Date: 3/16/15

Lesson/Activity Title: Octopuses Garden Reading

Standards Addressed: CCSS.READING.KINDERGARTEN.2.READING FOR ALL
PURPOSES A concept of print to read and a solid comprehension of literary texts are the
building blocks for reading
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Purpose: For the students to explore informational texts to gain zoological awareness of octopi.
This lesson is a continuation of the Ocean Animal unit we are studying this month and introduces
octopus characteristics. Essential questions include: How intelligent are octopi? Why dont
octopuses have any bones? What else could we use informational texts for?
Learning Objective(s): All students will be able to- discuss key characteristics of informational
text including: graphics/ illustrations, captions, bold vocabulary, and headings. In addition they
will gain understanding of octopi and share in a discussion in a group setting.
Your Goals for Learners: My goal for learners is to show an increased zoological
understanding of octopi as well as collaboration on characteristics of informative text.
Your Learning Principles: One of my guiding principles is students learn in collaboration and
this will be realized in the group discussion. In addition I feel students learn best from
scaffolding. This lesson will use previously demonstrated bubble thinking
maps. Information provided in the lesson will be the basis for the octopi
science lesson and the discussion of informational text will aid during the
research process of the final project.
Setting: The lesson will be taught in the meeting area. There will be two teachers and 18
students. The students will remain seated in meeting area and then move to choice tables after the
reading and mini lesson.
Materials and preparation: I will print the assessment sheet. I will have butcher paper with a
bubble map and colored markers. I will have the book An Octopus is Amazing for the read
aloud. Black will be what we know about octopi, blue will be for what we wonder, and red will
be for what we learned. On choice tables (centers) I will have other octopi books out to review to
write about, I will have sea bingo on another table, and I Can Draw Sea Animals worksheets
on the third table. The remaining center will be a teacher table.
Introduction: I will introduce the lesson by reviewing what our target learning goals are
which include: to gain better understanding of 1) the octopi and 2) informational text and write
on the white board. They will be motivated because of the choice tables from that morning and
their interest in marine biology. I will explain that greater understanding of the octopus and their
intelligence will hopefully create appreciation and empathy for octopuses and all sea creatures. I
will ask if they remember what information text are, allow for response, and once again highlight
characteristics (labels, illustrations, and headings) and how they are great research tools they

may use for their final project. Activity Procedure: We will begin will looking at the bubble
map and filling in what we know and what we wonder about octopi. I will lead a discussion
about what they notice about the book (informational text). We will discuss key characteristics of
informational text and how they help the reader. I will model good reading habits as I finish the
read aloud of An Octopus is Amazing. I will explain the centers to the students including the
Sea Bingo center, the I Can Draw center, the Octopus and lastly the Teacher Table. I will
release the learners to choose a table and supervise while other teacher works small reading
groups for 30 minutes. I will give a five minute clean up warning. At a quarter to the end of
class, I will call for clean up. Each student will help clean up the table they are at, and then help
where needed. With the remaining 10 minutes we will return to the meeting area to debrief and
complete the what I learned about octopi, and a temperature gage of their learning targets. I
will then explain I am going to release them for outside time by birthday month.
Differentiation: Leveled reading groups will work in small groups. (L) will be able to choose
the centers she feels comfortable with. In addition she may lean on fellow students once at a
center if she needs support. (A) will be asked to lead sea bingo for a while since she is a high
reader and these include challenging words.
Assessment: Teachers will monitor student participation and record student initials by comments
in KWL. Teachers may seek one-on-one with lower students.
Extensions: The students will continue lessons on octopi in science lesson and using
informational text in final project. They may have also chosen the octopus as their favorite sea
animal for the final project.