kindergarten english language arts and reading unit: 03 ... literacy through folktales... · lesson...

Kindergarten

English Language Arts and Reading

Unit: 03

Lesson: 01

Suggested Duration: Days 1-12

ELAR Kindergarten Unit 03 Exemplar Lesson 01: Building Literacy through Folktales, Fables, and StoriesELAR Kindergarten Unit 03 Exemplar Lesson 01: Building Literacy through Folktales, Fables, and Stories

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 continue to develop their foundational literacy skills by applying alphabetic knowledge during decoding and

encoding. Student’s vocabulary is expanded through experiences with words that name actions and sequence.Students listen to and read stories identifying story elements, and they engage in discussions by answering and

asking questions. Students apply understandings of the writing process by writing about personal experiences.

Performance Indicators Kindergarten ELAR Unit 03 PI 02

In a small group, listen to a well-known folktale or fable read aloud, and ask and respond to questions related to the story. Discuss

the purpose for listening to the story, and identify the big idea. Individually, create a story map that includes characters, setting, and

key events. Use your story map to verbally retell the story.

Standard(s): K.4B , K.6A , K.6B , K.8A , K.21A , K.21B , K.Fig19A , K.Fig19B , K.Fig19E

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

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

Key UnderstandingsAwareness of sound patterns of spoken words supports the development of word reading and spelling.

Understanding literary elements facilitates the reader’s ability to make meaning of the text.Readers use strategies to support understanding of text.

Readers create connections to make text personally relevant and useful.

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

Last Updated 05/08/2013 page 1 of 106

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

and printed. Students are expected to:

K.1B Identify upper- and lower-case letters.

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

awareness. Students are expected to:

K.2B Identify syllables in spoken words.

K.2E Recognize spoken alliteration or groups of words that begin with the same spoken onset or

initial sound (e.g., "baby boy bounces the ball").

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

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

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.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.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.

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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.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.6B Discuss the big idea (theme) of a well-known folktale or fable and connect it to personal

experience.

K.6C Recognize sensory details.

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.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:

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

speaking (with adult assistance):

K.16A.i past and future tenses when speaking.

K.16A.ii nouns (singular/plural).

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

and top-to-bottom progression).

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

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

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.18C Write one's own name.

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.21B Follow oral directions that involve a short related sequence of actions.

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:

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

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

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:

K.1A Recognize that spoken words can be represented by print for communication.

K.1E Recognize that sentences are comprised of words separated by spaces and demonstrate the

awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and

jumping).

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.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.6D Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales

from various cultures.

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).

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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.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.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.

Materials10 picture cards or objects (five that begin with G and five that do not)

10 picture cards or objects (five that begin with O and five that do not)

10 picture cards or objects (five that begin with K and five that do not)

10 picture cards or objects (five that begin with C and five that do not)

10 picture cards or objects (five that begin with M and five that do not)

10 picture cards or objects (five that begin with R and five that do not)

Large note card (8)

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Note card (3 per 2 students)

Note card (2 per student)

Note card (18)

Paper, plain (6 per student)

Highlighter tape or flexible (bendable) wax-coated sticks (1 package)

Chart paper

2 grade-appropriate texts (1 copy of each)

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

Grade-appropriate fable, folktale, or fictional text (1)

Grade-appropriate fable, folktale, or fictional text (1)

2 grade-appropriate texts written for different purposes, one to inform and one to entertain (1 copy of each)

5 grade-appropriate folktale or fable (1 copy of each)

Collection of grade-appropriate fictional texts for student selection

Collection of grade-appropriate texts for student selection

Collection of grade-appropriate fables, folktales, and fictional stories 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: “at” Word Maker (1 per student)

Handout: Bingo Board (1 per student)

Teacher Resource: Letter-Sound Deck (1)

Teacher Resource: Letter-Sound Routine (1)

Resources and References None identified

Possible/Optional Literature

Selections

None identified

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http://files5.mycscope.us/007165178216121050060090126017020026133130030244/Download.ashx?hash=2.2




Lesson Preparation

Daily Lesson #: 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2B,F,H

K.3A,B

K.18A,B

K.Fig19A,E

K.4A

K.5A

K.Fig19E K.13A

K.16Ai

K.14A

Key Understandings and

Guiding Questions Awareness of sound

patterns of spoken

words supports the

development of word

reading and spelling.

Why is it helpful to

practice letters and

sounds? How does this

help you as readers

and writers?

Readers use strategies

to support

understanding of text.

What are some words

that describe actions?


to support


How can telling

important events in a

story help you as a

reader?

Writers use literary

techniques to enhance

the reader’s and/orlistener’s experience.What are details? How

do they help readers?

Vocabulary of InstructionLetter

Sound

Verb

Purpose

Predict

Retell Detail

Materials10 picture cards or

objects (five that begin

with G and five that do

not)

Note card (5)

Grade-appropriate text

(1)

Chart paper (if

Paper, plain (1 per

student)

Collection of grade-

appropriate fictional

Paper, plain (1 per

student)

Chart paper (if

applicable)

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Unit: 03

Lesson: 01




Chart paper (if

applicable)

applicable) texts for student

selection

Chart paper (if

applicable)

Attachments and

Resources Teacher Resource:

Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)

Advance Preparation 1. Prepare to display visuals

as appropriate.

2. Locate the G card from

the Teacher Resource:

Letter-Sound Deck.

3. Gather five picture cards

or objects representing

words that begin with /g/

(include one-syllable CVC

words and multisyllabic

words) and five that do

not.

1. Prepare to display visuals

as appropriate.

2. Select a grade-

appropriate text containing

a variety of verbs

appropriate for acting out.

3. Select five verbs from the

text to use for this lesson.

Write each selected verb

onto a note card.


as appropriate.


as appropriate.

Background Information Verb - a word that describes

action or state of being (e.g.,

jump)

Past tense verb - states an action

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Lesson: 01




that already happened (e.g.,

jumped)

Present tense verb - states an

action that is happening now

(e.g., is jumping)

Future tense verb - states an

action that will happen (e.g., will

jump)

Teacher Notes During Daily Lessons 1 and 4

Shared Reading, students identify

and use words that name actions

and sequences. Carefully select

texts with easy-to-follow plots so

that students can focus their

attention on learning types of

words and their functions.

During Daily Lessons 1 and 2

Writing, students generate and

share ideas with peers through

class discussions (in preparation

for a draft). The teacher provides a

prompt and models extensively

through thinking aloud,

questioning/prompting and

soliciting student contributions.

Modeled teacher writing and

student work will be revisited

during Daily Lessons 2, 3, and 10

Writing.

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Unit: 03

Lesson: 01



Instructional Routines

Daily Lesson # 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING

Duration and Objective Suggested Duration: 20-25 min.

Content Objective: Students

identify the sound for the letter G.

Suggested Duration: 25-30 min.


understand an author’s message.

Students identify and use words

that name actions.


Content Objective: Students retell

a previously read text.


Content Objective: Students plan

for writing by discussing ideas.

Mini Lesson 1. Use the Teacher

Resource: Letter-Sound

Routine to introduce the

letter G. Suggested words

for phonological practice

include: goat, gum, gift,

go, gold.

1. Explain that students will

listen for special words

that name actions. These

words are called verbs.

2. Provide some examples of

verbs from the text. Say

the words in isolation and

then tell about them within

the context of a

meaningful sentence. Ask:

Based on these words,

what predictions can

you make about the

story? Discuss

responses.

3. Follow this Shared

Reading Routine:

Conduct a Book Walk

of the selected text:

Display and discuss

the cover

1. Explain that readers often

retell a story when they

talk to others about what

they have read.

2. Using the story from

Shared Reading, review

how to retell a story.

Demonstrate how to locate

textual evidence

(rereading portions of the

text or revisiting pictures

to support the retelling.)

1. Review that writers can

develop ideas by thinking

and talking before writing.

2. Instruct students to think

of their favorite things to

do.

3. Ask: What is your

favorite thing to do?

Why? Students Think,

Turn, and Talk to share

ideas.

4. Think Aloud about a

grade-appropriate

personal hobby or

interest. Explain its

importance.

5. Sketch a very simple

picture about the hobby or

interest.

6. Tell about the picture in a

Kindergarten


Unit: 03

Lesson: 01



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

establish purpose for

reading

Conduct a Read

Aloud of the selected

text, stopping

periodically to identify

words that name

actions and to confirm

predictions.

very general way. For

example: "My favorite

thing to do is swimming at

the pool. My picture is of

me in the neighborhood

pool."

7. Ask: How can I add to

this picture to tell more

about my favorite thing

to do? Discuss

responses.

8. Think Aloud to add more

details. For example, "I like

to toss the ball around in

the pool with my family. I

will add a drawing of my

family members playing

ball to my picture. These

details will make my writing

better because they tell

more about why I like the

pastime so much."

Learning Applications 1. Review the letter G picture 1. Display the created verb 1. Students select texts and 1. Review the writing routine:

Kindergarten


Unit: 03

Lesson: 01



cards with students by

naming each picture and

clapping the syllables.

2. Create an Anchor Chart:

Words that Begin with G.

Model sounding out and

writing the words that

name the picture cards

that begin with G. Involve

students as appropriate.

As time allows, add

additional student

generated examples.

3. Model decoding 2-3 grade

appropriate words on the

Anchor Chart. Lead

students in decoding the

same words.

4. Post the Anchor Chart as

a reference for reading

and writing.

cards.

