Kindergarten - Unit 2 Tell A Story, 1-2-3

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1 Week 3 Focus Standards RL.K.1 RI.K.1 W.K.2 RF.K.2a SL.K.1 RL.K.5 RI.K.7 W.K.3 RF.K.2c SL.K.1a RL.K.7 RI.K.10 W.K.5 RF.K.2d SL.K.1b RL.K.10 Reading Mentor Text Writing Mentor Text Ten Red Apples by Pat Hutchins Apples for Everyonee by Jilly Esbaum / or any informational book about apples The Apple Pie Tree by Zoe Hall The Reasons for the Seasons by Gail Gibbons From Seed to Plant by Gail Gibbons Kissing Hand by Audrey Penn A Chair For My Mother by Vera Williams Books about fall Tier II Words Materials

2 Reading Monday - Week 3 RL.K.7 SL.K.1 *Refer to curriculum binder Relationship Between illustrations and the Story Read Aloud: Ten Red Apples by Pat Hutchins The teacher will introduce the title, author, and cover for Ten Red Apples. The teacher and students will take a picture walk, talking about the name and sound each animal makes, what they see the animals doing, the look on the farmer s face, introducing the repeating line of the farmer. The teacher will read the story until she reaches the page showing the farmer holding the last red apple. Have students turn and talk about what might happen next according to the illustrations. Teacher may choose a few students to share their response and then continue reading the story to see how the story ends. Time to Read: Prompt students to look at the illustrations (pictures) to see and predict what will happen in the story. Share & Reflect: Choose several students to share. RI.K.1 SL.K.1 Ask and Answer Questions About Key Details Read Aloud: Apples for Everyone by Jill Esbaum/ or any informational book about apples The teacher should review nonfiction genre with the students by showing and discussing the front cover. The teacher will review text features with the students. Create a Text Features chart. Include only photographs and purpose. Discuss how photographs help growing readers. Share how they may generate questions based on the photographs. Model a few questions. Stop periodically allow students to really look at photograph and then generate questions with their partners. Time to Read: Encourage students to read at least one nonfiction text with photographs and think about a few of their wonderings. *Example of a Text Features chart included in resources.

3 Reading Tuesday - Week 3 Ask and Answer Questions about Key Details Read Aloud: The Apple Pie Tree by Zoe Hall RL.K.1 SL.K.1 *Refer to curriculum binder The teacher will introduce the title, author, and illustrator of the story The Apple Pie Tree. Before reading the story, show the cover and ask the students: If they have ever seen or heard of an apple pie tree. Is it a real tree? What kind of tree do they think the author is really talking about? Why might she have called it an apple pie tree? Explain to the students that this story will show us how an apple grows through the seasons and shows that it takes a really long time to make an apple pie. The teacher will read the story. After the reading, have students turn and talk about why it takes a long time for an apple to grow. Time to Read: Remind students to ask and answer questions about details in their story because that is what good readers do. Share & Reflect When students return to the meeting area, have several students share key details about their book. RI.K.7 SL.K.1 Relationship Between Illustrations and the Story Read Aloud: Apples for Everyone by Jill Esbaum The teacher and students will revisit the book Apples for Everyone. Remind students that this book is an informational book. Informational books teach us something. Before reading the book, the teacher should take a picture walk with the students, allowing them to tell what the illustrations depict. Let s discuss what we notice in this illustration. What part of the story does this illustration help us understand? (reading anchor 7 in The Common Core Lesson Book K-5.) What is the purpose of the photo/drawing? What does the photo/drawing or chart/diagram help you to understand? The teacher will read the book to the students. After reading the book, have students turn and talk about their favorite illustration and why. Time to Read: Encourage students to note the relationship between text and illustrations.

4 Reading Wednesday - Week 3 Relationship Between Illustrations and the Story Read Aloud: The Apple Pie Tree RL.K.7 SL.K.1 *Refer to curriculum binder Prior to the lesson, the teacher should have a chart labeled The Four Seasons which is divided into four parts or use four different pieces of paper with the name of each season at the top. The teacher will tell students that they will be revisiting the book The Apple Pie Tree. The teacher will instruct students to pay close attention to the pictures as the story is read. During the reading, stop and allow students to give words that describe (adjectives) how the apple tree looks during each season. Draw what the students tell you they notice about the apple tree. After reading the story and completing the chart, have students turn and talk about how the tree changed during the seasons. Time to Read: Tell students to use the illustrations to help them understand the story. Share & Reflect: When students return to the meeting area, have several of them share. RI.K.10 W.K.1 Actively engage in group reading activities with purpose and understanding. Read Aloud: The Reasons for Seasons by Gail Gibbons Prior to the lesson, prepare a chart that shows the four seasons for a graphing activity. The teacher will read the story to the class. After the reading, tell students that they will be completing a graph to see which season most students like the best. The teacher will choose to use tally marks to mark each students response or give each student a small sticky note and have each of them come up and post their sticky note under their favorite season. The teacher and students will count together to see which season most students like. Time to Read / Literacy Stations *The teacher may choose to send students to their seat to draw and write about their favorite season.

