehension Questions

Video Notes: As you watch the Read-Aloud: Comprehension Questions video, please take notes on the following questions:

• What discussion techniques does the teacher use? How do these engage her students?

• What additional discussion techniques could the teacher employ to further engage herstudents?

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Comprehension Questions: Reflection



Comprehension Questions: Important Points to Remember

• • Discussion after the Read-Aloud is intended to aid students in their comprehension of the

key components of the text. • Use a variety of student engagement strategies to increase student-to-student discourse

during discussion, such as Think-Pair-Share, small group discussion and Socratic Seminar.

• Comprehension questions include a variety of literal, inferential and evaluative questions.

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Knowledge: Lesson Components Word Work

27

Word Work: Reflection



Word Work: Important Points to Remember

• Word Work activities are an opportunity for students to practice the correct use of a key

vocabulary word. • As much as possible, make this lesson component an opportunity for students to stand

up and move around the room.

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Kindergarten

29

First Grade

30

Second Grade

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Knowledge: Lesson Components Application Activity

Important Points to Remember: Application Activity

• Application Activities have their objective(s). Application Activities are meant tosynthesize and extend the learning from the Read-Aloud and discussion.

• Application Activities often build off one another. (i.e. Students may add to a journal formultiple Application Activities.)

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Writing: Grade K

Writing Across a Unit

Read below to see the types of writing students will encounter in Grade K, Knowledge Unit 3.

Unit Knowledge

3 Writing in the Stories Unit: Students focus on retelling literary text, including story elements and sequencing events. Students participate in a shared writing activity to retell a story using images as a guide and complete graphic organizers in other shared activities. Sentence frames are used to help students write opinions about what makes a hero and about their favorite character. Pausing Points and Culminating Activities include opportunities for student writing.

What kinds of writing will students experience in this unit?

33

We are now going to dive deeper into the writing in the Knowledge Strand to see how CKLA scaffolds writing instruction over the course of the unit to ensure student success with the final performance task.

On the next pages you will see excerpts from Grade K, Knowledge Unit 3. These excerpts will be from the Teacher Guide, as well as the Student Activity Book. Work with a partner to review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Knowledge Unit Introduction

What types of writing will students experience during this unit?

34

Teacher Guide excerpt – Knowledge Unit 3, Lesson 1

35

(continued on next page)

What writing skills are taught in this lesson?

How does this lesson help build toward student success with the formal writing piece for the unit?

37

Student Activity Book – Knowledge Unit 3, Lesson 2 (Be sure to read the directions on the side!)

38

Students are asked to complete this Activity Book page in Lesson 2. How does Lesson 2 build on Lesson 1?

How do these graphic organizers help build toward student understanding of the literary genre, which is the focus for this unit?

What did you learn about CKLA’s approach to formal writing after reviewing these organizers?


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In Knowledge Unit 3, Lessons 3 and 4 students continue to practice sequencing events. Then, in Knowledge Unit 3, Lesson 5 students analyze actions of a character. In Knowledge Unit 3, Lesson 6 students write their opinion about a hero. In Knowledge Unit 3, Lesson 7, students analyze the actions of a character. Finally, in Knowledge Unit 3, Lesson 8, students state an opinion about and describe the main character. Here is the Student Activity Book page from Lesson 9:

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How does this graphic organizer help build toward student success with understanding the literary genre?

How do lessons 1-8 scaffold towards student success with this graphic organizer?

What did you learn about CKLA’s approach to formal writing after reviewing these lessons?

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Writing: Grade 1


Read below to see the types of writing students will encounter in Grade 1, Knowledge Unit 3.

Unit Knowledge

3 Writing in the Different Lands, Similar Stories unit Students focus on retelling narrative text with a focus on story elements, including characters, setting, plot, and conflict. Students participate in a shared writing activity to complete graphic organizers, with a focus on Venn diagrams to compare and contrast stories. Other writing activities include drawing the Read-Aloud. Pausing Points and Culminating Activities include additional opportunities for student writing.

What types of writing will students encounter in this unit?

42

We are now going to dive deeper into the writing in the Knowledge Strand to see how CKLA scaffolds writing instruction over the course of the unit.

On the next pages you will see excerpts from Grade 1, Knowledge Unit 3. These excerpts will be from the Teacher Guide. Review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Knowledge Unit 3 Introduction

What are the writing goals for this unit?

43


Teacher Guide Excerpt – Knowledge Unit 3, Lesson 1

44


46



How does this lesson support student mastery of the writing goals for this unit?

47



48


How does this lesson support student mastery of the writing goals for this unit?

50

In Knowledge Unit 3, Lesson 5 students

51

Students cycle through these three lesson types multiple times throughout the unit during the Application Activity portion of the lessons.

How do these lessons build off one another to support student mastery of the writing goals of the unit?


53

Writing: Grade 2


Read below to see the types of writing students will encounter in Grade 2, Knowledge Unit 3.

Unit Knowledge

3 The Ancient Greek Civilization Formal Writing: Narrative Students plan, draft and edit a fictional narrative about someone living in the time of ancient Greece.

Informal: opinion, notes, graphic organizers, responses to text, Pausing Points, Culminating Activities

What types of writing will students encounter in this unit?

54

We are now going to dive deeper into the writing in the Knowledge Strand to see how CKLA scaffolds writing instruction over the course of the unit to ensure student success with the final performance task.

On the next pages you will see excerpts from Grade 2, Knowledge Unit 3. These excerpts will be from the Teacher Guide. Review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Knowledge Unit Introduction

What are the writing goals for this unit?

55


56


How does this lesson help students with mastery of the writing goals for the unit?


58


59

What writing skills are students practicing in this lesson?

How does this lesson build towards student mastery of the writing goals for this unit?


61

In Knowledge Unit 3, Lesson 10 students plan to write a fictional narrative. They then draft this narrative and edit it in Lessons 11 and 12. Let’s take a look at Lesson 10 below:

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What writing skills do students practice in this lesson?

How does this lesson build toward student mastery of the writing goals for this unit?


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Knowledge Strand Assessments

Directions: Let’s examine the assessment opportunities in the first lesson of CKLA. Please complete the table below with information from the lesson.

Formative Assessment

What is the formative assessment for this lesson?

What content, skills and standards will be assessed on this Formative Assessment?

Check for Understanding

What is the Check for Understanding for this lesson?

What content, skills and standards will be assessed on this Check for Understanding?

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5

LESSON

1A

Lesson 1A Roses Are Red

NURSERY RHYMES AND FABLES

Roses Are RedPRIMARY FOCUS OF LESSON

Speaking and Listening

Students will identify characteristics of nursery rhymes.

[SL.K.2]

Students will use descriptive words to recall details of a nursery rhyme.

