Date 10/ 21/2025 Module 1 Lesson23 Learning Goals : Students ask and answer questions about the key events, details, and words in Rap a Tap Tap to complete New-Read Assessment 3 (RI.K.1, RI.K.4, L.K.1.d). Each student:  Responds to three questions about the text.  Generates one question about the text using question words. Essential Question: How do our senses help us learn? Focusing Question: • How do our senses help us learn from Rap a Tap Tap? Content Framing Question: • Wonder: What do I notice and wonder about Rap a Tap Tap? Craft Question:
• Examine: Why is labeling with letters important?

 Materials: Handout 23A: Sketch of page 3 in Rap a Tap Tap (large version for the class)  Knowledge Journal  Sticky notes  Repeated Language Chart  Whiteboards and markers Standards Addressed • Reading: RI.K.1, RI.K.4, RI.K.6 • Speaking and Listening: SL.K.1.a, SL.K.2 • Language: L.K.2.c, L.K.2.d, L.K.1.d, L.K.6

Differentiation practices
Below level – Red Group Student that are not reaching the level of mastery. They would need: Visuals, vocabulary, sentence starters, sentences frames, basic graphic organizer, Reengage based on misconception. Below students will be placed in the Red group. While in their group, the teacher will provide them with simple questions, tasks, or activity. On Level – Green Group () Students will use word bank, vocabulary word lists with visuals/images, sentence starters, benefit from turn-talk partners, self-assessment, and peer assessment. Use checklist to keep track of task/activity, and different kinds of graphic organizers. Above Level – Purple Group () Use checklist and rubric for self-assessment, turn and talk with partners, use post it’s for annotation, vocabulary words without visuals, and different kinds of Graphic Organizers. While in their group, the teacher will provide high order thinking questions, enrich tasks/activities.
Welcome (5mins.) Understand the Focusing Question Display the Focusing Question. Read it aloud, prompting students to Echo Read. Ask: “How is this Focusing Question similar to our previous Focusing Question? How is it different?” If students need a reminder, display and read the previous Focusing Question: “How do our senses help us learn from Chicka Chicka Boom Boom?” • It’s almost the same! • It’s the same except it’s asking about a different book. • They are both asking how our senses help us learn.

You will get to use your senses even more then before to enjoy reading Rap a Tap Tap a true story about a true a famous dancer. Remind when you read a book can use your minds to remember and imagine all sorts of senses happening in the story, just like CJ did in Last Stop on Market Street.

Picture yourself in this scene Imagine what you would be sensing. Mix and Mingle. Ask: “What might you see? Hear? Smell? Feel? Taste?” Encourage students to use sensory words from the Word Jars in their responses. Launch (2mins) Read aloud the Focusing Question and Content Framing Question. Ask: “What do we do the first time we read a new book?” Volunteers respond.  We ask questions.  We say what we see.  We notice things. Learn (45min.)

Share Observations 

WHOLE GROUP 18MINUTES Teacher Note Consider writing small page numbers in your copy of Rap a Tap Tap for easy reference. Page 1 is the page that begins: “There once was a man.” Read the title, author, and illustrator. Prompt students to look at the copy of the book in your hands. Highlight that Leo and Diane Dillon are a husband and wife team that worked together to create both the pictures and the words for Rap a Tap Tap. Connect this partnership to the way students have worked together with their peers to create books.s Point to the front cover, back cover, and title page spread. Think-Pair-Share. Ask: “What do you think this book is about?” Volunteers respond.  I think it is about a man.  I think it’s about a man who is dancing.  I think he raps.

Mix and Mingle. Ask: “What do you notice about the title of the book? How does it give us a hint about what this book is about?” Use Equity Sticks to call on students to answer.  The words sound funny.  It sounds like noises, like Chicka Chicka Boom Boom.  I think they are words, but I don’t know what it means.  Maybe the book is about listening to sounds.

To emphasize that the text is about music and dancing, encourage students to create a beat with their hands as they say Rap a Tap Tap.

Repeat the title of the book multiple times while clapping a beat. Read the text without interruption, holding the book toward yourself so the students do not see the illustrations. Prompt students to pay close attention to the words they hear.

Remind students that after a read, it is helpful to share what they notice in a text. Post and read the familiar sentence frame: I notice .