5 Reading Thursday - Week 3 RL.K.10 RF.K.2a RF.K.2c RF.K.2d Rhyming Words Read Aloud: Ten Red Apples The teacher will reread Ten Red Apples, letting students chime in on the animal sounds and repetitive portions and counting down using their fingers. Also, tell students to listen carefully for any rhyming words that they hear. After reading the story, the teacher will pull names from a container and allow students to name rhyming words. The teacher should begin the list with the word tree, emphasizing the long e sound at the end. The teacher and students will reread the rhyming word list when completed. Time to Read: Instruct students to look for other words that rhyme with tree. Share & Reflect: Allow several students share other words that they read that rhymes with tree. RI.K.1 Ask and answer questions about key details in a text. Read Aloud: From Seed To Plant by Gail Gibbons The teacher will introduce the book to the students, emphasizing that the same author that wrote the book read the previous day (Gail Gibbons). Remind students that genre is nonfiction. Nonfiction books do not have a beginning, middle, and end like fictional storybooks. Begin a questioning anchor chart: What We Wonder Seed To Plant by Gail Gibbons Growing readers ask questions when reading nonfictions texts. (B) How do plants grow from seeds? Before reading, ask students to think the questions they have about seeds and plants through a think-pair-share. Chart a few questions and write the letter (B) before each question asked prior to reading. Begin reading the text, after a few pages stop to record questions students are wondering about the text. Record with a (D) to signify questions asked during the reading. Continue the process. After reading, record wonderings students still have coding with and (A) to signify after reading. Optional for this lesson: If you come to an answer to a question that a student asked, stop and write that answer. For any unanswered questions, have students turn and talk about possible answers. Time to Read: Encourage students to ask themselves questions before, during, and after readers. Remind them this is a strategy growing readers use. * This lesson may be repeated multiple times.

6 Reading Friday - Week 3 RL.K.5 Recognize Common Types of Text (poems) Read Aloud: Apple (curriculum binder) The teacher will display the poem titled Apple. Remind students the way poetry is read and organized. The teacher will read the poem Apple to the students pointing to each word as she reads. May reread multiple times with students chorally reading along as well. After reading the poem, the teacher will remind students that the author used many adjectives to help their reader create a visual image. Give an example of an adjective from the poem. The teacher will begin a list and ask students to name other adjectives used to describe an apple from the poem. The teacher may guide the students in naming other adjectives that could be used to describe an apple. Time to Read: Instruct students to notice the adjectives the author in their books and how they help them understand the text. Actively engage in group reading activities with purpose and understanding. Read Aloud: Student s Choice (Books read this week) The teacher will take a class vote to see which book to reread. Give students no more than 3 book titles to choose from. (Ex: Ten Apples Up on Top, Apple poem, and The Apple Pie Tree) Compare the genre of all three texts. Discuss the characteristics of each genre referring to anchor charts. What were the same about the books? What is different? Why did the author write these books? The teacher will reread the book chosen by the class. After the reading, have students turn and tell one thing they ve learned about apples. Time to Read / Literacy Stations

7 Writing Monday - Week 3 W.K.3 Writing a Small Moment Story Encourage students to have a beginning, middle, and ending to their book. Providing prestapled 3 page booklets will support that concept. Yesterday, we wrote a small moment. Remember it was about me and my mom going to Walmart? Well today, I am going to tell you a story about one time when I was trying to write a small moment. I was in school, just like you are and I was at my desk thinking about a small moment. My teacher was conferring with me and she asked me to talk about some topics I could write about. I thought and said, When I was born, my mom and dad brought me home from the hospital. My teacher told me even though that story is probably real important, I probably do not remember much about it. And she was right; I was a baby so I did not remember anything about it. So my teacher told me to not to write about things that happened long, long, long, ago. She told me to think about something that happened today or yesterday. I told her that nothing happened. She said a million small moments happened. We talked about getting up and I told her I couldn t find my shoes anywhere and finally we found them in my dog s bed. He had been using them for a bone. She looked at me and said, That is a small moment. We talked about my mom making a pile of pancakes and my dog jumping up on my lap and trying to eat them! She said that was a small moment too! I came to realize that we had just talked about two small moments from my life. I could write about small things that happen to me every day. Who thinks they can name a small moment from their life? Time to Write: Writers, I am going to give you some thinking time today. I want you to think about possible topics. Think about a small moment you could write about. Continue working in WW. Author Share: Allow a student to share.

