kindergarten english language arts and reading … literary text...kindergarten english language...
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Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
ELAR Kindergarten Unit 05A Exemplar Lesson 01: Rediscovering Literary TextELAR Kindergarten Unit 05A Exemplar Lesson 01: Rediscovering Literary Text
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’steacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis Students revisit the literary genres of poetry, fiction, and traditional literature such as fable and folktales. Students
apply previously taught skills and strategies to deepen their understanding of these genres, as they identify the
elements of fiction and the sensory details authors use to create meaning in stories and poems. Students write
stories about real or imagined events and revise with adult assistance. Students respond to rhythm and rhyme in
poetry and independently write poems. In word study, students recognize that new words are created when letters
are changed, added or deleted, decode and spell CVC words, and identify high frequency words.
Performance Indicators Kindergarten ELAR Unit 05A PI 01
Demonstrate letter sound correspondence to decode and spell CVC words.
Standard(s): K.2G , K.2I , K.3B , K.17A , K.18A , K.18B
ELPS ELPS.c.1B , ELPS.c.2A , ELPS.c.2B , ELPS.c.3A , ELPS.c.4A , ELPS.c.5A , ELPS.c.5C
Kindergarten ELAR Unit 05A PI 02
After listening to a story read aloud, draw pictures and/or dictate words on a provided graphic organizer to identify elements of the
story (setting, character, and key events) and sensory details (e.g., sight, sound, smell, taste, touch) used by the author. In a teacher-
guided small group, use the completed graphic organizer and your own ideas to verbally describe the characters in the story and the
reasons for their actions.
Standard(s): K.6A , K.6C , K.8B , K.Fig19D
ELPS ELPS.c.1E , ELPS.c.2D , ELPS.c.2E , ELPS.c.2G , ELPS.c.2I , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E
, ELPS.c.3F , ELPS.c.3G , ELPS.c.3H , ELPS.c.4G , ELPS.c.5G
Last Updated 05/08/2013 page 1 of 100
Kindergarten ELAR Unit 05A PI 03
Dictate or write sentences in chronological sequence to tell a story about real or imagined events. With adult assistance, revise your
story to add descriptive words and prepositions (e.g., in, on, under, over).
Standard(s): K.13A , K.13B , K.13C , K.14A , K.17A , K.16A.iii , K.16A.iv
ELPS ELPS.c.5A , ELPS.c.5B , ELPS.c.5C , ELPS.c.5G
Kindergarten ELAR Unit 05A PI 04
Independently write a short poem (e.g., couplet). Edit (with adult assistance) your poem by leaving spaces between letters and
words. Read your poem aloud to others.
Standard(s): K.3B , K.13A , K.13D , K.13E , K.14B , K.17A , K.18A
ELPS ELPS.c.1E , ELPS.c.1H , ELPS.c.3A , ELPS.c.3B , ELPS.c.3E , ELPS.c.4A , ELPS.c.4B , ELPS.c.4E
, ELPS.c.5A , ELPS.c.5B , ELPS.c.5C , ELPS.c.5G
Key UnderstandingsAn extensive vocabulary supports the development of oral and written communication.
Awareness of word patterns supports the development of word reading and spelling.
Readers use strategies to support understanding of text.
Understanding literary elements facilitates the reader’s ability to make meaning of the text.Writers develop ideas about what they know.
Writers use literary techniques to enhance the reader’s and/or listener’s experience.
TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:
K.2G Blend spoken phonemes to form onesyllable words (e.g.,/m/ …/a/ …/n/ says man).
K.2I Segment spoken onesyllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).
K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 2 of 100
sounds, spelling patterns, and morphological analysis to decode written English. Students are
expected to:
K.3B Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC,
CVC, CCVC, and CVCC words).
K.3C Recognize that new words are created when letters are changed, added, or deleted.
K.3D Identify and read at least 25 high-frequency words from a commonly used list.
K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
K.4A Predict what might happen next in text based on the cover, title, and illustrations.
K.4B Ask and respond to questions about texts read aloud.
K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
K.5A Identify and use words that name actions, directions, positions, sequences, and locations.
K.5B Recognize that compound words are made up of shorter words.
K.5D Use a picture dictionary to find words.
K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
K.6A Identify elements of a story including setting, character, and key events.
K.6C Recognize sensory details.
K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and
draw conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to:
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 3 of 100
K.7A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in
word sounds.
K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
K.8A Retell a main event from a story read aloud.
K.8B Describe characters in a story and the reasons for their actions.
K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
K.13A Plan a first draft by generating ideas for writing through class discussion (with adult
assistance).
K.13B Develop drafts by sequencing the action or details in the story (with adult assistance).
K.13C Revise drafts by adding details or sentences (with adult assistance).
K.13D Edit drafts by leaving spaces between letters and words (with adult assistance).
K.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
K.14A Dictate or write sentences to tell a story and put the sentences in chronological sequence.
K.14B Write short poems.
K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
K.16A Understand and use the following parts of speech in the context of reading, writing, and
speaking (with adult assistance):
K.16A.iii descriptive words.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 4 of 100
K.16A.iv prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on,
under, over).
K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
K.17A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right
and top-to-bottom progression).
K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
K.18A Use phonological knowledge to match sounds to letters.
K.18B Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g.,
"cut").
K.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
K.Fig19A Discuss the purposes for reading and listening to various texts (e.g., to become involved in
real and imagined events, settings, actions, and to enjoy language).
K.Fig19B Ask and respond to questions about text.
K.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud).
K.Fig19D Make inferences based on the cover, title, illustrations, and plot.
K.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community
and discuss textual evidence.
Ongoing TEKS K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written
and printed. Students are expected to:
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 5 of 100
K.1F Hold a book right side up, turn its pages correctly, and know that reading moves from top to
bottom and left to right.
K.1G Identify different parts of a book (e.g., front and back covers, title page).
K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:
K.2C Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?").
K.2F Blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat).
K.2H Isolate the initial sound in one-syllable spoken words.
K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students are
expected to:
K.3A Identify the common sounds that letters represent.
K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
K.13E Share writing with others (with adult assistance).
K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
K.16B Speak in complete sentences to communicate.
K.16C Use complete simple sentences.
K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
K.17B Capitalize the first letter in a sentence.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 6 of 100
K.17C Use punctuation at the end of a sentence.
K.21 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
K.21A Listen attentively by facing speakers and asking questions to clarify information.
K.22 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
K.22A Share information and ideas by speaking audibly and clearly using the conventions of
language.
K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
K.23A Follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
K.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
K.Fig19E Retell or act out important events in stories.
MaterialsPaper, lined (3 per student)
Paper, plain (7 per student)
Plastic lower-case letters (1 set per student)
Note card (23-28)
Sticky note (1 per 2 students)
Sticky note (12 per student)
Card stock (1 per 2-3 students)
Green marker, highlighter or crayon (1)
Yellow highlighter, marker or crayon (1 per student)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 7 of 100
Grade-appropriate picture dictionary (1 per 2 students)
Plastic lower-case letters (1 set per 2 students)
Dry erase board (1 per 2 students)
Dry erase marker (1 per 2 students)
Eraser (1 per 2 students)
Chart paper (if applicable)
2 grade-appropriate poems with sensory details, rhythm, and rhyme (1 copy of each)
Grade-appropriate poem with sensory details (1)
Grade-appropriate poem that includes couplets that rhyme (1)
Grade-appropriate poem written in couplets (1)
Grade-appropriate folk tale or fable (1)
2 grade-appropriate realistic fictional text (1 copy of each)
Grade-appropriate fictional text (1)
Collection of grade-appropriate texts for student selection
Collection of grade-appropriate fictional texts for student selection
Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: One, Two, Buckle My Shoe (1 per student)
Handout: Character Map (3 per student)
Handout: Comprehension Hand (1 per student)
Handout: Five Senses "I can" Chart (1 per 2 students)
Handout: Poetry Puzzle (1 set per 2 students)
Handout: Story Map (1 per student)
Teacher Resource: Action Words & Movements- One, Two, Buckle My Shoe (1)
Teacher Resource: Word Wall Routine (1)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 8 of 100
Resources and References None identified
Possible/Optional Literature
Selections
None identified
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 9 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing TEKS TEKS Ongoing
TEKS
K.3D
K.18A
K.3A K.4B
K.Fig19B
K.6C
K.7A
K.22A
K.23A
K.6C K.1F,G K.7A
K.13A
K.14B
K.17A
K.2C
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How can knowing to read
words quickly (by sight) help
you as you read?
Authors use sensory
details so that readers
can better understand
their message.
- What are the five senses?
How do they help you as a
reader?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use sensory
details?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- What is poetry and how is
it different from other texts?
Vocabulary of InstructionHigh-frequency word Sensory detail
Rhyme
Rhythm
Sensory detail
Poem
Rhyme
MaterialsPaper, lined (1 per
student)
Plastic lower-case
letters (1 set per
student)
2 grade-appropriate
poems with sensory
details, rhythm, and
rhyme (1 copy of each)
Chart paper (if
Collection of grade-
appropriate texts for
student selection
Chart paper (if
applicable)
Grade-appropriate
poem that includes
couplets that rhyme (1)
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 10 of 100
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Note card (3-5)
Chart paper (if
applicable)
applicable)
Attachments and
Resources Teacher Resource:
Word Wall Routines
(1)
Handout: Five
Senses "I can" Chart
(1 per 2 students)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Refer to the Teacher
Resource: Word Wall
Routines. Prepare
accordingly.
3. Select 3-5 high-frequency
words to be introduced in
this lesson. Be sure to
have the appropriate
letters in each of the sets
of plastic letters.
4. Write the high-frequency
words on a piece of lined
paper in dark print. Make
a copy for each student.
5. Write or print the words in
large letters on note cards
to be displayed on the
1. Prepare to display visuals
as appropriate.
2. Select two short poems
with sensory details,
rhythm, and rhyme.
3. Using the Handout: Five
Senses “I can” Chart,create an Anchor Chart:
Five Senses that
replicates the handout.
4. Duplicate the Handout:
Five Senses “I can”Chart” for every two
students.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Select a grade-
appropriate poem that
includes couplets that
rhyme. Prepare to display
the selected poem.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 11 of 100
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Word Wall.
Background Information Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
Sight - visual detail
ensures that the
reader is able to give
faces to characters; or
details to a setting and
action
Sound - enables the
reader to be a part of
the action
Smell - provides a
strong power over
feelings, thoughts, and
emotions
Taste - memories,
people, places, and
feelings can be
suggested through
taste
Touch - tactile
descriptions create
sensory triggers to
help the reader not
only visualize a scene,
but to experience it.
The sense of touch
Refer to Shared Reading Rhyme - identical or very similar
recurring final sounds in words; in
poetry, rhyming words may occur
at the ends of lines or within lines
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 12 of 100
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
helps the reader put
themselves in the
place of the
characters.
