Toys Galore

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For ELLs: To scaffold active listening for key details, distribute word/picture cards for the Word Wall to a few students before the read-aloud. Tell them to listen for these special words and to raise their hands when they recognize them in the text. Allow students to help place the words on the Toys and Play Word Wall as each arises in the text. (MMAE) For ELLs: Introduce a physical activity to illustrate the action of choosing. Example: Hold up the preference cards for chocolate and vanilla. Invite a student to the board to choose one. The student may take the card she chooses, but only after she says, "I prefer _______." To complete your weekly shop, you might visit the butcher, W Christie, the fishmonger, George Hughes and Son, and Bakery Andantefor breads, buns and pastries. If you need something special, 181 Delicatessenis full of goodies like gin, sausages, freshly baked tarts and scones, and all kinds of exciting flavours. What are some other words and phrases that author uses to show how we can play with clay? What do the details in the pictures show us about playing with clay?" (squeeze, mold, sculpt, squish)

Explain that stretch means to pull something and make it longer and thinner. Place the Word Wall card and picture for stretch on the Toys and Play Word Wall. After 5 minutes, direct students' attention to the Drawing and Labeling Toys: Student Response Sheet at their tables.In Lessons 7-8, students will listen to the remaining sections of Toys Galore, learning vocabulary to describe the actions we can take with toys and adding those words to the Toys and Play Word Wall. Students will use their growing understanding and vocabulary as they make detailed drawings of classroom toys. For ELLs: For students who may need additional support describing toys in English, allow them to practice in their home languages. Example: "This task may be very difficult. To make it easier, you can take two minutes to describe toys with a partner who shares your home language. Then we can share in English."

Tell students that now it is their turn to use what they have learned as play experts to practice making detailed classroom toy drawings.During Work Time C, students draw and describe a classroom toy, using the rich vocabulary they have learned by way of the various attribute anchor charts. This activity presents teachers with an informal assessment of students' descriptive language skills to this point ( W.K.2, L.K.5c, L.K.6). Remind students that they played a game in the previous lesson called Would You Prefer? in which they decided what they preferred when given a few choices.

For ELLs: Remind students of previous learning by displaying a practice drawing from Lesson 5, preferably by a beginning proficiency student. Example: "Look at what Xin Tao did! He drew a toy that he prefers! Today we are going to create more drawings about toys we prefer."I received this product free for the purpose of reviewing it. I received no other compensation for this review. The opinions expressed in this review are my personal, honest opinions. Your experience may vary. Please read my full disclosure policy for more details. Tell them that over the next several lessons, they are going to practice using words and pictures to describe classroom toys. Tell them that to describe a classroom toy, they need to include a lot of details, which will require closely examining the toys. This lesson is the first in a series of focused read-aloud sessions using Toys Galore. These sessions support students as they acquire vocabulary to help describe the ways toys are played with. Focused read-aloud sessions differ from close read-aloud sessions in that they do not dive as deeply into a text, yet still carry a clear, standards-based purpose for examining the text. Invite students to sculpt or squish an imaginary piece of clay. Call on a few students to share what they imagined they were sculpting their clay into.