[SL.K.2]

Language

Students will demonstrate an understanding of the Tier 2 word sweet.

[L.K.5c]

FORMATIVE ASSESSMENT

Exit Pass Written Students will answer a question about the nursery rhyme.

[SL.K.2]

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6Knowledge 1 Nursery Rhymes and Fables

LESSON AT A GLANCE

ADVANCE PREPARATION


• Gather different collections of nursery rhymes, such as Mother Goose, to pass around the class. The school or local library may be a good resource.

Universal Access

• You may wish to have each student bring in a book of nursery rhymes, including storybooks in their home language, and display their favorite books in the classroom throughout this domain.

• If students do not own a copy of nursery rhymes, help them locate a copy from the school or local library. Each day, you may wish to have one or two students recite their favorite nursery rhyme so that, by the end of this domain, every student will have shared a nursery rhyme with the class.

Grouping Time Materials


Domain Introduction Whole Group 10 min ❏ books of nursery rhymes

Core Connections

Read-Aloud

Purpose for Listening Whole Group 20 min

“Roses Are Red”


Word Work: Sweet

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7Lesson 1A Roses Are Red

CORE VOCABULARY

sweet, adj. containing sugar or tasting like sugar Example: The watermelon is very sweet and juicy. Variation(s): sweeter, sweetest

violets, n. plants with small blue or purple flowers Example: My grandmother grows pretty violets at her house. Variation(s): violet

Vocabulary Chart for “Roses Are Red”

TypeTier 3Domain-Specific Words

Tier 2General Academic Words

Tier 1Everyday Speech Words

Vocabulary violets (violeta)

Multiple Meaning

sweet

Sayings and Phrases

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Start Lesson

Lesson 1A: Roses Are Red

Introducing theRead-AloudSpeaking and Listening: Students will identify characteristics of nursery rhymes.

[SL.K.2]

DOMAIN INTRODUCTION (5 MIN)

• Tell students that for the next few weeks, they are going to listen to many nursery rhymes.

• Explain that nursery rhymes are short poems written for young children and have been around for hundreds of years. Students’ parents and grandparents probably heard these same rhymes as young children. Some of the nursery rhymes may be familiar to students as well.

• Have students say the words nursery rhymes. Explain that they are called “nursery rhymes” because nursery is another name for a young child’s bedroom. Many children probably listened to nursery rhymes being read aloud to them while in their nurseries, perhaps before going to sleep.

• Tell students they may also hear these nursery rhymes called “Mother Goose” rhymes. Tell students that people have different opinions about whether or not Mother Goose was a real person who actually wrote these rhymes. However, this name has been associated with nursery rhymes for many years.

• Explain that words that have different beginning sounds but end with the same sounds are said to rhyme. For example, cat/hat, big/pig, coat/goat, bake/take. As they hear the nursery rhymes in this domain, they will get a lot of practice listening for words that rhyme.

10M

69



Thumbs Up/Thumbs Down: Nursery rhymes are short poems that children often listen to at bedtime. (thumbs up)

Nursery rhymes have been passed down from parents to children for hundreds of years. (thumbs up)

Most nursery rhymes do not use any words that rhyme. (thumbs down)

CORE CONNECTIONS (5 MIN)

• Tell students that you are going to name a color. Say the word red. Ask students what comes to mind when they think of the color red. Have students share their ideas.

• Say the word blue. Ask students what comes to mind when they think of the color blue. Have students share their ideas.

• Tell students that you are going to read a nursery rhyme that mentions these two colors.


Exchanging Information and Ideas

Entering/Emerging Ask students yes/no questions about the colors red and blue, and encourage them to ask their own questions using these colors.

Transitioning/Expanding Provide students with a specific sentence frame (e.g., “The sky is . . .”; “A strawberry is . . .”).

Bridging Encourage students to use content-related words in complete sentences (e.g., “Watermelon and strawberries are red.”).

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Lesson 1A: Roses Are Red

Read-AloudSpeaking and Listening: Students will use descriptive words to recall details of a

nursery rhyme.

[SL.K.2]

Language: Students will demonstrate an understanding of the Tier 2 word sweet.

[L.K.5c]

PURPOSE FOR LISTENING

• Listen carefully to find out exactly what things are red and what things are blue in the nursery rhyme.

“ROSES ARE RED” (5 MIN)

Show image 1A-1: Red roses and blue violetsRoses are red, Violets are blue, Sugar is sweet, And so are you.

READ IT AGAIN

[Reread the rhyme with the Guided Listening Support.]

Show image 1A-1: Red roses and blue violetsRoses are red, Roses are flowers. Violets are blue, Violets are flowers also. Sugar is sweet, Sweet is how sugar tastes. And so are you.

20M

1A-1

1A-1

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ECHO TECHNIQUE

• Teach students the echo technique.

• I am going to say the first line of “Roses Are Red.” Then I will stop and give you a chance to echo the words. That means you will say the exact words that I said. We will continue doing this for each line of the rhyme.

• Compliment students for doing this correctly, which means they were listening carefully.

• If time permits, you may move to leaving out key words such as red and blue for students to fill in, or you may have half of the class say one line and the other half say the next line. Playful repetition will help students learn the rhyme.

• Reciting nursery rhymes is a fun transition activity that can be used throughout the day.


One-Word Answer: What is the red flower in the nursery rhyme called? (rose)

What is the blue flower in the nursery rhyme called? (violet)

COMPREHENSION QUESTIONS (10 MIN)

If students have difficulty responding to questions, reread pertinent lines of the nursery rhyme and/or refer to the image. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. Ask students to answer in complete sentences by having them restate the question in their responses.

1. Literal What things are red and blue in the nursery rhyme? (red roses and blue violets)

2. Literal How is sugar described in the nursery rhyme? (sweet)

Support

Show image 1A-1 again. Ask students which flowers in the image are roses, and which are violets. Ask students how they know.

72


3. Evaluative Sweet means containing sugar or tasting like sugar. Sweet can also mean that a person is nice or kind.

◦ When the nursery rhyme says “sugar is sweet,” what kind of sweet does this mean? (This means that sugar tastes sweet.)

◦ When the nursery rhyme says “and so are you,” what kind of sweet does this mean? (This means that you are kind.)

[Think Pair Share activities encourage students’ active involvement in class discussions by having them think through their answers to questions, rehearse their responses silently and through discussion with a peer, and share their responses aloud with the class. It is recommended that you model the Think Pair Share process with another adult (or a student with strong language skills) the first time you use it, and continue to scaffold students to use the process successfully throughout the year.

In Think Pair Share activities, you will begin by asking students to listen to the question you pose. You will then allow students some time to think about the question and their response to the question. Next, you will prompt students to discuss their response in pairs. Finally, you will select several students to share their responses with the class. Directions to students are as follows.]