2. Review each verb card

one at a time. Lead a brief

discussion about each

verb. During the

discussion, locate the

textual evidence (read the

context and revisit the

pictures), and then

provide an explanation for

each.

3. After each card has been

thoroughly reviewed,

explain that selected

students will take turns

acting out the verbs.

4. As students take turns

acting out the verbs,

provide clues to support

the class in guessing the

verb. Some suggestions

for clues: the initial sound

of the word, the first letter

of the word, a word that

rhymes or a synonym for

the word.

read independently for a

developmentally

appropriate length of time.

2. Actively monitor and

provide assistance as

needed.

3. After the reading,

distribute a sheet of paper

to each student. Instruct

students to draw a quick

picture that they can use

to retell the story.

4. Divide students in pairs.

Students take turns

retelling their story using

their picture. Encourage

them to locate textual

evidence (rereading

portions of the text or

revisiting pictures to

support their retelling.)

Encourage them to use

action words when

retelling.

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. Students think about and

discuss things they like to

do with a partner or small

group.

3. Students draw sketches

of things they like to do on

plain paper.

4. Confer with students and

promote idea development

through questioning.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Closure 1. Conduct a review of /g/.

Model isolating the initial

sound in one-syllable

1. Ask: What types of

words did we learn

about today? Discuss

1. Ask: What is a retelling?

Discuss responses.

1. Conduct the Author’sChair routine.

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Unit: 03

Lesson: 01



spoken words beginning

with /g/ (for example, got =

/g/). Repeat and instruct

students to echo. State

additional words and

instruct students to isolate

the initial sound.

Suggested words are:

goat, gum, gift, go, gold.

responses.

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Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.5A

K.21B

K.4B

K.Fig19B

K.1F,G

K.21A

K.23A

K.4B

K.Fig19B

K.1F

K.16B

K.5A

K.13B

K.16Aii

K.17A

K.18C

K.1A,E

K.13E

K.14A

K.21A

K.22A


Guiding Questions Readers use strategies

to support


What are some words

that describe actions?


to support


How can asking

questions about texts

help you to understand

what you read?


to support


How can asking

questions about texts


what you read?





Vocabulary of InstructionVerb

Action

Question Question Detail

Noun

MaterialsLarge note card (5)

Note card (1 per

student)

Chart paper (if

applicable)

Grade-appropriate text

(1)

Chart paper (if

applicable)


appropriate texts for

student selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and

Kindergarten


Unit: 03

Lesson: 01




Resources


as appropriate.

2. Write each of the following

action words on large note

cards, in all lower-case

letters: laugh, jump,

wiggle, sing, walk.


as appropriate.


as appropriate.

2. Provide a sampling of

grade-appropriate texts

for student selection.


as appropriate.

2. Provide a sampling of

grade-appropriate texts

for student selection.

Background Information Literal questions - (e.g., Who is

the main character? Where is the

story taking place? What is the

story about?)

Students should ask and respond

to questions before, during, and

after reading.

Teacher Notes Refer to Daily Lesson 1 Word

Study

Refer to Daily Lesson 1 Writing

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Unit: 03

Lesson: 01







identify and use action words.


Content Objective: Students use

the title, cover, illustrations/

photographs, and context to

formulate questions about texts

before and during reading.



the title, cover, and illustrations/

photographs to formulate

questions about texts.


Content Objective: Students plan

for writing by discussing ideas.

Mini Lesson 1. Review what was learned

about action words in

Daily Lesson 1 Shared

Reading.

2. Introduce each of the

action word cards, one at

a time. Say the word and

instruct students to echo.

3. Provide a sentence for

each word where the verb

is not modified, such as, "I

can jump very high."

4. Explain that words that

name an action are called

verbs.

1. Explain that good readers

ask questions before and

during reading texts.

2. Display the select text.

3. Instruct students to use

the title, cover art, and

illustrations/photographs

inside the text to help

them formulate questions

about the text.

4. Ask: What questions do

you have about this

text? Discuss responses

and model how to

formulate general and

specific questions about

the text. Examples of

general questions: Was

this text written to

entertain or to inform the

reader? Will this story be

1. Remind the students that

they can use the title,

cover, and the


and context inside a text to

help them formulate

questions about the text.

1. Conduct the handwriting

routine.

2. Display the model writing

from Daily Lesson 1

Writing.


develop ideas for stories

by thinking of things they

like to do.

4. Review the term, noun.

Ask: What is a noun?

Discuss responses and

clarify any

misunderstandings.

5. Think Aloud to tell about

the model drawing from

Daily Lesson 1 Writing.

Model adding simple

labels, including nouns, to

the drawings.

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Unit: 03

Lesson: 01



like (a familiar text)? Will

the main character be like

me? Examples of specific

questions:Why does the

girl in the illustration look

worried? Why does the

character on the front

cover have paint all over

his face? What does the

title have to do with this

story?

5. Solicit student

contributions. Record

student questions on chart

paper and leave the

questions displayed.

6. Review the writing routine:

Think (think about



ideas)


to tell about your

ideas)

Write (label your




Learning Applications 1. Review each card once

more. Select various

volunteers to come up

individually or in groups of

2-3 to act out the verb.


of sentences which

contain the verbs in a

meaningful context.

Students Think, Turn,

and Talk their sentences

with a partner.

3. Display all of the word

cards.

1. Conduct a Read Aloud of

the selected text:

Revisit the displayed

questions and check

them off as they are

answered during

reading.

Find a stopping point

within the text. Guide

students to formulate a

new question about the

remainder of the story.

Instruct them to turn to

a partner and share

their question along

1. Students select a text.

Then, based on the title,

cover, and illustrations/

photographs, formulate a

question before reading.

2. Select various students to

share their question along

with a possible answer

(prediction) with the

group.

3. Students read for a

developmentally



1. Distribute student papers

from Daily Lesson 1

Writing.

2. Instruct students to Think,

Tell, and Write to add to

their drawings or write

labels to describe the

pictures.

3. Confer with students

asking them to tell about

their picture. Provide

assistance to support

students in adding labels.

4. Instruct students to label

Kindergarten


Unit: 03

Lesson: 01



4. Instruct students to select

one of the verbs to

illustrate on a note card.

5. Instruct students to write

the word on one card and

draw a picture to

represent the action on

the other side.

6. After all students have

completed their picture,

instruct them to share it

with a partner without

revealing the word. Tell

the students to first try to

guess the word and then

have them check the word

that their partner wrote on

the back of the card.

with a possible answer

(prediction) to their

question, based on

what they have read

thus far.

Read the remainder of

the text aloud.

2. After reading, revisit the

list of questions. Discuss

which ones were

answered in the text and

which ones were not.

support students as

needed.

the work with their name

and tell them they will add

more details in Daily

Lesson 3 Writing.


Closure 1. Ask: What types of

words did we learn

about today? Discuss

responses.

1. Ask: How does thinking

of questions about text


what you read? Discuss

responses.

1. Ask: How does asking

questions about text

help you as a reader?

Discuss responses.


Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

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K.1B

K.2B,F,H

K.3A,B

K.18A

K.Fig19A,B,E

K.4A,B

K.5A

K.1F,G

K.21A

K.23A

K.4B

K.Fig19B

K.1F

K.16B

K.5A

K.13B

K.16C

K.17A,B,C

K.18A

K.1A,E

K.13E

K.14A

K.16B

K.21A

K.22A



patterns of spoken

words supports the

development of word





help you as a reader

and writer?


to support

understanding of text

What words can you

use to tell a story in

order?


to support

understanding of text

How does asking and

answering questions

about stories help you

as a reader?



the reader’s and/orlistener’s experience.How do writers make

stories interesting for

readers?


Sound

Sequence

Question Detail



with O and five that do

Large note card (3)

Grade-appropriate

familiar fictional text (1)



student selection

Chart paper (if

applicable)

Kindergarten


Unit: 03

Lesson: 01




not)

Chart paper (if

applicable)

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and


Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)


as appropriate.

2. Locate the O card from

the Teacher Resource:

Letter-Sound Deck.



words that begin with /ŏ/(include one-syllable



not.


as appropriate.

2. Create a set of large

sequence word cards for

displaying the words First,

Then, and Last (one word

per card).


as appropriate.


as appropriate.

2. Prepare to use the

modeled writing (drawing)

and student work from


Background Information

Teacher Notes Refer to Daily Lesson 1 Word

Study

Brief conferences help students

take responsibility for what they

are learning. When conferring with

Kindergarten


Unit: 03

Lesson: 01




students select a teaching point.

For example: adding important

details to the picture, using the

picture when writing to remember

ideas, saying words slowly

listening to the letter sounds to

spell words, using lower-case

and upper-case letters, etc.

Keeping the conference focused

on the teaching point helps the

learner internalize the strategy or

skill they have been taught.

Teaching too many skills in a

conference can cause confusion.

Kindergarten


Unit: 03

Lesson: 01







identify the sound for the letter O.



identify and use sequence words

to ask and respond to questions

about texts.


Content Objective: Students ask

and respond to questions about

texts during discussions with

other readers.



develop drafts.




letter O. Suggested words


include: ox, off, on, otter,

olive.


listen for and use words

that tell the order of

events in a story. This is

called sequence.

2. Display the set of

sequence word cards, one

at a time. Say the word

and instruct students to

echo.

3. Review the steps to a

familiar classroom

procedure or event. Use

the words First, Then, and

Last. Ask students to

discuss the events and

identify the sequence

words.

4. Display the words for

reference.

