kindergarten english language arts and reading … literary text...kindergarten english language...

Kindergarten

English Language Arts and Reading

Unit: 05A

Lesson: 01

Suggested Duration: Days 1-11

ELAR Kindergarten Unit 05A Exemplar Lesson 01: Rediscovering Literary TextELAR Kindergarten Unit 05A Exemplar Lesson 01: Rediscovering Literary Text

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with

district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts

may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’steacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle

State Adopted Instructional Materials.)

Lesson Organizer

Lesson Synopsis Students revisit the literary genres of poetry, fiction, and traditional literature such as fable and folktales. Students

apply previously taught skills and strategies to deepen their understanding of these genres, as they identify the

elements of fiction and the sensory details authors use to create meaning in stories and poems. Students write

stories about real or imagined events and revise with adult assistance. Students respond to rhythm and rhyme in

poetry and independently write poems. In word study, students recognize that new words are created when letters

are changed, added or deleted, decode and spell CVC words, and identify high frequency words.

Performance Indicators Kindergarten ELAR Unit 05A PI 01

Demonstrate letter sound correspondence to decode and spell CVC words.

Standard(s): K.2G , K.2I , K.3B , K.17A , K.18A , K.18B

ELPS ELPS.c.1B , ELPS.c.2A , ELPS.c.2B , ELPS.c.3A , ELPS.c.4A , ELPS.c.5A , ELPS.c.5C

Kindergarten ELAR Unit 05A PI 02

After listening to a story read aloud, draw pictures and/or dictate words on a provided graphic organizer to identify elements of the

story (setting, character, and key events) and sensory details (e.g., sight, sound, smell, taste, touch) used by the author. In a teacher-

guided small group, use the completed graphic organizer and your own ideas to verbally describe the characters in the story and the

reasons for their actions.

Standard(s): K.6A , K.6C , K.8B , K.Fig19D

ELPS ELPS.c.1E , ELPS.c.2D , ELPS.c.2E , ELPS.c.2G , ELPS.c.2I , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E

, ELPS.c.3F , ELPS.c.3G , ELPS.c.3H , ELPS.c.4G , ELPS.c.5G

Last Updated 05/08/2013 page 1 of 100

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Dictate or write sentences in chronological sequence to tell a story about real or imagined events. With adult assistance, revise your

story to add descriptive words and prepositions (e.g., in, on, under, over).

Standard(s): K.13A , K.13B , K.13C , K.14A , K.17A , K.16A.iii , K.16A.iv

ELPS ELPS.c.5A , ELPS.c.5B , ELPS.c.5C , ELPS.c.5G


Independently write a short poem (e.g., couplet). Edit (with adult assistance) your poem by leaving spaces between letters and

words. Read your poem aloud to others.

Standard(s): K.3B , K.13A , K.13D , K.13E , K.14B , K.17A , K.18A

ELPS ELPS.c.1E , ELPS.c.1H , ELPS.c.3A , ELPS.c.3B , ELPS.c.3E , ELPS.c.4A , ELPS.c.4B , ELPS.c.4E

, ELPS.c.5A , ELPS.c.5B , ELPS.c.5C , ELPS.c.5G

Key UnderstandingsAn extensive vocabulary supports the development of oral and written communication.

Awareness of word patterns supports the development of word reading and spelling.

Readers use strategies to support understanding of text.

Understanding literary elements facilitates the reader’s ability to make meaning of the text.Writers develop ideas about what they know.

Writers use literary techniques to enhance the reader’s and/or listener’s experience.

TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates

that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas

Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological

awareness. Students are expected to:

K.2G Blend spoken phonemes to form onesyllable words (e.g.,/m/ …/a/ …/n/ says man).

K.2I Segment spoken onesyllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and

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Unit: 05A

Lesson: 01

































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sounds, spelling patterns, and morphological analysis to decode written English. Students are

expected to:

K.3B Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC,

CVC, CCVC, and CVCC words).

K.3C Recognize that new words are created when letters are changed, added, or deleted.

K.3D Identify and read at least 25 high-frequency words from a commonly used list.

K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on

useful strategies as needed. Students are expected to:

K.4A Predict what might happen next in text based on the cover, title, and illustrations.

K.4B Ask and respond to questions about texts read aloud.

K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when

reading and writing. Students are expected to:

K.5A Identify and use words that name actions, directions, positions, sequences, and locations.

K.5B Recognize that compound words are made up of shorter words.

K.5D Use a picture dictionary to find words.

K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences

and draw conclusions about theme and genre in different cultural, historical, and contemporary

contexts and provide evidence from the text to support their understanding. Students are

expected to:

K.6A Identify elements of a story including setting, character, and key events.

K.6C Recognize sensory details.

K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and

draw conclusions about the structure and elements of poetry and provide evidence from text to

support their understanding. Students are expected to:

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Unit: 05A

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K.7A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in

word sounds.

K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and

draw conclusions about the structure and elements of fiction and provide evidence from text to

support their understanding. Students are expected to:

K.8A Retell a main event from a story read aloud.

K.8B Describe characters in a story and the reasons for their actions.

K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to:

K.13A Plan a first draft by generating ideas for writing through class discussion (with adult

assistance).

K.13B Develop drafts by sequencing the action or details in the story (with adult assistance).

K.13C Revise drafts by adding details or sentences (with adult assistance).

K.13D Edit drafts by leaving spaces between letters and words (with adult assistance).

K.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real

or imagined people, events, and ideas. Students are expected to:

K.14A Dictate or write sentences to tell a story and put the sentences in chronological sequence.

K.14B Write short poems.

K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the

conventions of academic language when speaking and writing. Students will continue to apply

earlier standards with greater complexity. Students are expected to:

K.16A Understand and use the following parts of speech in the context of reading, writing, and

speaking (with adult assistance):

K.16A.iii descriptive words.

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Unit: 05A

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K.16A.iv prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on,

under, over).

K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write

legibly and use appropriate capitalization and punctuation conventions in their compositions.

Students are expected to:

K.17A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right

and top-to-bottom progression).

K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

K.18A Use phonological knowledge to match sounds to letters.

K.18B Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g.,

"cut").

K.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

K.Fig19A Discuss the purposes for reading and listening to various texts (e.g., to become involved in

real and imagined events, settings, actions, and to enjoy language).

K.Fig19B Ask and respond to questions about text.

K.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory

images, rereading a portion aloud).

K.Fig19D Make inferences based on the cover, title, illustrations, and plot.

K.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community

and discuss textual evidence.

Ongoing TEKS K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written

and printed. Students are expected to:

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Unit: 05A

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K.1F Hold a book right side up, turn its pages correctly, and know that reading moves from top to

bottom and left to right.

K.1G Identify different parts of a book (e.g., front and back covers, title page).

K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological

awareness. Students are expected to:

K.2C Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?").

K.2F Blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat).

K.2H Isolate the initial sound in one-syllable spoken words.

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and

sounds, spelling patterns, and morphological analysis to decode written English. Students are

expected to:

K.3A Identify the common sounds that letters represent.

K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to:

K.13E Share writing with others (with adult assistance).

K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the

conventions of academic language when speaking and writing. Students will continue to apply

earlier standards with greater complexity. Students are expected to:

K.16B Speak in complete sentences to communicate.

K.16C Use complete simple sentences.

K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write

legibly and use appropriate capitalization and punctuation conventions in their compositions.

Students are expected to:

K.17B Capitalize the first letter in a sentence.

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Unit: 05A

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K.17C Use punctuation at the end of a sentence.

K.21 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to

others in formal and informal settings. Students will continue to apply earlier standards with

greater complexity. Students are expected to:

K.21A Listen attentively by facing speakers and asking questions to clarify information.

K.22 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions

of language. Students will continue to apply earlier standards with greater complexity. Students

are expected to:

K.22A Share information and ideas by speaking audibly and clearly using the conventions of

language.

K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students

will continue to apply earlier standards with greater complexity. Students are expected to:

K.23A Follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

K.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

K.Fig19E Retell or act out important events in stories.

MaterialsPaper, lined (3 per student)

Paper, plain (7 per student)

Plastic lower-case letters (1 set per student)

Note card (23-28)

Sticky note (1 per 2 students)

Sticky note (12 per student)

Card stock (1 per 2-3 students)

Green marker, highlighter or crayon (1)

Yellow highlighter, marker or crayon (1 per student)

Kindergarten


Unit: 05A

Lesson: 01












Grade-appropriate picture dictionary (1 per 2 students)

Plastic lower-case letters (1 set per 2 students)

Dry erase board (1 per 2 students)

Dry erase marker (1 per 2 students)

Eraser (1 per 2 students)

Chart paper (if applicable)

2 grade-appropriate poems with sensory details, rhythm, and rhyme (1 copy of each)

Grade-appropriate poem with sensory details (1)

Grade-appropriate poem that includes couplets that rhyme (1)

Grade-appropriate poem written in couplets (1)

Grade-appropriate folk tale or fable (1)

2 grade-appropriate realistic fictional text (1 copy of each)

Grade-appropriate fictional text (1)

Collection of grade-appropriate texts for student selection

Collection of grade-appropriate fictional texts for student selection

Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for

grading or student assessment, attachments that are connected with Performance Indicators or serve as answer

keys are available in the district site and are not accessible on the public website.

Handout: One, Two, Buckle My Shoe (1 per student)

Handout: Character Map (3 per student)

Handout: Comprehension Hand (1 per student)

Handout: Five Senses "I can" Chart (1 per 2 students)

Handout: Poetry Puzzle (1 set per 2 students)

Handout: Story Map (1 per student)

Teacher Resource: Action Words & Movements- One, Two, Buckle My Shoe (1)

Teacher Resource: Word Wall Routine (1)

Kindergarten


Unit: 05A

Lesson: 01



http://files5.mycscope.us/085160098005251225025081091104136099199167173021/Download.ashx?hash=2.2








Resources and References None identified

Possible/Optional Literature

Selections

None identified

Kindergarten


Unit: 05A

Lesson: 01



Rediscovering Literary TextRediscovering Literary Text

Lesson Preparation

Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing TEKS TEKS Ongoing

TEKS

K.3D

K.18A

K.3A K.4B

K.Fig19B

K.6C

K.7A

K.22A

K.23A

K.6C K.1F,G K.7A

K.13A

K.14B

K.17A

K.2C

Key Understandings and

Guiding Questions Awareness of word

patterns supports the

development of word

reading and spelling.

