misdelar.wikispaces.commisdelar.wikispaces.com/file/view/ELAR-Q1-IPG-Kinderg… · Web viewThe teacher will hand out sentence strips with each child’s name written on a strip

McKinney ISD Instructional Planning Guide – Reading & Writing1st Quarter 2012-13 Grade Level- Kindergarten

Week 1 Reading: Launching the Reading Workshop

ELAR TEKS: Student Expectations ELL Resources Assessment/ Product Enduring Understandings-Essential Questions

Introduce the reading workshop:

1.a Spoken words represent print for communication

1.f Book awareness/ Directionality (L to R, T to B)

11.a Follow pictorial directions (i.e. recipes & science experiments)

11.b Identify the meaning of specific signs (environmental print around the school)

Just as children learn to talk and read, swim or jump rope, by imitating people who already know how, they learn to read and write by mimicking the habits and strategies of real writers. Teachers play a valuable role in this process. By modeling good reading & writing habits, they show students that reading and writing are important.

ELPS: 4.d Use pre-reading supports, such as illustrations to identify book parts

Day 1: Un beso en mi mano

Day 2: Preparate, Kindergarten! Alla Voy!

Day 3: P D F for Principio Desarollo y final

Day 4: Bienvenidos A Kindergarten!

Day 5: Hoy me siento tonta

TT-Teaching chart 3

E5—

E5-Kindergarten screener (OPTIONAL)

E1-Enduring Understanding:The purpose of a language, as a system, is to create meaning.

Essential Questions:How does morphemic knowledge aid in reading?

Kid Friendly:How do letters, sounds, and words help us read?

Science & Social Studies Integration Web 2.0 Tools/ Apps Vocabulary

MePre decodable reader: At School

http://icafe.wikispaces.com

Connect EdDoodle cast appDoodle Buddy appDrawing Pad app

concepts of printL to Rtop to bottom

1

ELEMENTARY ELAR IPG

http://icafe.wikispaces.com/


E2, E3, E4-SAMPLE LESSONS: Week1 Reading – Launching the Reading Workshop

Day 1

Launch the Reading

Workshop

Read aloud: The Kissing Hand orMomma’s Kiss by: Jane YolenE2- Discuss the story and the feelings that are revealed in this experience. Give the students a piece of construction paper to trace their hand on.

E3- Students will trace their own hand (kissing hand) and draw or place a heart sticker in the middle, to remind students that someone loves them too. **The students could also use any drawing app. On the ipad to draw their hand and place a heart stamp in the middle!

E4-The Name Game: The teacher will hand out sentence strips with each child’s name written on a strip. Say each student’s name out loud so that the entire class can hear each one. Have students place their name on the word wall under the letter that begins with their name. **Note: The teacher may want to take their picture as well and hang both the child’s name and their picture on the word wall for the first few weeks of school.

Day 2

Introducing the Read Aloud

Routine

Read Aloud: (your choice)Miss Bindergarten Gets Ready for KindergartenOff to Kindergarten by: Tony JohnstonLook Out Kindergarten, Here I come by: Nancy CarlsonUse TT Teaching Chart 3: I See a ClassroomE2- Discuss the elements of the story, including the way each character prepares for the big day. Have students make a class list of things they did to get ready for kindergarten: For Example~ Bought school supplies, Got new clothes, Met the teacher

E3- Explain the “rules” for listening to a read aloud:

1. Eyes on the speaker2. Mouths are quiet3. Hands to yourself4. Attentive listening

E4-You may want to make a chart of these “rules” or use this song:

2

Attentive Listening Song(to the tune of Frere Jacques)

Eyes are watchingEars are listeningLips are closedHands are still

Feet are really quite, you should really try itListening well, listening well


Day 3

Selecting a Just Right Book

Read Aloud: A Place Called Kindergarten by: Jessica HarperKindergarten Rocks by: Katie DavisE2- Read one of these books and discuss the beginning, middle, and end of the story.

E3- Create a flap page out of construction paper with three flaps. Divide the paper into three equal sections, and cut only to top flap leaving the bottom in tact. Have students write B M E (one letter on each flap). (P D F for Principio Desarollo y final) Under each flap have students draw a picture of an event that happened in the beginning, middle, and end.

E4- Demonstrate how to select a just right book. I like the cover , I like the pictures, I can read all the words from one page with less than 3 errors.

Day 4

Understanding Our Reading

Workshop Tools

Read Aloud: Welcome to Kindergarten by: Anne RockwellTiptoe Into Kindergarten by: Jacqueline RogersE2-Show the students they will also need tools from the classroom to function in the workshop model.

E3Tools for the reading workshop: Circle time, Classroom library/ tubs, Centers, Independent work space, Small groups, Conferring space, Notebooks, Big books, Book baggies

E4 – Ask students to “try on” your centers or stations. Set a timer for 10 minutes each. **This is just a practice run through!

(You may want to write your center names on chart paper and add to it over time. Use it as an anchor chart.)

Day 5

Practicing the Routine:

Putting it all Together

Read Aloud: Today I Feel Silly – by Jamie Lee CurtisAdventure Annie Goes to Kindergarten by: Toni BuzzeoE2- Discuss the moods from the story. Tell students that some moods and behaviors are not appropriate at school. **Teachers could also photo booth on the ipad to create funny faces and discuss “moods” with students.

E3- Have the students practice the routine, habits, and processes of the reading workshop: Read Aloud, Book baggies/ SSR, Independent time, Response notebook, Guided group time, Center time

E4- Rotate through each center or workspace to “try on” each part of the workshop. Use full language arts block timing!

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Week 1 Writing: Launching the Writing Workshop

ELAR TEKS: Student Expectations ELL Resources Assessment/ Product

Enduring Understandings-

Essential QuestionsLaunch the Writing Workshop:

13.a Generate ideas – first draft

14.a Dictate/ write story in sequence (BME)

18.c Write your name/ names of others

ELPS: 4.a learn relationships between sounds and letters, and decode words.

Day 2: Use Total Body Response

E5-BOY writing sample saved for the portfolio

Name writing

Enduring Understanding:The purpose of a language, as a system, is to create meaning.

Essential Questions:How does morphemic knowledge aid in writing?

Kid Friendly:How do letters and words help us write?


Me Connect Ed – Handwriting bookletDoodle Buddy appDoodle Cast appGlow Draw appDrawing pad app

writing workshopwriting bindertools

4


E2, E3, E4-SAMPLE LESSONS: Week 1 Writing – Launching the Writing Workshop

Day 1

Launching the Writing Workshop

Read Aloud:Not a Box by: Antoinette PortisNot a Stick by: Antoinette Portis

E2-Show the class the “meeting place” where the class will gather daily for writer’s workshop. Discuss procedures for coming to the “meeting place” for writer’s workshop. Gather the class at the “meeting place”.

E3 – Give students a piece of writing paper that has a “box” or a “stick” on it. (These must be created ahead of time) Ask students to turn the box or stick into something else, like in the story and then to label it. **The teacher could also allow students to use a drawing app. here.

E4 – Show all work in “Author’s chair”.

Day 2

Writers Workshop

Procedures- Time Signal

E2-Establish a signal in order for students to recognize it is time to finish their task and gather at the “meeting place”Example:E3-With the students create a chart of daily writing procedures.

