K-1 Lesson: Dialogic Reading of Alaska’s Animals, You and I

Candidate Name: Robin Kornfield Host Teacher Name: Mrs. Stewart

School: Kiana School Grade Level: K-1 # of Students: 14

Date & Time of Lesson: 10/21/2021 Length of Lesson: 25 minutes

Topic of Lesson: Dialogic reading: Alaska’s Content Area:

Animals, You and I, discuss key topics with Speaking and listening. Comprehension and
classmates, engage in conversaDon about the CollaboraDon.
characters and events of the story.

Materials: Include all materials including types of technology used:

Alaska’s Animals, You and I, by Shannon Cartwright.

ALASKA CONTENT STANDARD

1. Participate in collaborative conversations with diverse partners about grade 1

topics and texts with peers and adults in small and larger groups.
a.Follow agreed-upon rules for discussions (e.g, listening to others with care,
speaking one at a time about the topics and texts under discussion.)
Alaska Cultural Standard for Educators

Cultural Standard D. Culturally knowledgeable students demonstrate an

awareness and appreciation of the relationships and processes of interaction of all
elements in the world around them.

TRANSFER GOAL(S) (transferability)

We share our world with Alaska’s animals and we share many features like eyes, ears, toes
and nose, yet each animal, including human, is different.

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STAGE ONE – Essential Questions and Enduring Understandings (meaning)
Enduring Understanding(s): What Essential Questions will be
Students will understand that…. Considered?

Alaska has many animals.

Some have similar features, but all
have differences. Why are both animals and humans
Humans share the world with a part of a healthy world?
animals.

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -

Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

1. The names of Alaska’s animals. 1. Identify well known Alaska animals.

2. Discuss how to participate in a conversation 2. Engage in conversation between students
about books with classmates by listening and and teacher, with prompts from the
speaking one at a time. teacher.

Skills - What students should be able to do……. Assessment(s)/Other Evidence:

1. Common sight words: I, said, my, and, did.
2. Punctuation: !, ?, .
3. Listen, express opinion.
1. Recognition of sight words, reading known
words.
2. Name the exclamation point, question
marks and period punctuation in text.
3. Respectful participation in conversation.

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STAGE THREE: Opportunities to Learn (Acquisition)
Introduction/Hook
Show picture of the book, cover, which is a collage of Alaska animals mixed
with faces of children. Introduce author/illustrator, Shannon Cartwright.

Hook: I am thinking about two animals that both have ears. The ears are tall,
or at least taller than the ears of some of the other animals. One of the
animals has ears so tall that they flop over on top. They both have ears, but
the ears are different. What animals do you think I am thinking about?

Processes and products for Strategies for Differentiation/

Learning Opportunities Multimodal Instruction/Universal
Design for Learning

1. Read the book while emphasizing

the key point, which is about 1. Diverse learners will understand
differences between all animals much of the story line based on
including people. the illustrations.
2. Pause and talk during reading 2. Learners with hearing
about what students think might impairment will benefit from the
happen next. microphone and they can be
3. Restart at the beginning and provided headsets.
discuss the events including 3. Several students in the class
some of these topics: What do express themselves well through
you think this book is about? drawing. They can receive a
a. Have you ever looked at the prompt to draw
eye of a fish?
b. What shape is a fish’s eye?
c. And noses. What are the
different shapes?
d. How about eyes?
e. What is different about
teeth?
f. People and animals do
different things, but we all
live together.
g. Where do we all live?

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 Closure:
This dialogic lesson is the first of three lessons centered on this book.

Rubric:
Diologic Lesson Grade K-1

2 3

1
Ac#vity : “Alaska’s Animals, You and I

Listens to story. Pays a.en/on.

Contributes to discussion about key events, characters

Discussion shows understanding of content.

Listens to other students and adds to discussion

Self-Evaluation

This draft suggests common elements for initial licensure programs.

Design Element Description

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1. Context for The design includes a rich description of the instructional context, including:
Instruction grade level(s), subject area(s), student demographics, as well as connections to
student interests, cultural capital and prior knowledge.