8 Writing Tuesday - Week 3 W.K.3 W.K.5 SL.K.1a SL.K.1b Establishing Long-term Partnerships Before class, work on grouping your students into pairs. Find who works well together and who would benefit from each other. Tell students that today they will find their name on a piece of white paper on the carpet. Instruct students to sit where their name is. Review what growing writers can do and share that today you will teach them another strategy. Sometimes to get our writing moving, writers need to talk to other writers. Tell students that they will also see a 1 or 2 beside their name. This means that one student is partner 1 and the other partner 2. Partners will sit beside each other on the carpet and at the tables. This adjustment only pertains to writing. You may allow some partners to work on the floor. Teaching Point: Show students how to plan/work together. Model, allowing a student to be your partner. We will decide who goes first. My name has a 1 by it so that means I speak first. I will read my story first. Now I will tell my partner what I will write today part of that means that we will talk about if I am done with my current piece or if I am ready to start a new piece. My partner may ask, How is your story going to go? I will tell her how my story will go and my partner will comment on that by saying something positive. For example, my partner might say, That sounds interesting. or Tell me more. After partner 1 talks about his/her writing, it is partner 2 s turn to do the same thing. Call on 2 students to model, praising every step and correcting if needed. We always talk about writing and writing only. Set your expectations high so students know what is expected. It will be easy to get off task if students are allowed to do so. Allow partners to turn and talk practicing what they just saw. Time to Write: Before dismissing, remind students that partners only discuss at the beginning. Partners do not talk with each other the whole Writing Workshop. They are still to write on their own and use their partner only when needed. Share: Allow partners to share with each other what they wrote about.

9 Writing Wednesday - Week 3 W.K.3 W.K.5 Stretching Out One Small Moment Recall previous lessons - Boys and girls, not long ago, you only wrote one page stories. Now you are writing in booklets and you stretch your story out over pages like real authors do. You put the first thing that happened on the first page, and the second thing that happened on the second page. Remind students how Vera Williams stretched her story out in A Chair For My Mother? Good writers study texts just like they are writing. We are stretching out our small moments so we need to study authors who have stretched out small moments in their books. Today, we will look at another author who stretches out a small moment. Show students the Kissing Hand. Instruct students to listen closely as you reread a section that stretches out a small moment. Read the part where Chester stood in front of his school and looked thoughtful. Suddenly he turned to his mother and grinned.turn the page Chester took his mother s hand in his own... turn the page...now you have a kissing hand, too. Allow a moment of silence so students can absorb text. Audrey Penn took a tiny moment when Chester gave his mom the Kissing Hand, and Audrey told her moment bit-bybit, page-by-page, like you do. Take booklet and tell your story across the pages, turning each page with each thought, so students will see the visual of your thinking. Invite students to watch you like researchers. Tell students to turn and talk about what they saw you do. Time to Write: Encourage students to practice stretching out one small moment by using a blank booklet like you did. Share: Allow a student who practiced strategy to share.

10 Writing Thursday - Week 3 W.K.3 W.K.5 Writing Small Moments Prompt students to sit with their writing partners: Boys and girls thank you for sitting next to your writing partners. I love how you remember where that location is and how to act during our Writing Workshop. Yesterday, I showed you how to stretch out a small moment. Today, we will continue doing that by reviewing the steps writers use to put their story on paper. Model a story of your own, stretching out the small moment across each blank page. Hand out a booklet for each set of partners to share. Instruct partner 1 to tell a small moment across the pages just like you did. After, instruct partner 2 to do the same. Tell students they do not want to just name their topic. For example, Johnny says he is going to write about his dog on every page. Instead, encourage Johnny to say the words he is going to actually write on each page. Create a chart titled Writing Small Moments. Talk about each step listed. 1. Writers think of something that happened to them. 2. They picture it in their minds. 3. They sketch it on the paper. 4. They write words. Time to Write: Encourage students to follow chart everyday. Author Share: Allow a student to share.

11 Writing Friday - Week 3 Stretching Out and Writing Words Praise students for great job writing small moment stories in yesterday s lesson. Remind students that they need to be able to read their stories, pointing to each word. Writers need to say the word slowly, stretching the word out, and writing all the sounds we hear. Tells students that today you will create a chart that will help teach us how to stretch out words. Continue with a short story from your life, picking one word to model stretching out. Write that word letter by letter, exaggerating each sound. Title chart Stretching Out Words. Example of chart is in resources. Create chart going over each step. Have a few cvc pictures ready on chart or whiteboard. Allow students to turn and talk about each sound practicing each step on chart. Tell students that good writers stretch out words to write them so other readers can read their writing. Share: Time to Write: Encourage students to practice writing small moments. Author Share: Choose one or two students to share. *Example of chart in resources. Shared Writing W.K.2 SL.K.4 Farm Shared Writing Type each student s sentence and cut apart. Place in a baggy. Give each student their baggy and allow students to put their sentence in order. After sentence is checked, allow student to glue to story paper and illustrate using good detail. Collect and put in a class book. Read class book once it is made and place in reading center.

12 Friday Thursday Wednesday Tuesday Monday Kindergarten - Unit 2 Word Study - Week 3 Letter Nn Saxon Lesson #29 Saxon Lesson #30 Saxon Lesson #31 Saxon Lesson #32 Optional: Review and Assess

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