Date everything Use a pencil Draw and label pictures. – This is the “plan” Do not erase anything Cross out unwanted thoughts with one single line. Save everything.

E4-Take pictures of students sitting on the carpet to add to the anchor chart.**The teacher will need to make an anchor paper for students to look at as“mentor text”. Be sure to include the date, your name, and a BME.

Day 3

Writers Workshop

Procedures

Read: Listen and Learn by: Meiners Interrupting Chicken by: David Ezra SteinE2-After reading the story, discuss the moral of the story. Explain to the students that they are going to brainstorm a list of habits that show what good listening means. Give the students some time to think about what good listening looks and sounds like.

E3- Create an anchor chart called: “Good Listening Habits.” Ask for responses from the students. Example: Eyes on speaker Mouth is closed Hands in lap & bodies are still

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Writer’s Workshop(to the tune of: “You Are My Sunshine”)

It’s Time for writing at Writer’s Workshop.Let’s put our other things away.

Writing is one way we get smarter.Let’s do some wonderful writing today.

(Add TBR movements for ELL learners.)


Day 4

Writers Workshop

Procedures- The Writing Notebook

Read Aloud:Eraserheads by: Kate BanksThe Pencil by: Allan AhlbergI am a Pencil by: Linda Hayword

**Prior to this lesson make decisions about which writing tools students will use at this time and where they will be kept. Some materials such as those used for editing, revising and publishing will be introduced at a later time.E2-Show the students a published book and have students orally brainstorm a list of writing “tools” the author used to create the illustrations and book. Show the students the illustrations and read a small part of the book. Explain that today they will each be given a very important tool that they will use everyday in writer’s workshop, a notebook. Give each student a notebook. After each student receives a notebook, ask students to brainstorm what they think is in the notebook. Tell students that today they are going to become writers and this is one very important tool they need. Have students write their name on a label and place it on their notebook.

E3- Write their first “story” in their notebook.

Save this sample for the portfolio. (BOY sample)

**This is an example of the writing paper that should be used at BOY.

**Teachers may also choose to leave lines off at BOY.

Day 5

The Notebook

E2-Revisit with students:

That everyday they will participate in writer’s workshop. Good listening habits The purpose of writing The signal for coming to the “meeting place” Tools Expectations

E3-Explain that yesterday you received a special notebook and you will get to write in this book everyday. You will also learn how to create stories, illustrations. Today you will personalize your notebook cover to make it your own.

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Plan

Name:_____________Date:________

______________________________

______________________________



ELAR TEKS: Student ExpectationsELL Resources Assessment/

ProductEnduring

Understandings-Essential Questions

Launching the Reading Workshop:

1.b Identify upper & lower case letters

1.c 1:1 correspondence

1.e Recognize sentences have words with spaces


1.g Identify book parts

2.a A group of words makes a sentence

ELPS:4.a learn relationships between sounds and letters, and decode words.

Day 1: TT Big BookDay 2: TT Audio CDDay 3: Cuando Yo Era PequenaDay 4: El hombrecito de pan de jengibre

Day 5: El hombrecito de pan de jengibre

E5-

Student: Letters in their name

E1-Enduring Understanding: The purpose of a language, as a system, is to create meaning.

Essential Questions: How does morphemic knowledge aid in reading?

Kid Friendly: How do letters and words help us read?


Me

Pre decodable reader: I

Connect Ed

http://school.eb.com/learningzone/welcome

This is Encyclopedia Brittanica’s site called “Learning Zone”

ABCauthortitleillustratorIcan

7

http://school.eb.com/learningzone/welcome


E2, E3, E4-SAMPLE LESSONS: Week 2 Reading – Launching the Reading Workshop

Day 1

ABCs

Read Aloud:Texas Treasures, Big Book: Animals in the Park: An ABC Book orAnimal Babies ABCNursery Rhyme: TT Audio CD – Humpty DumptyE2 – Read any of these Texas Treasures ABC books and review all letters of the alphabet. Use TT Teaching chart 1 and review all letters and sounds. Spalding cards could be used as well.

E3 – Ask students to write as many alphabet letters as they can, as the teacher calls out the letter. Use this as an assessment for learning.

E4- Practice the habits and processes of the RW model.

Day 2

Chant It

E2-Use the Audio CD That came with Texas TreasuresNursery Rhyme: Hey Diddle Diddle **Note: Many students are NOT coming to school with prior knowledge of the nursery

rhymes,so it is important that we frontload this genre for schema. This may also be a title in the LMC.

E3 – Ask students to chant this NR with you.

E4 – Discuss the sequence of this story. Ask students what happened in the beginning, middle and end of story. Ask students to illustrate the BME of this story. Check for understanding.

Day 3

EEKK

Read Aloud: When I Was Little by Jamie Lee Curtis Nursery Rhyme: TT Audio CD – To Market, to MarketE2- Discuss book parts. Say “Thanks to the pictures and words in this book, readers can see how the speaker has grown in one short year. Make a chart of all of the things she did when she was little: Had silly hair, Cried a lot, Spilling, Baby car seat, Wore floaties, Did not know a lot

Still: Mom & dad read to her, Go to the park

E3- Pick two books to “read” with a partner. They should practice for about 15 minutes. Make sure that students are demonstrating quiet reading behavior. Read- pair- share . Ask students to sit in EEKK position with their partner: Elbow to Elbow, Knee to Knee.

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Day 4

Making Predictions

Read Aloud: The Gingerbread Man (any version will do)Use Texas Treasures Read Aloud Anthology for K: The Gingerbread Boy, pgs. 13-15.Use TT Sing, Talk, and Rhyme Handbook Nursery Rhyme: Jack be Nimble (TT audio CD)E2- Ask the students to predict what may happen in the story. Ask students if they have ever heard this story before. Chart with the class the events from the story.

E3- Create a flap page out of construction paper with three flaps. Divide the paper into three equal sections, and cut only to top flap leaving the bottom in tact. Have students write B M E (one letter on each flap). Under each flap have students draw a picture of an event that happened in the beginning, middle, and end.

Extension: Walk students around the building searching for a paper gingerbread man. They can visit the most important places in the school, until they “find” him. Hint- He is in the principal’s office. Some important places may include: library, counselor, nurse, admin.etc...

Day 5

Making Connections

Read Aloud: The Jalapeno Man (or any version of a Gingerbread Man story)Nursery Rhyme: Sing a Song of Sixpence (TT Audio CD)

E2- Discuss features of a sentence. Read the story to the students and compare the new version of the Gingerbread Man to the previous one. Use a Venn Diagram to get students to make text to text connections between these two books.

E3- Decide which portions of the Jalapeno Man are similar, different, and new from the original story.

E4- Practice the reading workshop routines as they move from independent work, guided groups, and centers or tubs. *Make a note of any student who may still need help with the routine.

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Essential QuestionsLaunch the Writing Workshop:



17.b Capitalize first letter in sentence

17.c Punctuation at the end of sentence (.) (?) (!)