I am going to ask you a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

4. Evaluative Think Pair Share: Ask students to turn to a partner and talk about times when they have been sweet, or when someone has been sweet to them. Try to find opportunities during the day to compliment students for being sweet.


Sit Down/Stand Up: Roses and violets are colorful. (stand up)

Roses smell like perfume. (stand up)

Sugar tastes sour. (sit down)



Entering/Emerging Ask students yes/no

questions about times they were sweet and

encourage them to ask their own questions

about specific times when they or their

partner were sweet.

Transitioning/Expanding Encourage students

to build on what their partner has said about

being sweet.

Bridging Challenge students to say

something more about what their partner has

said about being sweet.

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WORD WORK: SWEET (5 MIN)

1. In the nursery rhyme you heard, “Sugar is sweet.”

2. Say the word sweet with me.

3. Sweet means containing sugar or tasting like sugar.

4. Many candies are very sweet.

5. Tell about something that you think tastes sweet. Try to use the word sweetwhen you tell about it. [Ask two or three students. If necessary, guide and/orrephrase the students’ responses: “I think tastes sweet.”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Designate one area of the room as the “sweet” area. Designate another as the “not sweet” area. Have students stand in a third area. Directions: I am going to name a food. If I name something that you think is sweet, quietly and carefully walk to the “sweet” area. If I name something that you do not think is sweet, quietly and carefully move to the “not sweet” area. If you cannot decide, move back to the starting place. [After students have moved to show their choice, have them also verbalize it. For example, the group will say, “Sugar is sweet.” Ask students to move back to the starting place before reading the next word.]

◦ sugar (Sugar is sweet.)

◦ pepper (Pepper is not sweet.)

◦ raisins (Raisins are sweet.)

◦ chocolate cake (Chocolate cake is sweet.)

◦ broccoli (Broccoli is not sweet.)

◦ a piece of toast (A piece of toast is not sweet.)

◦ mustard (Mustard is not sweet.)

◦ apple (An apple is sweet.)

Students may have different opinions. If so, you may ask them to explain their opinions.

End of Lesson

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5

LESSON

1

Lesson 1 The Boy Who Cried Wolf

FABLES AND STORIES

The Boy WhoCried Wolf

PRIMARY FOCUS OF LESSON

Reading

Students will identify the characters, setting, plot, and moral of a fable.

[RL.1.3]

Language

Students will demonstrate an understanding of the Tier 2 word startled.

[L.1.5, L.1.5c]

Reading

Students will act out the main events of a fable.

[RL.1.2]


Exit Pass Moral of the Fable. Students will identify the moral of a fable.[RL.1.3]

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6Knowledge 1 Fables and Stories

LESSON AT A GLANCE



Domain Introduction Whole Group 10 min ❏ story map

❏ world map

Essential Background Information or Terms

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Activity Page 1.1

“The Boy Who Cried Wolf”


Word Work: Startled

This is a good opportunity to take a break.

Application

On Stage Whole Group 20 min ❏ paper and writing tools

Take-Home Material

Family Letter ❏ Activity Page 1.2

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7Lesson 1 The Boy Who Cried Wolf

ADVANCE PREPARATION


• Prepare and display an enlarged version of the following story map. Alternatively, you may access a digital version in the digital components for this unit. A story map will be created for each story in this domain. You may wish to keep each displayed for students after it is created.

Title

Character(s) Setting(s)

Plo

t

Beginning

Middle

End

Lesson

• You may wish to display a world map in order to locate Greece.

Application

• Be prepared for students to perform “The Boy Who Cried Wolf.” You may designate students to be the various characters—shepherd/shepherdess, wolf, sheep, men/women. You may include additional men/women and animals as characters to increase active participation. You may also designate areas of the classroom for each of the two settings—one field with sheep and shepherd and another field with men.

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Note to Teacher

• The first read-alouds in this domain are from “Aesop’s Fables.” If you wish toadd more fables to your reading lists, please do so.

Universal Access

• Prepare and display an image of a mountain and valley to show students thesetting of the story.

• Prepare and display several images, videos, or recordings of key words andactions in the Word Work section (e.g., a recording of a siren or a picture of acat pouncing from a tree toward a bird).

CORE VOCABULARY

company, n. people who join you and/or talk to youExample: I always like to have company when I go for a walk in the park.Variation(s): none

prank, n. a trick or practical jokeExample: I am going to play a prank on my brother by filling his shoes with rocks.Variation(s): pranks

shepherd, n. someone who guards, herds, and tends sheepExample: The young shepherd watched over his sheep wherever they went.Variation(s): shepherds

startled, v. surprisedExample: Juan was startled by the large spider on his bed.Variation(s): startle, startles, startling

tended, v. watched over or took care ofExample: The boy tended the sheep.Variation(s): tend, tends, tending

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Vocabulary Chart for “The Boy Who Cried Wolf”




Vocabulary shepherd startledtendedprank

Multiple Meaning

company (compañía)

Sayings and Phrases

cry wolftell the truth

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Start Lesson

Lesson 1: The Boy Who Cried Wolf

Introducing theRead-AloudReading: Students will review the characteristics of stories and fables, including

characters, plot, setting, and moral.

[RL.1.3]


• Ask students if they like to listen to stories, and if they like to make up their own stories to tell their friends or family.

• Tell students that people have been enjoying listening to stories and making up stories to tell others for many, many years. Explain that in this domain they will hear stories different people made up long ago.

• Tell students that because these stories were made up they are called fiction. Have students repeat the word fiction.


One-Word Answer: What would you call a story about an elephant who went scuba diving to find his favorite fish? (fiction)

• Ask students what stories they have heard before that are fiction.

• Tell students that fiction stories have several key parts they will learn about and discuss more throughout this domain. As you discuss each of these, refer to the Story Map you prepared in advance:

◦ a title, or the name of the story

◦ characters, or the people or animals who are featured in the story

◦ a setting, or a place and time in which the story takes place

◦ a plot, or a sequence of events that makes up the story

◦ a moral (sometimes), or lesson that is taught by the story

10M



Entering/Emerging Reframe as simple yes/

no questions (e.g., “Is ‘The Ugly Duckling’ a fiction

story?”).

Transitioning/Expanding Provide students with a

specific sentence frame (e.g., “. . . is a fiction story I

have heard before.”).

Bridging Encourage students to use key details in

complete sentences (e.g., “‘Goldilocks and the Three

Bears’ is a fiction story I have heard before that has

talking animals.”).

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• Tell students that now they will also get to enjoy listening to some of these stories and making up some of their own.

ESSENTIAL BACKGROUND INFORMATION OR TERMS (5 MIN)

• Explain to students that a storyteller named Aesop [/ee/*/s//o//p/] lived in Greece a very long time ago.