1. Review that good readers

engage in discussions

about texts with other

readers.

2. Explain that they will

discuss texts by asking

and responding to

questions

3. Display a familiar text.

4. Select a student to assist

in demonstrating how to

engage in a discussion

about the text.

5. During the demonstration,

model how to pose a

question about the text

and allow the student time

to respond. Assist the

student in posing a

different question and

model responding to it.


from Daily Lesson 2

Writing.

2. Ask: How do writers

make stories

interesting for

readers? Discuss

responses, including

adding details and using

sequence words.

3. Explain that discussing

ideas, drawing a picture,

and then revisiting it to

add details are ways to

prepare for writing. Explain

that they will be adding

details and words to their

drawings about their

favorite thing to do.

4. Review that new writers

say words slowly to listen

for sounds and then

Kindergarten


Unit: 03

Lesson: 01



record the letters left to

right.

5. Write simple sentences to

tell about the

hobby/interest in the

model writing. Include

sequence words as

applicable. Model

matching sounds to letters

and placing spaces in

between words.

Additionally, model using

available resources

(Anchor Charts, Word

Wall) as a scaffold for

writing.

6. Engage students through

questioning, prompting,

and inviting them to echo

and ask them share the

pen.

7. Select a student to locate

the first letter and review

that every sentence

begins with an upper-case

letter.

8. If appropriate, select a

student to identify any

sequence words used.

9. Choral Read the

Kindergarten


Unit: 03

Lesson: 01



sentence(s).

Learning Applications 1. Review the letter O picture



clapping the syllables


Words that Begin with O.




that begin with O. Involve


As time allows, add

additional student

generated examples.



Anchor Chart. Lead


same words.



and writing.


Reading Routine:

Conduct a Book Walk


Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and


reading

Conduct a Read


text, stopping

periodically to make

and confirm

predictions.

2. Review each of the

displayed words one at a

time.

3. Model how to use each

1. Students select texts and

read for a developmentally


2. After the reading, form

partners.

3. Instruct students to take

turns asking and

responding to questions

about the texts they read.

1. Distribute the student work

from Daily Lesson 2

Writing.

2. In partners, students use

complete sentences to tell

about their favorite thing

to do.

3. Instruct students to write

simple sentences to tell

their story by applying

letter sound knowledge

and using available

resources.


provide targeted

instruction related to idea

development and

sentence writing.

Kindergarten


Unit: 03

Lesson: 01



word to ask and respond

to questions about the text

that was just read. (e.g.,

What happened first?)

4. Divide students into

groups of 2-3.

5. Students use the

displayed sequence words

to ask and respond to

questions about the text.


Closure 1. Conduct a review of /ŏ/.Model isolating the initial



with /ŏ/ (for example, off=

/ŏ/). Repeat and instructstudents to echo. Name



the initial sound.

Suggested words are: on,

odd, ox.

1. Ask: Why are sequence

words helpful to

readers and writers?

Discuss responses.

1. Ask: How does asking

and answering

questions about stories

help you as a reader?

Discuss responses.


Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

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TEKS

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TEKS

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TEKS

K.Fig19E

K.5A

K.21B

K.Fig19A

K.4A

K.Fig19A

K.4A

K.5A

K.13B


Guiding Questions Readers use strategies

to support


How do words help you

follow the order of the

story?


to support


How and why do you

choose a particular

text?

What information from

a text can you use to

help you make

predictions?


to support


How and why do you

choose a particular

text?

What information from

a text can you use to

help you make

predictions?



the reader’s and/orlistener’s experience.How does sharing your

ideas in discussion

prepare you for

writing?

Vocabulary of InstructionSequence Purpose

Predict

Purpose

Predict

Detail

Sequence

MaterialsNote card (3 per 2

students)

Grade-appropriate

familiar fictional text (1)

Chart paper (if

Grade-appropriate

fable, folktale, or

fictional text (1)

2 grade-appropriate

texts written for



student selection

Chart paper (if

applicable)

Paper, plain (1 per

student)

Chart paper (if

applicable)

Kindergarten


Unit: 03

Lesson: 01




applicable) different purposes, one

to inform and one to

entertain (1 copy of

each)

Chart paper (if

applicable)

Attachments and

Resources


as appropriate.

2. Select a previously read

fictional text containing a

clear sequence of events.

Use sticky notes to mark

pictures that represent the

events in order, for easy

reference during the

lesson.

3. Create a set of sequence

word cards for every two

students in the class. For

each set of cards, write


Last on each note card.


as appropriate.


as appropriate.


as appropriate.


Teacher Notes

Kindergarten


Unit: 03

Lesson: 01







sequence words to retell a story.



the title, cover, and


contained within the text to

establish a purpose for reading

and to make predictions.



the title, cover, and


contained within the text to

establish a purpose for reading

and to predict what will happen

next.



discuss ideas to plan for writing.

Mini Lesson 1. Display a familiar text

containing a clear

sequence of events.

2. Display the selected

pages to review the major

events of the story, in

sequence. Be sure to use


1. Display and discuss the

following terms: purpose,

entertain, inform. Provide

grade-appropriate

examples for each.

2. Display the two selected

texts for modeling. For

each, ask: What is the

1. Remind the students that

they can use the title,

cover, and the


inside a text to establish a

purpose for reading and

to make a prediction

before reading.


develop their ideas by

participating in a

discussion before they

write.


about what they do each

day after school.

Kindergarten


Unit: 03

Lesson: 01



Last. Lead a short

discussion about the

events.

3. Explain that during the

revisit of the text, words

were used to tell the

events in order or

sequence.

4. Introduce the set of

sequence word cards one

at a time. Say the word


echo. Provide a sentence

for each word related to

the familiar text.

5. Explain that words such as

these are useful to know

because they help to

explain the order in which

events take place.

purpose for reading

this text? How do you

know? Discuss

responses and guide

students to confirm ideas

using textual evidence

(title, illustrations,

photographs, topic, text

features, events, ideas).

3. Read a portion of each

text to confirm their

classification.

4. Divide students into small

groups of 2-3.

5. Provide each small group

with an unfamiliar text.

6. Students use the cover,

title, and


to establish a purpose for

reading.

7. Groups share the

purposes for reading their

text.

2. Select a text from the

collection. Preview the text

and involve students in

establishing a purpose for

reading and making

predictions based on text

features.

3. Students Think, Turn,

and Talk about things

they do after school.

4. Think Aloud and sketch

personal after school

activities.

5. Review the drawing and

tell about the after school

activity using sequence

words.


this picture? Discuss

responses and help

students understand that

adding details to the

picture can help provide

more information about

the activities.

7. Think Aloud and add

more details and use

sequence words.


Think (think about



ideas)


to tell about your

ideas)

Kindergarten


Unit: 03

Lesson: 01



Write (label your drawings with

letters or words; write words and


Learning Applications 1. Divide students into pairs.

2. Distribute the set of

sequence word cards to

each partner group.


turns retelling the familiar

story just reviewed, or a

different familiar story,

using the sequence words

on the cards.

4. Monitor and support as

needed.

5. Ask students to think

about what they did this

morning before they came

to school.

6. Students use the

sequence word cards to

tell their partner what they

did this morning before

they came to school.

7. Monitor and support as

needed.

1. Explain that in this Unit,

students are reading and

listening to stories. Ask:

What is the purpose for

reading stories?

Discuss responses

including to become

involved in imagined

events, settings, actions,

and for entertainment.

2. Review that readers make

predictions before and

during reading.

3. Create a T-Chart for

predictions (My

Predictions / My Clues) to

record students’ ideas andprovide text evidence

(title, cover, illustrations).

4. Read the text aloud,

pausing to make

predictions about what will

happen next in the story.

Record predictions on the

chart. Continue reading to

confirm or disprove

predictions.

1. Students select texts for

Independent Reading.

2. Divide students into pairs.

Students share purposes

for reading and make

predictions about what

they think will happen in

their text.

3. Students read for a

developmentally



support as needed.


discuss after school

activities with a partner or

small group.

2. Students draw sketches of

their after school activities

on plain paper.




Kindergarten


Unit: 03

Lesson: 01




Closure 1. Ask: What words did we

review today? Why are

they useful? Discuss

responses.

1. Ask: What information

from a text can you use

to establish a purpose

for reading? Discuss

responses.

1. Ask: What predictions

did you make before

Independent Reading?

Discuss responses.

1. Conduct the Author’sChair routine. Provide

feedback related to the

details included in the

student work.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

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TEKS

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TEKS

K.1B

K.2B,F,H

K.3A,B

K.18A,B

K.Fig19A,B,E,F

K.4A,B

K.6A,B

K.8B

K.1F,G

K.6D

K.21A

K.23A

K.Fig19F

K.6A

K.8B

K.1F

K.16B

K.13B

K.18A

K.1A

K.13E

K.14A

K.21A



patterns of spoken

words supports the

development of word


How do you use your

knowledge about

letters and sounds to

read and write?

Understanding literary

elements facilitates the

reader’s ability to makemeaning of the text.

What are the elements

of a story?





of a story?






Sound

Big idea

Theme

Character

Connection

Character Detail



with K and five that do

not)

Note card (1 per

student)

Grade-appropriate

folktale or fable (1)


appropriate fables,

folktales, and fictional

stories for student

Chart paper (if

applicable)

Kindergarten


Unit: 03

Lesson: 01




Chart paper (if

applicable)

Chart paper (if

applicable)

selection

Chart paper (if

applicable)

Attachments and


Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)


as appropriate.