Personal reflection,
This was my first diologic lesson and I afterwards I went back to review again
insights, or
Christopher Lonigan’s video on Implementing Diologic Reading. I realized that
evidence
while the reading of Alaskan Animals, You and I was well received, as Lonigan
suggested, I needed to be reading to a smaller group. I found myself asking

children to “stay on their dot,” to “please get out from under the table” etc. The
students moved closer and closer to me, they kept raising their hands as if they
had something to say but had nothing to offer when called upon. It was not the
relationship I wanted to have.

The children loved the book and responded to my prompts including my initial
one in which I claimed to be thinking of two animals with long ears.

There was some engagement as I asked questions. It will take practice for the
students to learn how to discuss books and offer opinions.
I did re-read to a smaller group over this weekend and the anxiety I experienced
due to behavior challenges in the bigger group were resolved.

N/A In Progress Meets Exceeds

2. Standards Targeted Alaska Content and Cultural Standards are aligned with instruction,
Informed Design assessment and the context for instruction.

Personal reflection, Alaskan Animals, You and I is about Alaska animals. In discussion the students
insights, or talked about the animals they are familiar with. Caribou hunting has been going
evidence on here, so that was the main topic. They also brought up fox, rabbits and moose.

N/A In Progress Meets Exceeds

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3. Variety of Ongoing formative, performance and summative assessments are directly aligned
Assessments with objectives and instruction. Assessments result in meaningful feedback for
students. Assessments provide evidence of understanding and growth.

Personal reflection, Formative: We started with a discussion about how when we read this book
insights, or students will have the chance to talk to one another about what they learn. We
evidence will listen to the other students respectfully.

Performance: There were a few students who shared what they knew about
Alaska animals. I cannot say the group listened that well as they were more
interested in sharing about the animals they knew.

Summative: Both the students and I need more practice with diologic reading and
we will need to think of a way to incorporate this method into our centers so that
smaller groups are possible for these discussions.

N/A In Progress Meets Exceeds

4. Student Learning Goals and objectives are clearly articulated in plain active language. Objectives
Objectives indicate what students should know and/or be able to do. Objectives are SMART:
specific, measurable, attainable, relevant, targeted.

Personal reflection, Most students did fairly well as outlined in the Rubric.
insights, or
evidence They listened to the story and paid attention.

They discussed the characters (animals) in the story.

Most participated in the discussion about familiar animals in their lives.

The listening part of the rubric was the weakest area because they are not
accustomed to listening to other students and they were anxious to be the one
talking.

N/A In Progress Meets Exceeds

13
 Lesson: Alaska Animals Literacy

Candidate Name: Robin Kornfield Host Teacher Name: Mrs. Stewart

School: Kiana School Grade Level: K-1 # of Students: 14

Date & Time of Lesson: 10/29/2021 Length of Lesson: 25 minutes

Remote

Topic of Lesson: Alaska Animals Literacy Content Area: K-1 Literacy

Materials: Include all materials including types of technology used:

Book: Animals of the Polar Regions by Sylvia A. Johnson. IllustraAons by Alcuin C. Dornisch
WriEng worksheets featuring illustraEons of Alcuin C. Dornisch

ALASKA CONTENT STANDARD

Language Standards Grade 1 Conventions of and spelling when writing Standard
English
1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
a. Print all upper- and lowercase letters.

Alaska Cultural Standard for Educators

Cultural Standard D. Culturally knowledgeable students demonstrate an

awareness and appreciation of the relationships and processes of interaction of all
elements in the world around them.

TRANSFER GOAL(S) (transferability)

We share our world with Alaska’s Arctic animals.

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STAGE ONE – Essential Questions and Enduring Understandings (meaning)
Enduring Understanding(s): What Essential Questions will be
Students will understand that…. Considered?

Alaska has many animals. Why are both animals and humans a part
Some animals live only near our of a healthy world?
home, the Arctic.

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STAGE ONE: Objectives STAGE TWO: Assessments

STAGE THREE: Opportunities to Learn (Acquisition)

Evidence of Learning/Accountability -

Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

3. Identify Arctic animals. 3. Identify well known Alaska animals.

4. Writing: Practice spelling the names of 4. With prompts, students will write: Caribou,
Alaska animals that are important in the Polar Bear, Arctic Fox, Snowy Owl, Arctic
Arctic. Hare in English and also in Inupiaq.