• Have students repeat the name Aesop.

• Tell students that in Aesop’s day, people did not have written storybooks, but they did have lots and lots of stories that they told aloud to one another. Aesop collected and told many of these stories. He became especially well-known for his fables.

• Tell students that fables are short, fiction stories intended to teach a lesson, or moral. Many, but not all, of these stories use animal characters.

• Explain to students that since fables are fiction stories, they have the same components of those stories, as shown on the Story Map (i.e., title, character, setting, plot, and—in the case of fables, always—a moral).

• Tell students that the stories they will hear today and over the next few days are just a few of the many stories known as “Aesop’s Fables.”

Support

Point out Greece on a world map.

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Read-AloudReading: Students will identify the characters, setting, plot, and moral of a fable.

[RL.1.3]

Language: Students will demonstrate an understanding of the word startled.

[L.1.5, L.1.5c]


• Tell students to listen carefully to learn the moral, or lesson, of the story.

“THE BOY WHO CRIED WOLF” (10 MIN)

Show image 1A-1: Shepherd boy chuckling

There was once a young shepherd boy who

tended his sheep at the foot of a mountain

near a dark forest. The shepherd boy tended,

or took care of, the sheep. It was lonely for him

watching the sheep all day. No one was near,

except for three farmers he could sometimes

see working in the fields in the valley

below. How does the shepherd boy feel about tending the sheep? Why might

he feel lonely?

One day the boy thought of a plan that would help him get a little company

and have some fun.

He ran down toward the valley crying, “Wolf! Wolf!”

The men ran to meet him, and after they found out there was no wolf after

all, one man remained to talk with the boy awhile. If there really wasn’t a wolf,

why would the boy cry out, “Wolf! Wolf!”?

The boy enjoyed the company so much that a few days later he tried the

same prank again, and again the men ran to help him. A prank is a trick. Why

does the shepherd boy play the prank again?

30M

1A-1


Listening Actively

Entering/Emerging Ask students simple yes/no questions (e.g., “Does

the shepherd boy feel lonely while tending

the sheep?”)


specific sentence frame (e.g., “The shepherd boy feels lonely because....“)

Bridging Encourage students to

use key words from the story in complete sentences (e.g., “The

shepherd boy feels lonely while tending the tending

the sheep because he doesn’t have anyone to

keep him company, or talk to.”)

Support

Here, company means to have someone to talk

to. But company can also mean a business. What

do you think is the shepherd boy’s plan to get

some company?

82


A few days later, a real wolf came from the forest and began to steal the

sheep. The startled or surprised boy ran toward the valley, and more loudly

than ever he cried, “Wolf! Wolf!” Do you think the men will come and help the

shepherd boy? Why or why not?

But the men, who had been fooled twice before, thought that the boy was

tricking them again. So no one came to help the boy save his sheep. How do

you think the shepherd boy feels now?

Moral: If you often don’t tell the truth, people won’t believe you even when

you are telling the truth. [Have students echo the moral and then discuss its

meaning. Remind students that this read-aloud was short because fables are

short.]


Ask students to recall the title of this fable. Write it on the Story Map. As students answer the following questions, record relevant information on the Story Map. Note: You may display images as well as text in the Story Map to support students. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses, using richer and more complex language. Ask students to answer in complete sentences by having them restate the question in their responses.

1. Evaluative What elements of this story make it a fiction story? (Answers may vary, but may include that it was made up to teach a lesson.)

◦ Inferential Is this a true story or is it fiction? (fiction)

2. Inferential The people or animals in a story are called the characters of the story. Who are the characters in “The Boy Who Cried Wolf”? (shepherd boy, men, sheep, wolf)

3. Evaluative The setting of a story is where it takes place. What is the setting of this fable? (a field at the foot of the mountain near a dark forest) Could this fable have taken place in a different setting? (Answers may vary, but may include that the setting would have to include a field for the sheep.)

4. Literal What is the shepherd boy doing at the beginning of the fable? (tending his sheep) How does he feel? (lonely)

◦ Literal What does the boy decide to do because he is lonely? (pretends that he sees a wolf to get company) What happens at the end when a wolf really comes? (No one comes to help because they think the shepherd boy is tricking them again.)

Support

Point out Greece on a world map.

Challenge

Students may use Activity Page 1.1 to fill in the Story Map independently.

Support

If students have difficulty responding to questions, reread pertinent lines of the read-aloud and/or refer to specific images.

Support

Display a picture of a mountain and valley to show students the setting of the story.

83


Show image 1A-1: Shepherd boy chuckling ◦ Evaluative The beginning, middle, and end events of a story are called the

plot of the story. Does this illustration depict the beginning, middle, or end of the fable? How do you know? (the middle, because the boy is calling for help, but there is no wolf)

5. Literal All of Aesop’s fables, or stories, were meant to teach a moral, or a lesson, about how to behave. What is the moral of this fable? (If you often lie, people won’t believe you even when you are telling the truth.) [Accept paraphrasing by students, e.g., “Don’t lie.”]

◦ Evaluative Is this an important lesson for you to remember? Why or why not? (Yes, because people shouldn’t tell lies.)

[Think Pair Share activities encourage students’ active involvement in class discussions by having them think through their answers to questions, rehearse their responses silently and through discussion with a peer, and share their responses aloud with the class. It is recommended that you model the Think Pair Share process with another adult (or a student with strong language skills) the first time you use it, and continue to scaffold students to use the process successfully throughout the year.

In Think Pair Share activities, you will begin by asking students to listen to the question you pose. You will then allow students some time to think about the question and their response to the question. Next, you will prompt students to discuss their response in pairs. Finally, you will select several students to share their responses with the class. Directions to students are as follows.]

I am going to ask you a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

6. Evaluative Think Pair Share: Pretend that you live near the shepherd boy and hear the story of the wolf getting his sheep. What would you tell the shepherd boy if you had the chance to talk to him? (Answers may vary, but may include that he shouldn’t have lied to the men so much or they may have believed him when it was true.)

Flip Book 1A-1

84



Recall: Why don’t the men come to help the shepherd boy the last time? (They think the shepherd boy is playing a prank again.)

WORD WORK: STARTLED (5 MIN)

1. In the read-aloud you heard, “The startled boy ran toward the valley, and more loudly than ever he cried, ‘Wolf! Wolf!’”

2. Say the word startled with me.

3. Startled means surprised.

4. I was startled by the bee that landed on my nose.

5. Think of a time when you were startled by someone or something. Try to use the word startled when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase students’ responses: “My baby sister’s crying startled me when I was sleeping.”]


Use a Making Choices activity for follow-up. I am going to read a sentence. If I describe a situation in which someone is surprised, say, “ was startled.” If I describe a situation in which someone is not surprised, say, “ was not startled.”

