Page 129 - CMS Grade 1 Field Test Sampler
P. 129
Grade 1: Module 3: Unit 2: Lesson 7
For ELLs: (Using Shades of Meaning) After playing Vocabulary volleyball, invite students to name examples of pairs of strong and weak verbs.
For students who may need additional support with organizing their thinking for verbal expression: Consider providing the word ball to students ahead of time so they can prepare actions for use during the Volley for Vocabulary protocol. (MMAE, MME)
Work Time
A. Reading Aloud to Research and Take Notes: Beaks!, Pages 5, 6, and 9 (25 minutes)
Refocus students whole group and give them speci c, positive feedback on their work with
acting out verbs during Vocabulary volleyball.
Direct students’ attention to the posted learning targets and read the rst one aloud:
“I can research information about di erent types of bird beaks using the text Beaks!”
Remind students that in the previous lesson they began to research bird beaks in small groups. Today they will continue to research about di erent types of bird beaks using the research question: “How do birds use their beaks to survive?”
Display pages 5, 6, and 9 of Beaks! Point to the various beaks and ask:
“What does the beak look like?” (Responses will vary, but may include: long and pointy,
sharp, strong.)
Tell students that before you read these three pages, you want to focus them on two new words. Show the Bird Word Wall cards for talon (a sharp, curved claw of a bird or animal) and perch (to sit on a twig or branch) and follow the same process established in Modules 1–2: Provide their de nitions, clap out their syllables, use them in a sentence, and place the Word Wall cards and pictures on the Bird Word Wall.
Tell students they will follow the same routine from Work Time A of Lesson 6 to complete their small group research:
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Read pages 5, 6, and 9 of Beaks! aloud, pointing to the heading and subheading on each page as you read.
Remind students that the headings on each page describe a type of beak and tell us what it does.
Using a total participation technique, invite responses from the group:
“What types of beaks do the headings describe?” (long beaks on page 5; hooked beaks on page 6; and a sturdy and strong beak on page 9)
Tell students that page 5 describes the beak of a hummingbird, page 6 describes the beak of an eagle, and page 9 describes the beak of a woodpecker.
Ask:
“What are their names in your home language?” (Responses will vary.)
“Has anyone in your family had experience with these birds?” (Responses will vary.)
As students share out, capture their responses on the Bird Experiences anchor chart. Direct students’ attention to the Beaks: Class Notes, and remind them that this is where the class has begun to record information about the di erent types of bird beaks.
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