Rhythm - regular patterns that
emphasize sound
Rhyme - identical or very similar
recurring final sounds in words; in
poetry, rhyming words may occur
at the ends of lines or within lines
Teacher Notes This Daily Lesson reviews and
expands on what students
learned about poetry in Unit 03.
Students compose short couplets
as a class.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 13 of 100
Instructional Routines
Daily Lesson # 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 25-30
Content Objective: Students read
and spell high-frequency words.
Suggested Duration: 20-25min.
Content Objective: Students
identify sensory details in poems
and identify a regular beat and
rhyming words.
Suggested Duration: 15-20 min.
Content Objective: Students
recognize sensory details while
reading independently.
Suggested Duration: 25-30 min.
Content Objective: Students
generate ideas and write short
rhyming poems as a class.
Mini Lesson 1. Review that some words
are used many times.
These words are
important to learn to read
and write because they will
be used so often. Many
times these words do not
“follow the rules” forsounding them out so they
may have to be
memorized. Explain that
these words are called
high-frequency words.
2. Follow the Teacher
Resource: Word Wall
Routine and review 2-3
previously taught words,
one at a time.
3. Follow Teacher Resource:
Word Wall Routines and
introduce 2-3 new words,
one at a time.
1. Display the Anchor Chart:
Five Senses. Review each
of the five senses.
2. Ask: What do you see in
our classroom? What
do you hear in our
classroom? What do
you smell in our class
room? What can you
feel in our classroom?
What can you taste in
the cafeteria? Discuss
responses and record on
the Anchor Chart: Five
Senses.
3. Read 1-2 poems aloud,
stopping to identify
sensory details.
4. Review that poems have
rhythm and rhyme.
Reread the poems and
instruct students to clap
1. Using a text from the
collection, Think Aloud
and recognize 2-3 sensory
details. Discuss that the
illustrations can also
create sensory images.
1. Display the selected poem
and Choral Read with
students.
2. Ask: How do rhyming
words help readers
read poetry? Discuss
responses. Identify the
rhyming words in the
displayed poem.
3. Explain that students will
generate ideas for short
rhyming poems.
4. Read one of the couplets
from the displayed poem.
Share that this is called a
couplet because it is made
up of two lines whose last
words rhyme.
5. Inform students that they
will write a class couplet.
6. Display the rime –at. With
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 14 of 100
4. Distribute a set of plastic
letters to each student.
5. Show students the first
high-frequency word card.
Read the word aloud and
ask students to echo.
Instruct students to make
the word with plastic
letters.
6. After the word is made,
model running a finger
under the word and
reading it quickly. Instruct
students to do the same.
7. Continue this routine for
the remaining cards: Show
card, say the word,
students echo, make the
word, read the word.
8. For additional practice,
repeat steps #4-6.
the beat. After reading,
invite students to identify
rhyming words.
students, generate a list of
words that rhyme with at
(cat, fat, hat, mat, sat, pat,
rat, etc.). Keep the list for
Daily Lesson 2 Writing.
7. Choose two –at words.
Model writing a couplet.
Example: The mouse saw
a rat. So he hid under a
mat.
Learning Applications 1. Display the previously
practiced words.
2. With a partner, students
make the words using
their plastic letters. Tell
them to take turns
1. Review the Anchor Chart:
Five Senses.
2. Explain that students will
work with a partner to
identify different ways they
use their senses daily.
1. Students select texts and
read independently for a
developmentally
appropriate duration.
2. Actively monitor and
provide support as
1. Guide students in
completing other couplets,
using words from the –at
list.
2. Write each class couplet
on chart paper. Involve
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
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scrambling the letters,
spelling the words, and
reading them quickly.
3. Encourage them to use
each word in a sentence.
3. Explain that as readers
they use their senses to
better understand the
author’s message.
4. Distribute the Handout:
Five Senses “I can”Chart. Allow time for
students to draw or write
at least one item in each
column.
needed. students by sharing the
pen when applicable.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask students to share a
sentence using one or
more of the words
practiced.
1. Invite students to share
their charts with a partner
or in a small group.
1. Ask: What are sensory
details? What sensory
details did you find in
your texts? Discuss
responses.
1. Ask: What do you enjoy
about writing poetry?
Discuss responses.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 16 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.5D K.1F,G K.Fig19A
K.6C
K.7A
K.22A
K.23A
K.6C
K.Fig19A
K.1F,G K.5A
K.7A
K.13B
K.14B
K.17A
K.2C
K.22A
K.23A
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How can you help yourself
to learn more about words?
Authors use sensory
details so that readers
can better understand
their message.
- What is poetry and how is
it different from other texts?
- How do sensory details
help you as a reader?
Authors use sensory
details so that readers
can better understand
their message.
- What is poetry and how is
it different from other texts?
- How do sensory details
help you as a reader?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- What is poetry and how is
it different from other texts?
Vocabulary of InstructionAlphabetic order
Definition
Dictionary
Poem
Rhyme
Rhythm
Sensory detail Poem
Action word
Rhyme
MaterialsSticky note (1 per 2
students)
Paper, plain (1 per
Paper, plain (1 per
student)
Yellow highlighter,
Sticky note (1 per
student)
Collection of grade-
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 17 of 100
Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
student)
Grade-appropriate
picture dictionary (1
per 2 students)
Chart paper (if
applicable)
marker or crayon (1
per student)
Grade-appropriate
poem with sensory
details (1)
Chart paper (if
applicable)
appropriate texts for
student selection
Chart paper (if
applicable)
Attachments and
Resources Handout: One, Two,
Buckle My Shoe (1
per student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Select a word that will be
located in the dictionary
for the Mini Lesson and
another for Learning
Applications. Choose a
word used in a previous
lesson or is related to
content being learned in
science or social studies.
Make sure that the
selected words are in the
picture dictionary that the
students will be using.
1. Prepare to display visuals
as appropriate.
2. Select a poem with
sensory details.
3. Write the poem “One, TwoBuckle My Shoe” on chartpaper. Refer to the
Handout: One, Two,
Buckle My Shoe.
Duplicate the handout for
each student.
1. Prepare to display visuals
as appropriate.
1. Prepare to display
visuals as appropriate.
2. Prepare to display the
poem “One, TwoBuckle My Shoe” fromShared Reading.
3. Prepare T chart as
shown below (do not
include the suggested
rhyming words):
Word from
poem
Rhyming word
(suggestions)
two (stew, flew,
grew, blue, clue,
boo, moo, do,
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 18 of 100
Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
true)
four (floor, more,
poor, pour, core,
snore, chore,
roar, store)
six (picks, kicks,
clicks, fix, tricks,
mix)
eight (late, great, gate,
plate, state)
ten (men, pen, Ben,
den)
4. Prepare on chart paper the
following outline for a class poem
modeled after
One, Two, Buckle My Shoe:
One, two,
_____ _____ _____.
Three, four,
_____ _____ _____.
Five, six,
_____ _____ _____.
Seven, eight,
_____ _____ _____.
Nine, ten,
_____ _____ _____.
Background Information Refer to Daily Lesson 1 Shared
Reading
Refer to Daily Lesson 1
Independent Reading
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 19 of 100
Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Teacher Notes Kindergarteners need to
understand that dictionaries are
reference books that contain
words organized in alphabetic
order.
It will be necessary to model
extensively and provide multiple
opportunities for guided practice in
order for students to be
successful.
Throughout the poetry lessons in
this Unit, specific poems will be
referenced but may be replaced
with other poems with the same
characteristics (e.g., rhyme,
sensory details).
This Daily Lesson reviews what
students learned about poetry in
Unit 03 and expands on it. The
class participates in poetry writing
through composing short class
couplets.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 20 of 100
Instructional Routines
Daily Lesson # 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25
Content Objective: Students use a
picture dictionary to locate words.
Suggested Duration: 20-25 min.
Content Objective: Students
establish a purpose for reading.
They identify sensory details and
listen and respond to the rhythm
and rhyme in poems.
Suggested Duration: 15- 20 min.
Content Objective: Students
recognize sensory details in
familiar fictional stories.
Suggested Duration: 25-30 min.
Content Objective: Students
generate ideas and write short
rhyming poems as a class.
Mini Lesson 1. Display a picture
dictionary. Explain that a
dictionary is a reference
tool that can be used to
learn about the meaning
of words. Tell students
that dictionaries can also
be used to help spell
words.
2. Flip through the pages
and invite students to
observe the textual and
pictorial features. Guide
students to notice the
bold-faced words, guide
words or letters,
definitions (if any), and
pictures.
1. Display selected poem
with sensory details. Ask:
Why are we reading this
poem? Are we going to
learn something from it
or are we reading it for
enjoyment?
2. Review what has been
learned about sensory
details. Remind them that
listening for sensory
details will help them
understand the poem.
3. Distribute a plain sheet of
paper to each student and
instruct them draw a
sensory detail from the
poem.
1. Remind students that
authors use vivid words so
that readers can better
understand their
messages.
2. Select a familiar text from
the collection. Model how
to recognize sensory
details.
3. Encourage students to
select a familiar text.
1. Conduct the handwriting
routine.
2. Display and Choral Read
the poem “One, Two,Buckle My Shoe” and clapthe beat.
3. Ask: How do rhyming
words help readers
read poetry? Discuss
responses. Point out the
rhyming words in the
displayed poem.
4. Read the following couplet
from the displayed poem:
“One, two. Buckle my
shoe”
5. Share that this is called a
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 21 of 100
3. Point to the guide
words/letters again.
Explain that the order of
guide words or letters in a
dictionary is very
important.
4. Ask: What do you
notice about the order
of these words/letters?
Discuss responses.
Review that earlier in the
year (when they were
learning about the
alphabet), they learned
about alphabetic order.
5. Display the one of the
selected words. Read the
word aloud.
6. Demonstrate how to locate
the section where the
word is listed. For
example, if the word is
"igloo", locate the section
for the words beginning
with "i". Explain that this
section contains words
beginning with the same
letter. Make connections
to an alphabetized Word
Wall, if applicable.
4. With a partner, students
share their drawing and
discuss any of their five
senses that were used to
understand the poem and
create their image.
couplet because it is made
up of two lines whose last
words rhyme.
“One, two. Buckle my
shoe”
6. Explain that the class will
write a poem following the
same pattern as One,
Two, Buckle My Shoe.
7. Display the outline of the
poem:
One, two,
_____ _____ _____.
Three, four,
_____ _____ _____.
Five, six,
_____ _____ _____.
Seven, eight,
_____ _____ _____.
Nine, ten,
_____ _____ _____.
8. Explain that the poem will
need words that rhyme
with two, four, six, eight,
and ten. Point these words
out on the T-Chart.
9. Instruct students to Think,
Turn, and Talk to think of
words that rhyme with two.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 22 of 100
7. Locate the word and
discuss its meaning.
Reference the picture
along with the written
definition.
8. Ask: How does the
picture (and written
definition) help you to
understand the word?
Discuss responses.
9. Review that a dictionary is
a book that contains
words, pictures, and
definitions.