• The sound of the loud siren made the boy jump. (The boy was startled.)

• The boy’s father read a story to him before bedtime. (The boy/father was not startled.)

• The girl’s grandmother helped her comb her hair. (The girl/grandmother was not startled.)

• The cat pounced from behind the tree and scared the bird. (The bird was startled.)

• When the girl entered the room, her brother jumped out from behind the couch and shouted, “Boo!” (The girl was startled.)

Support

Provide students with images, videos, recordings, or other examples of key words and actions in the statements in the Making Choices activity (e.g., play a sound of a siren or show a picture of a cat pouncing from a tree toward a bird).

85



ApplicationReading: Students will act out the main events of a fable.

[RL.1.2]

ON STAGE

• Tell students that you are going to read “The Boy Who Cried Wolf” again, and this time students will act out the fable. Ask students what characters will be needed. (shepherd/shepherdess, men/women, wolf, sheep) Designate students to be the various characters as you prepared in advance.

• Ask students what settings will be needed. (grassy field for shepherd and sheep, another field for men) Designate locations in the classroom for the two settings as you prepared in advance.

• Read the story and encourage “characters” to act out scenes in the story, such as the men running to the shepherd.

• Encourage students to use facial expressions to show how the characters are feeling, such as the shepherd being startled.


Turn and Talk: The moral of the story is “If you often don’t tell the truth, people won’t believe you even when you are telling the truth.” Turn to a partner and talk about one thing you should do and one thing you shouldn’t do so that people will always believe you. [Ask several students to share and record their answers on the board/chart paper.]

• Ask students to repeat the moral of the story, “If you often don’t tell the

truth, people won’t believe you even when you are telling the truth.”

20MSupport

This activity may require additional

instruction on topics such as timing and voice.

Support

Students may refer to the Story Map to determine

the characters and settings.

Challenge

You may also have the characters create some

of their own dialogue that goes along with the story.


Presenting

Entering/Emerging Have students act out big

events, such as the men running to the shepherd,

as indicated.

Transitioning/Expanding Have students act out

big actions and use facial expressions when

indicated.

Bridging Have students act out

all actions and use facial expressions to show characters’ feelings.

86


Exit Pass

• Give each student an index card.

• Ask students to answer the following question by writing “yes” or “no” on their index card:

• Is the moral of “The Boy Who Cried Wolf” that if you often lie, people will still always believe what you tell them? (no)

87


End of Lesson


Take-Home MaterialFAMILY LETTER

• Send home Activity Page 1.2.

Activity Page 1.2

88

5

LESSON

1

Lesson 1 The Fisherman and His Wife

FAIRY TALES AND TALL TALES

The Fisherman and His Wife

PRIMARY FOCUS OF LESSON

Reading

Students will review what they know about fairy tales and other types of fiction.

[RL.2.2]

Students will make predictions about a character in “The Fisherman and His

Wife.”

[RL.2.3]

Language

Students will demonstrate an understanding of the Tier 2 word displeases.

[L.2.5, L.2.5a]

Writing

Students will change one element of “The Fisherman and His Wife” and describe

how it changes the original text.

[W.2.8]


Activity Page 1.1 Rewriting the Read-Aloud Students will change one element of “The Fisherman and His Wife” and describe how it changes the story. [W.2.3]

89

6Knowledge 1 Fairy Tales and Tall Tales

LESSON AT A GLANCE



Core Connections Whole Group 10 min ❏ Short fairy tales familiar to students

❏ world map or globe

Domain Introduction

Read-Aloud

Purpose for Listening Whole Group 30 min

“The Fisherman and His Wife”


Word Work: Displeases

This is a good opportunity to take a break.

Application

Rewriting the Read-Aloud Whole GroupIndependent

20 min ❏ Activity Page 1.1

Take-Home Material

Family Letter ❏ Activity Page 1.2

90

7Lesson 1 The Fisherman and His Wife

ADVANCE PREPARATION

Core Connections

• Bring in several storybooks of popular fairy tales, especially those that may be familiar to students and fairy tales from different cultures.

Application

• Prepare and display an enlarged version of Activity Page 1.1. Alternatively, you may find a digital version in the digital components for this domain. Note: Save this chart for use during the Pausing Point for a comparison lesson.

Title

Character(s) Setting(s)

Plo

t

Beginning

Middle

End

Universal Access

• To make this story more interactive, have students repeat the fisherman’s lines to the magic fish:

Hear me, please, oh magic fish,

My wife has sent me with a wish.

• Have students think of their own rhyming lines to say to the fish. Suggestions: Help students come up with lines that use the rhyming words wife/life; more/before; here/fear; or knees/please.

• Bring in another version of “The Fisherman and His Wife” to read aloud to the class.

91


CORE VOCABULARY

charming, adj. very pleasing or appealingExample: The family stayed in a charming little cottage at the beach.Variation(s): none

displeases, v. causes someone to feel unhappy or annoyedExample: It displeases the baseball players when their game is cancelled due to rain.Variation(s): displease, displeased, displeasing

enchanted, adj. as if under a magic spellExample: Ruby and Hiroto knew they were in an enchanted forest because there were jewels growing on the trees.Variation(s): none

hesitated, v. stopped briefly before doing somethingExample: The dog hesitated before going outside in the rain.Variation(s): hesitate, hesitates, hesitating

might, n. the power to do something; force or strengthExample: The boy tried to open the door with all his might, but it would not open.Variation(s): none

92


Vocabulary Chart for “The Fisherman and His Wife”




Vocabulary charmingdispleases enchanted (encantado)hesitated

Spanish Cognates

Multiple Meaning

might

Sayings and Phrases

93


Start Lesson

Lesson 1: The Fisherman and His Wife

Introducing theRead-AloudReading: Students will review what they know about fairy tales and other types of

fiction.

[RL.2.2]

CORE CONNECTIONS (5 MIN)

• Read a short fairy tale familiar to students. You may want to choose from one students heard in the Grade 1 Fairy Tales domain, such as “Sleeping Beauty.”

• Review the story with the following questions:

◦ Who are the main characters in the story?

◦ What is the setting of the story?

◦ Describe some of the things that happen in the story.

◦ Is there anything in this story that shows you it is not a true story and did not really happen?


• Tell students that they will hear three fairy tales.

• Ask students if they enjoy listening to fairy tales and, if they do, why. Ask them to name other fairy tales they have heard and to talk about how these fairy tales are similar to each other and to the one you just read. Prompt responses with the following questions:

◦ What are the characteristics of fairy tales?

◦ Can you name any fairy tales that begin with “once upon a time” or a similar phrase?

◦ What kind of endings do fairy tales usually have: happy or sad?

◦ Can you name any fairy tales with royal characters?

◦ Do you know of any fairy tales that have characters with magical powers?