2. Locate the K card in the

Teacher Resource:

Letter-Sound Deck.



words that begin with /k/




not.


as appropriate.

2. Select a grade-

appropriate version of a

well-known folktale or

fable that has not been

read before.


as appropriate.

2. Prepare to use the text

that was read in Shared

Reading.


as appropriate.


modeled writing and

student work from Daily

Lesson 4 Writing.

Background Information Theme - the central or universal

idea of a piece of fiction or the

main idea of a nonfiction essay

Possible examples of themes:

Kindergarten


Unit: 03

Lesson: 01




Good friends are

important

Treat others as you

would like to be treated

Helping others is

rewarding

Folktale - a story originally passed

down in spoken form rather than

in writing. Folktales include

legends, fables, tall tales, and

fairy tales. They may have

recurring phrases (e.g., once

upon a time, they lived happily

ever after).

Fable - fictional tale that teaches a

moral lesson, entertains, and

often includes animals with

human characteristics

Teacher Notes In Unit 02, students learned that

folktales and fables have a big

idea (theme). They also learned to

connect the theme to their

personal lives.

During Daily Lessons 5-11

Shared Reading, students listen

to folktales and fables. They ask

and respond to questions and

identify the big idea. Continue to

assess informally in this unit.

Some students may need

Kindergarten


Unit: 03

Lesson: 01




additional explicit modeling of this

inferential thinking.

Students also learn to identify

elements of a story including

setting, character, and key events.

Kindergarten


Unit: 03

Lesson: 01







identify the sound for the letter K.



identify characters and discuss

the big idea of a folktale or fable

and connect it to personal

experiences.



identify characters and make

personal connections to stories.



discuss ideas and plan for writing.




letter K. Suggested words


include: kid, kit, koala,

king.

1. Introduce the selected

book as a folktale or fable.

2. Ask: What are folktales

and fables? Discuss

responses and review that

folktales and fables are

traditional stories that

have been retold many

times and may have

repeated phrases. Remind

students that folktales and

fables have a big idea

(theme). Many of them

were written to teach a

lesson.


Reading Routine:

1. Review previously learned

information about fairy

tales and folktales

(traditional stories). Inform

students that they will

discuss the characters

from their Independent

Reading texts.

2. Review the Anchor Chart

created during Shared

Reading. Model making a

personal connection to

one of the characters.

Consider using the

following response stem:

This character reminds

me of_____ because

______.


from Daily Lesson 4

Writing.

2. Explain that discussing

ideas, drawing a picture,

and then revisiting it to

add details are ways to

prepare for writing. Explain

that they will be adding

details and words to their

drawings about their

favorite thing to do.

3. Use the picture to tell

about the after school

activities and involve

students in adding details

to the drawing.

Kindergarten


Unit: 03

Lesson: 01



Conduct a Book Walk


Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and

establish purposes for

reading

Conduct a Read


text, pausing

periodically to discuss

the big idea and

confirm predictions.

Encourage students to

participate in “reading”the recurring phrases

as applicable.


simple labels to the

sketch. Involve students

by sharing the pen as

appropriate. Explicitly

model and involve

students in matching

sounds to letters when

writing the words.

Learning Applications 1. Review the letter K picture



1. Explain that stories have

characters. Story

characters are people (or



developmentally


from Daily Lesson 4

Writing.

Kindergarten


Unit: 03

Lesson: 01





Words that Begin with K.




that begin with K. Involve


As time allows, add

additional student

generated examples.

3. Model decoding 2-3

grade appropriate words

on the Anchor Chart. Lead


same words.



and writing.

animals who act like

people). Lead a

discussion about the

characters, their actions,

and what they learned.

2. Distribute a note card to

each student. Each

student draws a simple

picture of a character from

the story.

3. Model the following

procedure and then

facilitate the routine:

Students walk around the

room (to music, if desired).

At the signal, students

stop and form partners.

Students take turns telling

about the character they

drew and the character’s

appropriate duration.


provide support as

needed.


Think (think about



ideas)

Draw (sketch

pictures to tell about

your ideas)

Write (label your

drawings with letters

or words; write

words and

sentences when

ready)

3. In partners or with a small

group, students use

sequence words to tell

about their drawings.

Kindergarten


Unit: 03

Lesson: 01



actions in the story.

Repeat 2-3 times to allow

students to share with

multiple peers.

4. Create an Anchor Chart

with the title of the story

written at the top. Record

the characters and their

actions on the chart,

leaving space at the

bottom to record the big

idea.

5. Ask: What was the big

idea (theme), moral, or

lesson in this story?


support students by

revisiting the illustrations,

rereading portions of the

text, and by explicitly

stating the big idea, if

necessary. Record the big

idea on the Anchor Chart.

4. Individually, students add

details to the drawings

and add simple labels.


asking them to use their

picture to tell about what

they do after school.

Support the use of

sequence words and write

dictated words for

students as needed.


Closure 1. Conduct a review of /k/.




with /k/ (for example, kit =

/k/). Repeat and instruct

1. Ask: Have you ever

learned a lesson similar

to the one learned by

the characters in the

story? Discuss responses

and guide students in

1. Invite student volunteers

to make a personal

connection to a character

in the story. Use the

response stem: This

character reminds me



use of sequence words to

tell about the afterschool

activities.

Kindergarten


Unit: 03

Lesson: 01



students to echo. Name



the initial sound.

Suggested words are: kin,

kiss, kid, king.

making connections to the

big idea (theme) of the

fable or folktale.

of_____ because

______.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

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K.2F,H

K.3A,B,C

K.21B

K.Fig19A,B,E,F

K.4A,B

K.6A,B,C

K.8A,B

K.1F,G

K.6D

K.21A

K.23A

K.6A K.1F

K.16B

K.5A

K.13B

K.16Aii,C

K.17A,B,C

K.18A

K.1A,E

K.13E

K.14A

K.16B

K.21A

K.22A



patterns of spoken

words supports the

development of word


How do you use your

knowledge about

letters and sounds to

read and write?




Readers create

connections to make

text personally relevant

and useful.


of a story?




Readers create

connections to make


and useful.


of a story?





readers?


Sound

Character

Setting

Key event

Big idea/theme

Sensory detail

Character

Setting

Sensory detail

Detail

Kindergarten


Unit: 03

Lesson: 01




MaterialsHighlighter tape or

flexible (bendable) wax-

coated sticks (1

package)

Chart paper (if

applicable)

Grade-appropriate


Chart paper (if

applicable)

Paper, plain (1 per

student)



texts for student

selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and

Resources Handout: "at" Word

Maker (1 per student)


as appropriate.

2. Duplicate the Handout:

“at” Word Maker for

each student.


as appropriate.

2. Select a grade-

appropriate folktale or

fable for reading aloud.

Ensure that the version

selected has a clearly

stated or illustrated

setting.


as appropriate.


as appropriate.


modeled writing and


Lesson 5 Writing.

Background Information Sensory detail - a detail in writing

that describes what is seen,

heard, smelled, tasted, or

touched

Sight - visual detail

ensures that the

Refer to Shared Reading

Kindergarten


Unit: 03

Lesson: 01




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

helps the reader put

themselves in the place

of the characters.

Setting – the time and place in

which a narrative occurs.

Elements of setting may include

the physical, psychological,

Kindergarten


Unit: 03

Lesson: 01




cultural or historical background

against which the story takes

place.

Teacher Notes

Kindergarten


Unit: 03

Lesson: 01







demonstrate phonological

awareness and use the

relationships between letters and

sounds to decode words.



identify and discuss elements of a

story.




story.



sequence words to develop drafts.

Mini Lesson 1. Say the following words:

cat, mat, fat, sat. Ask:

What do you hear that

is the same in each

word? /at/.

2. Display the rime –at.

3. For each word, model

saying each individual

sound. Blend them to

make the rime. Repeat

with student participation.

4. Explain that the word part

–at is part of many words

and that recognizing it

quickly will help them to be

better readers and writers.

1. Display the following

words: character, setting,

key events, main event,

big idea. Review the

meaning of each through

discussion and relevant

examples.

2. Share that the class will be

listening to another

folktale/fable. Explain that

authors use sensory

details in writing to

describe what is seen,

heard, smelled, tasted, or

touched. Instruct students

to listen for sensory

details that describe the

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. Model

using the response stems

while pointing to pictures

in the text: The

characters in the text

are ___________. The

setting is ____________


routine.


from Daily Lesson 5

Writing. Ask: How do

writers make stories

interesting for

readers? Discuss

responses, including

adding details and using

sequence words.


be developing their writing

further by writing simple

sentences and/or adding

more labels.

Kindergarten


Unit: 03

Lesson: 01



5. Display the word cat.

Model segmenting the

word into onset and rime

and then blending to make

the word. Direct students

to read the word.

6. Ask: What other real or

made-up words contain

the word part –at?

Create a 2-column list.

Label one column Real

and the other Not Real.

Discuss and record

responses on the chart.

Ask students to help in

writing the words on the

chart.

7. Ask selected students to

locate the word part –at.To make this more

engaging, involve

students in underlining,

highlighting with

highlighter tape, or

framing with a wax strip to

label the onset and the

rime.

characters, setting, and

events.


Reading Routine:

Conduct a Book Walk


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

establish a purpose for

reading.

Conduct a Read


text, stopping

periodically to identify

the characters, setting,

and discuss the

events. Encourage

students to participate

in “reading” therecurring phrases as

applicable.

(time and place).