ELPS:3.c Speak using a variety of grammatical structures with increasing accuracy and ease

Day 2: El Lapiz – Paula BossioDay 3: Harold Y El Lapiz Color Morado

Writers Notebook set up E1-

Enduring Understanding: The purpose of a language, as a system, is to create meaning.

Essential Questions: How does morphemic knowledge aid in writing?

Kid Friendly: How do letters and words help us write?


Family App: Scribble PressDoodle Cast appDrawing Pad app

toolspaperpencilcrayon

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Day 1

Habits & Processes of the Writing Workshop

Review: Procedures, Signals, ToolsE2-Remind students that last week they received a special tool that they will use everyday in writer’s workshop, their notebook. Explain that today they will listen to a story that will help them when they are using their notebook.

Read Aloud: (your choice)Kindergarten Diary by: Antoinette PortisDiary of a Worm by: Doreen CroninDiary of a Spider by: Doreen Cronin (all Doreen Cronin books are available in Tumble Books)

E2-After reading any of these books, hold up the writing notebook. Facilitate a discussion and ask students what they know about the notebook:

It is a notebook It has a purpose It is for writing It has pages

E3- Begin a list (with teacher) of ideas they may want to write about. This is called an “authority list”E4 – Ask students to write a new story.

Day 2

Writing Tools – The Pencil

Read Aloud:

A Day With No Crayons by: Elizabeth Rusch**The teacher could also use any ipad app for drawing that has pencils or colored pencils on this day!

E2- Explain that they will be using a new tool today and is probably on of the most important tools – pencils. Today you will learn how to hold and use a pencil like a writer. Model the correct way to hold a pencil.

Students will get their notebooks based on the procedure that you have established for your class. Give each student a regular pencil and have them place it in front of them.

Instruct students to find the front of their notebook. Instruct students to locate the NEXT fresh page. Instruct students to place one hand on top of the page. Hand out name cards if necessary.

Instruct students to watch as you model the way to hold a pencil.

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Day 3

Writing Tools – Crayons &

Markers

E2-Explain that today they will be introduced to another tool that writers use when illustrating pictures – (Don’t tell them what it is yet). Read one of the following or another book related to the topic.Mouse Paint by: Ellen WalshColor Zoo by: Lois EhlertWarthogs Paint by: Pamela Edwards

E3-After reading the story, discuss the book. Explain when crayons will be used during writer’s workshop. Give each child a box of crayons or markers and instruct them to place them on the floor in front of them. Facilitate a conversation with your students about the use of crayons and or markers. Decide on correct and incorrect ways to use crayons and markers.

E4 – Write a story.**Note: Students should “plan” their writing by drawing a picture in the rectangle of the writing paper. After they have finished writing a story, then they can go back and color their drawing – making it their illustration.

Day 4

Using Finger Spacing &

Capitalization and

Punctuation

E2- Model for the students three sentences that have these characteristics: Crowded letters and words No beginning capitalization No ending marks Make sure you ask one question

Make sure you show the use of an exclamation markE3- Write in their writing notebook, making note of these strategies.

Capitalize the beginning of the sentence. Use a finger space. Use proper ending punctuation

Day 5

Choosing a Writing Topic

Read Aloud: Banyard Banter by: Denise Fleming

E2- Say: This is a book about animals in the barnyard. As you read through the book, invite students to say the sounds that the animals make, then go back and read the page with students.(You may want to go outside for this activity).

E3- Make a list of all of the things they hear while listening. Have students generate a list (as a class) of topics they could write about.

E4- Choose a topic and write about that. ** Note: It is a good idea to set a timer for 2 minutes to allow students to pair/ share a topic to write about. This is a great strategy for getting kids to brainstorm ideas together.

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Essential QuestionsLaunching the Reading Workshop:



1.d Recognize difference between a letter & word

3.a Letter/ sound representation

4.a Make predictions based on cover, title, illus

6.b Big Idea/ theme discussions

ELPS:4.a learn relationships between sounds and letters, and decode words.

Day 1: David Va Al ColegioNo! DavidDay 2: Me Gusto Como Soy!Day 3: Todos somos iguales, todos somos diferentes Day 4: TT Read Aloud AnthologyDay 5: TT Read Aloud Anthology

E5-

Istation testing – first round





Family: TT Sing, Talk, and Rhyme Handbook

My Family and me, pg. 12

Connect Ed

Youtube video – The Wiggles: Wiggle and Learn Three Little Kittens

familymomdadbrothersisternaughty

E2, E3, E4-SAMPLE LESSONS: Week 3 Reading – Launching the Reading WorkshopRead Aloud:

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Day 1

Making Text to Self

Connections

David Goes to School by: David ShannonNo David by: David Shannon

E2- Tell students that we will be looking at books that help us connect to our own lives. Some text to self connections may be:

Going to school Obeying the rules at home/ school

E3- Ask students to use large post it notes to jot down or draw some text to self connections that they have made from the story. They should begin to share their connections in community circle.

Day 2

Making Text to Self

Connections

Read Aloud: I Like Me by: Nancy CarlsonFancy Nancy by: Jane O’ConnerUse TT Family: TT Sing, Talk, and Rhyme Handbook, pg. 26 I Like the Sun

E2- Tell students that we will be looking at books that help us connect to our own lives. Some text to self connections may be:

A refrigerator with a grocery list on it Nancy’s announcements

E3- Use large post it notes to jot down or draw some text to self connections that they have made from the story. They should begin to share their connections in community circle.

All kinder students will not yet be able to write their connections so some will need to draw them. Model correct sentence structure. I like____.

Day 3Making Text

to Self Connections

Read Aloud: We Are All Alike And Different- or a book of your choice.All the Colors of the Earth by: Sheila Hamanaka

E2- Discuss differences between a letter and a word. (I and a = both letters & words)E3- Generate some text to self connections about how we are all alike and different in our country and beyond. They should use post it notes to record their connections.

Read Aloud:Three Little Kittens by: Jerry Pinkney (or any version) Nursery Rhyme: Texas Treasures Read Aloud Anthology: The Three Little Kittens, pg. 69

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Day 4

Making Text to Text

Connections

Youtube video: The Wiggles – Wiggle and Learn Three Little Kittens&Texas Treasures Read Aloud Anthology: The Three Bears, pg. 73E2 – Read both stories either from TT or the LMC. Compare the story elements.

E3 – Ask students to determine books that they know that have the version of “three” some examples might include: Three Billy Goats Gruff The Three Little Pigs

E4 – Ask students to write/ draw a text connection on a post it note & discuss.

Day 5

Connecting to Our World

Read Aloud: The Red Hen by: Rebecca Emberley (or any version)Use Texas Treasures Read Aloud Anthology: The Little Red Hen, pg. 41TT Sing, Talk, and Rhyme Handbook, pg 34 The Little Red Hen

E2- Teacher models a reflective understanding of the text through art. Think aloud as you draw. (Repeat the author’s words and then draw a picture to match the words.)

E3- Try to draw what they have heard in the story. Check to see if understanding is complete.

* Remember that the habits and processes of the reading workshop should be operational by this point.

