# Scaffolding Activities for the Story "Four Seasons Make a Year"

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Common Core Standards
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FOUR SEASONS MAKE A YEAR is part of the Ready-Gen collection stories
This activity is for bilingual or ELL's students as a visual aid to help them understand the lesson.
Objective: SWBT express an opinion about a key detail in the story.
Essential questions:
Which season are we now? How do you know?
How many months does a season last? How can you tell?
Which season is most difficult to go out walking or by car? Why?
Which season is hot and sunny? How do you know?
Which season can we have the most fun? Why?
Procedure:
Teacher explains the big pie graph with the four quadrants. Each quadrant has the name of the seasons in the order the appeared in the story. In addition, will have the months of the year like clock face.
Engagement:
Teacher explains that the visual aid will help them to understand that, every year we have the same seasons and that each season last three month.
Teacher points to the months of the year the each season takes, and let them know how long does a season last. (Use different color for each season.)
Next to the month write the date that the season starts. This way the students can see that one ends and the other one begins that same date.
Class discussion:
Ask the essential questions. Give enough time to answer and do turn and talk to facilitate an exchange of ideas among peers.
Following that you...
Do your first read aloud and then the second read aloud. ( For best results in lower grades do two seasons at a time to help them to compare and contrast between only two instead of four.)
Extended activities:
1-Making personal connection:
Use the same graph or make another one similar to show students in which season do their birthday month falls. Place a picture of the student on the quadrant to show the season they were born.
Essential question:
Which one is your favorite season and tell me why?
Writing:

2-Understanding how to write the date with numbers.
Use the graph and write a number each month starting with January. Explain that the months of the year have a position and that it is called ordinal numbers. For example, January is the first month, and the first is represented by the number one. February is the second month and it is represented by the number two and so on.... Using ordinal number gives us another way to write the date. We can use numbers to represent the month. Model with the actual date and explain.
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