10. Record student responses
on the chart and repeat
for four, six, and eight.
Ten will be done in
another Daily Lesson.
11. Using ideas from the
chart, complete the first
couplet on the poem
outline as a class. For
example: One, two. Stir
the stew.
Learning Applications 1. Divide students into pairs
2. Display the other selected
word. Read the word and
instruct students to echo
3. Distribute the picture
dictionaries and sticky
notes to pairs of students.
Instruct them to locate the
word and mark the page
with a sticky note.
4. Monitor closely and
provide support as it is
needed.
5. Distribute the plain paper
1. Distribute the Handout:
One, Two Buckle My
Shoe.
2. Read the poem aloud,
stopping to identify
sensory details. “One, two,buckle my shoe” Ask: Can
you use your
imagination to see
someone buckling their
shoe? How do they
look? “Three, four shutthe door” Ask: Can you
hear the door shutting?
Discuss responses.
1. Explain that students will
find one sensory detail in
their text.
2. Distribute a sticky note to
each student.
3. Students select texts and
read independently for a
developmentally
appropriate duration.
4. Students write or draw a
sensory detail on their
sticky note.
1. Repeat step #11 from the
Mini Lesson for each
couplet four, six, and
eight. Involve students by
sharing the pen when
applicable. Do not do ten.
It will be used in Daily
Lesson 4 Writing.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 23 of 100
to the students.
6. Instruct students to create
their own picture definition
for the word.
7. Instruct students to label
the picture with the word,
write the letter that the
word begins with at the top
of the paper, and write
their name on the back of
their paper.
3. Remind students that
some poems rhyme.
Explain that words that
have the same ending
sound rhyme. Give
examples like cat and mat
4. Ask: What words rhyme
in this couplet? Use a
highlighter to highlight the
rhyming words on the
chart paper. For example:
One, two, buckle my shoe.
Ask students to highlight
these words on their
papers.
5. Ask: What two words do
you think we are going
to highlight next? Do
those words rhyme?
Discuss responses.
6. Continue this with each
couplet, until the entire
poem has been read.
7. After reading the entire
poem couplet by couplet,
read it once more as a
group, while clapping out
the beat.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 24 of 100
Closure 1. Ask: How can a
dictionary help you to
learn about words?
Discuss responses.
1. Ask: What is a rhyme?
What are two rhyming
words from our poem?
Discuss responses.
1. Students share the
sensory detail they found
with a partner.
1. Read the class poem
aloud.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 25 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing TEKS
K.5D K.1F,G K.Fig19A
K.4B
K.5A
K.6C
K.7A
K.22A
K.23A
K.Fig19A K.1F,G K.3B
K.7A
K.13A,D
K.14B
K.17A
K.18A
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How do picture
dictionaries help readers?
- How is the text organized
in a picture dictionary?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- How do sensory details
help you as a reader?
- What is poetry and how is
it different from other texts?
Readers use
strategies to support
understanding of text.
- What are some purposes
for reading?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- What words rhyme in
couplets?
- What is poetry and how is it
different from other texts?
Vocabulary of InstructionAlphabetic order
Definition
Dictionary
Action
Poem
Rhyme
Purpose Poem
Action word
Rhyme
MaterialsPaper, plain (1 per
student)
Card stock (1 per 2-3
students)
Collection of grade-
appropriate texts for
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 26 of 100
Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Grade-appropriate
picture dictionary (1
per 2 students)
Chart paper (if
applicable)
Green marker,
highlighter or crayon
(1)
Chart paper (if
applicable)
student selection
Chart paper (if
applicable)
Attachments and
Resources Handout: Poetry
Puzzle (1 set per 2-3
students)
Teacher Resource:
Action Words &
Movements - One,
Two, Buckle My
Shoe (1)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Select a word that will be
located in the dictionary
1. Prepare to display visuals
as appropriate.
2. Print the Handout: Poetry
Puzzle on cardstock for
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display T-Chart
from Daily lesson 2 Writing.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 27 of 100
Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
for the Mini Lesson and
another for Learning
Applications. Choose a
word used in a previous
lesson or is related to
content being learned in
science or social studies.
Make sure that the
selected words are in the
picture dictionary that the
students will be using.
each group of 2-3
students. Cut the pieces
for students to put back
together. Refer to
Teacher Notes for
differentiation ideas.
Consider laminating the
pieces so they can be
reused.
3. Prepare to use the poem
“One, Two, Buckle MyShoe” from Daily Lesson2 Shared Reading.
3. Prepare the Teacher-
Created Handout: Poem
Template for each student.
Background Information This Instructional Routine assesses
Performance Indicator 04.
Teacher Notes Differentiation techniques for the
Handout: Poetry Puzzle:
Easy - Cut in complete
strips. Students will
place strips in correct
order to form the poem
Medium - Cut strips in
half, with two words on
each piece. Students
will scramble pieces,
and then place the
pieces in the correct
order to form the
poem.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 28 of 100
Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Difficult - Cut strips in
four pieces, with one
word on each piece.
Students scramble
pieces and then place
them in the correct
order to form the
poem.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 29 of 100
Instructional Routines
Daily Lesson # 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students use a
picture dictionary to locate words
and discuss their meanings.
Suggested Duration: 20-25 min.
Content Objective: Students
respond to the rhythm and rhyme
in poetry and identify action words.
Suggested Duration: 15-20 min.
Content Objective: Students
establish a purpose for reading
and read independently.
Suggested Duration: 25-30min.
Content Objective: Students write
a short couplet
Mini Lesson 1. Display a picture
dictionary.
2. Ask: What have you
learned about
dictionaries? Review
that a dictionary is a
reference tool that can be
used to learn about the
meanings and spellings of
words.
3. Ask: What is the name
for the order of the
headings/guide words
in this dictionary?
Review alphabetic order.
4. Display the one of the
selected words. Read the
word aloud.
5. Demonstrate how to locate
the section for the word.
6. Locate the word and
discuss its meaning.
1. Ask students to tell about
the poem read during
Daily Lesson 2 Shared
Reading. Ask: Did you
like it? Did it rhyme?
What was it about?
Discuss responses.
2. Remind students that they
already identified the
rhyming words in this
poem. Display the poem
with the highlighted words
from Daily Lesson 2
Shared Reading.
3. Instruct students to echo
read and clap out the
rhythm of each couplet.
4. Explain that students will
identify the action words in
the poem. Explain that
action words are words
that describe what is being
done. Ask students to
1. Remind students that
good readers use
establish a purpose for
reading. Review the
purposes for reading: for
enjoyment, to learn
something new, etc.
1. Read the following couplet
from the displayed
poem: “One, two. Bucklemy shoe”
2. Remind students that this
is called a couplet
because it is made up of
two lines whose last words
rhyme “One, two. Buckle
my shoe”
3. Choral Read the newly
created class poem from
Daily Lesson 2 Writing
and clap the beat.
4. Display and review the T-
Chart from Daily Lesson 2
Writing.
5. Complete the chart by
brainstorming rhyming
words for ten.
6. Explain that students will
write their own couplet for
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 30 of 100
Reference the picture
along with the written
definition.
listen for the action word
in each couplet. Once it
has been identified, ask a
student to underline it with
the green marker.
5. Ask for volunteers act out
the actions in the poem.
6. Use the ideas suggested
on Teacher Resource:
One,
Two, Buckle My Shoe or
come up with other
motions.
7. Model how to do each
movement. Once the class
has seen how to “act out”the poem, do so as you
re-read the poem.
“Nine, ten.”
7. Display and discuss the
Teacher-Created
Handout: Poem Template.
Explain that students can
choose words from the T-
Chart to write their own
couplet. Review that the
last word in the couplet
must rhyme with ten.
Learning Applications 1. Divide students into pairs
2. Display the other selected
word. Read the word and
instruct students to echo.
3. Distribute the picture
dictionaries and sticky
notes to pairs of students.
Instruct them to locate the
word and mark the page
1. Read each couplet once
again, as students echo
only the action words.
2. Distribute the Handout:
Poetry Puzzle (cut into
pieces) to each small
group.
3. Model the matching
games:
1. Students select texts and
read independently for a
developmentally
appropriate duration.
1. Distribute the Teacher
Created Handout: Poem
Template to each student.
2. Students write couplets
using the template and T-
Chart.
3. Actively monitor students
and provide support as
needed. Students may
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 31 of 100
with a sticky note.
4. Monitor closely and
provide support as it is
needed.
5. Distribute the plain paper
to the students.
6. Instruct students to create
their own picture definition
for the word.
7. Instruct students to label
the picture with the word,
write the letter that the
word begins with at the top
of the paper, and write
their name on the back of
their paper.
Show that the
first game focuses on
putting the poem back
in order by reading
each sentence.
Show the second
version of the game.
Explain that this game
has more pieces and it
focuses on matching
rhyming words to put
the poem back
together.
Show the last version
of the game. Explain
that this version has
the most pieces. The
reader will have to put
the words together to
form sentences in
order to put the poem
in order.
4. Allow students to play
various versions of the
game in partners or trios.
5. Instruct students to “actout” the poem once theyhave put it together.
draw pictures for the
actions instead of writing
words if needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 32 of 100
Closure 1. Group students with a
different partner and
instruct them to tell about
their picture and word in
complete sentences.
1. Ask: What are action
words? Discuss
responses.
1. Ask: What was your
purpose for reading?
Discuss responses.
1. Conduct the Author’sChair routine.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 33 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.2I
K.3B,C
K.18A,B
K.2F,H K.Fig19A,B
K.4B
K.5A
K.6C
K.7A
K.22A
K.23A
K.Fig19B K.1F,G K.3B,
K.7A
K.13A,D
K.14B
K.17A
K.18A
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How do you use your
knowledge about letters and
sounds to read and write?
Authors use sensory
details so that readers
can better understand
their message.
- How do sensory details
help you as a reader?
Readers use strategies
to support
understanding of text.
- How does asking and
answering questions help
you as a reader?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- What is poetry and how is
it different from other texts?
Vocabulary of InstructionLetter
Sound
Sensory detail
Poem
Rhyme
Poem
Action word
Rhyme
MaterialsNote card (5)
Sticky note (5 per
student)
Grade-appropriate
poem written in
couplets (1)
Sticky note (1 per
student)
Collection of grade-
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 34 of 100
Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Chart paper (if
applicable)
Chart paper (if
applicable)
appropriate texts for
student selection
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Write each of the following
lowercase letters onto
note cards: s, m, t, p, a.
1. Write the nursery rhyme
on a piece of chart paper
large enough for all to
see.
Georgie Porgie pudding
pie,
Kissed the girls and made
them cry.
When the boys came out
to play,
Georgie Porgie ran away.
1. Prepare to display visuals
as appropriate.
2. Create an Anchor Chart:
Readers Ask Questions.
1. Prepare to display visuals
as appropriate.
2. Prepare to use students’couplets from Daily
Lesson 3 Writing.
3. Prepare to rewrite two of
the couplets from the
class poem to model
correct spacing between
letters and words.