- How can knowing to read

words quickly (by sight) help

you as you read?

Authors use sensory

details so that readers

can better understand

their message.

- What are the five senses?

How do they help you as a

reader?

Writers use literary

techniques to enhance

the reader’s and/orlistener’s experience.

- Why do authors use sensory

details?




- What is poetry and how is

it different from other texts?

Vocabulary of InstructionHigh-frequency word Sensory detail

Rhyme

Rhythm

Sensory detail

Poem

Rhyme

MaterialsPaper, lined (1 per

student)

Plastic lower-case

letters (1 set per

student)

2 grade-appropriate

poems with sensory

details, rhythm, and

rhyme (1 copy of each)

Chart paper (if

Collection of grade-

appropriate texts for

student selection

Chart paper (if

applicable)

Grade-appropriate

poem that includes

couplets that rhyme (1)

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




Note card (3-5)

Chart paper (if

applicable)

applicable)

Attachments and

Resources Teacher Resource:

Word Wall Routines

(1)

Handout: Five

Senses "I can" Chart

(1 per 2 students)

Advance Preparation 1. Prepare to display visuals

as appropriate.

2. Refer to the Teacher

Resource: Word Wall

Routines. Prepare

accordingly.

3. Select 3-5 high-frequency

words to be introduced in

this lesson. Be sure to

have the appropriate

letters in each of the sets

of plastic letters.

4. Write the high-frequency

words on a piece of lined

paper in dark print. Make

a copy for each student.

5. Write or print the words in

large letters on note cards

to be displayed on the

1. Prepare to display visuals

as appropriate.

2. Select two short poems

with sensory details,

rhythm, and rhyme.

3. Using the Handout: Five

Senses “I can” Chart,create an Anchor Chart:

Five Senses that

replicates the handout.

4. Duplicate the Handout:

Five Senses “I can”Chart” for every two

students.


as appropriate.


as appropriate.

2. Select a grade-

appropriate poem that

includes couplets that

rhyme. Prepare to display

the selected poem.

Kindergarten


Unit: 05A

Lesson: 01




Word Wall.

Background Information Sensory detail - a detail in writing

that describes what is seen,

heard, smelled, tasted, or

touched

Sight - visual detail

ensures that the

reader is able to give

faces to characters; or

details to a setting and

action

Sound - enables the

reader to be a part of

the action

Smell - provides a

strong power over

feelings, thoughts, and

emotions

Taste - memories,

people, places, and

feelings can be

suggested through

taste

Touch - tactile

descriptions create

sensory triggers to

help the reader not

only visualize a scene,

but to experience it.

The sense of touch

Refer to Shared Reading Rhyme - identical or very similar

recurring final sounds in words; in

poetry, rhyming words may occur

at the ends of lines or within lines

Kindergarten


Unit: 05A

Lesson: 01




helps the reader put

themselves in the

place of the

characters.

Rhythm - regular patterns that

emphasize sound

Rhyme - identical or very similar

recurring final sounds in words; in

poetry, rhyming words may occur

at the ends of lines or within lines

Teacher Notes This Daily Lesson reviews and

expands on what students

learned about poetry in Unit 03.

Students compose short couplets

as a class.

Kindergarten


Unit: 05A

Lesson: 01



Instructional Routines

Daily Lesson # 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING

Duration and Objective Suggested Duration: 25-30

Content Objective: Students read

and spell high-frequency words.

Suggested Duration: 20-25min.

Content Objective: Students

identify sensory details in poems

and identify a regular beat and

rhyming words.

Suggested Duration: 15-20 min.


recognize sensory details while

reading independently.



generate ideas and write short

rhyming poems as a class.

Mini Lesson 1. Review that some words

are used many times.

These words are

important to learn to read

and write because they will

be used so often. Many

times these words do not

“follow the rules” forsounding them out so they

may have to be

memorized. Explain that

these words are called

high-frequency words.

2. Follow the Teacher

Resource: Word Wall

Routine and review 2-3

previously taught words,

one at a time.

3. Follow Teacher Resource:

Word Wall Routines and

introduce 2-3 new words,

one at a time.

1. Display the Anchor Chart:

Five Senses. Review each

of the five senses.

2. Ask: What do you see in

our classroom? What

do you hear in our

classroom? What do

you smell in our class

room? What can you

feel in our classroom?

What can you taste in

the cafeteria? Discuss

responses and record on

the Anchor Chart: Five

Senses.

3. Read 1-2 poems aloud,

stopping to identify

sensory details.

4. Review that poems have

rhythm and rhyme.

Reread the poems and

instruct students to clap

1. Using a text from the

collection, Think Aloud

and recognize 2-3 sensory

details. Discuss that the

illustrations can also

create sensory images.

1. Display the selected poem

and Choral Read with

students.

2. Ask: How do rhyming

words help readers

read poetry? Discuss

responses. Identify the

rhyming words in the

displayed poem.

3. Explain that students will

generate ideas for short

rhyming poems.

4. Read one of the couplets

from the displayed poem.

Share that this is called a

couplet because it is made

up of two lines whose last

words rhyme.

5. Inform students that they

will write a class couplet.

6. Display the rime –at. With

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Unit: 05A

Lesson: 01



4. Distribute a set of plastic

letters to each student.

5. Show students the first

high-frequency word card.

Read the word aloud and

ask students to echo.

Instruct students to make

the word with plastic

letters.

6. After the word is made,

model running a finger

under the word and

reading it quickly. Instruct

students to do the same.

7. Continue this routine for

the remaining cards: Show

card, say the word,

students echo, make the

word, read the word.

8. For additional practice,

repeat steps #4-6.

the beat. After reading,

invite students to identify

rhyming words.

students, generate a list of

words that rhyme with at

(cat, fat, hat, mat, sat, pat,

rat, etc.). Keep the list for

Daily Lesson 2 Writing.

7. Choose two –at words.

Model writing a couplet.

Example: The mouse saw

a rat. So he hid under a

mat.

Learning Applications 1. Display the previously

practiced words.

2. With a partner, students

make the words using

their plastic letters. Tell

them to take turns

1. Review the Anchor Chart:

Five Senses.


work with a partner to

identify different ways they

use their senses daily.

1. Students select texts and

read independently for a

developmentally

appropriate duration.

2. Actively monitor and

provide support as

1. Guide students in

completing other couplets,

using words from the –at

list.

2. Write each class couplet

on chart paper. Involve

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Unit: 05A

Lesson: 01



scrambling the letters,

spelling the words, and

reading them quickly.

3. Encourage them to use

each word in a sentence.

3. Explain that as readers

they use their senses to

better understand the

author’s message.

4. Distribute the Handout:

Five Senses “I can”Chart. Allow time for

students to draw or write

at least one item in each

column.

needed. students by sharing the

pen when applicable.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Closure 1. Ask students to share a

sentence using one or

more of the words

practiced.

1. Invite students to share

their charts with a partner

or in a small group.

1. Ask: What are sensory

details? What sensory

details did you find in

your texts? Discuss

responses.

1. Ask: What do you enjoy

about writing poetry?

Discuss responses.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.5D K.1F,G K.Fig19A

K.6C

K.7A

K.22A

K.23A

K.6C

K.Fig19A

K.1F,G K.5A

K.7A

K.13B

K.14B

K.17A

K.2C

K.22A

K.23A




development of word


- How can you help yourself

to learn more about words?

Authors use sensory



their message.



- How do sensory details

help you as a reader?

Authors use sensory



their message.










Vocabulary of InstructionAlphabetic order

Definition

Dictionary

Poem

Rhyme

Rhythm

Sensory detail Poem

Action word

Rhyme

MaterialsSticky note (1 per 2

students)

Paper, plain (1 per

Paper, plain (1 per

student)

Yellow highlighter,

Sticky note (1 per

student)


Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




student)

Grade-appropriate

picture dictionary (1

per 2 students)

Chart paper (if

applicable)

marker or crayon (1

per student)

Grade-appropriate

poem with sensory

details (1)

Chart paper (if

applicable)


student selection

Chart paper (if

applicable)

Attachments and

Resources Handout: One, Two,

Buckle My Shoe (1

per student)


as appropriate.

2. Select a word that will be

located in the dictionary

for the Mini Lesson and

another for Learning

Applications. Choose a

word used in a previous

lesson or is related to

content being learned in

science or social studies.

Make sure that the

selected words are in the

picture dictionary that the

students will be using.


as appropriate.

2. Select a poem with

sensory details.

3. Write the poem “One, TwoBuckle My Shoe” on chartpaper. Refer to the

Handout: One, Two,

Buckle My Shoe.

Duplicate the handout for

each student.


as appropriate.

1. Prepare to display

visuals as appropriate.

2. Prepare to display the

poem “One, TwoBuckle My Shoe” fromShared Reading.

3. Prepare T chart as

shown below (do not

include the suggested

rhyming words):

Word from

poem

Rhyming word

(suggestions)

two (stew, flew,

grew, blue, clue,

boo, moo, do,

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Unit: 05A

Lesson: 01




true)

four (floor, more,

poor, pour, core,

snore, chore,

roar, store)

six (picks, kicks,

clicks, fix, tricks,

mix)

eight (late, great, gate,

plate, state)

ten (men, pen, Ben,

den)

4. Prepare on chart paper the

following outline for a class poem

modeled after

One, Two, Buckle My Shoe:

One, two,

_____ _____ _____.

Three, four,

_____ _____ _____.

Five, six,

_____ _____ _____.

Seven, eight,

_____ _____ _____.

Nine, ten,

_____ _____ _____.

Background Information Refer to Daily Lesson 1 Shared

Reading

Refer to Daily Lesson 1

Independent Reading

Kindergarten


Unit: 05A

Lesson: 01




Teacher Notes Kindergarteners need to

understand that dictionaries are

reference books that contain

words organized in alphabetic

order.