• Remind students that fairy tales often feature members of a royal family

10MSpeaking and Listening


Entering/Emerging Reframe open-ended

questions as simple yes/no questions

(e.g., “Does the story contain a character

named [CHARACTER’S NAME]?”).


specific sentence frame (e.g., “The character

[CHARACTER NAME] [DESCRIBE WHAT THAT

CHARACTER DOES IN THE STORY].”).


complete sentences when describing the characters,

events, and setting of the story.

Support

Remind students that the setting of the story is

where and when the story takes place.

Support

Have students pay particular attention to

any characters that possess magical powers, or animals that illustrate

personification.

94


such as princes, princesses, kings, and queens; characters with special powers or magic; and/or magical transformations. Explain that many things that happen in fairy tales are fantasy and cannot happen in real life. In other words, fairy tales are fiction. They also often have a happy ending.

• Remind students that many, but not all, fairy tales end with the phrase “and they lived happily ever after” or some similar phrase.

• Tell students that today they are going to hear a fairy tale called “The Fisherman and His Wife.” Explain that this story was originally retold by in Germany by two brothers known as the Brothers Grimm.

• Show students the location of Germany on a world map or globe.

Show image 1A-1: Picture of a fish

• Explain that this is a picture of a real fish, and that there is a fish in the story students will hear today. Tell students that the fish in the story may act differently from any fish they have ever seen or heard about.


Stand Up/Sit Down: I’m going to read several statements. If the statement describes a characteristic of a fairy tale, stand up. If it does not describe a characteristic of a fairy tale, sit down.

• is a true story that could happen in real life (sit down)

• often starts with “once upon a time” (stand)

• often has a magical character (stand)

• never includes a prince, princess, king, or queen (sit down)

Flip Book 1A-1

95



Read-AloudReading: Students will make predictions about a character in “The Fisherman and

His Wife.”

[RL.2.3]

Language: Students will demonstrate an understanding of the Tier 2 word

displeases.

[L.2.5, L.2.5a]


• Remind students that fairy tales often feature a royal character and/or one with supernatural or magical powers. Ask students to predict what type of magical powers the character in this story will have, and whether there will be a royal character. Tell students to listen to see if their predictions are correct.

“THE FISHERMAN AND HIS WIFE” (15 MIN)

Show image 1A-2: The fisherman with a fish on the line

Once there was a fisherman who lived with his

wife in a little, old, run-down hut by the sea.

[Point to the hut on the hill.] Every day the

fisherman went down to the sea to fish.

One day, as the fisherman sat looking into the

clear, shining water, he felt a strong tug on his

line. He pulled and pulled with all his might, or strength, until, at last, out

flopped a large golden fish. Then, all of a sudden, the fish spoke.

“Please let me go,” said the fish. “I am not an ordinary fish. I am an

enchanted prince. Put me back in the water and let me live!” The fish says

he is actually a prince under a magic spell. Do you think the fish is really an

enchanted prince?

“Swim away!” said the fisherman. “I would not eat a fish that can talk!”

At the end of the day, the fisherman went back to his wife in the little, old,

run-down hut.

30M

1A-2

96


Show image 1A-3 The fisherman arriving home

“Didn’t you catch anything today?” she asked.

“No,” said the fisherman. “I did catch one fish,

but he told me he was an enchanted prince

and asked me to throw him back, so I did.”

“You fool!” said the wife. “That was a magic fish! You should have asked him

for something.”

“Like what?” said the fisherman.

“Go back and ask him to change this dinky hut into a charming cottage.”

Charming means very pleasing. Why does the wife wish for a charming

cottage?

The fisherman did not want to go, but he did not want to argue with his wife,

either. So he made his way back to the sea.

When he arrived, the water was no longer clear and shining. It was dull and

greenish.

Show image 1A-4: The fisherman and the cottage

The fisherman called:

“Hear me, please, oh magic fish.

My wife has sent me with a wish.”

The fish swam up to the surface and asked,

“What does she want?”

“She says she wants to live in a charming cottage,” said the fisherman.

“Go home,” said the fish. “She has her cottage.” Do you think the wife will

really have a charming cottage? Do you think the fish minds granting the

wish?

The fisherman went home. Sure enough, there was his wife, standing in the

doorway of a charming cottage. The cottage had a little front yard, with a

1A-3

1A-4

97


garden and some chickens and a goose pecking at the ground. Inside there

was a living room, a kitchen, a dining room, and a bedroom. [Point to the

charming cottage, and then show image 1A-2 and point to the hut.] In what

ways is the cottage better?

“Wonderful!” said the fisherman. “This is sure to make you very happy!”

The fisherman’s wife was happy—for about a week.

Show image 1A-5: The fisherman’s wife

Then she said, “Husband, I am tired of this

tiny little cottage. I want to live in a big stone

castle. Go and ask the fish to give us a castle.”

“But, wife,” said the fisherman. “He has just

given us this cottage. If I go back again so

soon, he may be angry with me.”

“Go and ask!” said the wife.

The fisherman shook his head and mumbled to himself, “It’s not right.” But

he did as he was told. Why does the fisherman think his wife’s new wish is not

right?

Show image 1A-6: The fisherman on the dock

When he reached the sea, the water had

turned from dull green to dark purple and gray.

[Point to the sea.] The fisherman called:



When the fish swam up, the fisherman said, “My wife wishes to live in a big

stone castle.”

“Go home,” said the fish. “You will find her in a castle.” How do you think the

fish feels about granting this wish?

1A-5

1A-6

98


Show image 1A-7: The fisherman’s stone castle

When the fisherman got back, he could hardly

believe his eyes. The charming cottage had

been replaced by a large stone castle. A

servant unrolled a drawbridge for him. The

fisherman went across the bridge and into the

castle, where he found two servants sweeping

a smooth marble floor. The walls were covered with beautiful tapestries.

Crystal chandeliers hung from the ceilings. His wife stood in the center of the

room, next to a table piled high with delicious foods.

“Now, indeed, you will be content,” said the fisherman to his wife. Do you

think the fisherman’s wife will be content, or happy?

And she was—until the next morning.

As the sun rose, the fisherman’s wife poked her husband in the side and said,

“Husband, get up. Go to the fish at once and tell him that I wish to be queen

of all the land.”

“Heavens!” cried the fisherman. “I can’t ask for that!” Does the fisherman

want to ask the fish for another wish?

“Go and ask him!” said his wife.

Show image 1A-8: The fisherman and the fish

The dejected fisherman walked to the sea.

Dejected means sad. Why do you think the

fisherman is sad? The water was black. It

bubbled and gave off a foul smell. [Point to the

sea.] If the sea was foul-smelling, did it smell

good?

The fisherman hesitated, or waited, and then

called:



The fish swam up and asked, “Now what does she want?”