Background Information This Instructional Routine
completes Performance Indicator
04.
Teacher Notes
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 35 of 100
Instructional Routines
Daily Lesson # 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
understand that new words can
be created by substituting letters
at the beginning of existing words.
Suggested Duration: 20-25 min.
Content Objective: Students ask
and respond to questions about
texts read aloud and identify
rhythm, rhyme and action words in
poetry.
Suggested Duration: 15-20 min.
Content Objective: Students read
independently and record a
question they have about the text.
Suggested Duration: 25-30 min.
Content Objective: Students edit
poems by leaving appropriate
spaces between letter and words.
Mini Lesson 1. Display the previously
created letter cards, one
at a time.
2. Review each card, one at
a time. Instruct students to
say the letter name and
letter sound.
3. Distribute the sticky notes
to students.
4. Instruct students to
reference the displayed
letter cards and transcribe
one letter onto each sticky
note.
1. Review what the students
have learned about
poems.
2. Ask: What do you know
about poems? What is a
rhyme? Discuss
responses.
3. Remind students that
during Daily Lesson 3
students learned about
action words.
4. Ask: What is an example
action word? Discuss
responses.
5. Introduce and read the
selected poem.
6. Repeat each line and
instruct students to echo.
1. Review that readers ask
questions to help them
understand what they are
reading.
2. Explain that students can
record a question they
have about what they are
reading on a sticky note.
Model as needed.
3. Explain that students can
stick their questions on
the prepared chart.
Remind them to write their
name on the note.
1. Conduct the handwriting
routine.
2. Remind students that in
Daily Lesson 3 Writing
they wrote short poems.
3. Explain that they will finish
writing their individual
couplets, edit their work,
and share it with their
classmates.
4. Remind them that a
couplet is a short poem
made of two lines that
rhyme.
5. Distribute the student work
from Daily Lesson 3
Writing. Allow time for
students to finish their
writing if necessary.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 36 of 100
7. Ask: Do you hear
rhyming words? Discuss
responses and ask
students to help circle the
rhyming words.
6. Model writing 1-2 of the
couplets from the class
poem, discussing
appropriate spacing
between letters and
words.
Learning Applications 1. Instruct students to
organize the sticky notes
towards the top part of
their desktop. Remind
them to leave room under
the letters to form words
with the sticky notes.
2. Say the word "map."
Instruct students to echo
and then orally segment
the word into phonemes,
/m/ /a/ /p/.
3. Model locating the
corresponding letters and
then arranging them to
form the word. Lastly, run
a finger under the word
from left to right as you
blend the sounds, then
say the word. Instruct
students to do the same,
using the sticky notes on
their desk.
4. Repeat step 2 and 3 with
1. Choral Read the poem.
2. Explain that students will
identify the action words in
the poem. Remind
students that action words
are words that describe
what is being done.
3. Read the poem and have
students identify the
action words. Involve
students in underlining
them on the chart.
4. Ask the following
questions:
Who is the poem
about?
What does he do?
What do the girls do?
Who comes out to play?
What does Georgie
Porgie do then?
1. Students select texts and
read independently for a
developmentally
appropriate duration.
2. Students record one
question they have while
reading on a sticky note
and place it on the
prepared chart.
1. Allow time for students to
review their own couplets
for appropriate spacing.
2. Monitor and scaffold for
students as they work.
3. Allow time for students to
identify (highlight or
underline) the rhyming
words in their couplet and
add an illustration to their
couplet (optional).
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 37 of 100
the words "sap," "mat,"
and "sat."
5. Invite various students to
come to the front and
participate. Remind
students to be efficient,
replacing only the letters
necessary to form the
word. Engage the
remainder of the students
by having them
manipulate the sticky
notes on their desks and
then say the sounds to
blend them into words.
6. Write each new word for
all to see.
7. Ask: What did we
change in order to
make the new words?
Discuss responses.
8. Guide a short discussion
to review, that new words
can be created when
letters are substituted at
the beginning or the end
of a word.
9. Write the word "am" for all
to see. Solicit student
assistance to read the
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 38 of 100
word.
10. Select a student to come
to the front and change
one letter to make a new
word.
11. Provide support as it is
needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask: What did you learn
about letters and
sounds today? Discuss
responses.
1. Ask: What have you
learned about poems?
Discuss responses.
1. Review the questions
placed on the chart during
Independent Reading.
1. Conduct the Author's
Chair routine.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 39 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.2G,I
K.3B,C
K.18A,B
K.3A K.4A,B
K.Fig19B,C,D
K.6A,C
K.8B
K.21A K.Fig19F
K.6A
K.8B
K.1F K.13A K.21A
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- 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?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- How do writers make
stories interesting for
readers?
Vocabulary of InstructionBlend
Letter
Sound
Character
Setting
Key event
Sensory detail
Character
Setting
Key event
Brainstorm
MaterialsNote card (5)
Sticky note (5 per
student)
Chart paper (if
Grade-appropriate
folktale or fable (1)
Chart paper (if
applicable)
Paper, plain (1 per
student)
Collection of grade-
appropriate fictional
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 40 of 100
Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING
applicable) texts for student
selection
Chart paper (if
applicable)
Attachments and
Resources Handout: Story Map
(1)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Write each of the following
lower-case letters onto
note cards: d, t, l, g, o.
1. Prepare to display visuals
as appropriate.
2. Select a grade
appropriate folktale or
fable. Ensure that the
version selected has a
clearly stated or illustrated
setting.
3. Prepare a story map on
chart paper to complete
with the students or
enlarge the Handout:
Story Map.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Background Information Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
Teacher Notes
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 41 of 100
Instructional Routines
Daily Lesson # 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25
Content Objective: Students
understand that new words can
be created by substituting letters
at the beginning of existing words.
Suggested Duration: 25-30 min.
Content Objective: Students
identify and discuss elements of a
story.
Suggested Duration: 20-25min.
Content Objective: Students
identify and discuss elements of a
story.
Suggested Duration: 25-30min.
Content Objective: Students
discuss ideas to plan for writing
Mini Lesson 1. Review blending three
phoneme words. For
example, say the
individual phonemes /m/
/o/ /p/. Ask: What is the
word? Repeat with
additional words.
2. Display the created letter
cards, one at a time.
3. Review each card, one at
a time. Instruct students to
say the letter name and
letter sound.
4. Distribute the sticky notes
to every student.
5. Instruct them to reference
the displayed letter cards
and transcribe one letter
onto each sticky note.
1. Display the following
words: character, setting,
and key events. Review
the meaning of each
through discussion and
relevant examples.
2. Display the selected text
and remind students that
folktales/fables usually are
imaginative stores about
things that could not really
happen (e.g. animals who
talk, wishes).
3. Explain that authors use
sensory details in writing
to describe what is seen,
heard, smelled, tasted, or
touched. Instruct students
to listen for sensory
details that describe the
characters, setting, and
events.
1. Display and review the
following terms from
Shared Reading:
character, setting, sensory
detail. Point out additional
examples from the Shared
Reading text if necessary.
2. Explain that students will
identify the characters and
setting from texts they
read independently.
Instruct students to write
and/or draw the
characters and the setting
on a piece of paper.
1. Explain that authors
always think about and
discuss ideas for writing.
2. Explain that some authors
tell stories about real
things that happened,
some authors make up
stories, and some authors
start with a real story and
add imaginary details.
3. Think Aloud about
previously read fictional
texts and discuss whether
they might be based on
real or imagined people,
events, and ideas.
4. Think Aloud and
brainstorm ideas for
writing (both real and
imaginary). Record ideas
on chart paper.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 42 of 100
4. Follow the Shared
Reading Routine:
Conduct a Book Walk of the
selected text:
Display and discuss
the cover
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 2-
3 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish a purpose for
reading.
Conduct a Read Aloud of the
selected text, stopping periodically
to identify the characters, setting,
and discuss the events.
Encourage students to participate
in “reading” the recurring phrases
as applicable.
Pause to show explicit
examples of imaginary
fiction such as animals
talking, people having
powers, etc.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 43 of 100
Point out sensory
details the author uses
to describe what is
seen, heard, smelled,
tasted, or touched.
Learning Applications 1. Instruct students to
organize the sticky notes
towards the top part of
their desktop. Remind
them to leave room under
the letters to form words
with the sticky notes.
2. Say the word dot. Instruct
students to echo and then
orally segment the word
into phonemes, /d/ /o/ /t/.
3. Model locating the
corresponding letters and
arranging them to form the
word. Run a finger under
the word from left to right
as you blend the sounds
and then say the word.
Instruct students to do the
same, using the sticky
notes on their desk.
4. Repeat step #2 and #3
with the words lot, log, and
dog.
1. Display the enlarged story
map. Explain each labeled
box.
2. Ask: What is the title of
this text? Discuss
responses and record on
the class story map.
3. Explain that people or
animals in stories are
called characters. Ask:
Who was in this story?
Discuss responses and
record on the class story
map.
4. Review that the setting of
story tells when and where
the story takes place. Ask:
Where and when did
this story take place?
Discuss responses and
record on the class story
map.
5. Review that key events
are important things that
1. Students select fictional
texts and read
independently for a
developmentally
appropriate duration.
2. Distribute plain paper to
each student.
3. Students draw the
characters and setting
from their story.
4. Actively monitor and
provide support as
needed.
1. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
2. Divide students into pairs.
Instruct students to
discuss stories they have
heard and if they would be
real or imagined. Students
also discuss their own
ideas for writing (both real
and imagined).
3. As a class, discuss
different ideas for writing.
4. Distribute a piece of paper
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 44 of 100
5. Remind students to be
efficient, replacing only
the letters necessary to
form the new word.
Instruct students to
manipulate the sticky
notes on their desks and
say the sounds to blend
them into words.
6. Display each new word.
7. Ask: What did we
change in order to
make the new words?
Discuss responses.
8. Review that new words
can be created when
letters are substituted at
the beginning or the end
of a word.
happen in the story. Ask:
What happened in the
story? Discuss responses
and record on the class
story map.
to each student and
instruct them to record 2-3
ideas on the piece of
paper using drawings or
words.
5. Confer with students as
they are writing to provide
targeted instruction.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Display the word got for all
to see. Ask students to
read the word.
2. Select a student to
change one letter to make
a new word.
3. Provide support as
needed.
1. Review the story map.
Explain that story maps
help us better understand
the story.
2. Ask: Were there any
sensory details from
the story? Discuss
responses and record on
the class story map.
1. In groups of 2-3, students
share their writing/drawing
about the setting and
characters in the text they
read.
1. Students share their ideas
with a partner.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 45 of 100
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 46 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.3B,C
K.18A,B
K.3A K.4A,B
K.Fig19B,C,D
K.6A
K.8B
K.Fig19E K.Fig19F
K.6A
K.8B
K.1F K.13B
K.14A
K.16B,C
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- 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?
- How do the characters
actions contribute to the
story?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text
- How can you relate to the
character in the story?