.

4. Think Aloud to tell about

the model drawing from


Model adding simple

labels, including nouns, to

the drawings.

5. Model writing a few

sentences about the

teacher drawing. Include

sequence words as

applicable (first, next,

then, last). Involve

students as appropriate in

spelling and writing. Point

out that sentences are

comprised of words that

are separated by spaces.

Explicitly Think Aloud

and capitalize the first

letter of each sentence

and add end

punctuation.

Kindergarten


Unit: 03

Lesson: 01



Point out sensory

details the author uses

to describe what is

seen, heard, smelled,

tasted, or touched.

Learning Applications 1. Distribute the Handout:

"at" Word Maker.

2. Instruct students to use

scissors to create the

Word Maker. Provide

assistance as it is

necessary.

3. After the Word Makers are

created, students work

with a partner to decode

the words.


partner groups. Explain

that they will work together

to discuss the story.

2. Ask: What is the setting

of the story (time and

place)? Discuss

responses and model

finding textual evidence to

support the students’ideas. Ask: What sensory

details in the story

describe the setting?


model locating sensory

details in the text.

3. Ask: Who are the

characters in this


and model finding textual

evidence to support the

students’ ideas. What

sensory details in the

story describe the

characters? Discuss



developmentally



provide support as

needed.

1. Distribute the student

papers from Daily Lesson

5 Writing.


Think (think about



ideas)


to tell about your

ideas)

Write (label your





group, students use



5. Individually, students write

simple sentences and/or

add more labels to

develop their drafts.

Kindergarten


Unit: 03

Lesson: 01



responses and model

locating sensory details in

the text.

4. Ask: What were the key

events in the story?


model finding textual

evidence to support the

students’ ideas. Ask:What sensory details in

the story describe the

events? Discuss

responses and model


the text.

5. Share with students that

stories have a main event.

Explain that a main event

is the most important or

biggest event in a story.

Think Aloud to retell the

main event of the story.

6. Confer with students to

provide targeted support

in writing sentences. Write

dictated sentences for

students as needed.


Closure 1. Read words from the

previously created list, out

of order.

2. Instruct various students

to come to the front and

locate the words.

1. Ask: Have you ever

learned a lesson similar

to the one learned by

the characters in the


and guide students in

making connections to the

1. With a partner, students

share about the

characters and setting

from the text they read.

They may use the

response stems: The




use of nouns and

sentence writing.

Kindergarten


Unit: 03

Lesson: 01



big idea (theme) of the

fable or folktale.

are ___________. The

setting is ____________

(time and place). Actively

monitor conversations to

assess accuracy of

responses.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing TEKS TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2B,F,H

K.3A,B

K.18A,B

K.Fig19A,B,E

K.4B

K.6A,B,C

K.8A,B

K.1F,G

K.21A

K.23A

K.6A K.1F

K.16B

K.13A K.13E

K.14A

K.21A

K.22A



patterns of spoken

words supports the

development of word




sounds? How does

this help you as

readers and writers?




What are the elements of a

story?

Readers create

connections to make

text personally

relevant and useful.


elements facilitates

the reader’s ability tomake meaning of the

text.


of a story?


techniques to

enhance the reader’sand/or listener’sexperience.

How do writers make


readers?


Sound

Character

Setting

Key event

Big idea

Sensory detail



texts for student

selection

Chart paper (if

applicable)

Season

Detail

Kindergarten


Unit: 03

Lesson: 01





objects (five that

begin with C and five

that do not)

Chart paper (if

applicable)

Grade-appropriate folktale

or fable used in Daily

Lesson 6 Shared Reading

(1)

Chart paper (if applicable)


appropriate engaging

fictional books for

student selection (1+

per student)

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and


Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)


as appropriate.

2. Locate the C card in the

Teacher Resource:

Letter-Sound Deck.



words that begin with /c/

(include one-syllable

CVC words and

multisyllabic words) and

five that do not.

1. Prepare to display visuals as

appropriate.

2. Prepare a large story map to

complete with students.

Title

Characters

Setting

Key Events


as appropriate.


as appropriate.

Kindergarten


Unit: 03

Lesson: 01




Background Information Refer to Daily Lesson 6 Shared

Reading

Refer to Daily Lesson 6 Shared

Reading

Teacher Notes

Kindergarten


Unit: 03

Lesson: 01







identify the sound for the letter C.




story.




story.



discuss ideas to plan for writing.

Mini Lesson 1. Ask: What letter have

we learned about

recently that makes the

/k/ sound? Review that

the letter K makes the /k/

sound.

2. Prepare students to learn

that there is another letter

that also makes the /k/

sound.

3. Use the Teacher



letter C Suggested words


include: cat, cart, camera,

can, cast.

1. Display the previously

read folktale/fable from

Daily Lesson 6 Shared

Reading. Ask: What is

the purpose for reading

folktales and fables?

Discuss responses.

2. Ask: What elements are

included in stories?

Discuss responses

including characters,

setting, and events.

3. Display the large story

map with the boxes

labeled title, characters,

setting, and main events.

4. Explain that identifying the

setting, characters, and

main events helps readers

1. Review the completed

story map from Shared

Reading.


identify the characters and

setting from texts they

read independently. Model

using the response stems

while pointing to pictures

in the text: The


are ___________. The

setting is ____________

(time and place).


develop their ideas by

participating in a

discussion before they

write.

2. Display the word season.

Tell students to think of

the different seasons.

3. Think Aloud about

different seasons and the

types of activities/holiday

celebrations/events that

take place during each

season.

4. Ask: What is your

favorite season? Why?

Discuss responses.

Instruct students to Think,

Turn, and Talk.

Kindergarten


Unit: 03

Lesson: 01



understand the story.

Creating a story map

helps readers identify

those elements and retell

the story.

5. Explain that readers can

draw pictures and write

words on the story map to

represent the elements in

the story.

5. Think Aloud and select a

favorite season giving

age-appropriate reasons

for the selection.

Demonstrate how to tell

about the season.

6. Sketch a very simple

picture about the favorite

season.

7. Tell about the picture in a

very general way. For

example, "My favorite

season is winter. My

picture is of me standing

in my yard in the winter."


this picture to tell more

about my favorite

season? Discuss

responses and help

students understand that

adding details to the

picture can help provide

more information about

the activities.

Think Aloud and add important

details. For example, "I like to play

with my friends outside in the

winter. It is fun to wear jackets and

Kindergarten


Unit: 03

Lesson: 01



scarves to stay warm.” Add details

through drawing. For example: a

scarf, pink cheeks, friends,

jackets.

Learning Applications 1. Review the letter C picture




2. Review the Anchor Chart:

Words that Begin with K

from Daily Lesson 5 Word

Study.


Words that Begin with C.




that begin with C. Involve


As time allows, add

additional student

generated examples. If

students generate words

that begin with K, write

them on the K Anchor

Chart.

1. Explain that they will work

as a class to create a

story map of the

folktale/fable from Daily

Lesson 6 Shared

Reading.

2. Ask: Who are the

characters in the story?

Discuss and record

responses on the chart.

Demonstrate how to draw

pictures with labels of the

characters. Ask: What


story describe the

characters? Discuss

responses and model


the text.



place)? Use the student



developmentally



provide support as

needed.


Think (think about



ideas)


to tell about your

ideas)

Write (label your





then discuss favorite

seasons with a partner or

small group.

3. Students draw sketches of

their favorite season and

related activities on plain

paper.

Kindergarten


Unit: 03

Lesson: 01



4. Model decoding 2-3

grade appropriate words

on the Anchor Chart. Lead


same words.



and writing.

responses to demonstrate

how to draw pictures with

labels of the setting. Ask:

What sensory details in


setting? Discuss

responses and model


the text.

4. Ask: What were the key

or main events in the

story? Use the student

responses to demonstrate

how to draw pictures with

labels of the key events.

What sensory details in


events? Discuss

responses and model


the text.





Closure 1. Conduct a review of C=

/k/. Model isolating the

initial sound in one-

syllable spoken words

beginning with /k/ (for

example, cat = /k/).

Repeat and have students

echo. Name additional

words and instruct


idea of the story?

Discuss responses.


share about the



They may use the

response stems: The


are ___________. The

setting is ____________


Kindergarten


Unit: 03

Lesson: 01



students to isolate the

initial sound. Suggested

words are: cat, can, cot,

cod, cost, cast, cap, cup.

(time and place). Actively

monitor conversations to

assess accuracy of

responses.

2. Select students to share

with the class.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2E

K.3A

K.17A

K.18A

K.Fig19A,B,E

K.4A,B

K.5A

K.6A,B,C

K.8A,B

K.1F,G

K.6D

K.21A

K.23A

K.Fig19F

K.6A

K.8B

K.1F

K.16B

K.13B

K.17A

K.18A

K.1A

K.13E

K.14A

K.21A



patterns of spoken

words supports the

development of word





help you as readers

and writers?





of a story?




Readers create

connections to make


and useful.


of a story?





readers?

Vocabulary of InstructionAlliteration

Letter

Upper-case

Lower-case

Character

Setting

Key event

Big idea/theme

Sensory detail

Character

Setting

Key event

Season

Detail

MaterialsNote card (10) Grade-appropriate Collection of grade- Chart paper (if

Kindergarten


Unit: 03

Lesson: 01




Chart paper (if

applicable)

folktale or fairy tale (1)

Chart paper (if

applicable)


texts for student

selection

Chart paper (if

applicable)

applicable)

Attachments and

Resources Handout: Bingo Board

(1 per student)


as appropriate.