1A-7

1A-8

99


With his head hung low, the fisherman said, “My wife wishes to be queen of

all the land.”

“Go home,” said the fish. “She is already queen.”

The fisherman went home and found that the castle had grown even larger. It

had tall stone turrets on each corner and a crimson flag flapping in the wind.

Two sentries in suits of armor stood at the door. Do you think the wife will be

satisfied now that she is a queen?

Show image 1A-9: The fisherman’s wife on a throne

They escorted the fisherman inside, where he

found his wife sitting on a high throne studded

with diamonds. She wore a long silk dress and

a golden crown. In her hand she held a scepter

studded with rubies. On one side of her stood

barons, dukes, and duchesses. On the other

side stood a line of ladies-in-waiting, each one shorter than the one before.

“So,” said the fisherman, “now you are queen.”

“Indeed,” said his wife haughtily. Haughtily means rudely and proudly.

“Well, then,” said the fisherman. “I suppose there is nothing more to wish for.”

Do you think the wife will agree that there is nothing more to wish for?

But that very evening, as the sun went down and the moon began to rise in

the sky, the fisherman’s wife sent for her husband. What do you think the wife

will ask for? Would you grant her another wish if you were the fish?

Show image 1A-10: The queen makes another

wish

“Husband!” she bellowed, “it displeases me

that the sun and moon will not rise and set

at my command. If something pleases you, it

makes you happy. So, what does displeases

mean? Go to the fish and tell him I must have

the power to make the sun and the moon rise

and set whenever I choose. See that it is done immediately!”

1A-9

Support

Have students predict whether or not the wife

will make any more wishes.

1A-10

100


The fisherman walked back to the sea. If you were the fisherman, would you

want to make another visit to the sea? He felt sick all over, and his knees

knocked together nervously. At the seaside, thunder roared and lightning

flashed. Huge dark waves crashed on the shore. The fisherman had to shout:



The fish swam up and asked, “What does she want?”

The fisherman replied, “My wife wants the power to make the sun and the

moon rise and set whenever she chooses.” Do you think the fish will grant this

wish?

Show image 1A-11: The wife back in the hut

The fish only said, “Go home.” And so he did.

Do you think the fish has granted the woman’s

wish? There, he found his wife sitting in the

old, run-down hut. And there they live to this

very day.


If students have difficulty responding to questions, reread pertinent lines of the read-aloud and/or refer to specific images. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. Ask students to answer in complete sentences by having them restate the question in their responses.

1. Evaluative Were your predictions about the character’s magic powers correct? (Answers may vary.)

2. Literal The fisherman caught a fish, but then let him go. Who did the fish say he was? (an enchanted prince, or a prince under a magical spell)

3. Literal What things does the wife tell the fisherman to ask the fish for? (a charming cottage, a stone castle, to be queen, to make the sun rise and set on command)

1A-11

101


◦ Literal Where did the fisherman and his wife live at the beginning of the story? (in a hut by the sea)

4. Inferential How did the husband feel about asking the fish for things over and over again? (embarrassed, uncomfortable, bad)

5. Literal How did the sea change each time the fisherman asked the fish for another wish? (It became darker and more stirred up.) [You may wish to review images from the read-aloud that illustrate how the sea changed.]

6. Evaluative How do you think the fish’s feelings changed each time he granted a wish? (It appeared that he became angrier, or more impatient, each time.) [Explain that it seems as if the sea became more violent as the fish became angrier.]

7. Literal What happened when the wife asked to command the sun to rise and set? (The fish took away everything he had given her and left her with the run-down hut.)

Think Pair Share activities encourage students’ active involvement in class discussions by having them think through their answers to questions, rehearse their responses silently and through discussion with a peer, and share their responses aloud with the class. It is recommended that you model the Think Pair Share process with another adult (or a student with strong language skills) the first time you use it, and continue to scaffold students to use the process successfully throughout the year.

In Think Pair Share activities, you will begin by asking students to listen to the question you pose. You will then allow students some time to think about the question and their response to the question. Next, you will prompt students to discuss their response in pairs. Finally, you will select several students to share their responses with the class. Directions to students are as follows: I am going to ask you a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

8. Evaluative Think Pair Share: Do you think there is a lesson to be learned from this story? If so, what is it? (Answers may vary, but should include reference to being happy, or content, with what you have.)

Flip Book 1A-2, 1A-4, 1A-6, 1A-8



Entering/Emerging Reframe open-ended

questions by asking wh– questions (e.g., “When

was the fish angrier: when the wife made her first

wish or when she made the last wish?”).


specific sentence frame (e.g., “As the wife asked

for more wishes, the fish became . . .”).


complete sentences (e.g., “It appeared that the fish became angrier, or more impatient, each time the

fisherman’s wife became greedier and asked for

more wishes.”).

102



Turn and Talk: How do you know that this story is a fairy tale? Name one characteristic of a fairy tale in “The Fisherman and His Wife,” and then have your partner name another.

9. After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]

WORD WORK: DISPLEASES (5 MIN)

1. In the read-aloud you heard the fisherman’s wife say, “It displeases me that the sun and moon will not rise and set at my command.”

2. Say the word displeases with me.

3. Displeases means to be unhappy or bothered about something.

4. It displeases the baseball players when their game is cancelled because of rain.

5. Tell me about something that displeases you. Try to use the word displeases when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase students’ responses: “It displeases me when . . .”]


Use an Antonyms activity for follow-up. The prefix dis– often makes a word have the opposite meaning. Displeases is the antonym, or opposite, of the word pleases. I am going to read several examples. If the event or activity I describe makes you unhappy, say, “That displeases me.” If the event or activity I describe makes you happy, say, “That pleases me.” (Answers may vary for all.)

◦ You wake up and see that it snowed overnight.

◦ Your best friend invites you to play.

◦ It starts raining on a Saturday afternoon.

◦ You miss the bus to school.

◦ Your family is having meatloaf for dinner.

103



ApplicationWriting: Students will change one element of “The Fisherman and His Wife” and

describe how it changes the original text.

[W.2.8]

REWRITING THE READ-ALOUD (20 MIN)

• Explain that students will create their own version of “The Fisherman and His Wife.”

• Display the enlarged version of Activity Page 1.1, and, as a class, identify the characters, setting, and plot (the wishes) of “The Fisherman and His Wife.” Note: Save this for use during the Pausing Point.

• Tell students that they will create their own version of the story by changing one element of the story. For example, they can change the occupation of the fisherman, the setting, or his wife’s wishes. They can also change the fish (enchanted prince) into any kind of creature they wish.

• Explain that in this new version, the wife will make only three wishes. Using Activity Page 1.1, have students rewrite the fairy tale, filling in the appropriate boxes with new characters, settings, and wishes.


