What Can We Do Together?
Lesson 12 of 14
Objective: SWBAT answer text dependent questions through both picture and text evidence. SWBAT write a sentence about what they do together at school.
Prepare the Learner
Activate Prior Knowledge
We sing Alone or Together Song. This song reviews the actions that can be done alone or together. We sing it to set the stage for both the reading and writing that will come later in the lesson. These are concepts we have been examining throughout this unit in relation to the Pilgrims working alone and how their lives changed when they started working together with the Wampanoag. Students will apply their knowledge and show understanding through their writing later in the lesson.
Interact with text/concept
Close Read of “Alone or Together”
A "close read" of a text is reading with purpose. We read with a focused eye, looking for something specific. Today we are reading for information in order to answer text dependent questions. Text dependency is a common thread we see throughout the Common Core standards in grades K-12.
As I read Alone or Together again, I ask these text dependent questions. I model with students how to find answers within the text and by looking at the pictures (through shared reading and listening).
Text Dependent Questions
- I say: Let's look at the text on p. 2 closely. How can children work? (Alone or together)
- I ask: What do pages 5 and 6 tell or show us the big difference is between the pictures on both pages. (The difference is that the children on p.6 are working together.)
- On page 12 I ask: What happened because the children cleaned together? (Because the children cleaned together, they shared the work and it was done faster.)
- After we finish rereading the entire text, I ask: Name some ways that children work together. (Must be from the text)
- I prompt: Now I want you to turn to partner and talk about which is better, alone or together, why? As students are discussing, I monitor and prompt where necessary. If students are struggling with this open ended question, I might prompt: What do you like to do alone or together? Why do you like to do that alone/together? or I like to walk alone. It is better for me to walk alone because gives me time to think about what I want to do next after I walk.
Mapping and writing our ideas (We do)
Remind students about the circle map they made during lesson 11.
I say: Today we will be making a circle map of things we do together at school. What are some things you do together at school? Raise your hand when you have an idea we can add to our map. I take student suggestions and I draw pictures and write words to label the pictures.
I model writing from the linguistic pattern "I like to ___ together." I say: Think about things you do together with someone either at home or at school. I like to sing together because it is fun to sing with my friends! On my paper I am going to first write my name and date. (I write my name and date)
I say: Now I am going to write my sentence. How do I write "I?" That one is on our word wall. (I) How do I write "like?" That one is also on our word wall. Can someone point to it with our pointer? I select a student to touch the word on our word wall and I write it on my paper as students watch.
I follow the same procedure for the word "to." For "sing" and "together" I sound the words out with the students' help. I stretch the words making each sound and solicit the letter for that sound from the students. For struggling students I remind them: Where else can you look to help you out with those words? Where do we see those words? (circle map) We all point to the circle map.
Student Writing (You do)
Students are at the point where they know our writing routine, but I still model so that expectations are clear.
Students then go back to their seats and begin writing. The linguistic pattern and circle map are available as a scaffold for those who need it. I post the circle map where students can see it and use it as a reference. I encourage my students who are more capable to use the word wall and letter sounds to help them write.
As students are writing, I monitor and assist where necessary.
Reading Our Writing
When students are finished with both drawing and writing they raise their hand. They must read back to me what they wrote.
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 help them to track by using hand over hand and moving their finger along as we read.