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Kindergarten Text Set On Weather and Climate.

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Kindergarten Text Set On Weather and Climate.

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This text set is designed for students in kindergarten who will be learning about weather and climate using narrative, predictable and informational texts.

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· Weather and climate are different

· Weather changes day to day

· Weather changes season to season

· Weather is always happening

· Weather can be predicted

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Weather:  The temperature and conditions outside that change every day such as rainy, snowy, hot, or cold.
Climate: What the weather is like in one place over a long period of time.
Precipitation: Water that falls to the ground such as rain or snow.
Forecast: To guess what the weather will be like based on the weather that is happening now and over the past few days.
Meteorologist: A person who studies the weather to make a forecast, like the weatherman or woman you see on TV.

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Curious George Rain or Shine by Erica Zappy (2011)

This story was selected as it is a story that uses simple, familiar text with a problem for George that  the children will be able to relate to: having plans changed or cancelled due to bad weather (Like when outdoor recess is cancelled due to rain). The story follows George as he wants to play outside, but can not because of the weather. With his friends, he learns how to predict the weather by the way the sky and clouds look. The story also introduces vocabulary words vital to the unit such as weather, forecast and meteorologist.

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Oh Say Can You Say What's the Weather Today? by Tish Rabe (2004)

This story was chosen as it takes the children on a journey into learning about weather with simple words and a familiar rhyming style.  They are introduced to different weather conditions and how we can learn about them.  They are also introduced to all of the important vocabulary words in the unit: weather, climate, precipitation, forecast and meteorologists.

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What Are Weather and Climate? by Joanne Mattern (2015)

I chose this book as it very clearly explains what weather is, what climate is, how they are different and how one affects the other. It answers what causes weather and speaks to the children in terms they can understand without being overwhelmed by the information. It breaks the information down and provides clear examples. It also reinforces all of the vocabulary introduced in the lesson in detail, including weather, climate, precipitation, forecast and meteorologist.

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Snow by Valerie Bodden (2014)

I chose this book as it provides a look at weather that most children would be familiar with, enjoy and may be curious about. It explains snow very simply, how it develops, different forms snow, how snow storms can be predicted and what people can do in the snow. It also includes an activity as well as a page for addition books and websites about snow. In addition to vocabulary words being explained in with the addition of visual aids, there is a glossary that defines the words with age-appropriate definitions. The key vocabulary in this book is Weather, Forecast, and Meteorologist.

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Thunderstorms by Valerie Bodden (2014)

I chose this book as it provides a look at weather that all children would be familiar with and may be curious about.  It explains thunderstorms very simply, how they develop, what thunder and lightening are and how they are different. It also includes an activity as well as a page for addition books and websites  about snow.  In addition to vocabulary words being explained in with the addition of visual aids, there is a glossary that defines the words with age-appropriate definitions. The key vocabulary in this book is Weather, Forecast, and Meteorologist.

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K-E SS 2-1
Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]

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·       Bodden, V. (2015). Thunderstorms. Vancouver: Provincial Resource Centre for the Visually  Impaired.

·       Bodden, V. (2015). Snow. Vancouver: Provincial Resource Centre for the Visually Impaired.

·       K.Weather and Climate. (n.d.). Retrieved September 17, 2018, from http://www.nextgenscience.org/topic-arrangement/kweather-and-climate

·       Mattern, J. (2015). What are weather and climate?New York, NY: Britannica Educational Publishing.

·       Neuman, S. B., & Wright, T. S. (2013). All about words: Increasing vocabulary in the common core classroom, prek-2. New York: Teachers College Press.

·       Rabe, T., & Ruiz, A. (2004). Oh say can you say whats the weather today?New York: Random House.

·       Scanlon, D. M., Anderson, K. L., & Sweeney, J. M. (2017). Early intervention for reading difficulties: The interactive strategies approach. New York: Guilford Press.

·       Zappy, E., & Tately, C. (2011). Curious George rain or shine. Boston: Houghton Mifflin Harcourt.

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Using the standards, students will learn and observe that weather changes day to day and season to season.  Students will learn the difference between climate and weather, identify different types of weather, how to predict weather, and when different weather occurs.  During the lesson, the vocabulary will be added to the morning meeting and added to our word wall.  We will track the weather in journals and have students try to predict the weather for the next day providing reasoning for their predictions.  This information is important to know as the weather is always happening and affects their day-to-day life.  For example, if it is raining or snowing, their afternoon recess can't be held on the playground and must have indoor recess instead.

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I will start the readings with “Curious George Rain or Shine” as the class should be able to relate to the experiences George has by getting his plains changed by the weather.  Further, it will introduce some vocabulary pertinent to the lesson.  Next will be “Oh Say Can You Say What’s the Weather Today?” as it will continue to introduce and reinforce vocabulary while teaching about different types of weather and how we can learn about them.  For the following book, we will read “What is Weather and Climate?” as it repeats and breaks down the vocabulary learned in the prior readings while providing real life pictures to accompany the vocabulary.  Last will be “Thunderstorms” and “Snow” which will explore weather the children are familiar with and reinforce some tier 3 vocabulary words in specific weather conditions, also with real life photographic evidence.

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The following is a list of the vocabulary words chosen for the unit, the text and pages they appear on.

·  Weather appears in "Curious George Rain or Shine" pg. 2-6, 12, 16 & 18; “Thunderstorms” pg. 13; “Snow” pg. 14; “What are Weather and Climate” pg. 4-5; “Oh Say Can You Say What’s the Weather Today?” pg. 8-10

· Climate appears in “What are Weather and Climate” pg. 4-5; “Oh Say Can You Say What’s the Weather Today?”  pg. 26

· Precipitation appears in “What are Weather and Climate?" pg. 4 & 31; “Oh Say Can You Say What’s the Weather Today?” pg. 20

· Forecast appears in "Curious George Rain or Shine" (as predict) pg. 5, 10, 13, 16, 18, 20; “Thunderstorms”  pg. 13; “Snow" pg. 14; “Oh Say Can You Say What’s the Weather Today?” pg. 10, 14, 15

· Meteorologist appears in "Curious George Rain or Shine" (as weather scientist) pg. 16; “Thunderstorms” pg. 13; “Snow” pg. 14; “What are Weather and Climate” pg. 14-15; “Oh Say Can You Say What’s the Weather Today?” pg. 10 & 28