- What are the elements of a
story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- How do writers make
stories interesting for
readers?
- How do writers write
imaginary stories?
Vocabulary of InstructionLetter
Sound
Character
Setting
Key event
Connection
MaterialsPlastic lower-case
letters (1 set per 2
students)
Grade-appropriate
folktale or fairy tale
from Daily Lesson 5
Collection of grade-
appropriate fictional
texts for student
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 47 of 100
Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Dry erase board (1 per
2 students)
Dry erase marker (1
per 2 students)
Eraser (1 per 2
students)
Chart paper (if
applicable)
Shared Reading (1)
Chart paper (if
applicable)
selection
Chart paper (if
applicable)
Attachments and
Resources Handout: Character
Map (1)
Handout: Character
Map (1 per student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Identify 5-10 VC and CVC
words that students will
make in the lesson using
plastic letters. Choose
words that will require
students to only change
one letter to make the new
word. Possible words
include: rug, bug, bag,
bat, at, mat, mats. Make a
list of the letters needed to
create the words.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the folktale
or fairy tale and the
completed story map from
Daily Lesson 5 Shared
Reading.
3. Create an Anchor Chart:
Character Map that looks
like the Handout:
Character Map.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Character Map for each
student.
1. Prepare to display visuals
as appropriate.
Background Information VC (e.g., at)
CVC (e.g., cat)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 48 of 100
Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Teacher Notes
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 49 of 100
Instructional Routines
Daily Lesson # 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20 min.
Content Objective: Students
manipulate letters to form and
then decode three and four-
phoneme words.
Suggested Duration: 20-25 min.
Content Objective: Students listen
to an imaginary fiction story and
describe characters, identify their
actions, and explain reasons for
their actions.
Suggested Duration: 15-20 min.
Content Objective: Students
describe characters, identify their
actions, and explain reasons for
their actions. Students describe
text-to-self connections.
Suggested Duration: 25-30min.
Content Objective: Students
develop drafts by sequencing the
action or details in the story.
Mini Lesson 1. Explain that students will
listen to a word and then
change it to make new
words.
2. Say the word rug and
instruct students to echo.
1. Review the folktale or fariy
tale and the story map
used in Daily Lesson 5
Shared Reading. Review
the meaning of character,
setting, and key events
through discussion and
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.
1. Conduct the handwriting
routine.
2. Review the list of writing
ideas brainstormed in
Daily Lesson 5 Writing.
3. Select a topic and Think
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 50 of 100
3. Demonstrate how to use
the plastic letters to make
the word and read it
aloud.
4. Review that new words
can be created by adding,
deleting, or changing a
letter in an existing word.
5. Instruct students to listen
as a new word is said
aloud. Tell them to listen
carefully because one
letter will need to be
added, changed, or taken
away to create the new
word.
6. Say the word "bug" and
instruct students to echo.
Ask: What letter must
we change in the word
"rug" in order to make
it into the word "bug"?
Discuss responses
including that r must
change at the beginning
of the word.
7. Change the letter at the
beginning, read the new
word aloud, and instruct
students to echo.
relevant examples.
2. Explain that they will take
a closer look at the
characters in the story.
3. Explain that thinking about
what the characters do
(their actions) and the
reasons they do them, will
help them understand the
story better.
4. Follow the Shared
Reading Routine:
- Conduct a Book Walk of the
selected text:
Display and discuss
the cover
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 2-
3 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish a purpose for
reading.
- Conduct a Read Aloud of the
selected text, stopping periodically
2. Explain that students will
identify the main character
in their self-selected texts.
Instruct students to write
and/or draw on the
Handout: Character Map.
Aloud and write
sentences that tell a story
in sequence using the
writing routine: Think, Tell,
Draw, Write.
Think - Think Aloud
about what the story
will be about. Ask
students for
ideas/details.
Tell - or rephrase what
will be written using the
ideas generated by the
class.
Draw - Create a quick
sketch of the general
idea.
Write – Use a completesimple sentence or two
to tell what happened.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 51 of 100
to identify the characters, setting,
and discuss the events.
Point out explicit
examples of imaginary
literature. Encourage
students to participate
in “reading” therecurring phrases as
applicable.
Point out character
actions and ask
questions that allow the
student to explain the
reason for that action.
Are his actions
imaginary? Can this
really happen in real
life?
Learning Applications 1. Distribute a set of plastic 1. Display the Handout: 1. Students select texts and 1. Review the writing routine:
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 52 of 100
lower-case letters and dry
erase board to pairs of
students.
2. Say the selected words
one at a time or use the
following suggested list in
sequence: rug, bug, bag,
bat, at, mat, mats.
3. Instruct students to listen
as each word is being said
and prompt them to
change, add, or delete
one letter.
4. Say each word one at a
time. Students make the
word with the plastic
letters, read it aloud, and
write it on their dry erase
board. Partners should
alternate making the word
with plastic letters and
writing it on the dry erase
board.
5. Monitor closely and
provide support as
needed.
Character Map. Show
the students each labeled
box.
2. Explain that people or
animals in stories are
called characters. Ask:
Who was in this story?
Students Think, Turn,
and Talk to discuss the
question. Ask students to
tell who was in the story
and record it on the
Anchor Chart: Character
Map.
3. Explain that there can be
one or more characters in
stories. Each character
does things in the story.
The main character is the
character the story is
mostly about.
4. Ask students to reflect on
the story. Ask: Who was
this story mostly about?
Discuss responses and
record ideas on the
Anchor Chart: Character
Map.
5. Ask: What did this
character do in the
story? Discuss responses
read independently for a
developmentally
appropriate duration.
2. After students have read,
students complete the
Handout: Character Map.
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. Distribute student work
(paper with brainstorm
ideas) from Daily Lesson 5
Writing.
3. Students select an idea
and tell their story to a
partner.
4. Students draw/write their
story in sequence.
5. Confer with students. Ask
students to sound out
CVC words as they write.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 53 of 100
and record ideas on the
Anchor Chart: Character
Map.
6. Ask: Why did this
character do this?
Discuss responses and
record ideas on the
Anchor Chart: Character
Map.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask: How can we
change existing words
to create new words?
Discuss responses.
1. Review the character map.
Instruct students to
discuss the characters
traits. Ask: Is this
character kind?
Honest? Mean? Silly?
Discuss responses.
1. Ask students to make a
connection with the main
character. Ask: Are there
ways that you and the
main character are the
same/different? Does
he remind you of
someone? Would you
have done the same
thing? Students discuss
their connections in small
groups.
1. Conduct the Author’sChair routine.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 54 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing
TEKS
K.3B,C
K.18A,B
K.3A K.6A,C
K.8A
K.Fig19E K.6A
K.8A
K.1F K.13C
K.14A
K.16Aiii
K.16B,C
K.17B,C
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- 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?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
Writers use literary
techniques to
enhance the reader’sand/or listener’sexperience.
- How do writers make
stories interesting for
readers?
Vocabulary of InstructionLetter
Sound
Main event
Setting
Character
Key event
Character
Setting
Key event
MaterialsPlastic lower-case
letters (1 set per 2
students)
Dry erase board (1
Grade-appropriate
realistic fictional text (1)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional texts
for student selection
Chart paper (if
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 55 of 100
Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
per 2 students)
Dry erase marker (1
per 2 students)
Eraser (1 per 2
students)
Chart paper (if
applicable)
applicable)
Attachments and
Resources Handout:
Comprehension Hand
(1)
Handout:
Comprehension Hand
(1 per student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Identify 5-10 VC and CVC
words that students will
make in the lesson using
plastic letters. Choose
words that will require
students to only change
one letter to make the
new word. Possible words
include: up, cup, cap,
map, mat, rat, rug, dug,
dog, log, fog, fig, fat, at.
Make a list of the letters
needed to create the
words.
1. Prepare to display visuals
as appropriate.
2. Select a grade-appropriate
realistic fictional story.
Ensure that the story
selected has a clearly
stated or illustrated setting.
3. Draw a large hand on a
piece of chart paper or
enlarge the Handout:
Comprehension Hand.
Label the fingers as follows:
Palm: Title
Thumb: Setting
Index Finger:
Characters
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Comprehension Hand for
each student. Collect these
at the end of the Daily
Lesson to be reused in
Daily Lesson 11
Independent Reading.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing from
Daily Lesson 6 Writing.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 56 of 100
Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Middle Finger: Key
event (beginning)
Ring Finger: Key event
(middle)
Little Finger: Key event
(end)
Background Information
Teacher Notes
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 57 of 100
Instructional Routines
Daily Lesson # 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 25-30 min.
Content Objective: Students
manipulate letters to form and
then decode two and three
phoneme words.
Suggested Duration: 25-30 min.
Content Objective: Students
identify and discuss elements of a
story and recognize sensory
details.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and discuss elements of a
story.
Suggested Duration: 25-30 min.
Content Objective: Students revise
their stories by adding details.
Mini Lesson 1. Explain that students will
listen to a word and then
change it to make new
1. Remind students that
authors use sensory
details in writing to
1. Display and review the
following terms from
Shared Reading:
1. Remind students that they
have been working on
writing a story.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 58 of 100
words.
2. Say the word up and
instruct students to echo.
3. Demonstrate how to use
the plastic letters to make
the word and read it
aloud.
4. Review that new words
can be created by adding,
deleting, or changing a
letter in an existing word.
5. Instruct students to listen
as a new word is said
aloud. Tell them to listen
carefully because one
letter will need to be
added, changed, or taken
away to create the new
word.
6. Say the word cup and
instruct students to echo.
Ask: What letter must
we add to the word
"up" in order to make it
into the word "cup"?
Discuss responses
including that c must be
added to the beginning of
the word.
describe what is seen,
heard, smelled, tasted, or
touched. Instruct students
to listen for sensory
details that describe the
characters, setting, and
events.
2. Follow the Shared
Reading Routine:
— Conduct a Book Walk of the
selected text:
Display and discuss
the cover
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 2-
3 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish a purpose for
reading.
— Conduct a Read Aloud of the
selected text, stopping periodically
to identify the characters, setting,
and discuss the events.
character, setting, sensory
detail. Provide additional
examples from the Shared
Reading text if necessary.
2. Explain that students will
reread a familiar story.
Tell students that they will
practice retelling the story
using the Handout:
Comprehension Hand.
3. Distribute a copy of
Handout:
Comprehension Hand to
each partner group.
Instruct students to label
each part of the hand with
the part it represents in
the story. Refer to Shared
Reading Learning
Applications.
2. Display the modeled
writing from Daily Lesson
6 Writing. Explain that they
will focus on adding details
to their story.
3. Model the Think, Tell,
Draw, Write writing
process and Think Aloud
about details that will
make the story more
interesting.
4. With student assistance,
add words, phrases, or
sentences to clarify and
enhance the story.
5. Explain how the new words
add more details to the
story.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 59 of 100
7. Add the letter and read
the new word aloud, and
instruct students to echo.