2. Write each of the following

suggested letter pairs on

note cards: Ii, Gg, Pp, Oo,

Ss, Aa, Kk, Ff, Cc, Hh.

These letters have been

previously taught and will

be reviewed. If students

need additional practice

with other previously

taught letters, adjust these

suggested letters.

3. Preview the Handout:

Bingo Board to

determine which board to

use for this Daily Lesson.

Duplicate one board per

student.


as appropriate.

2. Select a grade


fable. The text may be

different version of a

previously read story.

3. Prepare a story map to

complete with the

students.

Title

Characters

Setting

Key Events


as appropriate.


as appropriate.


modeled writing and


Lesson 7 Writing.

Kindergarten


Unit: 03

Lesson: 01




Background Information Alliteration - the repetition of the

same sounds at the beginning of

two or more adjacent words

Possible examples of alliteration:

The big baby boy

bounces the ball.

The dog dug in the dirt.

The lazy lion lies by the

lake.

Example of possible teacher

prompt:

What sound do you hear repeated

in the sentence?

Teacher Notes This Daily Lesson is repeated in

Daily Lesson 9 Independent

Reading.

Kindergarten


Unit: 03

Lesson: 01







identify alliteration in spoken

language. Students identify letters

and sounds.




story.



identify and make connections to

elements of a story.



discuss ideas and plan for writing.

Mini Lesson 1. Say the following

sentence: Dan's dad

dunks donuts. Ask:

1. Display the story map

created in Daily Lesson 7

Shared Reading.

1. Display the completed

story map from Shared

Reading. Instruct students

1. Display the modeled

teacher writing from Daily

Lesson 7 Writing.

Kindergarten


Unit: 03

Lesson: 01



What did you hear at

the beginning of each

word? /d/.

2. Explain that when a group

of words begin with the

same sound, it is called

alliteration.

3. With student assistance,

create a sentence

containing a group of

words that begin with the

same sound. Display the

sentence. Repeat with

another sentence.

Possible sentences: Molly

makes many muffins.

Piglets play pinball. Cats

catch caterpillars. Silly

socks seem strange.

4. Instruct students to come

to the front of the class

and locate the repeated

letters at the beginning of

the words. Explain that the

repeated letter represents

the repeated sounds.

2. Use the story map to

review the elements in the

story and related

vocabulary.

3. Inform students that today

they will listen to another

folktale or fable.


Reading Routine:

Conduct a Book Walk


Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and


reading

Conduct a Read


text, stopping

periodically to discuss

the elements of the

to use the story map to

take turns retelling the

story with a partner.

Remind students to use

sequence words.

2. Model making a

connection to the text by

using the following

response stem: The

setting in this story

reminds me of____.

(Character) reminds me

of ________

because______.


connections to better

understand what they are

reading.


make connections to the



Reading texts.


about the favorite season

and related activities.

Involve students in adding

details to the drawing.


simple labels to the

sketch. Involve students

by sharing the pen as

appropriate. Explicitly

model and involve

students in matching

sounds to letters when

writing the words.

Kindergarten


Unit: 03

Lesson: 01



story and sensory

details used to

describe the elements.

Encourage students to

participate in “reading”the recurring phrases

as applicable.

Learning Applications 1. Distribute the Handout:

Bingo Board to each

student. Explain that they

will use the board to

review the previously

learned letters.

2. Show each letter pair note

card. Instruct students to

select any square on the

board in which to write

either the upper-case or

lower-case letter depicted

on the card.

3. Allow time for students to

write the letters in the

squares. Encourage

students to write the

letters in boxes that differ

from the ones chosen by

the students nearby, so

that the boards are

diverse. It may be useful

to model selecting a

1. Display the large story

map.

2. Instruct students to listen

carefully to some

questions and discuss with

a partner. Explain that

they will also help create a

story map.

3. Ask: Who are the

characters in the story?

After the partner

discussion, use student

responses to draw and

label the characters.

Share the pen and

encourage participation.

Ask: What sensory


describe the

characters? Discuss

responses and model


the text.



developmentally



provide support as

needed.


from Daily Lesson 7

Writing.


Think (think about



ideas)


to tell about your

ideas)

Write (label your





group, students use



5. Individually, students add

details to the drawings

Kindergarten


Unit: 03

Lesson: 01



square and writing each

letter along with the group.

4. After all letters are written,

point out that there should

be empty squares on their

board. Explain that they

can repeat the letters of

their choice in those

squares.

5. Instruct students to listen

as each letter is shown

and said aloud.

6. Display a card. Instruct

students to locate the

square with the

corresponding letter and

place a counter on it. Be

sure to remind them of the

sound that the letter

makes.

7. Continue in this manner

until all of the cards have

been reviewed.

8. Play until the boards are

filled. Everyone can say

"Bingo" when the letters

are all called.



place)? After the partner



label the setting. Share

the pen and encourage

participation. Ask: What


story describe the

setting? Discuss

responses and model


the text.

5. Ask: What are the key or

main events in the

story? After the partner



label the key events.

Share the pen and

encourage participation.

Ask: What sensory


describe the key

events? Discuss

responses and model


the text.

6. Model using sequence

words and the story map

and add simple labels.


asking them to use their

picture to tell about their

favorite season and

related activities. Support

the use of sequence

words and write dictated

words for students as

needed.

Kindergarten


Unit: 03

Lesson: 01



to retell the story.


Closure 1. Ask: What is

alliteration? Discuss

responses and provide


idea of the story?

Discuss responses.





feedback related to theresponses and provide

additional examples.

Discuss responses. characters and setting


They may use the

response stems: The


reminds me of____.


of _____ because_____.

Actively monitor

conversations to assess

accuracy of responses.


use of sequence words to

tell about the seasonal

activities.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2B,F,H

K.3A,B

K.18A,B

K.Fig19A,B,E

K.4A,B

K.5A

K.6A,B,C

K.8A,B

K.1F,G

K.6D

K.21A

K.23A

K.Fig19F

K.6A,B

K.8B

K.1F

K.16B

K.13B

K.16C

K.17A,B,C

K.18A

K.1A

K.13E

K.14A

K.21A



patterns of spoken

words supports the

development of word





help you as readers

and writers?





of a story?

Readers create

connections to make


and useful.





of a story?





readers?


Sound

Character

Setting

Key event

Big idea/theme

Sensory detail

Character

Setting

Big idea/theme

Season

Detail

Upper-case letter

Materials10 picture cards or Grade-appropriate Collection of grade- Chart paper (if

Kindergarten


Unit: 03

Lesson: 01





with M and five that do

not)

Chart paper (if

applicable)

folktale or fable text (1)

Chart paper (if

applicable)


texts for student

selection

Chart paper (if

applicable)

applicable)

Attachments and


Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)


as appropriate.

2. Locate the M card in the

Teacher Resource:

Letter-Sound Deck.



words that begin with /m/




not.


as appropriate.

2. Select a grade-


fable. The text may be a

different version of a

previously read story.

3. Duplicate a teacher-

created story map for

students. The story map

could look like the

following:

Title

Characters


as appropriate.


as appropriate.


modeled writing and


Lesson 8 Writing.

Kindergarten


Unit: 03

Lesson: 01




Setting

Key Events


Teacher Notes Instruct students and provide

support as needed, in order for

them to complete their writing

pieces during this Daily Lesson.

Refer to Daily Lesson 3 Writing

Kindergarten


Unit: 03

Lesson: 01







identify the sound for the letter M.




story.




story.



develop drafts.



1. Introduce the selected

folktale or fable.

1. Briefly review the

characters, setting and big


from Daily Lesson 8

Kindergarten


Unit: 03

Lesson: 01




letter M. Suggested words


include: mat, mouse,

moose, man, mask.


Reading Routine:

Conduct a Book Walk


Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and


reading

Conduct a Read


text, stopping

periodically to reinforce

character, setting, and

events. Point out

sensory details used to

describe the story

elements. Invite

students to participate

in “reading” therecurring phrases as

applicable.

idea from the story read

during Shared Reading.

2. Model making a

connection to the text by

using the following

response stem: The


reminds me of____.


of ________

because______.


connections to better

understand what they are

reading.





Reading texts.

Writing.


about the favorite season

as it was discussed in

Daily Lessons 7 and 8

Writing.

3. Model writing simple


about the seasonal

activities. Revisit using

complete sentences,

stretching out words to

hear letter sound, and

using resources.

4. After the writing is

complete, select a student

to locate the first letter

and review that every

sentence begins with an

upper-case letter and

ends with punctuation.

5. Instruct the students to

read the sentences aloud

several times.

Kindergarten


Unit: 03

Lesson: 01



Learning Applications 1. Review the letter M picture





Words that Begin with M.




that begin with M. Involve


As time allows, add

additional student

generated examples.



Anchor Chart. Lead


same words.



and writing.

1. Distribute a teacher-

created story map to each

student.

2. Discuss the elements of

the story including the

characters, setting, and

key events.

3. As students identify each

element, they draw a

picture of that element

and write labels as

applicable. Provide

assistance through

dictation as needed.

4. In partners, students retell

the story using their

completed story maps.

Remind students to use

sequence words.

1. Students select books and


developmentally



provide support as

needed.


from Daily Lesson 8

Writing.


Think (think about



ideas)


to tell about your

ideas)

Write (label your





group, students use



4. Individually, students write

simple sentences to tell

about their favorite

season and related

activities.