It will be necessary to model

extensively and provide multiple

opportunities for guided practice in

order for students to be

successful.

Throughout the poetry lessons in

this Unit, specific poems will be

referenced but may be replaced

with other poems with the same

characteristics (e.g., rhyme,

sensory details).

This Daily Lesson reviews what

students learned about poetry in

Unit 03 and expands on it. The

class participates in poetry writing

through composing short class

couplets.

Kindergarten


Unit: 05A

Lesson: 01






Content Objective: Students use a

picture dictionary to locate words.



establish a purpose for reading.

They identify sensory details and

listen and respond to the rhythm

and rhyme in poems.

Suggested Duration: 15- 20 min.


recognize sensory details in

familiar fictional stories.



generate ideas and write short

rhyming poems as a class.

Mini Lesson 1. Display a picture

dictionary. Explain that a

dictionary is a reference

tool that can be used to

learn about the meaning

of words. Tell students

that dictionaries can also

be used to help spell

words.

2. Flip through the pages

and invite students to

observe the textual and

pictorial features. Guide

students to notice the

bold-faced words, guide

words or letters,

definitions (if any), and

pictures.

1. Display selected poem

with sensory details. Ask:

Why are we reading this

poem? Are we going to

learn something from it

or are we reading it for

enjoyment?

2. Review what has been

learned about sensory

details. Remind them that

listening for sensory

details will help them

understand the poem.

3. Distribute a plain sheet of

paper to each student and

instruct them draw a

sensory detail from the

poem.

1. Remind students that

authors use vivid words so

that readers can better

understand their

messages.

2. Select a familiar text from

the collection. Model how

to recognize sensory

details.

3. Encourage students to

select a familiar text.

1. Conduct the handwriting

routine.

2. Display and Choral Read

the poem “One, Two,Buckle My Shoe” and clapthe beat.

3. Ask: How do rhyming

words help readers

read poetry? Discuss

responses. Point out the

rhyming words in the

displayed poem.

4. Read the following couplet

from the displayed poem:

“One, two. Buckle my

shoe”

5. Share that this is called a

Kindergarten


Unit: 05A

Lesson: 01



3. Point to the guide

words/letters again.

Explain that the order of

guide words or letters in a

dictionary is very

important.

4. Ask: What do you

notice about the order

of these words/letters?

Discuss responses.

Review that earlier in the

year (when they were

learning about the

alphabet), they learned

about alphabetic order.

5. Display the one of the

selected words. Read the

word aloud.

6. Demonstrate how to locate

the section where the

word is listed. For

example, if the word is

"igloo", locate the section

for the words beginning

with "i". Explain that this

section contains words

beginning with the same

letter. Make connections

to an alphabetized Word

Wall, if applicable.


share their drawing and

discuss any of their five

senses that were used to

understand the poem and

create their image.

couplet because it is made

up of two lines whose last

words rhyme.

“One, two. Buckle my

shoe”

6. Explain that the class will

write a poem following the

same pattern as One,

Two, Buckle My Shoe.

7. Display the outline of the

poem:

One, two,

_____ _____ _____.

Three, four,

_____ _____ _____.

Five, six,

_____ _____ _____.

Seven, eight,

_____ _____ _____.

Nine, ten,

_____ _____ _____.

8. Explain that the poem will

need words that rhyme

with two, four, six, eight,

and ten. Point these words

out on the T-Chart.

9. Instruct students to Think,

Turn, and Talk to think of

words that rhyme with two.

Kindergarten


Unit: 05A

Lesson: 01



7. Locate the word and

discuss its meaning.

Reference the picture

along with the written

definition.

8. Ask: How does the

picture (and written

definition) help you to

understand the word?

Discuss responses.

9. Review that a dictionary is

a book that contains

words, pictures, and

definitions.

10. Record student responses

on the chart and repeat

for four, six, and eight.

Ten will be done in

another Daily Lesson.

11. Using ideas from the

chart, complete the first

couplet on the poem

outline as a class. For

example: One, two. Stir

the stew.

Learning Applications 1. Divide students into pairs

2. Display the other selected

word. Read the word and

instruct students to echo

3. Distribute the picture

dictionaries and sticky

notes to pairs of students.

Instruct them to locate the

word and mark the page

with a sticky note.

4. Monitor closely and

provide support as it is

needed.

5. Distribute the plain paper


One, Two Buckle My

Shoe.

2. Read the poem aloud,

stopping to identify

sensory details. “One, two,buckle my shoe” Ask: Can

you use your

imagination to see

someone buckling their

shoe? How do they

look? “Three, four shutthe door” Ask: Can you

hear the door shutting?

Discuss responses.


find one sensory detail in

their text.

2. Distribute a sticky note to

each student.



developmentally


4. Students write or draw a

sensory detail on their

sticky note.

1. Repeat step #11 from the

Mini Lesson for each

couplet four, six, and

eight. Involve students by

sharing the pen when

applicable. Do not do ten.

It will be used in Daily

Lesson 4 Writing.

Kindergarten


Unit: 05A

Lesson: 01



to the students.

6. Instruct students to create

their own picture definition

for the word.

7. Instruct students to label

the picture with the word,

write the letter that the

word begins with at the top

of the paper, and write

their name on the back of

their paper.


some poems rhyme.

Explain that words that

have the same ending

sound rhyme. Give

examples like cat and mat

4. Ask: What words rhyme

in this couplet? Use a

highlighter to highlight the

rhyming words on the

chart paper. For example:

One, two, buckle my shoe.

Ask students to highlight

these words on their

papers.

5. Ask: What two words do

you think we are going

to highlight next? Do

those words rhyme?

Discuss responses.

6. Continue this with each

couplet, until the entire

poem has been read.

7. After reading the entire

poem couplet by couplet,

read it once more as a

group, while clapping out

the beat.


Kindergarten


Unit: 05A

Lesson: 01



Closure 1. Ask: How can a

dictionary help you to

learn about words?

Discuss responses.

1. Ask: What is a rhyme?

What are two rhyming

words from our poem?

Discuss responses.

1. Students share the

sensory detail they found

with a partner.

1. Read the class poem

aloud.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


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K.Fig19A K.1F,G K.3B

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development of word


- How do picture

dictionaries help readers?

- How is the text organized

in a picture dictionary?

Understanding literary

elements facilitates the

reader’s ability to makemeaning of the text.





Readers use

strategies to support

understanding of text.

- What are some purposes

for reading?




- What words rhyme in

couplets?

- What is poetry and how is it

different from other texts?

Vocabulary of InstructionAlphabetic order

Definition

Dictionary

Action

Poem

Rhyme

Purpose Poem

Action word

Rhyme

MaterialsPaper, plain (1 per

student)

Card stock (1 per 2-3

students)



Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




Grade-appropriate

picture dictionary (1

per 2 students)

Chart paper (if

applicable)

Green marker,

highlighter or crayon

(1)

Chart paper (if

applicable)

student selection

Chart paper (if

applicable)

Attachments and

Resources Handout: Poetry

Puzzle (1 set per 2-3

students)

Teacher Resource:

Action Words &

Movements - One,

Two, Buckle My

Shoe (1)


as appropriate.

2. Select a word that will be

located in the dictionary


as appropriate.

2. Print the Handout: Poetry

Puzzle on cardstock for


as appropriate.


as appropriate.

2. Prepare to display T-Chart

from Daily lesson 2 Writing.

Kindergarten


Unit: 05A

Lesson: 01




for the Mini Lesson and

another for Learning

Applications. Choose a

word used in a previous

lesson or is related to

content being learned in

science or social studies.

Make sure that the

selected words are in the

picture dictionary that the

students will be using.

each group of 2-3

students. Cut the pieces

for students to put back

together. Refer to

Teacher Notes for

differentiation ideas.

Consider laminating the

pieces so they can be

reused.

3. Prepare to use the poem

“One, Two, Buckle MyShoe” from Daily Lesson2 Shared Reading.

3. Prepare the Teacher-

Created Handout: Poem

Template for each student.

Background Information This Instructional Routine assesses

Performance Indicator 04.

Teacher Notes Differentiation techniques for the

Handout: Poetry Puzzle:

Easy - Cut in complete

strips. Students will

place strips in correct

order to form the poem

Medium - Cut strips in

half, with two words on

each piece. Students

will scramble pieces,

and then place the

pieces in the correct

order to form the

poem.

Kindergarten


Unit: 05A

Lesson: 01




Difficult - Cut strips in

four pieces, with one

word on each piece.

Students scramble

pieces and then place

them in the correct

order to form the

poem.

Kindergarten


Unit: 05A

Lesson: 01





Duration and Objective Suggested Duration: 20-25 min.

Content Objective: Students use a

picture dictionary to locate words

and discuss their meanings.



respond to the rhythm and rhyme

in poetry and identify action words.



establish a purpose for reading

and read independently.


Content Objective: Students write

a short couplet

Mini Lesson 1. Display a picture

dictionary.

2. Ask: What have you

learned about

dictionaries? Review

that a dictionary is a

reference tool that can be

used to learn about the

meanings and spellings of

words.

3. Ask: What is the name

for the order of the

headings/guide words

in this dictionary?

Review alphabetic order.

4. Display the one of the

selected words. Read the

word aloud.

5. Demonstrate how to locate

the section for the word.

6. Locate the word and

discuss its meaning.

1. Ask students to tell about

the poem read during

Daily Lesson 2 Shared

Reading. Ask: Did you

like it? Did it rhyme?

What was it about?

Discuss responses.

2. Remind students that they

already identified the

rhyming words in this

poem. Display the poem

with the highlighted words

from Daily Lesson 2

Shared Reading.

3. Instruct students to echo

read and clap out the

rhythm of each couplet.


identify the action words in

the poem. Explain that

action words are words

that describe what is being

done. Ask students to


good readers use

establish a purpose for

reading. Review the

purposes for reading: for

enjoyment, to learn

something new, etc.