Turn and Talk: Turn to your partner and explain what element of the story you changed and how it changed the original story. Then have your partner describe the change he or she made, and how that changed the story.

20M

Activity Page 1.1

Writing

Writing Literary Text

Entering/Emerging Allow students to dictate the details of their story

to an adult.

Transitioning/Expanding Allow students to work collaboratively with an

adult or peers to create the details of their story.

Bridging Have students create

the details of their story independently.

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End of Lesson


Take-Home MaterialFAMILY LETTER

• Send home Activity Page 1.2.

Activity Page 1.2

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Amplify. CKLA Assessment Overview

Strand Assessment Purpose How Data is Used

Knowledge Formative Assessment

Identified at the beginning of the lesson, used to determine individual student and class progress towards mastery of identified primary focus objective(s)

• Informs future whole group instruction

Checks for Understanding

Monitors individual student and class progress towards mastery of primary focus objectives

• Informs in-the-moment and future wholegroup instruction

Exit Pass Completed at the end of a lesson, used to determine individual student and class progress towards mastery of identified primary focus objective(s)

• Informs future whole group instruction

Pausing Point Assess all students’ mastery of literacy skills, knowledge, and vocabulary covered in the first half of a domain

• Informs teacher choice of Pausing PointActivities

• Can be used as a grade

Domain Assessment Assess all students’ mastery of literacy skills, knowledge, and vocabulary covered in a domain

• Informs teacher choice of CulminatingActivities

• Can be used as a grade•

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Amplify. Supporting All Learners: Knowledge Strand

The Knowledge Strand also contains Support, Challenge and English Learner sidebars. The Knowledge Strand does not contain additional activities for students.

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Amplify. CKLA Knowledge Domain Planning Template

Grade: ___________ Domain Title: ____________________________________________________

Domain Overview: Read through the Domain Introduction and respond to the questions below.

Why is this domain important?

What are 3-5 key takeaways students should have by the end of this domain?

How does this domain fit into the sequence of learning for the year? How does it reinforce what has been taught in previous grades or prepare students for future grades?

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Amplify. Domain Assessment: Read through the Domain Assessment in the Teacher Guide and respond to the questions below.

What key content will students need to be successful on the Domain Assessment?

What key vocabulary will students need to be successful on the Domain Assessment?

What literacy skills will students need to be successful on the Domain Assessment?

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Amplify. Knowledge Lesson Internalization

Review the Lesson

1 Review the Primary Focus Objective(s) and aligned standards. Identify how the Primary Focus Objectives build toward student success with the standards. (Use Teacher Guide, Lesson Introduction.)

2 Complete the Formative Assessment/Exit Pass (found on the first page of the lesson) and Check for Understanding (found within the lesson) and record what literacy skills, knowledge and/or vocabulary students will need to demonstrate on each of those components.

Dive into the Lesson

3 Read each lesson component (Introducing the Read-Aloud, Read-Aloud and Application) and reflect:

• How will this component set students up for success with the Primary Focus Objective(s), CFU and/or the Formative Assessment/Exit Pass?

• What student engagement strategies are included with each component?• What materials will be needed for each component?

Customize the Lesson – If you’re ready and feel comfortable…

4 Review the Read-Aloud and prioritize which sidebar supports/questions to use during the Read-Aloud.

• Consider which supports/questions will support students in mastering the Primary Focus Objective(s), CFU, Formative Assessment/Exit Pass and/or Application Activity.

5 Review the Discussion Questions and:

• Prioritize which questions to ask after the Read-Aloud. o Consider which questions will support students in mastering the Primary Focus Objective(s),

CFU, Formative Assessment/Exit Pass and/or completing the Application Activity • Determine the discussion format students will use to respond to the questions (e.g. Think-

Pair-Share, Small Group discussion, Socratic Seminar, Call and Response, etc.)

6 What possible misconceptions might students have during the lesson? How do you plan to address these?

7 What additional engagement might you incorporate during the lesson? (e.g. call and response, kinesthetic movements, props, artifacts, multimedia, etc.)

8 Plan for the Application Activity:

• Consider how the Application Activity provides students with the opportunity to extend theirlearning from the lesson and domain.

• Determine how you will execute the activity.

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CKLA Planning Practices: Elevator Speech

________________________________________________________

(Who)

________________________________________________________

(What)

________________________________________________________

(When)

________________________________________________________

(What)

________________________________________________________

(Why)

Example: Teachers use the CKLA curriculum in their daily instruction to teach foundational

skills, reading, writing and grammar, because the curriculum is based on the science of reading and the teachers add in the art!

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Re-Visit Objectives

Ö Identify key ‘look fors’ and practice implementation of critical components and routines in Knowledge lessons

Ö Define the CKLA design principles behind the Knowledge Strand

Ö Plan for CKLA Knowledge instruction

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Amplify Educational Support Team

Today’s Presenter: ____________________________________________________________

Email: _______________________________________________________________________

Technical Support: [email protected]

Pedagogical Support: [email protected]

Phone: Call toll-free at (800) 823-1969 Monday through Friday, 7am to 7pm ET

Live Chat! On mclasshome.com

Strengthening Professional Development Opportunities: Instructional Leaders

• Enhancing Observations for Instructional Leaders, K-5 (½ Day Onsite)• Enhancing Observations for Instructional Leaders, K-5 (½ Day Remote)

K-2 Teachers• Enhancing Planning & Practice, K-2 Teachers (½ Day Onsite)• Enhancing Planning & Practice, K-2 Teachers (½ Day Remote)• Data-Driven Instructional Planning, K-2 Teachers (½ Day Onsite)• Small Group Instruction & Remediation, K-2 Teachers (½ Day Onsite)• Writing, K-2 Teachers (½ Day Onsite)

3-5 Teachers• Enhancing Planning & Practice, 3-5 Teachers (½ Day Onsite)• Enhancing Planning & Practice, 3-5 Teachers (½ Day Remote)• Data-Driven Instructional Planning, 3-5 Teachers (½ Day Onsite)• Small Group Instruction & Remediation, 3-5 Teachers (½ Day Onsite)• Writing, 3-5 Teachers (½ Day Onsite)

K-5 Teachers• Enhancing Planning & Instruction for English Language Learners, K-5 Teachers (½ Day

Onsite)• Enhancing Planning & Instruction for Students with Special Needs, K-5 Teachers (½ Day

Onsite)

Session Surveyhttps://www.surveymonkey.com/r/CKLAInitialTraining

Monday through Friday, 7am to 7pm ET

Facebook! Search Amplify Core Knowledge Language Arts and Science of Reading

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CKLA 2-Day Initial Training - learning.amplify.com

Documents

Transcript of CKLA 2-Day Initial Training - learning.amplify.com