Point out sensory
details the author uses
to describe what is
seen, heard, smelled,
tasted, or touched.
Learning Applications 1. Distribute a set of plastic
lower-case letters and dry
erase board to pairs of
students.
2. Say the selected words
one at a time or use the
following suggested list in
sequence: up, cup, cap,
map, mat, rat, rug, dug,
dog, log, fog, fig, fat, at.
3. Instruct students to listen
as each word is being said
and prompt them to
change, add, or delete
one letter.
4. Say each word one at a
time. Students make the
word with the plastic
letters, read it aloud, and
write it on their dry erase
board. Partners should
alternate making the word
with plastic letters and
writing it on the dry erase
board.
1. Display the large hand
drawn on chart paper or
the Handout:
Comprehension Hand.
2. Explain that students will
be using their hands to
help retell the story. Point
to the palm on the large
hand and instruct students
to point to their palms.
Ask: What is the title of
the text? Discuss
responses and record the
title in the middle of the
hand.
3. Ask students to hold up or
point to their thumb. Point
to the thumb on the large
hand. Ask: Where/ when
did this story take
place? Discuss
responses.
4. Ask students to hold up or
point to their index finger.
Point to the index finger
1. With a partner, students
select a familiar fictional
text and reread for a
developmentally
appropriate duration.
2. After reading, each group
will use Handout:
Comprehension Hand
as a reference to retell the
story they just read.
3. Actively monitor and
provide support as
needed.
1. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
2. Distribute student work
from Daily Lesson 6
Writing. Instruct students
to add details to their story
(either words or additional
drawings).
3. Confer with students.
Encourage students to
sound out CVC words as
they write.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 60 of 100
5. Monitor closely and
provide support as
needed.
on the large hand. Ask:
Who was in this story?
Discuss responses.
5. Ask students to point to
their middle finger. Point
to the middle finger on the
large hand. Ask: What
was a key event that
happened at the
beginning of the story?
Discuss responses.
6. Ask students to point to
their ring finger. Point to
the ring finger on the large
hand. Ask: What was a
key event that
happened in the middle
of the story? Discuss
responses.
7. Ask students to hold up or
point to their little finger.
Point to the little finger on
the large hand. Ask: What
was a key event that
happened at the end of
the story? Discuss
responses.
8. Model using the
comprehension hand to
retell the story.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 61 of 100
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask: How can we
change existing words
to create new words?
Discuss responses.
1. Ask for student to show
how to use the
comprehension hand to
retell the story.
1. Ask for groups to model
how to use the
comprehension hand to
retell their story.
1. Conduct the Author's
Chair routine.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 62 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.2G
K.3B
K.17A
K.18A,B
K.2F,H K.Fig19B,C
K.6A
K.8B
K.Fig19E K.Fig19F
K.6A
K.8B
K.1F K.13A K.21A
K.22A
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How can you help yourself
to learn more about words?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
- How do the characters
actions contribute to the
story?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text
- How can you relate to the
character in the story?
- What are the elements of a
story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- How do writers write
realistic stories?
- How do writers make
stories interesting for
readers?
Vocabulary of InstructionWord
Letter
Sound
Main event
Setting
Character
Key events
Character
Setting
Key event
Plan
Brainstorm
MaterialsPaper, plain (1 per
student)
Grade-appropriate
realistic fictional text
Collection of grade-
appropriate fictional
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 63 of 100
Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Plastic lower-case
letters (1 set per
student)
Chart paper (if
applicable)
from Daily Lesson 7
Shared Reading
Chart paper (if
applicable)
texts for student
selection
Chart paper (if
applicable)
Attachments and
Resources Handout: Character
Map (1)
Handout: Character
Map (1 per student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Identify 5-10 VC and CVC
words that students will
create/write for the
spelling part of
Performance Indicator 01.
3. Determine which letters will
be needed to create the
words
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
fictional text from Daily
Lesson 7 Shared
Reading.
3. Prepare a character map
on chart paper or enlarge
Handout: Character Map
to complete with the
students.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of 5-10
grade appropriate CVC
words to assess the
decoding part of
Performance Indicator 01.
3. Duplicate the Handout:
Character Map for each
student.
1. Prepare to display visuals
as appropriate.
Background Information This Instructional Routine partially
assesses Performance Indicator
01.
Setting – the time and place in
which a narrative occurs.
Elements of setting may include
the physical, psychological,
cultural or historical
This Instructional Routine partially
assesses Performance Indicator
01.
Teacher Notes While students are reading
independently, complete the
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 64 of 100
Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Performance Indicator that was
started in Word Study, by meeting
with students individually as they
read from a list of 5-10 CVC
words.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 65 of 100
Instructional Routines
Daily Lesson # 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min
Content Objective: Students write
VC and CVC words.
Suggested Duration: 25-30 min.
Content Objective: Students listen
to a realistic fiction story and
describe characters, identify their
actions, and explain reasons for
their actions.
Suggested Duration: 20-25 min.
Content Objective: Students
identify a character, their actions,
and the reason for their actions.
Suggested Duration: 25-30 min.
Content Objective: Students plan a
first draft by generating ideas for
writing through class discussion.
Mini Lesson 1. Explain that students will
listen to words read aloud,
use their plastic letters to
make the words, and write
the words on a blank
sheet of paper.
2. Say the word at and
instruct students to echo.
3. Demonstrate how to use
the plastic letters to make
the word and read it
aloud.
4. Repeat steps #2 and #3
with two more CVC words.
1. Display the fictional text
from Daily Lesson 7
Shared Reading. Review
the meaning of character,
setting, and key events
through discussion and
relevant examples.
2. Explain that the fictional
story will be reread
and students need
to listen for character
actions in the story and
why they do what they do.
3. Follow the Shared
Reading Routine:
— Conduct a Book Walk
of the selected text:
1. Display and review the
following terms from
Shared Reading:
character, setting, sensory
detail. Provide additional
examples from the Shared
Reading text, if necessary.
2. Explain that students will
identify the main character
in their self-selected texts.
Instruct students to write
and/or draw on the
Handout: Character Map.
1. Conduct the handwriting
routine.
2. Review that some authors
tell stories about real
things that happened,
some authors make up
stories, and some authors
start with a real story and
add imaginary details.
3. Think Aloud and
brainstorm ideas for
writing (both real and
imaginary). Record ideas
on chart paper.
4. Review the writing routine:
Think (think about
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 66 of 100
Display and discuss
the cover
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 2-
3 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish a purpose for
reading.
— Conduct a Read Aloud of the
selected text, stopping periodically
to identify the characters, setting,
and discuss the events. Point out
explicit examples of realistic
fiction.
Point out character
actions and ask
questions that allow the
student to explain the
reason for that action.
4. Ask: Are the character’s
ideas to 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)
4. Ask: Are the character’sactions imaginary or
realistic? Can this
happen in real life?
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 67 of 100
Why do you think
he/she did that? Discuss
responses.
Learning Applications 1. Distribute a set of plastic
letters and a plain sheet of
paper to each student.
2. Say the previously
selected words for the
Performance Indicator one
at a time.
3. Students make the words
with their plastic letters
and write the words on the
plain piece of paper.
4. Monitor closely and
provide support as
needed.
1. Display the Handout:
Character Map. Review
what goes in each box.
2. Explain that people or
animals in stories are
called characters. Ask:
Who was is/are the
character(s) in this
story? Discuss responses
and record the names of
the characters on the
Handout: Character Map.
3. Explain that there can be
one or more characters in
stories. Each character
does things in the story.
The main character is the
character the story is
mostly about.
4. Ask students to reflect on
the story. Ask: Who was
this story mostly about?
Discuss responses and
record ideas on the
Handout: Character Map.
5. Ask students to reflect on
the story once again. Ask:
1. Students select texts and
read independently for a
developmentally
appropriate duration.
2. Distribute the Handout:
Character Map to each
student.
3. Students complete the
Handout: Character Map.
4. Meet briefly with each
student to assess
students’ ability to decodea list of CVC words to
complete the Performance
Indicator.
1. Divide students into pairs.
Instruct students to
discuss stories they have
heard and if they would be
real or imagined. Students
also discuss their own
ideas for writing (both real
and imagined).
2. As a class, discuss
different ideas for writing.
3. Distribute a piece of paper
to each student and
instruct them to record 2-3
ideas on the piece of
paper using drawings or
words.
4. Confer with students as
they are writing to provide
targeted instruction.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 68 of 100
What did this character
do in this story? Discuss
responses and record
ideas on the Handout:
Character Map.
6. Ask: Why did this
character do this?
Discuss responses and
record ideas on the
Handout: Character Map.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Collect student papers to
assess the Performance
Indicator.
1. Review the character map.
Instruct students to
discuss the characters
traits. Ask: Is this
character kind?
Honest? Mean? Silly?
Discuss responses.
1. In small groups, students
share their writing/drawing
about the characters in
the text they read.
1. Students share their ideas
with a partner.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 69 of 100
Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.3D
K.18A
K.3A K.Fig19A,B,C,D
K.4B
K.6A,C
K.8A
K.Fig19E
K.21A
K.Fig19A,B,C,D
K.6A
K.8A
K.1F K.13B
K.14A
K.21A
K.22A
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How can knowing to read
words quickly (by sight) help
you as you read?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- How do writers make
stories interesting for
readers?
Vocabulary of InstructionHigh-frequency word Setting
Character
Key event
Character
Setting
Key events
MaterialsPaper, lined (1 per
student)
Plastic lower-case
letters (1 set per
student)
Grade-appropriate
realistic fictional text (1)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional
texts for student
selection
Chart paper (if
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 70 of 100
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Note card (3-5)
Chart paper (if
applicable)
applicable)
Attachments and
Resources Teacher Resource:
Word Wall Routines
(1)
Handout:
Comprehension
Hand (1)
Handout:
Comprehension
Hand (1 per student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Refer to the Teacher
Resource: Word Wall
Routines. Prepare
accordingly.
3. Select 3-5 high-frequency
words to be introduced in
this lesson. Be sure to
have the appropriate
letters in each of the sets
of plastic letters.
4. Write the high-frequency
words on a piece of lined
paper in dark print. Make
a copy for each student.
1. Prepare to display visuals
as appropriate.
2. Select a grade-
appropriate realistic
fictional story. Ensure that
the story selected has a
clearly stated or illustrated
setting.
3. Draw a large hand on a
piece of chart paper or
enlarge the Handout:
Comprehension Hand.
Label the fingers as
follows:
Palm: Title
Thumb: Setting
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Comprehension Hand
for each student.
1. Prepare to display visuals
as appropriate.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 71 of 100
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
5. Write or print the words in
large letters on note cards
to be displayed on the
Word Wall.
Index Finger:
Characters
Middle Finger: Key
event (beginning)
Ring Finger: Key
event (middle)
Little Finger: Key
event (end)
Background Information Refer to Daily Lesson 8
Teacher Notes
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 72 of 100
Instructional Routines
Daily Lesson # 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 25-30
Content Objective: Students read
and spell high frequency words.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and discuss elements of a
story and recognize sensory
details.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and discuss elements of a
story.