After this initial read ask: “What do you notice about the story from just listening to the words?” Use Equity Sticks to call on three students to answer. Encourage students to use the sentence frame.  I notice it says “rap a tap tap” a lot.  I notice the book is about a dancing man.  I notice that he dances all over the place. Reread the book, showing the pictures as you read. As you reread, briefly revisit key vocabulary in the text, and share observations to clarify challenging vocabulary using information from the text and illustrations. Use your knowledge of students’ vocabulary to determine which words to revisit. Some possibilities include:
 Pleasure  Joy  Fancy  Crowds  Briefly  Shine  Clatter  Seldom  Fame Ask: “Do you notice anything new, now that you have seen the pictures while listening to the words?” Use Equity Sticks to call on two students to answer. Examine Labeling with Letters WHOLE GROUP 17MINUTES

Display and read the Craft Question: Why is labeling with letters important? Ask: “How did we use labeling with letters in our last Focusing Question Task? Give an example.”  We listened for the first letter sound.  We heard a letter and wrote it on our picture.  I used an R for rhyming.  I used a T for a tree. Reinforce that labeling one’s drawing communicates more information to the reader. Explain that in this lesson students are going to take a closer look at adding details by labeling with letters. Teacher Note Labeling with letters is a skill that students will refine over the course of the year as they explore letter sound relationships. Applying this skill helps solidify foundational reading and writing skills. Display a large version of Handout 23A in front of the class. If needed, hold up pages 3–4 from Rap a Tap Tap to give students a better understanding of the sketch on the handout.

Ask: “What is happening in this picture? What do you see?”

Use student responses to highlight that Bojangles is dancing for a man sitting on a bench with a baby at the bus stop. Emphasize the initial sound of bench, baby, and bus. Think-Pair-Share. Ask: “There are no words on this picture. Why is adding labels to this picture important?” (Scaffold: How will it help our readers?) Use Equity Sticks to call on students to respond.  It tells them more.  It tells them more about the picture.  Sometimes the picture doesn’t have it all. Like in Market Street.  It helps a reader notice things.

Reinforce that labeling with letters is important because it gives the reader more information than the picture shows. Explain to the class that they will add details to a drawing by labeling with the first letter sound they hear. Repeat the labels bench, baby, and bus for Handout 23A. Ask: “What letter sound do you hear at the start of those words?” Model saying bench slowly, emphasizing the different letter sounds. As you do so, write out the full word on the large version of Handout 23A. Students practice writing this label on their own whiteboards. Encourage students to say the word slowly as they practice their writing in order to help them equate the letters to the sounds they hear. Teacher Note The blended sound of the C and H will be difficult for students to identify. Students are not expected to be able to recognize the different letters in a blend. Repeat this same step with the words baby and bus. Students practice each word on their own whiteboards.

Engage in New-Read Assessment 3 INDIVIDUALS CENTER 15MINUTES

Students complete New-Read Assessment 3 individually. Offer prompting and support as needed by rereading selections from the text and encouraging students to return to the illustrations. Ask:  Why was Bojangles famous?  What did people do when they saw Bojangles dance?  What do you think paused means on page 17? (Reread this page for students, displaying the illustration.)  What is one question you have about the text?

Teacher Note As students ask questions during New-Read Assessment 3, choose 4–6 student-generated questions to record on sticky notes labeled with students’ initials. Create the Wonder Chart, adhere the notes, and share student questions as time is available. After students complete the task, they return to their seats and draw one of their observations in their Response Journals. Distribute copies of the text for students to reference as they draw. RI.K.1: With prompting and support, ask and answer questions about key details in a text. RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. Text: Rap a Tap Tap Date: Student Name Q1: Why was Bojangles famous? (RI.K.1) Q2: What did people do when they saw Bojangles dance? (RI.K.1) Q3: What do you think paused means on page 17? (RI.K.4) Relevant Question Asked (RI.K.1, L.K.1.d)

Teacher Note The entire class need not complete this New-Read Assessment at one time. Assess students as time permits throughout the day. Land (42mins) Answer the Content Framing Question Students Echo Read the Content Framing Question. Remind students how they listened twice to Rap a Tap Tap, asked questions about what they noticed, and explored spelling with sounds. Point to artifacts from the day’s lesson as you recount these events. Ask: “Did we answer this question today by doing these things?” Volunteers respond. Students use a Nonverbal Signal to indicate yes (thumbs-up), no (thumbs-down), or unsure (thumbs-sideways). Ask two students to share their favorite noticing from this lesson using the sentence frame: My favorite thing I noticed from this story is .

Wrap (1mins) Continue the classroom home –reading routine. Mr. Anderson Group Ms. Garcia Group

Teacher note: If students have difficulty answering questions about the content of Rap a Tap Tap, offer support by focusing students’ attention to specific pages in the text. This will allow students to reference the illustrations to inform their answers.

ADD I DO WE DO AND TEACHER QUUESTION KEEP LESSON THE SAME WAY