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K-Lesson 13Day 1 Day 2 5tCurious About Words Humita’s Plate of Colors Humita’s Plate of Colors )VNJUBMPWFEBMMDPMPST CVUIFSGBWPSJUFDPMPSTXFSFUIFDPMPSTPGUIF SBJOCPX0OFNPSOJOHBUCSFBLGBTU )VNJUBOPUJDFEBMMUIFDPMPSTPOIFSQMBUF IFSPSBOHFGSVJU IFSZFMMPXTDSBNCMFEFHHT BOEIFSCSPXOUPBTUXJUIQVSQMF KFMMZ5IJTHBWF)VNJUBBOJEFBi*NHPJOHUPFBUBMMUIFDPMPSTPGUIFSBJOCPX UPEBZwTIFUPMEIFSHSBOENPUIFS)VNJUBTHSBOENPUIFSUIPVHIUJUXBTB XPOEFSGVMJEFB 'PSMVODIBUTDIPPM )VNJUBBUFBTBOEXJDIXJUICSPXOQFBOVUCVUUFSPO XIJUFCSFBE5IFOTIFFOKPZFEBCSJHIUSFEBQQMF 'PSEJOOFSUIBUOJHIU )VNJUBBUFCMBDLCFBOT XIJUFSJDF BOEBHSFFOTBMBE XJUIMFUUVDF TQJOBDI BOEDVDVNCFST "GUFSEJOOFS )VNJUBESFXBQJDUVSFPGBCFBVUJGVMSBJOCPX4IFTNJMFEBTTIF UIPVHIUBCPVUBMMUIFDPMPSTTIFIBEFBUFOUIBUEBZ#VUUIFO)VNJUBMPPLFE CPUIFSFECZTPNFUIJOH i8IBUTXSPOH wIFSHSBOENPUIFSBTLFE i(SBOENB *USJFEUPFBUBGPPEPGFWFSZDPMPSPGUIFSBJOCPXUPEBZ CVU* EJEOUFBUBOZUIJOHCMVFw )VNJUBTHSBOENPUIFSTNJMFEi*LOPXBCMVFGPPE*XJMMHFUTPNFBUUIF NBSLFUUPNPSSPXw 5IFOFYUNPSOJOH )VNJUBTHSBOENPUIFSSFUVSOFEGSPNUIFNBSLFUXJUIB CBHGVMMPGDPSO4IFIBOEFEBOFBSPGDPSOUP)VNJUB i5IJTDPSOMPPLTEBSL wTBJE)VNJUBi*UIPVHIUDPSOXBTZFMMPXw i5IJTDPSOJTWFSZTQFDJBM wTBJEIFSHSBOENPUIFS4IFQFFMFECBDLUIFIVTL UIBUDPWFSFEUIFDPSO)VNJUBXBTTVSQSJTFE5IFDPSOXBTCMVF i)PXEPZPVFBUCMVFDPSO w)VNJUBBTLFE i.BOZGPPETBSFNBEFXJUICMVFDPSO wIFSHSBOENPUIFSFYQMBJOFEi-FUT DPPLTPNFPGUIFTFFBSTPGDPSOUPHFUIFSw 5IBUEBZ )VNJUBIFMQFEIFSHSBOENPUIFSDPPL'PSCSFBLGBTU UIFZNBEF BTPGUCMVFDPSOQPSSJEHFUIBUXBTBMNPTUMJLFPBUNFBM'PSMVODI )VNJUBT HSBOENPUIFSNBEFnBUCMVFDPSOUPSUJMMBTUPVTFJOTUFBEPGCSFBE'PSEJOOFS )VNJUBBOEIFSHSBOENPUIFSNBEFCMVFDPSOTUFX)VNJUBXBTIBQQZ)FS QMBUFPGDPMPSTXBTDPNQMFUF $0.13&)&/4*0//BNFTPNFPGUIFEJGGFSFOUDPMPSFEGPPET)VNJUB FBUT8IBUBSFTPNFPUIFSGPPETUIBUBSFUIFDPMPSTPGUIFSBJOCPX How Stripes Protect the Zebra %JEZPVFWFSXPOEFSXIZ[FCSBTIBWFTUSJQFT 5IFTUSJQFTBSFBUSBJU PSB TQFDJBMGFBUVSF UIBUIFMQUPLFFQUIF[FCSBTBGFGSPNPUIFSBOJNBMT#VUIPX EPFTUIJTXPSL 5IF[FCSBTCJHHFTUFOFNZJTUIFMJPO-JPOTIVOUBOELJMM[FCSBTGPSGPPE#VU JGBMJPODBOUTFFB[FCSB UIF[FCSBXJMMCFTBGF ;FCSBTVTVBMMZMJWFJOQMBDFTXIFSFUIFSFJTUBMMHSBTT4VOMJHIUNBLFTMJHIUBOE EBSLTUSJQFTPOUIFHSBTT5IFTFTUSJQFTMPPLBMPUMJLFUIF[FCSBTTUSJQFT*GB [FCSBTUBOETJOUIFHSBTTXJUIPVUNPWJOH BMJPONBZOPUCFBCMFUPTFFJUBUBMM *OTUFBE UIF[FCSBXJMMKVTUMPPLMJLFQBSUPGUIFHSBTTUPUIFMJPO *GZPVMPPLBUBQJDUVSFPGB[FCSBTUBOEJOHJOUBMMHSBTT ZPVXJMMQSPCBCMZ CFBCMFUPTFFUIF[FCSBDMFBSMZ#VUJUTIBSEFSGPSBMJPOUPTFFUIF[FCSB5IF MJPOJTDPMPSCMJOE5IJTNFBOTUIBUBMJPOTFZFTDBOUUFMMUIFEJGGFSFODFCFUXFFO DPMPSTUIFXBZPVSTDBO&WFSZUIJOHUIFMJPOTFFTJTCMBDLBOEXIJUFPSHSBZ 5IJTNFBOTUIBUUIF[FCSBTCMBDLBOEXIJUFTUSJQFTNBLFJUIBSEGPSUIFMJPOUP TFFUIFEJGGFSFODFCFUXFFOUIF[FCSBBOEUIFHSBTTBSPVOEJU #VUXIBUJGUIF[FCSBJTOUTUBOEJOHTUJMM 5IF[FCSBTTUSJQFTXJMMTUJMMIFMQUP LFFQJUTBGF;FCSBTMJWFUPHFUIFSJOMBSHFHSPVQT5IFTFHSPVQTVTVBMMZSVO UPHFUIFS5IFMJPODBOTFFBMMUIFTUSJQFTNPWJOHUPHFUIFS CVUJUIBTBIBSE UJNFTFFJOHKVTUPOF[FCSBJOBMMUIPTFTUSJQFT5IFMJPONBZIBWFUSPVCMF TFFJOHXIFSFB[FCSBTIFBEJT"MTP UIFMJPONBZOPUCFBCMFUPUFMMXIJDI EJSFDUJPOB[FCSBJTNPWJOH5IJTNBLFTJUIBSEGPSUIFMJPOUPIVOUUIF[FCSB BOEIFMQTUPLFFQUIF[FCSBGSPNHFUUJOHDBVHIU .BOZPUIFSBOJNBMTIJEFGSPNUIFJSFOFNJFTUIJTXBZ5IFZMPPLMJLFUIFBSFB BSPVOEUIFN5IJTXBZPGIJEJOHJTDBMMFEDBNPVnBHF%PZPVLOPXBOZPUIFS BOJNBMTUIBUVTFDBNPVnBHF $0.13&)&/4*0/8IJDIXPSETIFMQZPVVOEFSTUBOEIPXB[FCSB MPPLT 8IZXPVMEBMJPOIBWFUSPVCMFTFFJOHB[FCSB Days 1 and 2 “Humita’s Plate of Colors,” Vol. 1, pp. 50–51 Days 3 and 4 “How Stripes Protect the Zebra,” Vol. 