15





Essential Questions


17.a Form upper & lower case letters legibly



Day 3: Libros de ABCEx: Los niños alfabéticos Lourdess Ayala Abecedario de los animales Alma Flor Ada

Day 5: La ardilla gigante y el pequeño rinoceronte Mischa Damjan orPerro grande, perro pequeño P.D. Eastman

E5—

Write one legible sentence with teacher’s help





Family App: Scribble Press

Discovery Streaming: Chicka Chicka Boom Boom

letterswordsalphabetspacingpunctuation

16



Day 1

Which Letters are

Uppercase & Which are

Lowercase?

Read Aloud: Big Pig and Little Pig by: David McPhailBig Dog and Little Dog by: PD EastmanThe Complete Adventures of Big Dog and Little Dog by: Dave Pilkey

E2- Discuss how the characters are similar and different Generate discussion about how the letters of the alphabet are similar and different. Just like the characters in the story are similar and different, so are the letters of the alphabet.

E3-Divide the class up into teams. Give each team a big book to investigate. Give each team sticky notes to record answers.

Does the author use more capital or lower case letters? Count the capital letters.

E4-Count the lower case letters.

Day 2

How Does the Date Help Us in Writing?

Read Aloud: Pepper’s Journal: A Kitten’s First Year by: S. Murphy

E2- After reading the story, have a discussion about why Lisa wrote the date for every time she wrote about Pepper. Share with students why it is important to add the day’s date to our writing.

E3-Model writing the date on the board. Point out important points: The name of the month begins with a capital letter, spacing, direction, size.

5 minutesE4-Have students turn to their partner and share ideas about things they may want to write about today.

Take a picture of date and add it to the anchor chart on writing procedures

Day 3

What Are Letters? What Are Words?

Read Aloud: Farm Alphabet Book by Jane MillerEating The Alphabet by Lois EhlertE2 Ask students what they already know about the alphabet.

Today we will talk about the alphabet. The book we read today will help us notice things about the alphabet. Read and discuss the book How many letters are in the alphabet?

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E3- Look at their name on a sentence strip- Count how many letters are in your first name. What is the first letter in your name? What is the last letter in your name?

Day 4


Read Aloud: Alphabet Rescue by: Audrey WoodMiss Spiders’s ABC by: David KirkWatch: Discovery Streaming: Chicka Chicka Boom Boom

How are letters the same/different. Why are letters capital & lower case?

Give each student copies of capital and lower case letters.

Students will sort the capital and lower case letters. Students will sort tall and short letters. Allow students time to make observations and create a sort.

Return to the book

Call students up to mark a capital/lower case letter. Tall/short/low letters. Words with 2/3/4 letters

*Focus on formation of letters! ** Connect Ed – Phonics Videos would be an excellent tool to use here!

Day 5


Read Aloud: ABC by: Allison Jay

E2-Give each student copies of capital and lower case letters. Magnetic letters will work for this as well.

Students will sort the capital and lower case letters. Students will sort tall and short letters. Allow students time to make observations and create a sort.

E3 – Ask students to write capital letters (choose 10)

E4 – Ask students to write lower case letters (choose 10) Keep this for AFL.

18





Essential Questions



6.a Identify elements of a story – characters, setting, key events

6.b Big Idea/ theme discussions

8.a Retell main event

8.b Describe characters & actions

ELPS:

2.1 demonstrate listening comprehension of complex spoken English by responding to questions and requests.

Day 4: Muy Bien, Fergus!Day 5: TT Big Book

E5-

Letter & Sound correspondence





family Connect Ed charactersfeelingsactions

E2, E3, E4-SAMPLE LESSONS: Week 4 Reading – Launching the Reading Workshop*Note: Take pictures of your students as “authors” and put those pictures up on the bulletin board with information about each student.

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Day 1

Introducing Our

Authors

Read Aloud: Big Al by: Andrew ClementsBlue Chameleon by: Emily GravettE2- Say to the students- Big Al is a really nice guy for a rockfish. The problem is he looks so scary that he doesn’t have any friends. It is ultimately his behavior that makes all of the difference. Or Blue Chameleon tries to be like everyone/ everything else. It is finally how he feels about himself that makes a difference.

E3- Discuss the setting of the story. Discuss the characters in this story.

E4- Draw a picture of Big Al or Blue Chameleon and define the attributes that make them who they are as characters.

Day 2

Connecting to

Characters in the Story

Read Aloud: When Sophie Gets Angry – Really, Really, Angry by: Molly Bang

E2- Read through the book and ask the students if they can relate to Sophie (the main character in the story). This book is all about feelings. Some experiences are: Her sister grabs her toy Her mother tells her to give her sister a turn Sophie kicks and screams and smashes things She feels like a volcano about to explode

E3- Ask Students to use a post it note to draw or write their connection to one of these character’s experiences. They can use this thought in writing later in the day, to write a story about a “small moment” in their life. Discuss

Day 3Connecting

to Characters

in the Story

Read Aloud: A Weekend With Wendell by: Kevin HenkesE2- Ask students why they think Sophie the mouse does not say anything to Wendell in the beginning. At different points in the story, ask students what Sophie is feeling at that point in the story. Wendell is a very bad guest. Ask students if they have ever had someone sleep over and it wasn’t going well?

E3- Ask Students to use a post it note to draw or write their connection to one of these character’s experiences. They can use this thought in writing later in the day, to write a story about a “small moment” in their life.

Day 4

Read Aloud: Good Boy Fergus by: David ShannonAlice the Fairy by: David Shannon

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Connecting to


E2- Discuss with students how the characters may be feeling in both of these stories. How do they know? (Inferential thinking is in play here – The students must read between the lines to determine meaning.)

E3- Ask students to draw a picture of themselves.

E4 – Ask students to write one sentence on a sentence strip that describes them. For example:

I am a good brother.

I am 5 years old

Day 5

Connecting to


Read Aloud: Use Texas Treasures Big Book: What Do You Like?

E2- Say- This story was written to entertain us. It is about two friends.

E3- Ask students to write a sentence about something they like. For example: I like to play.

E4 – Ask students to get a partner and to tell their partner what they have written on their sentence strip.

21





Essential Questions


13.b Develop draft by sequencing: action & details


ELPS:5.b write using newly acquired vocabulary

Day 1: Discuss differences between capitalization rules in English and in Spanish. (ex: months/days of the week in Spanish are not capitalized, only 1st word in Spanish book title, etc.)

Day 2: Play a game of “walking” red light/green light

www.gameskidsplay.net/games/sensing_games/rl_gl.htm

Day 3: What a Treasure by: Jane Hillenbrand

Day 5: El tesoro Uri Shulevitz

Capital & Lowercase letters E1-

Enduring Understanding: The purpose of a language, as a system, is to create meaning.




App: Scribble Press

App: Red Green

Beginning

Middle

End

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http://www.gameskidsplay.net/games/sensing_games/rl_gl.htm



Day 1

When to use

capital letters

Read Aloud: Capital Letters by: Pam ScheuemannPlaces by: Pam Scheuemann

E2- Facilitate a conversation: What do you notice about when and why writers use capital letters? Create a chart and record responses. Come to a conclusion that the writer only used upper case letters for…

Beginning of a sentenceMonthsDays of the weekNamesStatesPlaces

Remind students that good writer’s begin all sentences with capital letters.

Note: this lesson may be repeated as necessary to revisit the concept of capitalization.E3- Write their story for that day checking for capitalization.