1. Read the following couplet

from the displayed

poem: “One, two. Bucklemy shoe”

2. Remind students that this

is called a couplet

because it is made up of

two lines whose last words

rhyme “One, two. Buckle

my shoe”

3. Choral Read the newly

created class poem from

Daily Lesson 2 Writing

and clap the beat.

4. Display and review the T-

Chart from Daily Lesson 2

Writing.

5. Complete the chart by

brainstorming rhyming

words for ten.


write their own couplet for

Kindergarten


Unit: 05A

Lesson: 01



Reference the picture

along with the written

definition.

listen for the action word

in each couplet. Once it

has been identified, ask a

student to underline it with

the green marker.

5. Ask for volunteers act out

the actions in the poem.

6. Use the ideas suggested

on Teacher Resource:

One,

Two, Buckle My Shoe or

come up with other

motions.

7. Model how to do each

movement. Once the class

has seen how to “act out”the poem, do so as you

re-read the poem.

“Nine, ten.”

7. Display and discuss the

Teacher-Created

Handout: Poem Template.

Explain that students can

choose words from the T-

Chart to write their own

couplet. Review that the

last word in the couplet

must rhyme with ten.

Learning Applications 1. Divide students into pairs

2. Display the other selected

word. Read the word and

instruct students to echo.

3. Distribute the picture

dictionaries and sticky

notes to pairs of students.

Instruct them to locate the

word and mark the page

1. Read each couplet once

again, as students echo

only the action words.


Poetry Puzzle (cut into

pieces) to each small

group.

3. Model the matching

games:



developmentally


1. Distribute the Teacher

Created Handout: Poem

Template to each student.

2. Students write couplets

using the template and T-

Chart.

3. Actively monitor students

and provide support as

needed. Students may

Kindergarten


Unit: 05A

Lesson: 01



with a sticky note.


provide support as it is

needed.

5. Distribute the plain paper

to the students.

6. Instruct students to create

their own picture definition

for the word.

7. Instruct students to label

the picture with the word,

write the letter that the

word begins with at the top

of the paper, and write

their name on the back of

their paper.

Show that the

first game focuses on

putting the poem back

in order by reading

each sentence.

Show the second

version of the game.

Explain that this game

has more pieces and it

focuses on matching

rhyming words to put

the poem back

together.

Show the last version

of the game. Explain

that this version has

the most pieces. The

reader will have to put

the words together to

form sentences in

order to put the poem

in order.

4. Allow students to play

various versions of the

game in partners or trios.

5. Instruct students to “actout” the poem once theyhave put it together.

draw pictures for the

actions instead of writing

words if needed.


Kindergarten


Unit: 05A

Lesson: 01



Closure 1. Group students with a

different partner and

instruct them to tell about

their picture and word in

complete sentences.

1. Ask: What are action

words? Discuss

responses.

1. Ask: What was your

purpose for reading?

Discuss responses.

1. Conduct the Author’sChair routine.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


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K.Fig19B K.1F,G K.3B,

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K.13A,D

K.14B

K.17A

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development of word


- How do you use your

knowledge about letters and

sounds to read and write?

Authors use sensory



their message.



Readers use strategies

to support

understanding of text.

- How does asking and

answering questions help

you as a reader?






Vocabulary of InstructionLetter

Sound

Sensory detail

Poem

Rhyme

Poem

Action word

Rhyme

MaterialsNote card (5)

Sticky note (5 per

student)

Grade-appropriate

poem written in

couplets (1)

Sticky note (1 per

student)


Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




Chart paper (if

applicable)

Chart paper (if

applicable)


student selection

Chart paper (if

applicable)

Attachments and

Resources


as appropriate.

2. Write each of the following

lowercase letters onto

note cards: s, m, t, p, a.

1. Write the nursery rhyme

on a piece of chart paper

large enough for all to

see.

Georgie Porgie pudding

pie,

Kissed the girls and made

them cry.

When the boys came out

to play,

Georgie Porgie ran away.


as appropriate.

2. Create an Anchor Chart:

Readers Ask Questions.


as appropriate.

2. Prepare to use students’couplets from Daily

Lesson 3 Writing.

3. Prepare to rewrite two of

the couplets from the

class poem to model

correct spacing between

letters and words.

Background Information This Instructional Routine

completes Performance Indicator

04.

Teacher Notes

Kindergarten


Unit: 05A

Lesson: 01







understand that new words can

be created by substituting letters

at the beginning of existing words.


Content Objective: Students ask

and respond to questions about

texts read aloud and identify

rhythm, rhyme and action words in

poetry.



independently and record a

question they have about the text.


Content Objective: Students edit

poems by leaving appropriate

spaces between letter and words.

Mini Lesson 1. Display the previously

created letter cards, one

at a time.

2. Review each card, one at

a time. Instruct students to

say the letter name and

letter sound.

3. Distribute the sticky notes

to students.

4. Instruct students to

reference the displayed

letter cards and transcribe

one letter onto each sticky

note.

1. Review what the students

have learned about

poems.

2. Ask: What do you know

about poems? What is a

rhyme? Discuss

responses.


during Daily Lesson 3

students learned about

action words.

4. Ask: What is an example

action word? Discuss

responses.

5. Introduce and read the

selected poem.

6. Repeat each line and


1. Review that readers ask

questions to help them

understand what they are

reading.

2. Explain that students can

record a question they

have about what they are

reading on a sticky note.

Model as needed.

3. Explain that students can

stick their questions on

the prepared chart.

Remind them to write their

name on the note.


routine.

2. Remind students that in

Daily Lesson 3 Writing

they wrote short poems.

3. Explain that they will finish

writing their individual

couplets, edit their work,

and share it with their

classmates.

4. Remind them that a

couplet is a short poem

made of two lines that

rhyme.

5. Distribute the student work

from Daily Lesson 3

Writing. Allow time for

students to finish their

writing if necessary.

Kindergarten


Unit: 05A

Lesson: 01



7. Ask: Do you hear

rhyming words? Discuss

responses and ask

students to help circle the

rhyming words.

6. Model writing 1-2 of the

couplets from the class

poem, discussing

appropriate spacing

between letters and

words.

Learning Applications 1. Instruct students to

organize the sticky notes

towards the top part of

their desktop. Remind

them to leave room under

the letters to form words

with the sticky notes.

2. Say the word "map."

Instruct students to echo

and then orally segment

the word into phonemes,

/m/ /a/ /p/.

3. Model locating the

corresponding letters and

then arranging them to

form the word. Lastly, run

a finger under the word

from left to right as you

blend the sounds, then

say the word. Instruct

students to do the same,

using the sticky notes on

their desk.

4. Repeat step 2 and 3 with

1. Choral Read the poem.


identify the action words in

the poem. Remind

students that action words

are words that describe

what is being done.

3. Read the poem and have

students identify the

action words. Involve

students in underlining

them on the chart.

4. Ask the following

questions:

Who is the poem

about?

What does he do?

What do the girls do?

Who comes out to play?

What does Georgie

Porgie do then?



developmentally


2. Students record one

question they have while

reading on a sticky note

and place it on the

prepared chart.

1. Allow time for students to

review their own couplets

for appropriate spacing.

2. Monitor and scaffold for

students as they work.

3. Allow time for students to

identify (highlight or

underline) the rhyming

words in their couplet and

add an illustration to their

couplet (optional).

Kindergarten


Unit: 05A

Lesson: 01



the words "sap," "mat,"

and "sat."

5. Invite various students to

come to the front and

participate. Remind

students to be efficient,

replacing only the letters

necessary to form the

word. Engage the

remainder of the students

by having them

manipulate the sticky

notes on their desks and

then say the sounds to

blend them into words.

6. Write each new word for

all to see.

7. Ask: What did we

change in order to

make the new words?

Discuss responses.

8. Guide a short discussion

to review, that new words

can be created when

letters are substituted at

the beginning or the end

of a word.

9. Write the word "am" for all

to see. Solicit student

assistance to read the

Kindergarten


Unit: 05A

Lesson: 01



word.

10. Select a student to come

to the front and change

one letter to make a new

word.

11. Provide support as it is

needed.


Closure 1. Ask: What did you learn

about letters and

sounds today? Discuss

responses.

1. Ask: What have you

learned about poems?

Discuss responses.

1. Review the questions

placed on the chart during

Independent Reading.

1. Conduct the Author's

Chair routine.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


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K.6A

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K.1F K.13A K.21A




development of word








- What are the elements of a

story?





story?




- How do writers make

stories interesting for

readers?

Vocabulary of InstructionBlend

Letter

Sound

Character

Setting

Key event

Sensory detail

Character

Setting

Key event

Brainstorm

MaterialsNote card (5)

Sticky note (5 per

student)

Chart paper (if

Grade-appropriate

folktale or fable (1)

Chart paper (if

applicable)

Paper, plain (1 per

student)


appropriate fictional

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




applicable) texts for student

selection

Chart paper (if

applicable)

Attachments and

Resources Handout: Story Map

(1)


as appropriate.

2. Write each of the following

lower-case letters onto

note cards: d, t, l, g, o.


as appropriate.

2. Select a grade

appropriate folktale or

fable. Ensure that the

version selected has a

clearly stated or illustrated

setting.

3. Prepare a story map on

chart paper to complete

with the students or

enlarge the Handout:

Story Map.


as appropriate.


as appropriate.

Background Information Sensory detail - a detail in writing

that describes what is seen,


touched

Teacher Notes

Kindergarten


Unit: 05A

Lesson: 01







understand that new words can

be created by substituting letters

at the beginning of existing words.



identify and discuss elements of a

story.




story.



discuss ideas to plan for writing

Mini Lesson 1. Review blending three

phoneme words. For

example, say the

individual phonemes /m/

/o/ /p/. Ask: What is the

word? Repeat with

additional words.

2. Display the created letter

cards, one at a time.

3. Review each card, one at

a time. Instruct students to

say the letter name and

letter sound.

4. Distribute the sticky notes

to every student.

5. Instruct them to reference

the displayed letter cards

and transcribe one letter

onto each sticky note.

1. Display the following

words: character, setting,

and key events. Review

the meaning of each

through discussion and

relevant examples.

2. Display the selected text

and remind students that

folktales/fables usually are

imaginative stores about

things that could not really

happen (e.g. animals who

talk, wishes).