5. Confer with students to

provide targeted

instruction and support.

Write dictated sentences

Kindergarten


Unit: 03

Lesson: 01



as needed.


Closure 1. Conduct a review of /m/.




with /m/ (for example, mop

= /m/). Repeat and instruct




the initial sound.

Suggested words are:

map, mat, mask, mitt,

man, men, mist.

1. Ask: What is the big

idea of this

folktale/fable? How do

you know? Discuss

responses.





They may use the

response stems: The


reminds me of____.


of _____ because_____.

Actively monitor

conversations to assess

accuracy of responses.

1. Conduct Author’s Chairroutine. Provide feedback

related to the use of


about the seasonal

activities.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2E

K.Fig19A,B,E

K.4B

K.6A,B

K.8A

K.21B

K.21A K.Fig19A,B,E

K.4B

K.6A,B

K.8A

K.21B

K.21A K.16C

K.17A

K.13E

K.14A

K.16B



patterns of spoken

words supports the

development of word





help you as readers

and writers?





of a story?





of a story?




stores interesting for

readers?

Vocabulary of InstructionUpper-case letter

Lower-case letter

Alliteration

Character

Setting

Key event

Character

Setting

Key event

MaterialsPaper, plain (1 per

student)

Chart paper (if

Grade-appropriate


Chart paper (if



student selection

Chart paper (if

applicable)

Kindergarten


Unit: 03

Lesson: 01




applicable) applicable) Chart paper (if

applicable)

Attachments and

Resources


as appropriate.

2. Prepare to use sentences

with alliteration from Daily

Lesson 8 Word Study.


as appropriate.

2. Create and duplicate a

teacher-created story map

for students and duplicate

for each student. Refer to

Dialy Lesson 9 Shared

Reading.

Title

Characters

Setting

Key Events

3. Refer to Daily Lessons 6-8

Shared Reading for

questions to ask during

the Performance Indicator.


as appropriate.


as appropriate.

2. Prepare to use model

writing from Daily Lessons

1, 4, and 7 Writing.

3. Prepare to use student

writing from Daily Lessons

3, 6, and 9 Writing.

4. In Daily Lesson 12

Writing, students share

their selected writing piece

with others. Make

arrangements for students

to share with another

class, the principal, other

teachers, or other

members of the school

community.

Background Information Alliteration - the repetition of the

same sounds at the beginning of

two or more adjacent words

This Instructional Routine

assesses Performance Indicator

02.



02.

Kindergarten


Unit: 03

Lesson: 01




Possible examples of alliteration:

The big baby boy

bounces the ball.

The dog dug in the dirt.

The lazy lion lies by the

lake.

Possible example of teacher

prompt:

What sound do you hear repeated

in the sentence?

Teacher Notes Group students to assess the

Performance Indicator during

Shared and Independent

Reading.

Prepare for students to work in

literacy centers or an independent

activity as the Performance

Indicator is being assessed in

small groups.

This Performance Indicator

continues to be assessed in Daily

Lesson 11 Shared and

Independent Reading. Plan

accordingly.

Refer to Shared Reading During this Daily Lesson,

students will revisit their

completed writing from Daily

Lessons 3, 6, and 9 Writing to

select the writing piece that

represents their best work.

Kindergarten


Unit: 03

Lesson: 01







identify alliteration in spoken

language.




story.




story.


Content Objective: Students reflect

on their writing and share it with

others.

Mini Lesson 1. Review the term

alliteration. Ask: What

have we learned about

sounds in sentences

with alliteration?

Discuss responses.

2. Reread the sentences

written during Word Study

Daily Lesson 8 Word

Study.

3. Instruct students to locate

the repeated letters

(including the upper- and

lower-case) at the

beginning of the words.

Explain that the repeated

letter represents the

repeated sound.


listen to a folktale/fable in

a small group and will then

ask and respond to

questions related to the

story. They will also

discuss the big idea.

2. Explain that they will each

create a story map to

show the characters,

setting, and key events

and will use the story map

to verbally retell the story.

1. Students read

independently or complete

other teacher-planned

practice while small

groups complete the

Performance Indicator.


routine.

2. Explain that writers revisit

their writing to remember

their ideas, evaluate their

work, and sometimes

improve upon it.


from Daily Lessons 1, 4,

and 7 Writing.

4. Reread each one and

Think Aloud to select a

favorite. Describe why it is

a favorite.

Learning Applications 1. With student assistance,

create a silly sentence

containing a group of

words which begin with the

1. Assess the Performance

Indicator in small groups.

Provide each student with

a teacher-created story

1. Students read




1. Distribute student

completed writing from

Daily Lessons 3, 6, and 9

Writing.

Kindergarten


Unit: 03

Lesson: 01



same sound. Display the

sentence. The following

are some examples: Furry

foxes find fish. Big bears

bake biscuits. Pink pigs

play ping pong.

2. Divide students into pairs

and distribute a sheet of

paper to each student

pair.

3. Instruct students to orally

create a silly sentence

with alliteration and work

together to illustrate it.

4. While student pairs are

working on their

illustration, meet with each

group and transcribe their

sentence at the top of

their paper.

5. After students complete

their work, ask them to

share their work with the

class.

map.

2. Students read




groups complete the


groups complete the

Performance Indicator.2. Instruct students to revisit

each of their pieces by

reading them

independently.


the piece that they feel

represents their best work.


groups of 3 or 4.


turns showing their

favorite piece and telling

why they selected it.

6. Monitor as students

interact. Provide support

as it is necessary.


Closure 1. Ask: What is

alliteration? Discuss

responses.

1. Refer to Independent

Reading

1. Ask: How do story maps

help you understand

stories? Discuss

responses.

1. Ask: What are some

things that good writers

do? Discuss responses.

Kindergarten


Unit: 03

Lesson: 01



Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2B,F,H

K.3A,B

K.18A,B

K.Fig19A,B,E

K.4B

K.6A,B

K.8A

K.21B

K.21A K.Fig19D K.16C

K.17B,C

K.18A,C

K.13E

K.14A



patterns of spoken

words supports the

development of word





help you as readers

and writers?





of a story?





of a story?





readers?


Sound

Character

Setting

Key event

Character

Setting

Key event

Review

Conventions

Capital letter

Punctuation

Spelling

Materials10 picture cards or Grade-appropriate Collection of grade- Paper, plain (1 per

Kindergarten


Unit: 03

Lesson: 01





with R and five that do

not)

Chart paper (if

applicable)

folktale or fable from

Daily Lesson 10

Shared Reading (1)

Chart paper (if

applicable)


student selection

Chart paper (if

applicable)

student)

Chart paper (if

applicable)

Attachments and


Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)


as appropriate.

2. Locate the R card in then

Teacher Resource:

Letter-Sound Deck.



words that begin with /r/




not.


as appropriate.

2. Continue to use the short

folktale or fable selected

in Daily Lesson 10 Shared

Reading to assess the



as appropriate.


as appropriate.

2. Prepare a short teacher

writing piece that contains

deliberate conventions

errors (illegible

handwriting, inconsistent

capitalization of first letters

in sentences, missing

ending punctuation, and

simple spelling errors).


students’ selfselectedwork from Daily Lesson 10

Writing.

Kindergarten


Unit: 03

Lesson: 01




Background Information This Instructional Routine


02.



02.

Teacher Notes Refer to Daily Lesson 9 Shared

Reading

Refer to Daily Lesson 9 Shared

Reading

This Daily Lesson introduces the

concept of editing through an

informal review and check of

student writing. Students will edit

more formally when editing is

directly taught in Unit 05A.

Kindergarten


Unit: 03

Lesson: 01







identify the sound for the letter R.




story.




story.



review drafts to check for

capitalization, ending punctuation,

and legible handwriting.




letter R. Suggested words


include: rat, road, rock,

robe, rain.


listen to a folktale/fable in

a small group and will then

ask and respond to

questions related to the

story. They will also

discuss the big idea.

2. Explain that they will each

create a story map to

show the characters,

setting, and key events

and will use the story map

to verbally retell the story.

1. Students read




groups complete the


1. Display the prepared

piece of teacher writing.

2. Remind students that

writers revisit their writing

to remember their ideas,

evaluate their work, and

sometimes improve upon

it.

3. Instruct students to

chorally reread the text

from the selected writing

piece. Ask: Does this

piece of writing look

like it’s ready to sharewith others? Why or

why not? Discuss

responses.

4. Model how to review and

check the piece of writing.

Be explicit and Think

Aloud to check the

following:

Kindergarten


Unit: 03

Lesson: 01



Words separated by

spaces.

Sentences begin with

capital letter.

Sentences end with

punctuation.

Familiar (posted) sight

words are spelled

correctly.


review and check their

writing pieces. Share that

after they finish reviewing

their own writing, they

will trade papers with a

partner and review that

student’s writing.

6. Ask a student to assist in

modeling this procedure.

Learning Applications 1. Review the letter R picture





Words that Begin with R.




that begin with R. Involve

1. Assess the Performance

Indicator in small groups.

Provide each student with

a teacher-created story

map.

2. Students read




groups complete the

1. Students read




groups complete the


1. Using their selected text

from Daily Lesson 10

Writing, students review

and check their work by

checking the following:

Words separated by

spaces.

Sentences begin

with upper-case

letter.

Kindergarten


Unit: 03

Lesson: 01




As time allows, add

additional student

generated examples.



Anchor Chart. Lead


same words.



and writing.

Performance Indicator.Sentences end with

punctuation.