Day 2

Top to Bottom, Left to Right

Read Aloud: Red Light, Green Light by: Anastasia Suen**The teacher may also want to use the app: Red Green here

E2- Explain to students that today you are going to write a story, and there job is to pay close attention to where you start on the page. Emphasize that you are going to start at the top of the page. Hold up a green sticker and explain the green sticker will represent where to start. Next you will make emphasis on direction. (L to R)

E3-Good writers always start at the top (by the green sticker) and move from left to right. Ask students: What do you think writers do when they get to the end of the line and don’t have any more room. Hold up a red sticker. Place the red sticker at the bottom right corner. Emphasize that the sticker represents where the writer will stop writing.

E4-Give each student a red and green sticker to place on their writing paper & write.

Read Aloud: Show and Tell by: Robert Munsch

E2- Facilitate a conversation:23


Day 3

Everyone Has A Story

Have you ever heard a story told by your mother, father, grandmother, grandfather, or another person. Has anyone ever read you a book. What type of stories do you enjoy hearing? Why do you enjoy listening to stories?

E3- What type of stories might you be able to share with the class? Your family? Your friends?

E4- These are all stories that can be put into illustrations and words. (Refer to: Lucy Calkins :Small Moments)

Day 4

Everyone Has A Story

Read Aloud: Refer to the previous days writing and remind students that they wrote about a small moment and today they are going to add to the story.E3- Start with your illustration and think out loud, modeling how you are reminding yourself about your story.

Read your sentence. Ask the class, what else would you the reader like to know about what happened in my story. Model: writing across your hand.

E4- Hold up one finger: first and state what happened first in your story.

Hold up second finger: then and state what happened next.

Hold up the third finger: finally and add an ending.

Day 5

What do you love,

like?

Read Aloud: What a Treasure by: Jane Hillenbrand

E2-The teacher will bring a box to the carpet that contains something that you love/like. Discuss this item.

E3-Tell the students that they will receive a special bag today and your job is over the weekend to place something inside that is near and dear to your heart.

E4- Give students the opportunity to write “Treasure Bag” on the bag and to decorate it. ** Explain that on Monday when they return their bag, they will be writing about something that is their treasure, something that is near and dear to their heart.

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Week 5 Reading: Reading is Strategic



Essential Questions1.b Identify upper & lower case letters


1.d Recognize difference between a letter and a word

10.a Identify topic/ details from words or illus.

10.b Retell important facts

* This unit deals with Expository Text. Kindergarten Students are naturally curious learners. It is easy to engage them with realistic content in text.

This would be an excellent time to put up an “Environmental Print” word wall. Have students bring labels from their homes that they can read. (i.e.) McDonalds, Cheerios, etc.

ELPS:2.h understand implicit ideas and information in complex spoken language.

Day 1:TT Big BookDay 2: TT Big Book of ExplorationsDay 3: TT Big BookDay 4: TT Big Book of ExplorationsDay 5: TT Big Book of Explorations

E5-

5-10 sight words/ out of 25

E1-Enduring Understanding: All reading centers around audience and the desired effect on that audience.

Essential Questions: How does an author shape and control language to demonstrate awareness of the intended audience?

Kid Friendly: How do authors use real events to help me understand?


School & Rules

Pre decodable reader: We Like Sam

Leveled reader: Sam Likes School

Connect Ed

canguitarfanpuddlewatering candrum

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E2, E3, E4-SAMPLE LESSONS: Week 5 Reading – Reading is Strategic

Day 1

Introducing Non Fiction

Read Aloud: E2-Use Texas Treasures Big Book, Friends All AroundSmile a Lot by: Nancy Carlson

E3 – Tell the students that when we read, we use different skills each time. In this big book we are looking at real photographs and they tell a story. Ask students how this story is different than Smile A Lot? Some answers might include:

Real pictures vs. illustrations Real story vs. a made up story Nonfiction vs. Fiction

E4 – Ask students to respond to this sentence starter: I am a friend to______________. (They will write their friend’s name in the blank.

Day 2

Working with NF

Text

Read Aloud:

Use Texas Treasures, Big Book of Explorations, pgs. 2-4, Rules Are ImportantE2 – Ask students why they believe that rules are important for friends to get along at school. What can happen if they do not?

E3 – Make a list of “rules” that the students believe are important for school.

E4 – Have all of your students sign their name on this poster, then laminate it, and hang it up where all of the class can see it. Tell the students that these are now our class RULES.

Day 3

Working with NF

Text

Read Aloud:

Use Texas Treasures, Big Book of Explorations, pgs. 23-27, Friends Follow Rules & Making Friends

E3 – Make a list of adjectives that describe “being a good friend”, some examples may include: Helpful Nice

E4 – Ask students to write on a sentence strip: I am a good friend when I____________________________.Read Aloud:

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Day 4

Non-fiction Books

Teach Us

Texas Treasures, Big Book of Explorations: Time for Kids:Helping Hands pgs, 29-31Texas Treasures Big Book: Hands CanE3 – Discuss the different ways that people can help in the community or help themselves.

E4 – Ask students to draw a portrait of themselves and to write three things that they can do.

I can _____________________

Day 5

Non-fiction Books

Teach Us

Read Aloud:

Texas Treasures, Big Book of Explorations: pg.33 Signs in the Park

E3 – Discuss all of the different signs that the kids saw in the park and what they mean. Ask students to tell you about some signs that we have at school. Make an anchor chart of these signs and what they mean.

E4 – Ask students to go on a “sign search”. Walk around the campus with your class and either take pictures of signs with a camera or ipad, or just stop and discuss each one.

** For an extension: This would be a good time to set up a classroom/ grade level “environmental print” wall. This is similar to a word wall, except you ask students to bring in labels that they can READ and you place them on the wall alphabetically.

27


Week 5 Writing: Writing is Strategic



Essential Questions



15. Dictate / write information


17.b Capitalize first letter in a sentence

ELPS:2.c learn new and basic academic vocabulary heard during classroom instruction & interactions.

Day 1: El tesoro Uri Shulevitz

Day 2: Any wordless book

Day 5: Julieta y su caja de colores Carlos Pelicer López

Mid quarter writing sample

Grammar checklist

E1-Enduring Understanding: All writing centers around audience and the desired effect on that audience.

Essential Questions: How do authors shape and control language?

Kid Friendly: How can I use my words to tell my story?


school App: Story Creator

App: Scribble Press

pictureswordsstopping marks= punctuationauthorillustrator

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E2, E3, E4-SAMPLE LESSONS: Week 5 Writing – Writing is Strategic

Day 1

What do you love,

like?

Read Aloud: What a Treasure by: Jane HillenbrandTreasure by: Suzanne BloomE2- Discuss how some things in our life are very special. Ask students to go and get the “treasure bag” that they put their item in from over the weekend. (You may want to have one as well).

E3- Each student will show what is in their “treasure bag” and discuss the item’s importance. Tell students that they must say three things about the item. After each student has presented their special item, students will return to their desks to write a story about this item. Some students may need help with the writing part of this story. This is expository writing because it tells about something. You may want parent volunteers to help in this area.

