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Vocabulary Words:
Symbols (pg. 12, 5:46)
Legend (pg. 19, 8:11)
Route (pg. 17, 6:30)
Compass (pg. 2, 1:10)
Scale (pg. 7, 2:00)
Landmark (pg. 11, 4:30)

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Magination Press Story Time: Julie Dillemuth reads Mapping My Day

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Purpose of Step 4 - Big Idea: How can our observational skills help us to solve problems?

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Purpose of Step 4 - Big Idea: How can our observational skills help us to solve problems?

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With Step 4, I want my students to use their observational skills to create their map by taking measurements, noting places that they can add to their legend, and creating symbols for those places. While they are working, I will enhance our teacher-student communication by using the Strive for Five Pattern. This technique can help expand the discourse between me and my students in a way that encourages them to expand upon their thinking and support turn taking conversations between us and their peers (Hadley et al.; 2020) The selected text is about a group of children who are using their observational skills to create maps, so it seems appropriate for this step.

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Vocabulary Words:
Symbols (pg. 3, 1:44)
Route (pg. 3, 2:02)
Scale (pg 2, 2:57)
Landmark (pg. 3, 0:11)

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Step 4: Discussion Prompts (Large Group)

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Step 4: Discussion Prompts (Large Group)

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1) This book shows a lot of different kinds of maps. What maps did you notice?
2) How are they the same? How are they different?
As a group, we will walk around the school, make observations, and take measurements to make a map for our "new student". Each child will have paper, pencil, and measuring tools. Students will be encouraged to ask their peers for help if needed.

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Purpose of Step 3 - Big Idea: Why are maps important?

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Purpose of Step 3 - Big Idea: Why are maps important?

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For this step, I am attempting to use play to engage my students interest and curiosity into map making (Lemaster & Willet, 2019). Providing them different topic related activities in a free choice setting allows them to use their imagination to investigate the concept and use the terms that were introduced in a relaxed yet contextual way. The free choice setting also allows them to engage with the content in a way that they are most comfortable. During free play, I will walk around and ask questions to promote conversations. The selected text talks about an aspiring cartographer who likes to look at and make maps for fun, so I feel that this text is appropriate.

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Camila, Cartographer by Julie Dillemuth, PhD

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Camila, Cartographer by Julie Dillemuth, PhD

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Vocabulary Words
Compass (pg. 14, 3:02)
Cartographer (pg. 20, 4:11)
Scale (pg. 21, 4:26)
Legend (pg. 22, 4:26)

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Step 3: Discussion Prompts (Free Choice Time)

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Step 3: Discussion Prompts (Free Choice Time)

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1) What are some things that Camila needed to do before creating her map at the end of the story? Do any of you need to do those things to create your maps? Tell me more about that.

2) What are some things you observe about her map? What kind of scale did she use? What did she include in her legend?

After this discourse, I will have the children break off into Free Choice Time. Each center will have books and activities that relate to map making in order to promote discourse about maps.
(Examples: Math - Paper, pencils, rulers, examples of scales/Dramatic Play - various maps, explorer toys)

During Large group, I will discuss the activities available around the classroom before they chose their centers.

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Purpose of Step 2 - Big Idea: How can we create tools to help us in our everyday lives?

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Purpose of Step 2 - Big Idea: How can we create tools to help us in our everyday lives?

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The aim of the discussion prompts for this step is to encourage my students to think about how a map can be created. Providing them with an actual map making task helps bring a sense of concreteness to the assignment. I chose Small Groups for this step so I can meet with each group and encourage student-led discussions by listening to the responses and extending them. My hope is to guide them where necessary to help enrich their language development (Hadley et al.; 2020). The selected text different shows ways that you can make maps, which may be inspirational to the students and promote discussions about similarities and differences.

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Step 2: Discussion Prompts (Small Group Work)

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Step 2: Discussion Prompts (Small Group Work)

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1) How does Flora use her compass to help talk about directions on her map?
2) I see that Flora made a lot of different kinds of maps. Why do you think she used different maps for different situations?

The children will be working on their own maps in small group while I walk over to each table and present them with these prompts.

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Purpose of Step 1 - Big Idea: What can we use to help navigate our word?

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Purpose of Step 1 - Big Idea: What can we use to help navigate our word?

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The aim of these discussion prompts at the start of my text set are to present my students with a relatable problem that helps them make connections between their prior knowledge and new concepts that I will teach. Inquiry can also help students take control of their learning and reveal any misconceptions they may have about the topic (Welsh et al.; 2020) They can contribute their own ideas and listen to the ideas of their peers, which can help broaden and deepen their knowledge. The chosen text gives a general introduction to maps and their components, and introduces terms that we will be using throughout the learning experience.

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Text 1: There's a Map On My Lap by Tish Rabe

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Text 1: There's a Map On My Lap by Tish Rabe

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Vocabulary Words:
Scale (pg. 13, 2:00)
Compass (pg. 16, 2:40)
Legend (pg. 19, 3:00)
Cartographer (pg 9, 1:02)

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There's a Map on My Lap: All About Maps (Read Aloud)

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Step 1: Discussion Prompts (Large Group Discussion)

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Step 1: Discussion Prompts (Large Group Discussion)

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1) Let's pretend we have a new student joining our class. They have never been to our school and don't know how to get to our classroom. This book talks about some ways we can help our new friend. Can anyone tell me more about that?
2) Have you ever been to a new place and didn't' know where to go? How did you figure out where to go? Have you seen any of these maps from this book at home or in your neighborhood?

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The big ideas for this text set are as follows:
1) What can we use to help navigate our world?
2) Why are maps important?
3) How can we create tools to help us in our everyday lives?
4) How can our observational skills help us to solve problems?