Kindergarten

I've attached the lesson plans that Trish and I worked on. We are progressing well through them, we are at the point where we have sorted books into genres(fiction and non-fiction). We are about to apply this learning to hibernation.

Designing Critical Challenges

Identify Key Learning (Written as a statement of understanding that students will walk away with)

Different books can be used for different reasons. Identifying the usefulness of Fiction & Non-Fiction.

Framing Critical Challenge (The central question or task students will grapple with)

Which book is more appropriate for learning about topics of interest.

Set Context for the Critical Challenge to Engage Students (e.g. Imagine you are..., Identify the purpose/audience: make the task authentic.)

Criteria for Assessment How will the teacher assess the final project?

What are we assessing? • Understanding of differences between fiction and non-fiction This looks good, in looking at the Kindergarten Program, expectation 13 states that by the end of Kindergarten students will "identify personal preferences in reading materials( e.g., choose fiction and non-fiction books, magazines, posters, computerized interactive texts that they enjoy) in different contexts (e.g. teacher read-alouds, shared experiences in reading books, independent reading time). I'm wondering if part of your instruction could also touch on the different types of materials we "read" beyond books, but looking at those alternate text forms and how they can provide us with information as well to help us learn about animals in winter (like perhaps a visual text, a poster, an internet site, a magazine article,etc.) This way the children will be able to broaden their understanding of what types of reading materials are available to them and what their personal preferences are. This might be an extension for later after they've had a chance to explore fiction vs. non-fiction and perhaps might go with a different topic that you are studying that you could just relate back to their learning about animals in winter time. Just a thought... (Kristin) • Their ability to choose a book related to a specific topic and then their ability to articulate why they felt that book was most appropriate for their needs. (Based on set criteria)

Assessment Tool: First phase: Individual Conference (following many large group experiences) When shown different books, they are able to differentiate (by using set criteria) between fiction and non-fiction. Short conference with individual students. OR: At the end of SSR time, ask students to share the book they were reading with the rest of the class. Ask them to include whether they knew if it was fiction or non-fiction. Ask for other comments from other students.

Second Phase: After reading a variety of books on the topic, students choose the book they felt was most appropriate for their learning of animals in winter. They will orally discuss why they made that choice (judgement), then make a painting on one or more things that they learned from that book. Students are using the criteria for book choice that was generated in the large group.

Third Phase: Pick a topic of interest and then choose appropriate book(s) to help them learn about their topic. Discuss what they have learned from their book choice. Students are using the criteria for book choice that was generated in the large group.

Lesson Progression

1. Decoding the Puzzle (picture) Introduce the 5 W’s chart to help students decode pictures. Practice with the large group with a variety of illustrations and photographs. (See anchor chart)

2. Use Pair-It Books to decypher the difference between Fiction and Non-Fiction.

Read the books “Cookies to Share” and “How to Make Cookies”. Using a venn diagram, discuss the the similarities and differences between the 2 books.

Read the books “Monkeys Moves” and “How Many Monkeys”. Using a venn diagram, discuss the the similarities and differences between the 2 books.

Sort the 4 books. Look at the criteria for sorting them. (I.e. photos vs. drawings, informational vs. story, etc.)

Name them as Fiction and Non-Fiction.

Look at other books and sort them according to the criteria that was created for Fiction vs. Non-Fiction.

Assessment: Conference with individual students re: fiction vs. non-fiction. How did they know?

3. Discuss with students that we are going to be using fiction and non-fiction books to learn about animals in winter. Students should be told that they will need to make a decision about which book they felt was most appropriate for learning about the topic. Use a visual chart with a rating scale for the usefulness of non-fiction vs. fiction in this context. Non-Fiction --Fiction Students post their vote on the line (by use of sticky note) 3. Continued In a class discussion, activate schema about animals in winter. Make a T-chart labeled Fiction and Non-Fiction.

Read Book: Hibernation (non-fiction) Topics for Discussion: Features of the book Fiction vs. Non-Fiction (criteria) Hibernation Add book title to the T-chart.

Read Book : Sleepy Bear (fiction) Topics for Discussion: Features of the book Fiction or Non-Fiction (criteria) Hibernation Add book title to the T-chart (Make sleepy bear representation, through craft activity).

Read Book: Animals in Winter (fiction) Topics for Discussion: Features of the book Fiction or Non-Fiction (combination) Hibernation Add book title to the T-chart.

Read Book: Migration (non-fiction) Topics for Discussion: Features of the book Fiction or Non-Fiction (criteria) Migration Add book title to the T-chart.

Read Book: A Bed for the Winter (combination fiction/non-fiction) Topics for Discussion: Features of the book Fiction or Non-Fiction (criteria) Animals in Winter Add book title to the T-chart.

In a large group, discuss which books were best to learn about animals in winter. What was the criteria that was used to make this judgement.

Make an anchor chart that will outline the criteria on how to choose an appropriate book: “What book is best for me” 1. Personal preference (what do I like?) 2. Relevant and informative pictures 3. Relevant and informative words 3. Continued

Revisit the rating scale to see if children have changed their mind about fiction vs. non-fiction to learn about hibernation.

Children choose the book that they feel was most appropriate for them to learn about animals in winter. They then choose the matching sentence strip which will be glued onto their painting that illustrates their learning. In a short conference, they will explain their painting and their reasoning for choosing the book.

Sentence strips will look like this:

_ chose this non-fiction book to learn about animals in winter.

4. Students choose a topic to learn more about.  I have a few questions about how they'll do this: How will they choose? Will you brainstorm topics with the class? Is it based on ongoing "wonderings" students in the class pose throughout their school day? What will you do if students choose a topic that doesn't lend itself to research, ie. no texts available on the subject? Given a selection of fiction and non-fiction books, students will choose one they feel is most appropriate based on the pre-determined criteria.

Draw a picture representing their new learnings followed by an oral presentation to the class. They will be asked to tell why they chose their book.