Day 2

Telling Stories Using

Pictures

Read Aloud: Pancakes for Breakfast by: Tomi dePaolaLittle Star: by Antonin LouchardE2 – Tell the students that some stories do not have any words

Today we are going to learn about another way to tell a story – using pictures. Books without words are called wordless books. Why do you think a writer would create a book without words? How are we supposed to read a wordless book?

E3-Facilitate discussion: How did we know what the story was about? How did the author share the story with pictures?

E4 – Ask students to create a picture book about school using only pictures. This will require that students have 4 sheets of blank paper and some crayons. Staple stories together. **You could also do this activity with an ipad & the app: Story Creator or Scribble Press. On the computer you could use the web 2.0 tool – Mixbook

Day 3


Pictures

E2 – Tell the students that we’ve been learning about different ways to tell stories. We’ve learned that everyone has a story to share. We’ve learned how to tell stories orally. Yesterday we learned about wordless books. We learned that by looking at the pictures carefully the reader creates a story in their head.

E3- Ask students to go to their tables and develop a picture book using only pictures to tell the story. Give the students only four pieces of blank paper, so that they have a beginning, middle, and end, and a cover page.

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Day 4


Written Words

Read Aloud: I Can Write! A Book About Me, Myself by: Theo LeSiegMy Book About Me by Me Myself by: Dr. SeussE2 – Tell the students that we’ve learned that everyone has a story to share.

Yesterday we learned about wordless books. We learned that by looking at the pictures carefully the reader creates a story in their head. Today we will learn more about telling stories using written words.

E3- Discuss the book. What did we learn about being a writer? Today when you are writing illustrate your pictures with rich details. Use labels. Write left to right, top to bottom.

E4 – Ask students to write a story about themselves that has a BME. Compare to wordless book.

Day 5

Writers Are Called Authors! Illustrators Draw the Pictures!

Read Aloud: Draw Me A Star by: Eric CarleE2-During this lesson the student will be reminded about the vocabulary: authors and illustrators.

Remind students that writers tell stories that are near and dear to their heart. Another name for a writer is an author. Remind students that a person that draws the pictures that match the story is an illustrator. Some authors are also illustrators.

E3-Show the students the illustrations.

Ask students to predict what the story is about on the page.

Do the words match the picture?

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Essential QuestionsReading is strategic:




10.a Identify topic/ details from words or illus.


10.c Discuss author’s use of information

10.d Use title/ illustrations to make predictions

11.a Follow pictorial directions (i.e. recipes & science experiments)

ELPS:4.b recognize directionality of English reading.

Day 1: TT Big BookDay 3: TT Big Book of ExplorationsDay 4: A sembrar sopa de verdures Lois Elhert

E5-

Istation – 2nd round testing





School Connect Ed babyowlcubjoeypup

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Day 1

Working With

Expository Text

Read Aloud: How to Be by: Lisa BrownTexas Treasures, Big Book: Whose Baby am I E2- Read the book to the students and show the illustrations. Ask the students what they know about: Bears, Monkeys, Turtles, Snakes, Spiders, Dogs

E3- make a chart on the board that lists information about each of these, that the students have given.

E4- Have the students act out how each animal would act. The students should be making notes or drawing pictures of their text connections to share with the group.

Day 2

Working With

Expository Text

Read Aloud:

Building a House by: Byron Barton

E2- Say- The vibrant colors in this book capture the life of a family building a new house. Things must be done in perfect order for the house to come out just right. Ask students to brainstorm other “things” that must be done in order, so that they turn out right: baking a cake, making a pizza, planting a garden

E3- Respond by writing out the directions for something that they know how to do. (i.e.) Directions for baking a cake: (draw pictures too)

Day 3

Working With

Expository Text

Read Aloud: Texas Treasures: Big Book of Explorations: pg. 43 From Strawberry Field to Strawberry SaladThe Pizza That We Made by: Joan HolubE2- Say- The recipe for making a pizza or strawberry salad is in the book. Ask the students to share the features of How to writing and following directions.

A Title A list of ingredients Numbered steps in the order they need to be done

E3- (May need help from an adult.) Write or dictate their favorite recipe from their home on a piece of construction paper. This would be a great writing sample to send home. ** Teacher can also use “how to” apps on the ipad. (how to make a pizza)

Read Aloud: Growing Vegetable Soup by: Lois Ehlert32


Day 4

Working With

Expository Text

E2- Encourage students to notice and understand the author’s use of text, illustrations, and labels. One strategy authors use is to make sure that their picture matches the text as closely as possible. Authors also label to help the reader understand.

E3- Write a story and begin to label all of the parts of the plan that is drawn.

E4- set a timer for 10 minutes so that students will not spend too much time “planning” their paper. The child’s sketch is the graphic organizer for the story. Later, after the entire story is written, the student can go back and color the drawing, making it an illustration.

Day 5

Working With

Expository Text

Read Aloud: How to Lose All Your Friends by: Nancy Carlson

E2- Say- This is an example of what NOT to do, if you still want to have any friends. Show students that Nancy Carlson is the author AND illustrator of this book.

E3- Get a piece of manila paper and fold the paper into 6 equal sections. In each section the students will draw a picture of being a good friend ( or citizen – SS connection)

Play nice Don’t be bossy Help clean up Don’t talk about friends Help others Read with a friend

33


Week 6 Writing: Writing is Strategic



Essential Questions



15. Dictate / write information



ELPS:5.c spell familiar English words with increasing accuracy.

Day 1: Mi Primer Libro Del CuerpoDay 2: TT teaching chart 1Day 3: Chica Chica Bum Bum A B C

E5—

BME of story with the diamond organizer.





School App: Story Creator alphabetpictureswordssentences

34



Day 1

You are an

author

Read one of the following books or another book of your choice about words/authors.

From Pictures to Words by: Janet StevensWonderful Words by: Lee Hopkins E2-

Facilitate discussion about the story. Remind students that authors write stories that are near and dear to their heart. Writers focus in on a small moment and talk about the moment in great detail. Remind students that illustrators draw pictures to match the story.

E3-Model the above on chart paper. Remind students that as they are writing, you will be coming around to talk to them and help them.

Day 2

Knowing the

letters of the

alphabet can help us when we write

E2-Revisit the alphabet chart - Texas Treasures Teaching Chart 1

How can we use the alphabet chart in our writing? Allow a brief discussion.

E3-Model: illustrate a picture of a cat and think out loud that you want to write a story about your cat (or something else that is on the chart). Ask the students: If I want to write about my cat, how can I use the alphabet chart to help me? I need to think about the sounds I hear in the word cat and write them down. Write the letter c under the picture of your cat. You may continue with the additional sounds in the word cat. (Not all students are ready), What do you want the reader to know about your cat. I want the reader to know that I have a cat. You might write “ I hv a cat.” E4 – Invite students to label and think aloud as they write a new story. It could be a story about a dog or cat.

E2-Tell the class that today you will be reading them a story about a mystery? Today’s mystery is about the letters of the alphabet. Authors use letters to make words and words to make sentences. Let’s read and find out about the mystery.

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Day 3

Knowing the

letters of the

alphabet can help us when we write

Read Aloud: Alphabet Mystery by: Audry Wood After reading the story, and discuss the book. Which letter disappeared? Who went searching /looking? What did the letters learn? How/why are the letters useful? What do we use letters for?