3. Explain that authors use

sensory details in writing

to describe what is seen,


touched. Instruct students

to listen for sensory

details that describe the

characters, setting, and

events.

1. Display and review the

following terms from

Shared Reading:

character, setting, sensory

detail. Point out additional

examples from the Shared

Reading text if necessary.


identify the characters and

setting from texts they

read independently.

Instruct students to write

and/or draw the

characters and the setting

on a piece of paper.

1. Explain that authors

always think about and

discuss ideas for writing.

2. Explain that some authors

tell stories about real

things that happened,

some authors make up

stories, and some authors

start with a real story and

add imaginary details.

3. Think Aloud about

previously read fictional

texts and discuss whether

they might be based on

real or imagined people,

events, and ideas.

4. Think Aloud and

brainstorm ideas for

writing (both real and

imaginary). Record ideas

on chart paper.

Kindergarten


Unit: 05A

Lesson: 01



4. Follow the Shared

Reading Routine:

Conduct a Book Walk of the

selected text:

Display and discuss

the cover

Read the title, author,

and illustrator

Model how to hold a

book and turn pages

Preview and discuss 2-

3 illustrations

Pose questions that

activate background

knowledge, elicit

predictions, and


reading.

Conduct a Read Aloud of the

selected text, stopping periodically

to identify the characters, setting,

and discuss the events.

Encourage students to participate

in “reading” the recurring phrases

as applicable.

Pause to show explicit

examples of imaginary

fiction such as animals

talking, people having

powers, etc.

Kindergarten


Unit: 05A

Lesson: 01



Point out sensory

details the author uses

to describe what is

seen, heard, smelled,

tasted, or touched.

Learning Applications 1. Instruct students to

organize the sticky notes

towards the top part of

their desktop. Remind

them to leave room under

the letters to form words

with the sticky notes.

2. Say the word dot. Instruct

students to echo and then

orally segment the word

into phonemes, /d/ /o/ /t/.

3. Model locating the

corresponding letters and

arranging them to form the

word. Run a finger under

the word from left to right

as you blend the sounds

and then say the word.

Instruct students to do the

same, using the sticky

notes on their desk.

4. Repeat step #2 and #3

with the words lot, log, and

dog.

1. Display the enlarged story

map. Explain each labeled

box.

2. Ask: What is the title of

this text? Discuss


the class story map.

3. Explain that people or

animals in stories are

called characters. Ask:

Who was in this story?

Discuss responses and

record on the class story

map.

4. Review that the setting of

story tells when and where

the story takes place. Ask:

Where and when did

this story take place?


record on the class story

map.

5. Review that key events

are important things that

1. Students select fictional

texts and read

independently for a

developmentally


2. Distribute plain paper to

each student.

3. Students draw the

characters and setting

from their story.


provide support as

needed.

1. Review the writing routine:

Think (think about

ideas to write about)

Tell (talk about your

ideas)

Draw (sketch pictures

to tell about your

ideas)

Write (label your

drawings with letters or

words; write words and

sentences when ready)

2. Divide students into pairs.

Instruct students to

discuss stories they have

heard and if they would be

real or imagined. Students

also discuss their own

ideas for writing (both real

and imagined).

3. As a class, discuss

different ideas for writing.

4. Distribute a piece of paper

Kindergarten


Unit: 05A

Lesson: 01



5. Remind students to be

efficient, replacing only

the letters necessary to

form the new word.


manipulate the sticky

notes on their desks and

say the sounds to blend

them into words.

6. Display each new word.

7. Ask: What did we

change in order to

make the new words?

Discuss responses.

8. Review that new words

can be created when

letters are substituted at

the beginning or the end

of a word.

happen in the story. Ask:

What happened in the

story? Discuss responses

and record on the class

story map.

to each student and

instruct them to record 2-3

ideas on the piece of

paper using drawings or

words.

5. Confer with students as

they are writing to provide

targeted instruction.


Closure 1. Display the word got for all

to see. Ask students to

read the word.

2. Select a student to

change one letter to make

a new word.

3. Provide support as

needed.

1. Review the story map.

Explain that story maps

help us better understand

the story.

2. Ask: Were there any

sensory details from

the story? Discuss


the class story map.

1. In groups of 2-3, students

share their writing/drawing

about the setting and

characters in the text they

read.

1. Students share their ideas

with a partner.

Kindergarten


Unit: 05A

Lesson: 01



Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.3B,C

K.18A,B

K.3A K.4A,B

K.Fig19B,C,D

K.6A

K.8B

K.Fig19E K.Fig19F

K.6A

K.8B

K.1F K.13B

K.14A

K.16B,C




development of word









story?

- How do the characters

actions contribute to the

story?



reader’s ability to makemeaning of the text

- How can you relate to the

character in the story?


story?






readers?

- How do writers write

imaginary stories?


Sound

Character

Setting

Key event

Connection

MaterialsPlastic lower-case

letters (1 set per 2

students)

Grade-appropriate

folktale or fairy tale

from Daily Lesson 5



texts for student

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




Dry erase board (1 per

2 students)

Dry erase marker (1

per 2 students)

Eraser (1 per 2

students)

Chart paper (if

applicable)

Shared Reading (1)

Chart paper (if

applicable)

selection

Chart paper (if

applicable)

Attachments and

Resources Handout: Character

Map (1)

Handout: Character

Map (1 per student)


as appropriate.

2. Identify 5-10 VC and CVC

words that students will

make in the lesson using

plastic letters. Choose

words that will require

students to only change

one letter to make the new

word. Possible words

include: rug, bug, bag,

bat, at, mat, mats. Make a

list of the letters needed to

create the words.


as appropriate.

2. Prepare to use the folktale

or fairy tale and the

completed story map from


Reading.

3. Create an Anchor Chart:

Character Map that looks

like the Handout:

Character Map.


as appropriate.


Character Map for each

student.


as appropriate.

Background Information VC (e.g., at)

CVC (e.g., cat)

Kindergarten


Unit: 05A

Lesson: 01




Teacher Notes

Kindergarten


Unit: 05A

Lesson: 01





Duration and Objective Suggested Duration: 20 min.


manipulate letters to form and

then decode three and four-

phoneme words.


Content Objective: Students listen

to an imaginary fiction story and

describe characters, identify their

actions, and explain reasons for

their actions.





their actions. Students describe

text-to-self connections.



develop drafts by sequencing the

action or details in the story.

Mini Lesson 1. Explain that students will

listen to a word and then

change it to make new

words.

2. Say the word rug and


1. Review the folktale or fariy

tale and the story map

used in Daily Lesson 5

Shared Reading. Review

the meaning of character,

setting, and key events




Shared Reading:


detail. Point out additional


Reading text, if necessary.


routine.

2. Review the list of writing

ideas brainstormed in


3. Select a topic and Think

Kindergarten


Unit: 05A

Lesson: 01



3. Demonstrate how to use

the plastic letters to make

the word and read it

aloud.


can be created by adding,

deleting, or changing a

letter in an existing word.

5. Instruct students to listen

as a new word is said

aloud. Tell them to listen

carefully because one

letter will need to be

added, changed, or taken

away to create the new

word.

6. Say the word "bug" and


Ask: What letter must

we change in the word

"rug" in order to make

it into the word "bug"?

Discuss responses

including that r must

change at the beginning

of the word.

7. Change the letter at the

beginning, read the new

word aloud, and instruct

students to echo.

relevant examples.

2. Explain that they will take

a closer look at the

characters in the story.

3. Explain that thinking about

what the characters do

(their actions) and the

reasons they do them, will

help them understand the

story better.


Reading Routine:

- Conduct a Book Walk of the

selected text:

Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustrations

Pose questions that

activate background

knowledge, elicit

predictions, and


reading.

- Conduct a Read Aloud of the



identify the main character

in their self-selected texts.


and/or draw on the

Handout: Character Map.

Aloud and write

sentences that tell a story

in sequence using the

writing routine: Think, Tell,

Draw, Write.

Think - Think Aloud

about what the story

will be about. Ask

students for

ideas/details.

Tell - or rephrase what

will be written using the

ideas generated by the

class.

Draw - Create a quick

sketch of the general

idea.

Write – Use a completesimple sentence or two

to tell what happened.

Kindergarten


Unit: 05A

Lesson: 01





Point out explicit

examples of imaginary

literature. Encourage

students to participate

in “reading” therecurring phrases as

applicable.

Point out character

actions and ask

questions that allow the

student to explain the

reason for that action.

Are his actions

imaginary? Can this

really happen in real

life?

Learning Applications 1. Distribute a set of plastic 1. Display the Handout: 1. Students select texts and 1. Review the writing routine:

Kindergarten


Unit: 05A

Lesson: 01



lower-case letters and dry

erase board to pairs of

students.

2. Say the selected words

one at a time or use the

following suggested list in

sequence: rug, bug, bag,

bat, at, mat, mats.


as each word is being said

and prompt them to

change, add, or delete

one letter.

4. Say each word one at a

time. Students make the

word with the plastic

letters, read it aloud, and

write it on their dry erase

board. Partners should

alternate making the word

with plastic letters and

writing it on the dry erase

board.


provide support as

needed.

Character Map. Show

the students each labeled

box.





Students Think, Turn,

and Talk to discuss the

question. Ask students to

tell who was in the story

and record it on the

Anchor Chart: Character

Map.

3. Explain that there can be

one or more characters in

stories. Each character

does things in the story.

The main character is the

character the story is

mostly about.

4. Ask students to reflect on

the story. Ask: Who was

this story mostly about?


record ideas on the


Map.

5. Ask: What did this

character do in the



developmentally


2. After students have read,

students complete the


Think (think about



ideas)


to tell about your

ideas)

Write (label your




2. Distribute student work

(paper with brainstorm

ideas) from Daily Lesson 5

Writing.

3. Students select an idea

and tell their story to a

partner.

4. Students draw/write their

story in sequence.

5. Confer with students. Ask

students to sound out

CVC words as they write.

Kindergarten


Unit: 05A

Lesson: 01



and record ideas on the


Map.

