Turtle Tales Intro

Grade Level

1st Grade

Duration

30 minutes

Unit

Turtle Tales: Shells for Survival (Lesson 1 of 5)

---

Learning Objectives (Aligned to Common Core State Standards)

• CCSS.ELA-LITERACY.RI.1.1
  Ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RI.1.2
  Identify the main topic and retell key details of a text.
• CCSS.ELA-LITERACY.SL.1.1
  Participate in collaborative conversations with peers about grade 1 topics and texts.
• CCSS.ELA-LITERACY.L.1.5.A
  Sort words into categories to gain a sense of the concepts the categories represent.

---

"I Can" Statements

• I can share what I know about turtles.
• I can listen and talk about the special parts of turtles, especially their shells.
• I can ask questions to learn more about turtles.
• I can identify why shells are important for turtles.

---

Success Criteria

• Students actively participate in the class discussion and share at least one fact they know.
• Students accurately identify the turtle’s shell as a protective feature.
• Students ask or answer at least one question about turtles during discussions.
• Students sort pictures or words into “Turtles” and “Not Turtles” categories correctly.

---

Materials Needed

• Picture book or a short, simple nonfiction text about turtles (with dyslexia-friendly font and clear images, large print)
• Chart paper and markers
• Turtle picture cards (some with shells, some unrelated animals)
• “Shell for Survival” graphic organizer (with illustrations and simple words)
• Whiteboard or smartboard
• Crayons and drawing paper

---

Lesson Activities

1. Opening Circle & Brainstorm (5 minutes)

• Gather students in a circle.
• Ask: "What do you know about turtles?" Write their answers on chart paper under "What We Know" (use pictures or words).
• Encourage all responses, validating ideas to build confidence.
• Differentiation: Use sentence starters for ELL and struggling speakers, e.g. "Turtles have…" or “I think turtles…”.
• Dyslexia Friendly: Write responses in large, clear print with spacing between words.

2. Read Aloud & Shared Reading (10 minutes)

• Show the dyslexia-friendly nonfiction text/picture book about turtles.
• Read aloud slowly, pointing to words and pictures to connect text with images.
• Pause to ask simple questions aligned with CCSS RI.1.1:
  • “What part of a turtle do you see here?”
  • “Why do you think the shell is important?”
• Differentiation: Provide printed handouts of the text with pictures for advanced readers to follow along or for repetition.
• Dyslexia Friendly: Use red or blue overlays on pages for students who benefit from color contrast.

3. Group Discussion & Graphic Organizer (7 minutes)

• After reading, have a guided discussion around the graphic organizer showing:
  • Turtle’s shell
  • Turtle’s head and legs
  • Function of the shell (protection)
• Write student responses on the graphic organizer in simple phrases or images.
• Extension: Advanced learners can draw and label parts of a turtle or write a sentence about the shell’s importance.
• Differentiation: Provide picture cues and simple vocabulary cards for students needing language support.

4. Sorting Activity (5 minutes)

• Provide turtle picture cards and cards with other animals or objects.
• Have students work in pairs to sort cards into “Turtle” and “Not Turtle” piles, reinforcing vocabulary and conceptual understanding.
• Circulate and ask guiding questions.
• Differentiation: Allow students to explain their choices verbally instead of writing.

5. Closing & Reflection (3 minutes)

• Invite several students to share one new thing they learned about turtles.
• Review the “I Can” statements by having students say them aloud with you.
• Preview for next lesson: “We will learn about where turtles live!”

---

Differentiation Strategies Summary

Student Need	Strategy
ELL/Language Support	Sentence starters, visual aids, bilingual terms if possible
Dyslexia	Dyslexia-friendly books, color overlays, audiobooks/podcasts for reading
Advanced Learners	Extension drawing/writing task, encourage using new vocabulary
Struggling Learners	Small group support during sorting, verbal responses allowed

---

Assessment

• Informal observation of participation during discussion and sorting.
• Quick verbal quiz: "Why do turtles have shells?"
• Check accuracy in sorting task.
• Review graphic organizer entries for understanding of key facts.

---

Teacher Reflection (Optional for Teacher Use)

• Did students engage and share what they already knew?
• Were the “I Can” statements meaningful and achievable?
• Which strategies worked best for diverse learners?
• What can be improved for next lessons in the unit?

---

This lesson taps into curiosity, communication skills, and basic informational text understanding, building a foundational knowledge of turtles that supports relevant vocabulary, science concepts, and reading skills aligned to Common Core.