E3-- Write all letters U/L of the alphabet.

Day 4

Knowing the letters of the alphabet can help us when we write

Read Aloud: Alphabet Soup by: Kate Banks

E2-Open the lesson by asking students what they remember about letters.

There are capital letters Lower case letters/ Upper case letters Letters have sounds Letters are put together to make words. Letter a and I are the only letters that are also words.

Does anyone know how to spell dog? Cat?

E3-Allow time for the students to speculate; continue with other simple words. Record responses on chart paper. What do you observe about these words? These words use more than one letter. These words have consonants and vowels. **Teachers could use Alphabet Soup by Big Huge Labs to make words in soup.

Day 5

Word Wizard

Read Aloud: Alphabet Adventure by: Audrey Wood, Word Wizard by: Cathryn Falwell

E2- Ask students - In these books, what did we learn about letters? (Come to the conclusion that letters work together to make/spell/form words).

E3- Give students a set of plastic letters, tiles, or paper letters. Model and have students practice making words.

Making Words Making More Words

36





Essential QuestionsReading is strategic:



1.e Recognize sentences have words with spaces

2.c Generate rhymes & rhyming pairs

10.b retell important facts

* Use poetry from the poetry folder to generate rhymes & rhyming pairs as a mini lesson in small groups.

ELPS:3.d speak using content area vocabulary in context to internalize new English words and build academic language proficiency.

Day 1: TT Big Book of ExplorationsDay 2: TT Big Book of ExplorationsDay 3: TT Big Book of ExplorationsDay 4 & 5: Books about JOBS from the LMC

E5-

I think…

I infer…

I visualize…

pages with student information filled in. (AFL)

Assessment FOR Learning

Check rhyming words





Community Connect Ed jobworkcommunity

37



Day 1

Working with

Nonfiction Text

Read Aloud: Texas Treasures, Big Book of Explorations, Volume 2, pgs. 9-11 – Is This the Job for You?E2- Say to the students- Our classroom is an “active literacy” classroom. What do you think I mean by active literacy? (That means we should be busy thinking about what text means to us, making connections, and applying what we have learned)

TTW- Use an article by TFK and write this on chart paper:

Feature Purpose

Photograph

Caption

Label

E3- Ask students to tell you what the purpose of each of these text features do to help the reader.

Day 2

Working with

Nonfiction Text

Read Aloud: Texas Treasures, Big Book of Explorations, Volume 2, pgs. 9-11 – Is This the Job for You?E2- Continue the discussion with the students on nonfiction or expository features of literature. Ask the students to recall the features that you all discussed yesterday. Get out the Feature/ Purpose chart again:

E3- Ask students to help you fill in the rest of the features of NF or Exp. lit:

Feature Purpose

PhotographCaptionLabelIllustrationMapTitleDiagram

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Day 3

Working with Nonfiction Text

Read Aloud: Texas Treasures, Big Book of Explorations, Volume 2, pgs. 9-11 – Is This the Job for You? AND other books about community helpers from the LMC

*At this point your students (even the ones who are not reading independently), should be excited about finding out more about community helpers, such as: police, doctor, fire men/women, vet, grocer…

E2- Get out the TFK booklet. Ask students to get out a large post it note or half sheet of paper. While you are reading about jobs, the students need to be writing down questions or observations they have at this point about jobs or community workers.

E3- Ask students to write down questions or observations that they have about jobs from the TFK or any other story. * These questions should lead to the literature that the teacher will pull out for the next two days of non -fiction learning.

Day 4

Working with

Nonfiction Text

Read Aloud: (any nonfiction piece that stems from the student’s questions about community workers

Children are naturally curious about their world. By asking questions they will have a desire for those questions to be answered.

E2- Show students the “ I Learned/ I Wonder” sheet. Model for them by writing this on chart paper. Write down a few facts that the class has learned about jobs…and some things that they are still wondering about.

I Learned I Wonder…

Jobs Which one I would like most?

There are many jobs How do I choose one?

Day 5

NF Text

Read Aloud: (any nonfiction piece that stems from the student’s questions)

Based upon the student’s learning, observations, and questions, E2- Pull a new NF book that will answer the questions that they children have. Note – You may want to use the internet to find some of the answers to the student’s questions!

E3- Ask students to make a poster on construction paper about the facts they have learned about community workers. Use community circle time to share this new information.

39


Week 7 Writing – Writing is Strategic



Essential Questions



13.e Share writing with others

16.a (v) Pronouns (I, me)



ELPS:5.b write using newly acquired basic vocabulary

Day 1 & 2: Any books with examples of labeling:

Let’s Go / Vamos -Rebecca EmberleyMy Day / Mí día -Rebecca EmberleyTaking a Walk / Caminando Rebecca Emberley

E5-Assess student use of capitalization/ punctuation marks in their writing notebook.

Assess correct use of labeling in the story or plan.





Community App: Puppet Pals labelsfeedbackdraft

40



Day 1

Labels?

Read Aloud: Catch that Cat by: Carl MeisterFeathers for Lunch by: Lois Ehlert

E2- Say-Today’s book will also help us learn more about labels and how to write them.Say - Do you think you can help me read this book?

E3-While reading, show students the illustrations, and allow them to help read the book (missing words).Open the book again and take a picture walk, observing how adding labels will help us to read the book better.Remind students that writers and illustrators use labels to tell their readers what something is.

What labels could be added? Use post it notes. Let’s add some labels to this book Write sentences from the book onto chart paper. Ask students for their input, write responses on post it note.

Day 2

Labels?

E2- Ask students: What are labels? Why do we use labels? Who uses labels? What do they look like? What do they tell us? Today’s book has labels in it. It will help us become better writers.

Read Aloud: Top Cat by Lois Ehlert

E3-Ask: What do you think this book is about? While reading show the students the illustrations.

E4- Ask students to write their story by using labels in their plan.

Day 3

Sharing our

Stories using words

E2-Open the discussion by asking students: Have you ever lost something? What was it?Read Aloud: The Cow Who Clucked by: Denise Fleming

E3-Facilitate Discussion:

Who were the characters in this book? What was the setting? What are they doing?

Why did they do it?

41


How did they feel?

E4- Ask students to notice what are inside of books? (pictures and words). Tell them that today we are going to learn how to use more words to our stories, to help us tell more details. Hold up a variety of books. Just like these authors, you, too, can write more words to tell the story. Good authors/writers tell stories with detailed illustrations and words

Day 4

Sharing our

Stories using words

Read Aloud: Fireflies by: Julie Brinckloe

E2- Open the discussion by asking the students: “Have you ever caught a firefly?” Today we are going to read about a boy who catches a jar full of fireflies.”

Facilitate Discussion: Who are the characters in this story? What is the setting? Why did he catch fireflies? How did he feel?

E3-We have started talking about adding words to our writing, to help us tell more details. Today, I would like to revisit writing across our hand to add more words/details to our stories.

E4- Ask students to write a personal narrative.

Day 5

Two Hearts

and Wish

Read Aloud: In My World by: Lois Ehlert

E2- Say to the students- Today we are going to tell our friends how we feel about their stories. We are going to do this in a very respectful way. We are going to use two hearts (or things you love about their story), and one wish (one thing you wish they would have done or told you more about).