Suggested Duration: 25-30 min.
Content Objective: Students
develop drafts by sequencing the
action or details in the story.
Mini Lesson 1. Review that some words
are used many times.
1. Display the selected
fictional text.
1. Display and review the
following terms from
1. Review the list of writing
ideas brainstormed in
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 73 of 100
These words are
important to learn to read
and write because they will
be used so often. Many
times these words do not
“follow the rules” forsounding them out so they
may have to be
memorized. Explain that
these words are called
high-frequency words.
2. Follow the Teacher
Resource: Word Wall
Routine and review 2-3
previously taught words,
one at a time.
3. Follow Teacher Resource:
Word Wall Routines and
introduce 2-3 new words,
one at a time.
4. Distribute a set of plastic
letters to each student.
5. Show students the first
high-frequency word card.
Read the word aloud and
ask students to echo.
Instruct students to make
the word with plastic
letters.
2. Follow the Shared
Reading Routine:
— Conduct a Book Walk of the
selected text:
Display and discuss
the cover
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 2-
3 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish a purpose for
reading.
— Conduct a Read Aloud of the
selected text, stopping periodically
to identify the characters, setting,
and discuss the events.
Point out sensory
details the author uses
to describe what is
seen, heard, smelled,
tasted, or touched.
Stop to allow students
to ask and answer
questions about the
Shared Reading:
character, setting, sensory
detail. Provide additional
examples from the Shared
Reading text if necessary.
2. Explain that students will
reread a familiar story.
Tell students that they will
practice retelling the story
using the Handout:
Comprehension Hand.
3. Distribute a copy of
Handout:
Comprehension Hand to
each partner group.
Instruct students to label
each part of the hand with
the part it represents in
the story. Refer to Shared
Reading Learning
Applications.
Daily Lesson 8 Writing.
2. Select a topic and Think
Aloud and write
sentences that tell a story
in sequence using the
writing routine: Think, Tell,
Draw, Write.
Think - Think
Aloud about what
the story will be
about. Ask students
for ideas/details.
Tell - or rephrase
what will be written
using the ideas
generated by the
class.
Draw - Create a
quick sketch of the
general idea.
Write – Use acomplete simple
sentence or two to
tell what happened.
3. Include ideas from the
students. Use 2-3
complete simple
sentences to tell what
happened at the
beginning, middle, and
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 74 of 100
1. After the word is made,
model running a finger
under the word and
reading it quickly. Instruct
students to do the same.
1. Continue this routine for
the remaining cards: Show
card, say the word,
students echo, make the
word, read the word.
1. For additional practice,
repeat steps #4-6.
story.
Encourage students to
make inferences based
on what has been read
end. Reinforcing the
significance of story order.
Learning Applications 1. Display the previously
practiced words.
2. With a partner, students
make the words using
their plastic letters. Tell
them to take turns
scrambling the letters,
spelling the words, and
reading them quickly.
3. Encourage them to use
each word in a sentence.
1. Display the large hand
drawn on chart paper or
the Handout:
Comprehension Hand.
2. Explain that students will
be using their hands to
help retell the story. Point
to the palm on the large
hand and instruct students
to point to their palms.
Ask: What is the title of
the text? Discuss
responses and record the
title in the middle of the
hand.
3. Ask students to hold up or
1. With a partner, students
select a familiar fictional
text and reread for a
developmentally
appropriate duration.
2. After reading, each group
will use Handout:
Comprehension Hand
as a reference to retell the
story they just read.
3. Actively monitor and
provide support as
needed.
1. Distribute student work
from Daily Lesson 8
Writing.
2. Students use words and
pictures to write a story in
sequential (or
chronological) order.
3. Monitor and scaffold for
students. Encourage
students to sound out
CVC words as they write.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 75 of 100
point to their thumb. Point
to the thumb on the large
hand. Ask: Where/ when
did this story take
place? Discuss
responses.
4. Ask students to hold up or
point to their index finger.
Point to the index finger
on the large hand. Ask:
Who was in this story?
Discuss responses.
5. Ask students to point to
their middle finger. Point
to the middle finger on the
large hand. Ask: What
was a key event that
happened at the
beginning of the story?
Discuss responses.
6. Ask students to point to
their ring finger. Point to
the ring finger on the large
hand. Ask: What was a
key event that
happened in the middle
of the story? Discuss
responses.
7. Ask students to hold up or
point to their little finger.
Point to the little finger on
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Lesson: 01
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the large hand. Ask: What
was a key event that
happened at the end of
the story? Discuss
responses.
8. Model using the
comprehension hand to
retell the story.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask students to share a
sentence using one or
more of the words
practiced.
1. Ask students to show how
to use the comprehension
hand to retell the story.
1. Ask for groups to model
how to use the
comprehension hand to
retell their story.
1. Conduct the Author's
Chair routine.
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Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing TEKS TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.5B K.Fig19D
K.6A,C
K.8B
K.Fig19E
K.21A
K.22A
K.Fig19A,B,D
K.6A
K.8A
K.1F K.13C
K.16Aiv
K.21A
K.22A
Key Understandings and
Guiding Questions Readers understand
that some larger
words are made up of
smaller words that can
help give meaning to
text.
- What strategies do
you use to understand
what words mean?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text
- What are the elements of a
story?
Understanding literary
elements facilitates the
reader’s ability tomake meaning of the
text.
- What are the elements of
a story?
Writers use literary
techniques to
enhance the reader’sand/or listener’sexperience.
- How do writers make
stories interesting for
readers?
Vocabulary of InstructionCompound word Setting
Character
Key event
Character
Setting
Key event
Revise
Detail
Preposition
MaterialsPaper, plain (1 per
student)
Chart paper (if
Grade-appropriate
engaging fiction book
Chart paper (if applicable)
Collection of grade-
appropriate fictional
texts for student
Chart paper (if
applicable)
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Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
applicable) selection
Chart paper (if
applicable)
Attachments and
Resources Handout: Story Map (1
per student)
Handout: Character
Map (1 per student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Create a list of 6-12
compound words.
Possible compound word
list: grandmother,
sunflower, inside, without,
baseball, football, today,
fireworks, skateboard,
airport, grasshopper,
eyeballs, dishwasher,
airplane, toothpick,
afternoon, horseback,
toothpaste, pancake,
cupcake, watermelon,
fireman, sidewalk,
goodbye, sunshine,
jellyfish, rainbow.
3. Make or copy picture
cards that contain a
picture for each of the
1. Prepare to display visuals as
appropriate.
2. Create a story map on chart
paper or enlarge the
Handout: Story Map.
3. Select a grade-appropriate
fictional text that has a clear
setting and a rich main
character and contains a few
examples of sensory details.
4. Duplicate the Handout: Story
Map for each student.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Character Map for each
student.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing and the
student writing from Daily
Lesson 9 Writing.
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Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
smaller words in the
compound word. For
example, a picture of a
foot and a ball for the
word football.
Background Information This Instructional Routine partially
assesses Performance Indicator 02.
This Instructional Routine
partially assesses Performance
Indicator 02.
This Instructional
Routine partially assesses
Performance Indicator 03.
Preposition - a word that relates
its object to another word in the
sentence (e.g., at in at school or
of in of your writing)
Prepositional phrase - a phrase
that begins with a preposition
and is followed by an object
(e.g., on the road and by her)
Teacher Notes This Performance Indicator is partially
assessed during this Daily Lesson
through a whole group Read Aloud of
the selected text and a guided
completion of the graphic organizer.
Students will complete a second
“character” graphic organizer in
Independent Reading and the teacher
will begin to pull small groups to
assess the second half (character
analysis) of this Performance
Indicator.
Students will complete the “Title” and
“Sensory Details” sections as a whole
After students complete a
“character” graphic organizer in a
whole group setting, they will
meet in a small group to
complete the Performance
Indicator. Plan an independent
activity for the rest of the students
during this time.
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Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
class, but should complete the
remaining portions independently (as
appropriate).
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Instructional Routines
Daily Lesson # 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
recognize that compound words
are made up of shorter words.
Suggested Duration: 25-30 min.
Content Objective: Students listen
to a story read aloud, draw
pictures, and/or dictate words on a
provided graphic organizer to
identify elements of the story and
sensory details.
Suggested Duration: 25-30 min.
Content Objective: Students
identify and describe characters in
a story and the reasons for their
actions.
Suggested Duration: 25-30 min.
Content Objective: Students revise
their stories by adding details
including simple prepositional
phrases.
Mini Lesson 1. Show students 3-5
compound word pictures.
Name the pictures. Explain
that the words are
compound words and are
made up of two smaller
words that are combined
to make a new word.
2. Show one of the
compound picture word
cards again and ask
students to repeat the
word (e.g., cowboy). Ask
students to break the
compound word into the
two smaller words (e.g.,
cow, boy), clapping for
each word. Repeat with
the other words.
3. Draw or display a simple
picture of a cow and a
1. Introduce the selected
fictional text.
2. Follow the Shared
Reading Routine:
- Conduct a Book Walk of the
selected text:
Display and discuss
the cover
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 2-
3 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish a purpose for
reading.
1. Reread the text from
Shared Reading, if
necessary.
2. Distribute the Handout:
Character Map to each
student.
3. Guide students through
each section of the
graphic organizer as they
individually draw and/or
write in each box.
4. In a teacher-guided small
group, students use the
completed graphic
organizer to verbally
describe the characters in
the story and the reasons
for their actions.
1. Remind students that they
have been working on
writing a story.
2. Display the modeled
writing from Daily Lesson
9 Writing. Explain that they
will focus on adding details
to their story.
3. Review some examples of
simple prepositional
phrases.
4. Model the Think, Tell,
Draw, Write writing
process and Think Aloud
about details that will
make the story more
interesting including
simple prepositional
phrases.
5. With student assistance,
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simple picture of a boy
and label each picture.
Explain that sometimes the
smaller words help you
know what the compound
word means. Repeat with
other examples.
4. Tell students that
sometimes the smaller
words do not help you to
understand the meaning
of the compound word
(e.g., butterfly).
- Conduct a Read Aloud of the
selected text, stopping periodically
to emphasize the characters,
setting, and discuss the events.
Paying special attention to the
characters actions and the
reasons they do them.
Emphasize sensory
details the author uses
to describe what is
seen, heard, smelled,
tasted, or touched.
Stop to allow students
to ask and answer
questions about the
story. Encourage
students to make
inferences based on
what has been read.
Confirm previous
predictions made.
add words, phrases, or
sentences to clarify and
enhance the story.
6. Explain how the new words
add more details to the
story.
Learning Applications 1. Display a list of 3-5 1. Distribute the Handout: 1. Continue assessing the 1. Review the writing routine:
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additional compound
words.
2. Distribute a piece of plain
paper to each student.
Instruct students to
choose compound word
from the list.
