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Leave the bottom two rows blank for Day 4.\u003Cbr>Animal Categories and Attributes\u003Cbr>category animal attributes animals that fly pigeon gray, shiny feathers, cooing sound animals that swim animals that jump |\n\nVocabulary & Language U2 W3 D3  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n| Opening | Animal experts want to make sure people know exactly which animal they are talking about. We can be clear by using a category, or the group an animal belongs to, and the animal’s attributes, its specific qualities or characteristics. |\n| --- | --- |\n| Discussion | We’re learning a lot about animals’ behaviors. We know that diferent animals fly, swim, or jump. We will make categories based on how animals move.\u003Cbr>Refer to the chart.\u003Cbr>A pigeon is a bird, an animal that flies. Three ways to describe a pigeon, to distinguish it from other birds, are these: they are gray, they have shiny feathers, and they make a cooing sound. Let’s add another animal to this category and name some of its attributes. Turn to your partner and name another animal that flies.\u003Cbr>Give children a moment to exchange ideas, and then add one or two more animals and attributes to the row on the chart.\u003Cbr>Continue in the same way to add animals that swim and jump. Emphasize the words and concepts of category and attribute. |\n| Closing | Today we thought about three categories of animal movement: flying, swimming, and jumping. Each of those categories includes many, many animals. We chose specific animals and included their attributes. It’s helpful to be precise in describing animals. We will practice more with categories and attributes tomorrow. |\n| Standard | L.5.1.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes) . |\n| Ongoing assessment | Listen as children volunteer ideas. Do children sort animals into clear categories? Do they name attributes of each animal under discussion? What confusions persist?\u003Cbr>Notice how children participate in turn taking. Consider using Equity Sticks or another talk protocol to ensure that all children have opportunities to volunteer ideas. |\n\nNotes  \nVocabulary & Language U2 W3 D3  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education","cbCailCWMb8zofYw","https://ap.wps.com/l/cbCailCWMb8zofYw","pdf",111918,"English","# Weekly Question\n## How do animals survive in their habitats?\n# Language Objective\n## Defining Words into Categories\n# Vocabulary\n## Category and Attribute Definitions\n# Materials and Preparation\n## Create Animal Categories and Attributes Chart\n# Opening\n# Discussion\n## Sorting animals by movement\n# Closing\n# Standard\n# Ongoing assessment","[{\"question\":\"What are the category and attribute vocabulary words in this lesson?\",\"answer\":\"Category is a group of things that are similar, and attribute is a quality or characteristic. The lesson uses these terms to describe animals clearly.\"},{\"question\":\"How do students practice defining words during the discussion?\",\"answer\":\"Students use categories based on how animals move (fly, swim, jump) and then name one or more attributes that help distinguish animals within the category.\"},{\"question\":\"What does ongoing assessment focus on?\",\"answer\":\"It focuses on whether children sort animals into clear categories, name attributes for each animal discussed, and participate through turn-taking.\"}]","1st Grade for ME - Unit 2 Animals Surviving and Thriving - WEEK 3 Day 3 Vocabulary & Language | PDF",1790583642]