I like…

I like…

I wish…

E3- Ask students to give descriptive feedback to one or more student’s stories. *Discuss use of pronouns – “I’ and “Me”.

42





Essential Questions10.a Identify topic/ details from words or illus.


10.c Discuss author’s use of information

10.d Use title/ illustrations to make predictions

11.a Follow pictorial directions (i.e. recipes &

science experiments)

ELPS:4.1 demonstrate understanding of supporting ideas and details in text and graphic sources.

Day 1: TT Big Book and Audio CDDay 2: TT Big BookDay 3: TTPato Va En BiciDay 4: TT Big BookDay 5: TT Read Aloud Anthology

E5-

DRA or running record for report card purposes

Istation – student summary handout

Enduring Understanding: All reading centers around audience and the desired effect on that audience.

Kid Friendly: How do author’s use real events to help me understand


Communities

Leveled Reader: How They Go

Connect Ed transportationvehiclecartaxifire engineice cream truck

43



Day 1

Sequencing the Story

Read Aloud:Use Texas Treasures, Big Book: The Bus for Us & TT Audio CD: Transportation is the Way (song)Teaching Chart G3E2 – Discuss the story with students and model the teaching chart G3. Ask students to name a vehicle from the story and tell what it does.

E3 – Use the TT Retelling Cards for this story. Ask students to help you retell the story in sequence.

E4 – Ask students t o use a piece of manila paper to make a sequence chart. Fold the paper in half lengthwise, and then cut the top flap into three equal parts. Ask students to write B M E on each flap. (see example)Ask students to draw a picture under each flap that represents an event for BME.

Day 2

Stories Teach Us

Read Aloud:Use Texas Treasures, Big Book: Bus StopsUse Teaching Char G4 – Places People WorkE2 – Explain to the students that this bus is going to make several stops in the community. Let’s read to see where the bus will go.

E3 – Ask students if they have ever been on a bus. Make a chart of where the bus took students in the class.

E4 – Use teaching chart G4 to facilitate a discussion about jobs people have, what the workers do there, and where they work.Ask students what job they want to have when they grow up? Make an anchor chart of this.Have students draw a picture of themselves in their JOB. Ask students to write a sentence with this sentence starter:When I grow up I want to be a_____________________.

44

B M E


Day 3

Stories Entertain

Us

Read Aloud:Duck on a Bike by: David ShannonTT Teacher’s Edition, pgs. 695, 704-708Retelling Cards: Duck on a Bike

E2 – Display the cover of the book and ask students if this could really happen. Tell the students that this book is an example of fantasy. It is make believe. Read the story.

E3 – Ask students to identify the characters and the plot.

E4 – Ask students to change the ending. Duck is thinking about driving a tractor. What else could duck drive? Ask students to draw a picture of duck driving something else. Students will use this picture to write a story about duck in writing.

Day 4

Stories Inform Us

Read Aloud:Use Texas Treasures, Big Book: On the Go

E2 – Tell the students that this book is about ways that people get around all over the world. Read the story and discuss the topics from this book.

E3 – Have a discussion about the way students travel. Make a list of all the different ways that the students have traveled in their life.

E4 – Ask students to pair share their favorite mode of transportation. What could transportation look like in the future?

Day 5

Stories

Help Us

Read Aloud:Use Texas Treasures, Read Aloud Anthology, pg. 133 – Tyler’s Trip to the Library

E2 – Tell the students that this story is fiction. It is about a little boy who wants to know more about dinosaurs, so he takes a trip to the library.

E3 – Use this story as a springboard into the use of our Library Media Centers. Discuss the appropriate behavior for going to the library. Discuss procedures for the library. **This would be an excellent lesson to collaborate with the LMS on.

45


Week 8 Writing- Writing is Strategic



Essential Questions

14.a Dictate/ write story in sequence.

17.b Capitalize first letter in a sentence

17.c Punctuation at end of sentence (.) (?) (!)

18.a Written letter/ sound representation

18.b Decode word patterns (written) CV, CVC, CCVC, CVCC

18.c Write your name/ names of others

ELPS:5.b write using newly acquired vocabulary

**Use Empowering Writers in Spanish for these writing lessons.

Day 4: La Oruga Muy Hambrienta

E5 – Keep a writing sample from week 8 for Q1. This sample should be placed in the student’s writing portfolio.





App: Puppet Pals storystory patternstructure

46


E2, E3, E4-SAMPLE LESSONS: Week 8 Writing- Writing is Strategic

Day 1

Story Patterns

This lesson is designed to help students better understand the pattern of a story – BME.It is from Empowering Writers, Getting Ready to Write, pgs. 11-18 (simple tasks)

E2 – Ask students if they can remember the steps to brushing their teeth?

First: We put toothpaste on the toothbrush.Next: We brush our teeth.Last: We spit out the toothpaste.

E3 – Using these topics ask students to write stories with a complete beginning, middle, and end: Car Flower growing Eating cookies & milk Making a phone call Peanut butter & jelly Playing in the snow/ rain Game day

Day 2

Story Patterns

This lesson is designed to help students better understand the pattern of a story – BME.It is from Empowering Writers, Getting Ready to Write, pgs. 11-18 (simple tasks)

E2 – Ask students if they can remember the stories from yesterday? Today they are going to choose another topic from the list.

E3 – Using these topics ask students to write stories with a complete beginning, middle, and end: Car Flower growing Eating cookies & milk Making a phone call Peanut butter & jelly Playing in the snow/ rain Game day

E4 – Ask students to share one of their stories in author’s chair.

This lesson is designed to help students better understand the pattern of a story – BME.It is from Empowering Writers, Getting Ready to Write, pgs. 26-27

E2 – Show the students the diamond organizer from Empowering Writers or the MISD shared folder. Tell them that this is an organizer 47


Day 3

Organize the

Story

that we will use to plan a story.

E3 – Use this template to help students organize a story about them. This is called a personal story or a personal narrative.

In the beginning_______________________________________ The main character & what he/ she did.

In the middle of the story________________________________ The main characters problem or adventure.

Finally, in the end______________________________________ How the story ended.

E4 – After students have planned a story using this template, ask them to begin a story about them.

Day 4

Write the Story

That You Have

Planned

This lesson is designed to help students better understand the pattern of a story – BME.It is from Empowering Writers, Getting Ready to Write, pg. 28

Read Aloud:The Very Hungry Caterpillar by: Eric Carle

E2 – Read this story and discuss a distinct beginning, middle, and end.

E3 – Ask students to continue the story that they started yesterday. Confer with each student to check the progress of their story writing. Be sure to edit for word wall words that students should have mastered.

Day 5

Author’s Chair

E2 – Tell the students that this is a big day! We have been authors for 8 weeks!

E3 – Invite students to read this story in author’s chair.

E4 – Celebrate each writer for all that they have learned in the first quarter. **Keep this writing sample for their portfolio!

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Documents

misdelar.wikispaces.commisdelar.wikispaces.com/file/view/ELAR-Q1-IPG-Kinderg… · Web viewThe teacher will hand out sentence strips with each child’s name written on a strip