6. Ask: Why did this

character do this?


record ideas on the


Map.


Closure 1. Ask: How can we

change existing words

to create new words?

Discuss responses.

1. Review the character map.


discuss the characters

traits. Ask: Is this

character kind?

Honest? Mean? Silly?

Discuss responses.

1. Ask students to make a

connection with the main

character. Ask: Are there

ways that you and the

main character are the

same/different? Does

he remind you of

someone? Would you

have done the same

thing? Students discuss

their connections in small

groups.


Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing

TEKS

K.3B,C

K.18A,B

K.3A K.6A,C

K.8A

K.Fig19E K.6A

K.8A

K.1F K.13C

K.14A

K.16Aiii

K.16B,C

K.17B,C




development of word



knowledge about letters

and sounds to read and

write?





story?





story?


techniques to

enhance the reader’sand/or listener’sexperience.



readers?


Sound

Main event

Setting

Character

Key event

Character

Setting

Key event

MaterialsPlastic lower-case

letters (1 set per 2

students)

Dry erase board (1

Grade-appropriate

realistic fictional text (1)

Chart paper (if

applicable)


appropriate fictional texts

for student selection

Chart paper (if

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




per 2 students)

Dry erase marker (1

per 2 students)

Eraser (1 per 2

students)

Chart paper (if

applicable)

applicable)

Attachments and

Resources Handout:

Comprehension Hand

(1)

Handout:

Comprehension Hand

(1 per student)


as appropriate.



make in the lesson using

plastic letters. Choose

words that will require

students to only change

one letter to make the

new word. Possible words

include: up, cup, cap,

map, mat, rat, rug, dug,

dog, log, fog, fig, fat, at.

Make a list of the letters

needed to create the

words.


as appropriate.

2. Select a grade-appropriate

realistic fictional story.

Ensure that the story

selected has a clearly

stated or illustrated setting.

3. Draw a large hand on a

piece of chart paper or


Comprehension Hand.

Label the fingers as follows:

Palm: Title

Thumb: Setting

Index Finger:

Characters


as appropriate.


Comprehension Hand for

each student. Collect these

at the end of the Daily

Lesson to be reused in

Daily Lesson 11



as appropriate.

2. Prepare to use the

modeled writing from


Kindergarten


Unit: 05A

Lesson: 01




Middle Finger: Key

event (beginning)

Ring Finger: Key event

(middle)

Little Finger: Key event

(end)

Background Information

Teacher Notes

Kindergarten


Unit: 05A

Lesson: 01







manipulate letters to form and

then decode two and three

phoneme words.




story and recognize sensory

details.




story.


Content Objective: Students revise

their stories by adding details.


listen to a word and then

change it to make new


authors use sensory

details in writing to



Shared Reading:


have been working on

writing a story.

Kindergarten


Unit: 05A

Lesson: 01



words.

2. Say the word up and





aloud.


can be created by adding,

deleting, or changing a

letter in an existing word.


as a new word is said

aloud. Tell them to listen

carefully because one

letter will need to be

added, changed, or taken

away to create the new

word.

6. Say the word cup and


Ask: What letter must

we add to the word

"up" in order to make it

into the word "cup"?

Discuss responses

including that c must be

added to the beginning of

the word.

describe what is seen,


touched. Instruct students

to listen for sensory

details that describe the

characters, setting, and

events.


Reading Routine:

— Conduct a Book Walk of the

selected text:

Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustrations

Pose questions that

activate background

knowledge, elicit

predictions, and


reading.

— Conduct a Read Aloud of the





detail. Provide additional




reread a familiar story.

Tell students that they will

practice retelling the story

using the Handout:

Comprehension Hand.

3. Distribute a copy of

Handout:

Comprehension Hand to

each partner group.

Instruct students to label

each part of the hand with

the part it represents in

the story. Refer to Shared

Reading Learning

Applications.

2. Display the modeled

writing from Daily Lesson

6 Writing. Explain that they

will focus on adding details

to their story.

3. Model the Think, Tell,

Draw, Write writing

process and Think Aloud

about details that will

make the story more

interesting.

4. With student assistance,

add words, phrases, or

sentences to clarify and

enhance the story.

5. Explain how the new words

add more details to the

story.

Kindergarten


Unit: 05A

Lesson: 01



7. Add the letter and read

the new word aloud, and


Point out sensory


to describe what is


tasted, or touched.

Learning Applications 1. Distribute a set of plastic

lower-case letters and dry

erase board to pairs of

students.

2. Say the selected words

one at a time or use the

following suggested list in

sequence: up, cup, cap,

map, mat, rat, rug, dug,

dog, log, fog, fig, fat, at.


as each word is being said

and prompt them to

change, add, or delete

one letter.

4. Say each word one at a

time. Students make the

word with the plastic

letters, read it aloud, and

write it on their dry erase

board. Partners should

alternate making the word

with plastic letters and

writing it on the dry erase

board.

1. Display the large hand

drawn on chart paper or

the Handout:

Comprehension Hand.


be using their hands to

help retell the story. Point

to the palm on the large

hand and instruct students

to point to their palms.

Ask: What is the title of

the text? Discuss

responses and record the

title in the middle of the

hand.

3. Ask students to hold up or

point to their thumb. Point

to the thumb on the large

hand. Ask: Where/ when

did this story take

place? Discuss

responses.


point to their index finger.

Point to the index finger


select a familiar fictional

text and reread for a

developmentally


2. After reading, each group

will use Handout:

Comprehension Hand

as a reference to retell the

story they just read.


provide support as

needed.


Think (think about



ideas)


to tell about your

ideas)

Write (label your





from Daily Lesson 6

Writing. Instruct students

to add details to their story

(either words or additional

drawings).

3. Confer with students.

Encourage students to

sound out CVC words as

they write.

Kindergarten


Unit: 05A

Lesson: 01




provide support as

needed.

on the large hand. Ask:


Discuss responses.

5. Ask students to point to

their middle finger. Point

to the middle finger on the

large hand. Ask: What

was a key event that

happened at the

beginning of the story?

Discuss responses.


their ring finger. Point to

the ring finger on the large

hand. Ask: What was a

key event that

happened in the middle

of the story? Discuss

responses.


point to their little finger.

Point to the little finger on

the large hand. Ask: What


happened at the end of

the story? Discuss

responses.

8. Model using the

comprehension hand to

retell the story.

Kindergarten


Unit: 05A

Lesson: 01




Closure 1. Ask: How can we

change existing words

to create new words?

Discuss responses.

1. Ask for student to show

how to use the


retell the story.

1. Ask for groups to model

how to use the


retell their story.


Chair routine.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.2G

K.3B

K.17A

K.18A,B

K.2F,H K.Fig19B,C

K.6A

K.8B

K.Fig19E K.Fig19F

K.6A

K.8B

K.1F K.13A K.21A

K.22A




development of word


- How can you help yourself

to learn more about words?





story?

- How do the characters

actions contribute to the

story?




- How can you relate to the

character in the story?


story?




- How do writers write

realistic stories?



readers?

Vocabulary of InstructionWord

Letter

Sound

Main event

Setting

Character

Key events

Character

Setting

Key event

Plan

Brainstorm


student)

Grade-appropriate

realistic fictional text



Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




Plastic lower-case

letters (1 set per

student)

Chart paper (if

applicable)

from Daily Lesson 7

Shared Reading

Chart paper (if

applicable)

texts for student

selection

Chart paper (if

applicable)

Attachments and

Resources Handout: Character

Map (1)

Handout: Character

Map (1 per student)


as appropriate.



create/write for the

spelling part of


3. Determine which letters will

be needed to create the

words


as appropriate.


fictional text from Daily

Lesson 7 Shared

Reading.

3. Prepare a character map

on chart paper or enlarge

Handout: Character Map

to complete with the

students.


as appropriate.

2. Prepare a list of 5-10

grade appropriate CVC

words to assess the

decoding part of




student.


as appropriate.

Background Information This Instructional Routine partially

assesses Performance Indicator

01.

Setting – the time and place in

which a narrative occurs.

Elements of setting may include

the physical, psychological,

cultural or historical

This Instructional Routine partially


01.

Teacher Notes While students are reading

independently, complete the

Kindergarten


Unit: 05A

Lesson: 01




Performance Indicator that was

started in Word Study, by meeting

with students individually as they

read from a list of 5-10 CVC

words.

Kindergarten


Unit: 05A

Lesson: 01





Duration and Objective Suggested Duration: 20-25 min

Content Objective: Students write

VC and CVC words.



to a realistic fiction story and



their actions.



identify a character, their actions,

and the reason for their actions.


Content Objective: Students plan a

first draft by generating ideas for

writing through class discussion.


listen to words read aloud,

use their plastic letters to

make the words, and write

the words on a blank

sheet of paper.

2. Say the word at and





aloud.

4. Repeat steps #2 and #3

with two more CVC words.

1. Display the fictional text

from Daily Lesson 7

Shared Reading. Review

the meaning of character,

setting, and key events


relevant examples.

2. Explain that the fictional

story will be reread

and students need

to listen for character

actions in the story and

why they do what they do.


Reading Routine:

— Conduct a Book Walk

of the selected text:



Shared Reading:




Reading text, if necessary.


identify the main character

in their self-selected texts.


and/or draw on the



routine.

2. Review that some authors

tell stories about real

things that happened,

some authors make up

stories, and some authors

start with a real story and

add imaginary details.

3. Think Aloud and

brainstorm ideas for

writing (both real and

imaginary). Record ideas

on chart paper.


Think (think about

Kindergarten


Unit: 05A

Lesson: 01



Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustrations

Pose questions that

activate background

knowledge, elicit

predictions, and


reading.




and discuss the events. Point out

explicit examples of realistic

fiction.

Point out character

actions and ask

questions that allow the

student to explain the

reason for that action.

4. Ask: Are the character’s



ideas)


to tell about your

ideas)

Write (label your




4. Ask: Are the character’sactions imaginary or

realistic? Can this

happen in real life?

Kindergarten


Unit: 05A

Lesson: 01



Why do you think

he/she did that? Discuss

responses.

