You Tell Me

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SWBAT sort examples of tasks they like to do together. SWBAT write two sentences about what they like to do alone and what they like to do together.

Big Idea

Alone or Together? Which is better and when?

Prepare the Learner

15 minutes

Talk Off the Map 

We  talk off the tree map together to brainstorm our sentences about what we like to do alone and what we like to do together.  Talking off the map is when we read the tree map from the top down.  This helps set the stage for writing and it allows students to hear and verbalize what they will be writing.  At this time of year, we use Echo Reading (I say something and students repeat) because their experience with the maps is limited.

I say: Let's read our map, starting at the top and reading down.  Touch the top box like I am and say "I like to."  Students repeat.  Now move your finger down to the left box. (I am modeling on the document camera)  I say: "write."  (students repeat)  Now move your finger down again to the last box. (I am modeling on the document camera)  I say: "alone." (students repeat)

I continue in the same fashion as we talk off the map for each word.



Interact with Text/concept

45 minutes

Writing Off the Map

I put lines on the same paper as my tree map.  It allows the kids to reference the words they need in close proximity to their writing.  While I am modeling, it is still helpful for students to have their map and writing lines available to them simultaneously.  Transferring information from one paper/place to another is still difficult for my students at this time of year.  


I begin: Now we are going to use our tree map information to write two sentences.  We are going to write one for what we like to do alone and one sentence for what we like to do together.


We begin by writing our first words from the top of the Tree Map, "I like to"  I model writing that on my first line and then students write.


Next, we choose a word from the left side.  I say: I am going to chose the word 'write' because I like to write alone.  Watch me as I copy that word exactly from my middle box to my sentence.  I model writing that word with my sentence on the line.  


I direct: Now you choose one 'alone' word you like to do and write it after your "I like to" words, just like I did!  As students are doing that, I monitor and assist where necessary.


I say: Now we need to write our last word "alone" so our reader knows that this sentence is about what we like to do ALONE.  Everyone show me the word 'alone' on your map with your finger.  Where does it say 'alone?'  I walk around and see if students can correctly identify the word at the bottom of the tree map.  


I continue: Watch me as I write that word at the end of my sentence and last I will put a period to indicate that my sentence is complete.  I model.


I direct: Now you write the word alone and a period after it to finish your first sentence.   As students are choosing and writing, I monitor and assist where necessary.


Here is a brief video on how we write off the map!


When students are finished, I call their attention back to the screen and my paper on the document camera.  I follow the same procedure for 'together.'


When students are finished with their second sentence, they raise their hand so they can read their sentences to me.  ONce they have read their sentences to me, they illustrate their writing.





Reading Our Writing

I always have students read their writing back to me.  We do this every day, so students are familiar with the procedure.  I have them read back to me so that I can see how they are applying sight word knowledge, letter/sound and blending knowledge and tracking.  This particular writing piece also allows me to see if they understand the return sweep.  


If students are struggling, I have them echo me and I hep them to track by using hand over hand and moving their finger along as we read.




Extend Understanding

20 minutes

Summative Assessment


Independently, students will place action pictures (which represent things done alone or together) in a circle map titled “Together We’re Better”.

Two non-examples should be placed outside the circle, but inside the frame of reference. 


I direct: We have been working with circle maps.  Today I want you to look at each picture.  If it is an example of something you like to do together, place it in the circle map.  If it is not something you do not like to do together, place it outside of the circle map.  Are there any questions?


As students are cutting and gluing, I walk around the room to monitor and clarify where necessary.


As students finish, they raise their hand.  I go to their desk and ask: What is something you like to do together at school?  Tell me in a sentence.  If they can tell me that in a sentence, I build on that and challenge them further: Who do you (play, write, sing, etc...)  with at school?  Why do you like to ___ together at school with ___?


This verbal exchange gives me an idea if they understand the concept of working together and if they are making the real world connection to it.  It also gives me an idea if they can or cannot convey thoughts verbally and/or answer a question, which is stressed in the Speaking and Listening standards.




After everyone is finished we watch puppet show of The Pilgrims and Wampanoags as a unit celebration!