3. Instruct students to break
the compound word into
smaller word parts and
draw each of the smaller
words with a plus sign in
between. Model if
necessary.
4. Instruct students to also
draw a representation of
the compound word after
the smaller pictures are
drawn. Model if necessary.
5. Assist students in labeling
the pictures as needed.
Story Map to each
student.
2. Display the large story
map. Review what ideas
go into each box.
3. Ask: What is the title of
the text? Discuss
responses and record it in
the corresponding box
and instruct students to do
the same.
4. Complete the sensory
details portion as a class
as well. Ask students to
Think, Turn, and Talk
with a partner to review
sensory details in the
story.
5. Record appropriate
student responses on the
large story map and
instruct students to do the
same on their handout.
6. Explain that people or
animals in stories are
called characters. Ask:
Who are the characters
in this story? Discuss
responses and record
ideas on the large story
Performance Indicator by
pulling small groups.
2. Students select texts and
read independently for a
developmentally
appropriate duration.
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. Distribute student work
from Daily Lesson 9
Writing. Instruct students
to add details to their story
(either words or additional
drawings) including
prepositional phrases.
3. Confer with students.
Encourage students to
sound out CVC words as
they write.
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map and instruct students
to do the same on their
handout.
7. Review that the setting of
story tells when and where
the story takes place. Ask:
What is the setting of
this story? Discuss
responses and record
ideas on the large story
map and instruct students
to do the same on their
handout.
8. Review that key events
are important things that
happen in the story. Ask:
What key events
happened in the story?
At the beginning, the
middle and the end?
Discuss responses and
record ideas on the large
story map and instruct
students to do the same
on their handout.
9. Collect work to assess
students’ ability to identifystory elements.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Students share their work 1. Review the story map. 1. With a partner, students 1. Conduct the Author’s
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with the class or with a
partner.
Explain that story maps
help us better understand
the story.
share their writing/drawing
about the setting and
characters in the text they
read.
Chair routine.
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Rediscovering Literary TextRediscovering Literary Text
Lesson Preparation
Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
K.3D
K.18A
K.3A K.Fig19D
K.6A,C
K.8B
K.Fig19E K.Fig19A,B,D
K.6A
K.8A
K.1F K.13D
K.16Aiii,iv
K.13E
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading and spelling.
- How can knowing to read
words quickly (by sight) help
you as you read?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
Understanding literary
elements facilitates the
reader’s ability to makemeaning of the text.
- What are the elements of a
story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- How do writers make
stories interesting for
readers?
Vocabulary of InstructionHigh-frequency word Action
Reason
Edit
Publish
MaterialsPaper, lined (1 per
student)
Plastic lower-case
letters (1 set per
student)
Note card (3-5)
Chart paper (if
Grade-appropriate
fictional text from Daily
Lesson 10 Shared
Reading (1)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional
texts for student
selection
Chart paper (if
applicable)
Chart paper (if
applicable)
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Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
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Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
applicable)
Attachments and
Resources Teacher Resource:
Word Wall Routines
(1)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Refer to the Teacher
Resource: Word Wall
Routines. Prepare
accordingly.
3. Select 3-5 high-frequency
words to be introduced in
this lesson. Be sure to
have the appropriate
letters in each of the sets
of plastic letters.
4. Write the high-frequency
words on a piece of lined
paper in dark print. Make
a copy for each student.
5. Write or print the words in
large letters on note cards
to be displayed on the
Word Wall.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
fictional text and
completed Handouts:
Story Map and
Character Map from
Daily Lesson 10 Shared
and Independent Reading
to assess Performance
Indicator 02 in small
groups.
3. Plan an appropriate
independent activity for
students to complete while
meeting with small groups.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
labeled Handouts:
Comprehension Hand
from Daily Lesson 7
Independent Reading.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing from Daily
Lesson 10 Writing.
Consider rewriting it, with
a few mistakes, so as to
be able to review the
editing process.
Background Information This Instructional Routine partially This Instructional Routine partially
Kindergarten
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Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 88 of 100
Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
assesses Performance Indicator
02.
assesses Performance Indicator
03.
Teacher Notes Students will continue to meet in a
small group to complete the
Performance Indicator. Plan an
independent activity for the rest of
the students during this time.
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English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 89 of 100
Instructional Routines
Daily Lesson # 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25
Content Objective: Students read
and spell high-frequency words.
Suggested Duration: 25-30 min.
Content Objective: Students
identify and describe characters in
a story and the reasons for their
actions.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and discuss elements of a
story.
Suggested Duration: 25-30 min.
Content Objective: Students edit
and share writing.
Mini Lesson 1. Review that some words
are used many times.
These words are
important to learn to read
and write because they will
be used so often. Many
times these words do not
“follow the rules” forsounding them out so they
may have to be
memorized. Explain that
these words are called
high-frequency words.
2. Follow the Teacher
Resource: Word Wall
Routine and review 2-3
previously taught words,
one at a time.
3. Follow Teacher Resource:
Word Wall Routines and
introduce 2-3 new words,
one at a time.
1. Continue to assess the
Performance Indicator in
small groups.
1. Display and review the
following terms from
Shared Reading:
character, setting, sensory
detail. Provide additional
examples from the Shared
Reading text if necessary.
2. Explain that students will
reread a familiar story.
Tell students that they will
practice retelling the story
using the labeled
Handout:
Comprehension Hand
from Daily Lesson 7
Independent Reading to
help them retell the story.
3. Distribute the labeled
Handout:
Comprehension Hand
from Daily Lesson 7
Independent Reading.
1. Display the modeled
writing from Daily Lesson
10 Writing.
2. Explain that students will
edit their stories.
3. Explain that editing means
correcting and preparing
writing for publication to
share with others.
4. Think Aloud about an
editor’s checklist to helpedit the sample story. Ask:
What should I make
sure I have done in my
story? Discuss
responses. The editor’scheck list should contain
the following:
Name of the author
All sentences begin
with a capital letter
Kindergarten
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Lesson: 01
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4. Distribute a set of plastic
letters to each student.
5. Show students the first
high-frequency word card.
Read the word aloud and
ask students to echo.
Instruct students to make
the word with plastic
letters.
6. After the word is made,
model running a finger
under the word and
reading it quickly. Instruct
students to do the same.
7. Continue this routine for
the remaining cards: Show
card, say the word,
students echo, make the
word, read the word.
8. For additional practice,
repeat steps #4-6.
Spaces between the
words.
There is punctuation at
the end of the
sentences.
5. Model checking to see
that the teacher sample
has all of the above and
make edits as necessary.
Learning Applications 1. Display the previously
practiced words.
2. With a partner, students
make the words using
their plastic letters. Tell
1. Continue to assess the
Performance Indicator in small
groups.
1. With a partner, students
select a familiar fictional
text and reread for a
developmentally
appropriate duration.
1. Distribute student writing
from Daily Lesson 10
Writing.
2. Students edit their writing
with adult assistance.
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 91 of 100
them to take turns
scrambling the letters,
spelling the words, and
reading them quickly.
3. Encourage them to use
each word in a sentence.
2. After reading, each group
will use Handout:
Comprehension Hand
as a reference to retell the
story they just read.
3. Actively monitor and
provide support as
needed.
3. Confer with students to
provide targeted
instruction.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask students to share a
sentence using one or
more of the words
practiced.
1. Continue to assess the
Performance Indicator in
small groups.
1. Ask for groups to model
how to use the
comprehension hand to
retell their story.
1. Conduct the Author’sChair routine.
2. Collect student work to
assess the Performance
Indicator.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Kindergarten
English Language Arts and Reading
Unit: 05A
Lesson: 01
Suggested Duration: Days 1-11
Last Updated 05/08/2013 page 92 of 100
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01 Day 2 of 11
©2012, TESCCC 11/08/12 Page 1 of 1
Nursery Rhyme “One, Two, Buckle My shoe”
One, Two 1, 2 Buckle my shoe.
Three, four, 3, 4
Shut the door.
Five, six, 5, 6
Pick up sticks.
Seven, eight, 7, 8
Lay them straight.
Nine, ten, 9, 10 A BIG FAT HEN!
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01 Day 6 of 11
©2012, TESCCC 11/08/12 Page 1 of 1
Character Map
Who is the character?
What is one thing he/she did in the story?
Why does he/she do that?
Draw the character.
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01
©2012, TESCCC 11/08/12 Page 1 of 1
Comprehension Hand
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01 Day 1 of 11
©2012, TESCCC 11/08/12 Page 1 of 1
Five Senses “I can” Chart
With my eyes
I can see...
With my nose
I can smell...
With my mouth
I can taste...
With my hands
I can feel...
With my ears
I can hear ...
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01 Day 3 of 11
©2012, TESCCC 11/08/12 Page 1 of 1
Poetry Puzzle
One (1)
2 Buckle my
shoe
Three (3)
4 Shut the
door
Five (5)
6 Pick up
sticks
Seven (7)
8 Lay them
straight
Nine (9)
10 A BIG FAT
hen
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01 Day 5 of 11
©2012, TESCCC 11/08/12 Page 1 of 1
Story Map: Draw or Write
Title:
Key Events: What happened in the story?
Beginning
Middle End
Characters: Who is in the story?
Setting: Where and when did the story take place? Sensory Details:
Kindergarten English Language Arts and Reading
Unit: 05A Lesson: 01 Day 3 of 11
©2012, TESCCC 11/08/12 Page 1 of 1
Teacher Resource: Action Words & Movements “One, Two, Buckle My Shoe”
Words Actions
1,2, buckle my shoe Students extend arm to count, then stoop down to pretend that they are buckling a shoe.
3,4, shut the door Students extend arm to count, then swing arm as if they are shutting a door.
5, 6, pick up sticks Students extend arm to count, then stoop down to pretend they are picking up sticks.
7, 8, lay them straight Students extend arm to count, then they stand up very straight.
9,10, a big fat hen Students extend arm to count, then students jump and open arms wide.
Kindergarten English Language Arts and Reading
Unit: 01-06
©2012, TESCCC 11/09/12 page 1 of 1
Word Wall Routines New Words Routine Introduce 4-5 new words. Complete the suggested steps for each new word one at a time:
1. Show the word card, explain what the word means, and point out any special features.
2. Say the word and have students echo. 3. Students chant the spelling of the word using a kinesthetic chant or cheer. 4. Students write the word. 5. Students check the spelling of the word as the teacher says the letters one at a
time. 6. Place the word on the Word Wall under the correct beginning letter. 7. Choose a Word Wall Practice Activity to build, read, and/or write the new words.
Review Words Routine Select any 3-5 words from the Word Wall that have been previously introduced. Complete the suggested steps for each word one at a time:
1. Point to the word card and read the word. 2. Students echo the word. 3. Students chant the spelling using a kinesthetic chant or cheer. 4. Students write the word. 5. Students check the spelling of the word as the teacher says the letters one at a
time. 6. Choose a Word Wall Practice Activity to review words.