1, pp. 52–53 Assessment Pretest/Posttest Administration p. 74 Pretest/Posttest Blackline Masters pp. 116–117 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 116–117. Use page 74 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Colors blue adj. the color of the sky The water in the pool looks blue. brown adj. the color of chocolate When you toast bread, it turns brown. green adj. the color of grass In summer, the leaves on the trees are green. yellow adj. the color of the sun Here is a bunch of yellow bananas. Discuss Guide children to see the relationship between each word and the category. Prompt children to use each word to talk about colors in the classroom. Read Aloud Explain that you will read aloud a story about a girl who wants to eat foods that are all the colors of the rainbow. Then read aloud “Humita’s Plate of Colors.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Humita’s Plate of Colors.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words to Describe Food blue green yellow brown 1. Name some foods that are green. (Sample answers: green beans, broccoli) 2. What word might you use to describe butter? (yellow) 3. A blueberry is a fruit that is ______. (blue) 4. Chocolate pudding is ______. (brown) Day 3 Day 4 Day 5 Unit 3, Lesson 13 t T27 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words for Describing Animals color n. how something looks on the surface The color of the fi sh is yellow. eyes n. parts of the body used for seeing The dog’s eyes followed the rabbit’s every move. head n. the top part of the body An elephant has a very large head. trait n. a feature of an animal Shiny black fur is a trait of all gorillas. Discuss Guide children to see the relationship between each word and the category. Display a picture of two or three animals. Prompt children to use the words to describe each animal. Read Aloud Explain that you will read aloud a story about zebra stripes. Then read aloud “How Stripes Protect the Zebra.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “How Stripes Protect the Zebra.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About Body Parts Words About What Animals Are Like eyes head trait color 1. Where do you fi nd the eyes on an animal? (Sample answer: on its head) 2. What are some other parts of an animal’s body? Add these to the graphic organizer as children suggest them. (Sample answers: mouth; legs; tail) 3. All leopards have spotty coats. This means they share the same ______. (trait) 4. An animal whose color is gray might be ______. (Sample answers: a mouse; an elephant) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Examples What are some things that are yellow? What are some things that are blue? green? Tell your partner. Compare Talk to your partner. Compare the color of the sky on a sunny day to the color of the sky when it is about to rain. Use as many color words as you can. Describe Talk to your partner. Tell about a trait you have that someone related to you also has, such as eye color, hair color, or freckles. Draw Draw a picture of someone who has brown hair on his or her head. Tell your partner who this person is. Discuss Tell your partner about two things you can learn by using your eyes. Then tell about two things you can learn by using your ears. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 116–117. Use page 74 to administer the test. Compare scores with Day 1 assessment.