Learning Applications 1. Distribute a set of plastic

letters and a plain sheet of

paper to each student.

2. Say the previously

selected words for the

Performance Indicator one

at a time.

3. Students make the words

with their plastic letters

and write the words on the

plain piece of paper.


provide support as

needed.

1. Display the Handout:

Character Map. Review

what goes in each box.




Who was is/are the

character(s) in this


and record the names of

the characters on the


3. Explain that there can be

one or more characters in

stories. Each character

does things in the story.

The main character is the

character the story is

mostly about.


the story. Ask: Who was

this story mostly about?


record ideas on the



the story once again. Ask:



developmentally



Character Map to each

student.

3. Students complete the


4. Meet briefly with each

student to assess

students’ ability to decodea list of CVC words to

complete the Performance

Indicator.

1. Divide students into pairs.


discuss stories they have

heard and if they would be

real or imagined. Students

also discuss their own

ideas for writing (both real

and imagined).

2. As a class, discuss

different ideas for writing.

3. Distribute a piece of paper

to each student and

instruct them to record 2-3

ideas on the piece of

paper using drawings or

words.

4. Confer with students as

they are writing to provide

targeted instruction.

Kindergarten


Unit: 05A

Lesson: 01



What did this character

do in this story? Discuss

responses and record

ideas on the Handout:

Character Map.

6. Ask: Why did this

character do this?


record ideas on the



Closure 1. Collect student papers to

assess the Performance

Indicator.

1. Review the character map.


discuss the characters

traits. Ask: Is this

character kind?

Honest? Mean? Silly?

Discuss responses.

1. In small groups, students


about the characters in

the text they read.

1. Students share their ideas

with a partner.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.3D

K.18A

K.3A K.Fig19A,B,C,D

K.4B

K.6A,C

K.8A

K.Fig19E

K.21A

K.Fig19A,B,C,D

K.6A

K.8A

K.1F K.13B

K.14A

K.21A

K.22A




development of word




you as you read?





story?





story?






readers?

Vocabulary of InstructionHigh-frequency word Setting

Character

Key event

Character

Setting

Key events


student)

Plastic lower-case

letters (1 set per

student)

Grade-appropriate

realistic fictional text (1)

Chart paper (if

applicable)



texts for student

selection

Chart paper (if

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




Note card (3-5)

Chart paper (if

applicable)

applicable)

Attachments and


Word Wall Routines

(1)

Handout:

Comprehension

Hand (1)

Handout:

Comprehension

Hand (1 per student)


as appropriate.


Resource: Word Wall

Routines. Prepare

accordingly.






of plastic letters.






as appropriate.

2. Select a grade-

appropriate realistic

fictional story. Ensure that

the story selected has a

clearly stated or illustrated

setting.

3. Draw a large hand on a

piece of chart paper or


Comprehension Hand.

Label the fingers as

follows:

Palm: Title

Thumb: Setting


as appropriate.


Comprehension Hand

for each student.


as appropriate.

Kindergarten


Unit: 05A

Lesson: 01







Word Wall.

Index Finger:

Characters

Middle Finger: Key

event (beginning)

Ring Finger: Key

event (middle)

Little Finger: Key

event (end)

Background Information Refer to Daily Lesson 8

Teacher Notes

Kindergarten


Unit: 05A

Lesson: 01







and spell high frequency words.




story and recognize sensory

details.




story.



develop drafts by sequencing the

action or details in the story.



1. Display the selected

fictional text.



1. Review the list of writing

ideas brainstormed in

Kindergarten


Unit: 05A

Lesson: 01



These words are






may have to be





Resource: Word Wall



one at a time.




one at a time.









letters.


Reading Routine:

— Conduct a Book Walk of the

selected text:

Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustrations

Pose questions that

activate background

knowledge, elicit

predictions, and


reading.





Point out sensory


to describe what is


tasted, or touched.

Stop to allow students

to ask and answer

questions about the

Shared Reading:









using the Handout:

Comprehension Hand.

3. Distribute a copy of

Handout:

Comprehension Hand to

each partner group.

Instruct students to label

each part of the hand with

the part it represents in

the story. Refer to Shared

Reading Learning

Applications.


2. Select a topic and Think

Aloud and write

sentences that tell a story

in sequence using the

writing routine: Think, Tell,

Draw, Write.

Think - Think

Aloud about what

the story will be

about. Ask students

for ideas/details.

Tell - or rephrase

what will be written

using the ideas

generated by the

class.

Draw - Create a

quick sketch of the

general idea.

Write – Use acomplete simple

sentence or two to

tell what happened.

3. Include ideas from the

students. Use 2-3

complete simple

sentences to tell what

happened at the

beginning, middle, and

Kindergarten


Unit: 05A

Lesson: 01





under the word and





card, say the word,




repeat steps #4-6.

story.


make inferences based

on what has been read

end. Reinforcing the

significance of story order.


practiced words.




them to take turns






1. Display the large hand

drawn on chart paper or

the Handout:

Comprehension Hand.


be using their hands to

help retell the story. Point

to the palm on the large

hand and instruct students

to point to their palms.

Ask: What is the title of

the text? Discuss

responses and record the

title in the middle of the

hand.





developmentally



will use Handout:

Comprehension Hand




provide support as

needed.


from Daily Lesson 8

Writing.

2. Students use words and

pictures to write a story in

sequential (or

chronological) order.

3. Monitor and scaffold for

students. Encourage

students to sound out

CVC words as they write.

Kindergarten


Unit: 05A

Lesson: 01



point to their thumb. Point

to the thumb on the large

hand. Ask: Where/ when

did this story take

place? Discuss

responses.


point to their index finger.

Point to the index finger

on the large hand. Ask:


Discuss responses.


their middle finger. Point

to the middle finger on the

large hand. Ask: What


happened at the

beginning of the story?

Discuss responses.


their ring finger. Point to

the ring finger on the large

hand. Ask: What was a

key event that

happened in the middle

of the story? Discuss

responses.


point to their little finger.

Point to the little finger on

Kindergarten


Unit: 05A

Lesson: 01



the large hand. Ask: What


happened at the end of

the story? Discuss

responses.

8. Model using the


retell the story.




more of the words

practiced.

1. Ask students to show how

to use the comprehension

hand to retell the story.


how to use the


retell their story.


Chair routine.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing TEKS TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.5B K.Fig19D

K.6A,C

K.8B

K.Fig19E

K.21A

K.22A

K.Fig19A,B,D

K.6A

K.8A

K.1F K.13C

K.16Aiv

K.21A

K.22A


Guiding Questions Readers understand

that some larger

words are made up of

smaller words that can

help give meaning to

text.

- What strategies do

you use to understand

what words mean?





story?



reader’s ability tomake meaning of the

text.

- What are the elements of

a story?


techniques to

enhance the reader’sand/or listener’sexperience.



readers?

Vocabulary of InstructionCompound word Setting

Character

Key event

Character

Setting

Key event

Revise

Detail

Preposition


student)

Chart paper (if

Grade-appropriate

engaging fiction book

Chart paper (if applicable)



texts for student

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




applicable) selection

Chart paper (if

applicable)

Attachments and

Resources Handout: Story Map (1

per student)

Handout: Character

Map (1 per student)


as appropriate.

2. Create a list of 6-12

compound words.

Possible compound word

list: grandmother,

sunflower, inside, without,

baseball, football, today,

fireworks, skateboard,

airport, grasshopper,

eyeballs, dishwasher,

airplane, toothpick,

afternoon, horseback,

toothpaste, pancake,

cupcake, watermelon,

fireman, sidewalk,

goodbye, sunshine,

jellyfish, rainbow.

3. Make or copy picture

cards that contain a

picture for each of the

1. Prepare to display visuals as

appropriate.

2. Create a story map on chart

paper or enlarge the

Handout: Story Map.

3. Select a grade-appropriate

fictional text that has a clear

setting and a rich main

character and contains a few

examples of sensory details.

4. Duplicate the Handout: Story

Map for each student.


as appropriate.



student.


as appropriate.


modeled writing and the

student writing from Daily

Lesson 9 Writing.

Kindergarten


Unit: 05A

Lesson: 01




smaller words in the

compound word. For

example, a picture of a

foot and a ball for the

word football.

Background Information This Instructional Routine partially

assesses Performance Indicator 02.

This Instructional Routine

partially assesses Performance

Indicator 02.

This Instructional

Routine partially assesses


Preposition - a word that relates

its object to another word in the

sentence (e.g., at in at school or

of in of your writing)

Prepositional phrase - a phrase

that begins with a preposition

and is followed by an object

(e.g., on the road and by her)

Teacher Notes This Performance Indicator is partially

assessed during this Daily Lesson

through a whole group Read Aloud of

the selected text and a guided

completion of the graphic organizer.

Students will complete a second

“character” graphic organizer in

Independent Reading and the teacher

will begin to pull small groups to

assess the second half (character

analysis) of this Performance

Indicator.

Students will complete the “Title” and

“Sensory Details” sections as a whole

After students complete a

“character” graphic organizer in a

whole group setting, they will

meet in a small group to

complete the Performance

Indicator. Plan an independent

activity for the rest of the students

during this time.

Kindergarten


Unit: 05A

Lesson: 01




class, but should complete the

remaining portions independently (as

appropriate).

Kindergarten


Unit: 05A

Lesson: 01







recognize that compound words

are made up of shorter words.



to a story read aloud, draw

pictures, and/or dictate words on a

provided graphic organizer to

identify elements of the story and

sensory details.



identify and describe characters in

a story and the reasons for their

actions.


Content Objective: Students revise

their stories by adding details

including simple prepositional

phrases.

Mini Lesson 1. Show students 3-5

compound word pictures.

Name the pictures. Explain

that the words are

compound words and are

made up of two smaller

words that are combined

to make a new word.

2. Show one of the

compound picture word

cards again and ask

students to repeat the

word (e.g., cowboy). Ask

students to break the

compound word into the

two smaller words (e.g.,

cow, boy), clapping for

each word. Repeat with

the other words.

3. Draw or display a simple

picture of a cow and a

1. Introduce the selected

fictional text.