Familiar (posted)

sight words are

written correctly.

2. Students trade papers

with a partner and conduct

a peer review.


Closure 1. Conduct a review of /r/.




with /r/ (for example, rat =

/r/). Repeat and instruct




the initial sound.

Suggested words are: rip,

ran, run, risk, rent, romp.

1. Refer to Independent

Reading.

1. Ask: How do story maps

help you understand

stories? Discuss

responses.

1. Ask: What are some

things that good writers

do? Discuss responses.

Kindergarten


Unit: 03

Lesson: 01



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2G

K.18A,B

K.Fig19D K.21A

K.23A

K.Fig19D K.16C K.13E

K.16B

K.22A


Guiding Questions Awareness of word

patterns supports the

development of word





help you as readers

and writers?


to support


What strategies can

you use to understand

an author’s message?


to support


What strategies can

you use to understand

an author’s message?



the reader’s and/orlistener’s experience.Why do authors share

their work with others?


Sound

Inference

Textual evidence

Inference

Textual evidence

Share

MaterialsNote card (3)

Chart paper (if

applicable)

Grade-appropriate

previously read

fictional text (1)

Chart paper (if

applicable)



student selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and

Kindergarten


Unit: 03

Lesson: 01




Resources


as appropriate.

2. Write the following letters

on note cards: a, t, m,

(one letter on each card).


as appropriate.

2. Create a chart with three

columns. Label the

columns “Text says…”, “Iknow…” and “Myinference…”


as appropriate.


as appropriate.

2. Confirm arrangements for

students to share their

writing with members of

the school community.

Background Information Inference - a logical guess made

by connecting bits of information.

Readers make inferences by

drawing conclusions, making

generalizations, and making

predictions.

Textual evidence - specific details

or facts found in text that support

what is inferred

Refer to Shared Reading

Teacher Notes During Daily Lesson 12 Shared

Reading, students are introduced

to making inferences. They have

already learned about one type of

inference: prediction.

Students use information found in

the title, cover illustrations, and

plot and add that to what they

already know to make predictions,

draw conclusions and make

generalizations.

This skill will be taught again in

Kindergarten


Unit: 03

Lesson: 01




Lesson 02.

Kindergarten


Unit: 03

Lesson: 01






Content Objective: Students apply

knowledge of previously learned

letters and sounds to encode and

decode words.


Content Objective: Students make

inferences based on cover, title,

illustrations, and plot.


Content Objective: Students make

inferences based on cover, title,



Content Objective: Students share

writing with others.

Mini Lesson 1. Explain that they will hear

a word containing three

familiar letters. Say the

word mat slowly. Instruct

students to echo. Ask:

What do you hear at the

beginning of the word?

/m/

2. Say: The letter M makes

the sound: /m/. Isolate

the letter sound. Write and

display the lower-case

letter.

3. Repeat the word mat.

Exaggerate the medial

vowel sound. Ask: What

do you hear in the

middle of the word? /ă/

4. Say: The letter A makes

the sound: /ă/. Isolate the

letter sound. Write and

1. Inform students they are

going to play a guessing

game. Provide the

following scenarios and

ask the related questions.

Scenario 1: Tears filled

the little boy’s eyes ashe picked up his

bicycle and dusted the

dirt off of him. Ask:

What do you think

happened to the

boy? Ask: What

words helped you to

guess that?

Scenario 2: After Billy

picked up a dozen

eggs, he pushed his

cart down the snack

aisle and chose his

favorite bag of chips.

Ask: Where is Billy?

1. Review previously learned

information about

inference.


their text for Independent

Reading.

3. Guide students to turn to

a page with an illustration

on it. Ask: What

inference can you make

from the illustration?

Instruct students to share

with a partner and then

take responses from

volunteers.


celebrate their writing

pieces by sharing with

members of the school

community. Provide details

regarding the

arrangements for sharing.

2. Model sharing a teacher

piece of writing with

another student. Invite a

student to model sharing

his/her piece another

student.

3. Discuss expectations and

answer any questions.

Kindergarten


Unit: 03

Lesson: 01




letter after the letter m for

all to see.

5. Repeat the word mat once

more. Exaggerate the final

sound. Ask: What do you

hear at the end of the

word? /t/

6. Say: The letter T makes

the sound: /t/. Isolate the

letter sound. Write and


letter after the letter a for

all to see.

7. Instruct the students to

echo the sounds. Model

blending the three sounds


echo.

Ask: What words

helped you to guess

that?

Scenario 3: Maria was

sitting in class when

she suddenly saw a

flash of light come from

outside followed by a

loud boom. Just then

the principal came in

from outside carrying

an umbrella. Ask: What

do you think is

happening? Ask:

What words helped

you guess that?

2. Explain that they just

made inferences. Explain

that readers make

inferences by connecting

what they read and what

they already know.

3. Remind students that they

already learned about a

type of inference called

predicting, where they

used clues to guess what

would happen next.

4. Explain that they will

continue to use clues to

Kindergarten


Unit: 03

Lesson: 01



make inferences about

what they are reading.

Select a previously read

story. Read the title aloud.

5. Instruct students to look at

the cover and make

observations.

6. Ask: What do you think

this story will be about?

Discuss responses.

7. Choral Read the book

aloud.

8. Revisit the text and

illustrations in order to

recall the plot.

9. Display the pre-folded

chart paper. Explain that it

will be used to model

making an inference in

response to the

information gathered from

the title, cover,


10. Point out the first column

and read the label “Textsays…” Locate andtranscribe textual

evidence that you will use

to make an inference.

Kindergarten


Unit: 03

Lesson: 01



11. Point out the second

column and read the label

“I know…” Think Aloud to

transcribe ideas from your

own background

knowledge that relate to

the text.

12. Point out the third column

and read the label “Myinference…” Provideexplicit instructions about

making an inference that

is based on the text and

one’s own backgroundknowledge.

Learning Applications 1. Display the lower-case

letters on note cards one

at a time.

2. Select various students to

identify each letter and its

sound. Instruct the other

students to echo.

3. Model scrambling the

letters and then arranging

them to form the word mat.

Run a finger under the

word from left to right and

blend the sounds. Instruct

students to echo.

4. Ask students to repeat

1. Instruct students to turn to

a partner and answer the

following question.

2. Ask: What other

inferences can you

make about the text?


provide support and

additional explanation as

needed.



developmentally



provide support as

needed.

1. Students share a selected

piece of writing with others

in the school.

Kindergarten


Unit: 03

Lesson: 01



step #3. Engage the

remainder of the students

by having them say the

sounds aloud and echo

after the students blend

the sounds.


Closure 1. Say various CVC words

containing the word part

"at".

2. Group students with a

partner. Instruct them to

listen to the words, echo,

and then identify the initial

sound and the rime.

1. Ask: What have we

learned about making

inferences? Instruct

students to turn to a

partner and discuss.

1. Ask: What is an

inference? Discuss

responses.

1. Ask: Why do authors

share their writing with

others? Discuss

responses.

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

Education Agency

Kindergarten


Unit: 03

Lesson: 01




Unit: 01-06

©2012, TESCCC 10/17/12 page 1 of 1

Letter-Sound Routine

Phonological Awareness 1. Instruct students to listen for the sound ___ at the beginning of words presented orally. If a presented word

begins with ___, students show thumbs up. If it begins with another sound, students show thumbs down. Suggested words are listed in the Daily Lessons.

2. Say: The letter ___ makes the sound ___. Watch my mouth. Say the letter name followed by the letter sound. (example, I, /i/)

3. Students repeat the name of the letter and the letter sound.

4. Ask students to notice what their mouths and throats do as they echo the sound. Possible prompts include: What do your lips, tongue, and throat do as you make this sound? Is your mouth opened or closed? Does your throat wiggle? Is your voice on or off? Do you feel air coming out of your mouth?

5. Ask students to listen and echo again.

6. Review: The letter ___ makes the sound ___.

7. Gather 5 picture cards or objects that represent words that begin with the target letter and 5 that do not. Say

the word that names the picture or object. Instruct students to repeat the word. Ask: Does this word start with the sound ____? Place the cards or objects with the target sound on a pocket chart or ledge. (optional, may be substituted with a similar meaningful application of phonological awareness)

Phonics Use Teacher Resource: Letter-Sound Deck.

8. Show the card for the letter ___. Explain that each Letter-Sound Card has a picture which will help students remember the sound that the letter makes. Say: The picture for __ is ____. (e.g., The picture for “A,a” is apple.)

9. Instruct students to repeat after you in the following pattern: letter name, picture, letter sound (e.g., A, apple, /ă/). Add this new card to the Letter-Sound Deck to be reviewed daily.

10. Review all previously introduced cards by following the pattern in step 9. Student Practice Provide opportunities for meaningful practice in building, reading, and writing words with introduced sounds. Consider using the following as appropriate:

• Build Words See the Daily Lesson for a suggested interactive learning experience and a list of possible words. (The word list will contain only words that can be made using the letters introduced up to that point in the Daily Lessons.)

• Decode Words Display words on the pocket chart or board. Choose a method for students to read the words: choral reading, partner reading, individually, around the circle, boys/girls, etc.

• Write Words Model the process by writing one word at a time. Say the word. Repeat the word slowly, stretching out the sounds. Ask students to write the word. (It may be necessary to review the word one phoneme at a time and for students to write the corresponding grapheme.) Check the spelling of the word.

kindergarten english language arts and reading unit: 03 ... literacy through folktales... · lesson...

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