Skills - What students should be able to do……. Assessment(s)/Other Evidence:

4. Write the names of the animals in designated 4. Write names of Arctic animals.
space. 5. Identify Arctic animals.
5. Write name on provided paper. 6. Participate in discussion about Arctic
animals.

Introduction/Hook
This lesson is a remote lesson, which continues the lessons about Alaska animals.

Students will receive a worksheet featuring five Alaska Animals with a

descriptive sentence for each to be read to the students by a parent or family
member.

Students will learn to write the names of the animals in the provided area.
The animal names will be on the provided worksheet. Students will also
receive photo pages with each of the five animals.
Processes and products for Strategies for Differentiation/
Learning Opportunities Multimodal Instruction/Universal
Design for Learning

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 4. Students receive work packets
delivered to their home.
5. Writing sheet with Alaska
animals and writing prompt.
4. All learners will receive the same
materials.
5. Several students in the class
express themselves well through
drawing. They will be able to color
all five animals featured in this
lesson.

6. All students will require help from

family members who will be asked
to read a descriptive paragraph for
each animal..
Closure:
This lesson uses more realistic illustrations of the Arctic animals and information
from a book titled Animals of the Polar Regions. Barren-ground Caribou, Arctic
Fox, Arctic Hare, Polar Bear and Snowy Owl. Students have been learning the
names of these animals in their Iñupiaq language class. This lesson will expand
their knowledge about these particular animals. This lesson represents a link to
local knowledge and the importance of wildlife in Arctic Alaska where these
students live.

Students are currently on remote status due to COVID. When they return to
school we will be able to read the full book about animals of the polar regions to
them again.

Resource

Johnson, Sylvia A. (1976) Animals of the polar regions. Lerner Publications

Company, Minneapolis.

Rubric:
Diologic Lesson Grade K-1

Ac#vity : Alaska Animals

1 2 3

Practices writing skills.

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Uses English wriAng convenAons.

Able to name key Arctic animals.

Complete work.

Self-Evaluation

This draft suggests common elements for initial licensure programs.

Design Element Description

1. Context for The design includes a rich description of the instructional context, including:
Instruction grade level(s), subject area(s), student demographics, as well as connections to
student interests, cultural capital and prior knowledge.

Personal reflection, This is the third of three lessons about Alaska animals. This one focuses on the
insights, or evidence Arctic animals that these students are also studying in their Iñupiaq language
class. They will practice writing by writing the names of the animals. On a
separate sheet they will circle their favorite and if they want they can color on the
black and white sheet.

N/A In Progress Meets Exceeds

2. Standards Targeted Alaska Content and Cultural Standards are aligned with instruction,
Informed Design assessment and the context for instruction.

Personal reflection, This choice of more realistic illustrations of Arctic animals, with the help of
insights, or evidence family members, ideally will engage both the students and other members of their
family. The difficulty of remote learning is that we are not there to see what
actually happens. I am hoping that these drawings and writing samples come
back to the classroom for our hallway wall display on Arctic animals.

N/A In Progress Meets Exceeds

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3. Variety of Ongoing formative, performance and summative assessments are directly aligned
Assessments with objectives and instruction. Assessments result in meaningful feedback for
students. Assessments provide evidence of understanding and growth.

Personal reflection, Formative: Students have prior knowledge and when we get back together in the
insights, or evidence live classroom we will be able to share more details about these particular
animals.

Performance: Completed work, returned to the classroom will provide an example

of each student’s performance.

Summative: Completed work will enable summative assessment.

N/A In Progress Meets Exceeds

4. Student Learning Goals and objectives are clearly articulated in plain active language. Objectives
Objectives indicate what students should know and/or be able to do. Objectives are SMART:
specific, measurable, attainable, relevant, targeted.

Personal reflection, We are featuring animals of the Arctic over several lessons. I believe the
insights, or evidence objective of becoming familiar with these animals, which has ties to cultural,
literacy and writing goals will carry forward until we are able to share the full
book about polar animals.

N/A In Progress Meets Exceeds

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 Alaska’s Animals
Animals make different sounds. Choose a sound to match each animal.

Make a sentence that includes the sound. Use punctuation.

talk hoot growl honk

My sound is a

I make a loud

I at night.

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 I like to

Art by Shannon Cartwright. Alaska’s Animals, You and I.

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