Reading Routine:

- Conduct a Book Walk of the

selected text:

Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustrations

Pose questions that

activate background

knowledge, elicit

predictions, and


reading.

1. Reread the text from

Shared Reading, if

necessary.


Character Map to each

student.

3. Guide students through

each section of the

graphic organizer as they

individually draw and/or

write in each box.

4. In a teacher-guided small

group, students use the

completed graphic

organizer to verbally

describe the characters in

the story and the reasons

for their actions.


have been working on

writing a story.



9 Writing. Explain that they

will focus on adding details

to their story.

3. Review some examples of

simple prepositional

phrases.

4. Model the Think, Tell,

Draw, Write writing

process and Think Aloud

about details that will

make the story more

interesting including

simple prepositional

phrases.

5. With student assistance,

Kindergarten


Unit: 05A

Lesson: 01



simple picture of a boy

and label each picture.

Explain that sometimes the

smaller words help you

know what the compound

word means. Repeat with

other examples.

4. Tell students that

sometimes the smaller

words do not help you to

understand the meaning

of the compound word

(e.g., butterfly).

- Conduct a Read Aloud of the


to emphasize the characters,

setting, and discuss the events.

Paying special attention to the

characters actions and the

reasons they do them.

Emphasize sensory


to describe what is


tasted, or touched.

Stop to allow students

to ask and answer

questions about the

story. Encourage

students to make

inferences based on

what has been read.

Confirm previous

predictions made.

add words, phrases, or

sentences to clarify and

enhance the story.

6. Explain how the new words

add more details to the

story.

Learning Applications 1. Display a list of 3-5 1. Distribute the Handout: 1. Continue assessing the 1. Review the writing routine:

Kindergarten


Unit: 05A

Lesson: 01



additional compound

words.

2. Distribute a piece of plain

paper to each student.


choose compound word

from the list.

3. Instruct students to break

the compound word into

smaller word parts and

draw each of the smaller

words with a plus sign in

between. Model if

necessary.

4. Instruct students to also

draw a representation of

the compound word after

the smaller pictures are

drawn. Model if necessary.

5. Assist students in labeling

the pictures as needed.

Story Map to each

student.

2. Display the large story

map. Review what ideas

go into each box.

3. Ask: What is the title of

the text? Discuss

responses and record it in

the corresponding box

and instruct students to do

the same.

4. Complete the sensory

details portion as a class

as well. Ask students to

Think, Turn, and Talk

with a partner to review

sensory details in the

story.

5. Record appropriate

student responses on the

large story map and

instruct students to do the

same on their handout.




Who are the characters

in this story? Discuss


ideas on the large story

Performance Indicator by

pulling small groups.



developmentally


Think (think about



ideas)


to tell about your

ideas)

Write (label your





from Daily Lesson 9

Writing. Instruct students

to add details to their story

(either words or additional

drawings) including

prepositional phrases.

3. Confer with students.


sound out CVC words as

they write.

Kindergarten


Unit: 05A

Lesson: 01



map and instruct students

to do the same on their

handout.

7. Review that the setting of

story tells when and where

the story takes place. Ask:

What is the setting of

this story? Discuss


ideas on the large story

map and instruct students

to do the same on their

handout.

8. Review that key events

are important things that

happen in the story. Ask:

What key events

happened in the story?

At the beginning, the

middle and the end?


record ideas on the large

story map and instruct

students to do the same

on their handout.

9. Collect work to assess

students’ ability to identifystory elements.


Closure 1. Students share their work 1. Review the story map. 1. With a partner, students 1. Conduct the Author’s

Kindergarten


Unit: 05A

Lesson: 01



with the class or with a

partner.

Explain that story maps

help us better understand

the story.


about the setting and

characters in the text they

read.

Chair routine.

Kindergarten


Unit: 05A

Lesson: 01




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.3D

K.18A

K.3A K.Fig19D

K.6A,C

K.8B

K.Fig19E K.Fig19A,B,D

K.6A

K.8A

K.1F K.13D

K.16Aiii,iv

K.13E




development of word




you as you read?





story?





story?






readers?

Vocabulary of InstructionHigh-frequency word Action

Reason

Edit

Publish


student)

Plastic lower-case

letters (1 set per

student)

Note card (3-5)

Chart paper (if

Grade-appropriate

fictional text from Daily

Lesson 10 Shared

Reading (1)

Chart paper (if

applicable)



texts for student

selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Kindergarten


Unit: 05A

Lesson: 01




applicable)

Attachments and


Word Wall Routines

(1)


as appropriate.


Resource: Word Wall

Routines. Prepare

accordingly.






of plastic letters.








Word Wall.


as appropriate.


fictional text and

completed Handouts:

Story Map and

Character Map from


and Independent Reading

to assess Performance

Indicator 02 in small

groups.

3. Plan an appropriate

independent activity for

students to complete while

meeting with small groups.


as appropriate.


labeled Handouts:

Comprehension Hand

from Daily Lesson 7



as appropriate.


modeled writing from Daily

Lesson 10 Writing.

Consider rewriting it, with

a few mistakes, so as to

be able to review the

editing process.

Background Information This Instructional Routine partially This Instructional Routine partially

Kindergarten


Unit: 05A

Lesson: 01





02.


03.

Teacher Notes Students will continue to meet in a

small group to complete the

Performance Indicator. Plan an

independent activity for the rest of

the students during this time.

Kindergarten


Unit: 05A

Lesson: 01







and spell high-frequency words.



identify and describe characters in

a story and the reasons for their

actions.




story.


Content Objective: Students edit

and share writing.



These words are






may have to be





Resource: Word Wall



one at a time.




one at a time.

1. Continue to assess the

Performance Indicator in

small groups.



Shared Reading:









using the labeled

Handout:

Comprehension Hand

from Daily Lesson 7

Independent Reading to

help them retell the story.

3. Distribute the labeled

Handout:

Comprehension Hand

from Daily Lesson 7




10 Writing.


edit their stories.

3. Explain that editing means

correcting and preparing

writing for publication to

share with others.

4. Think Aloud about an

editor’s checklist to helpedit the sample story. Ask:

What should I make

sure I have done in my

story? Discuss

responses. The editor’scheck list should contain

the following:

Name of the author

All sentences begin

with a capital letter

Kindergarten


Unit: 05A

Lesson: 01











letters.



under the word and





card, say the word,




repeat steps #4-6.

Spaces between the

words.

There is punctuation at

the end of the

sentences.

5. Model checking to see

that the teacher sample

has all of the above and

make edits as necessary.


practiced words.





Performance Indicator in small

groups.




developmentally


1. Distribute student writing

from Daily Lesson 10

Writing.

2. Students edit their writing

with adult assistance.

Kindergarten


Unit: 05A

Lesson: 01



them to take turns







will use Handout:

Comprehension Hand




provide support as

needed.

3. Confer with students to

provide targeted

instruction.




more of the words

practiced.


Performance Indicator in

small groups.


how to use the


retell their story.


2. Collect student work to

assess the Performance

Indicator.

Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas

Education Agency

Kindergarten


Unit: 05A

Lesson: 01



Kindergarten English Language Arts and Reading

Unit: 05A Lesson: 01 Day 2 of 11

©2012, TESCCC 11/08/12 Page 1 of 1

Nursery Rhyme “One, Two, Buckle My shoe”

One, Two 1, 2 Buckle my shoe.

Three, four, 3, 4

Shut the door.

Five, six, 5, 6

Pick up sticks.

Seven, eight, 7, 8

Lay them straight.

Nine, ten, 9, 10 A BIG FAT HEN!



©2012, TESCCC 11/08/12 Page 1 of 1

Character Map

Who is the character?

What is one thing he/she did in the story?

Why does he/she do that?

Draw the character.



©2012, TESCCC 11/08/12 Page 1 of 1

Five Senses “I can” Chart

With my eyes

I can see...

With my nose

I can smell...

With my mouth

I can taste...

With my hands

I can feel...

With my ears

I can hear ...



©2012, TESCCC 11/08/12 Page 1 of 1

Poetry Puzzle

One (1)

2 Buckle my

shoe

Three (3)

4 Shut the

door

Five (5)

6 Pick up

sticks

Seven (7)

8 Lay them

straight

Nine (9)

10 A BIG FAT

hen



©2012, TESCCC 11/08/12 Page 1 of 1

Story Map: Draw or Write

Title:

Key Events: What happened in the story?

Beginning

Middle End

Characters: Who is in the story?

Setting: Where and when did the story take place? Sensory Details:



©2012, TESCCC 11/08/12 Page 1 of 1

Teacher Resource: Action Words & Movements “One, Two, Buckle My Shoe”

Words Actions

1,2, buckle my shoe Students extend arm to count, then stoop down to pretend that they are buckling a shoe.

3,4, shut the door Students extend arm to count, then swing arm as if they are shutting a door.

5, 6, pick up sticks Students extend arm to count, then stoop down to pretend they are picking up sticks.

7, 8, lay them straight Students extend arm to count, then they stand up very straight.

9,10, a big fat hen Students extend arm to count, then students jump and open arms wide.


Unit: 01-06

©2012, TESCCC 11/09/12 page 1 of 1

Word Wall Routines New Words Routine Introduce 4-5 new words. Complete the suggested steps for each new word one at a time:

1. Show the word card, explain what the word means, and point out any special features.

2. Say the word and have students echo. 3. Students chant the spelling of the word using a kinesthetic chant or cheer. 4. Students write the word. 5. Students check the spelling of the word as the teacher says the letters one at a

time. 6. Place the word on the Word Wall under the correct beginning letter. 7. Choose a Word Wall Practice Activity to build, read, and/or write the new words.

Review Words Routine Select any 3-5 words from the Word Wall that have been previously introduced. Complete the suggested steps for each word one at a time:

1. Point to the word card and read the word. 2. Students echo the word. 3. Students chant the spelling using a kinesthetic chant or cheer. 4. Students write the word. 5. Students check the spelling of the word as the teacher says the letters one at a

time. 6. Choose a Word Wall Practice Activity to review words.

kindergarten english language arts and reading … literary text...kindergarten english language...

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