“Where Food Comes From”€¦ · Kindergarten Unit 4 Theme 1 Page 3 of 64 Learning Outcomes and...

Kindergarten Unit 4 Theme 1 of 64

Kindergarten

Unit 4

“Food”

Theme 1

“Where Food Comes From”

Apple Farmer Annie

http://www.pps.k12.pa.us/pbgh


CCSS English Language Arts Instructional Pathway

Kindergarten, Unit 4 – Food, Glorious Food

Theme 1

Guiding Questions - Where does food come from?

Theme Purpose

In this theme students will begin a Unit Project based on fruits and vegetables. Students will learn about

the genre: opinion writing. They will write about their favorite and least favorite fruits and vegetables.

During this particular theme, it is suggested that you read An Apple for Everyone By Jill Esbaum.

During Phonemic Awareness and Phonics time, students will be introduced to the consonant n.

Students will participate in phonemic awareness activities such as phoneme blending, phoneme identity,

and listening to rhymes.

Students will participate in phonics activities such as picture sorts, blending words, and reading

decodable text. Blending Lines will begin in unit 4. Procedures for how to use these are included in

the pathway.

The high frequency word for this theme is to.

The vocabulary that will be introduced are farmer, market, and organize.

Students will also learn about action words.

During small group time, students will read decodable and leveled readers.

When reading the Big Book, Apple Farmer Annie students will ask and answer questions, describe

connections, figure out unknown words, summarize, and identify the sequence of events.

When reading “From Strawberry Field to Strawberry Jam” from the Big Book of Explorations, students

will read and respond to a nonfiction photo essay, analyze text features, and use captions to get

information.

When Reading the folktale “The Goat in the Chile Patch”, students ask and answer questions, and

figure out unknown words.


Learning Outcomes and Intentions for Theme 1

Learning Outcomes- Students will be able to…

Recognize common types of text.

Recognize and read grade level words and sentences with automaticity.

Identify sound /n/.

Use captions to get information.

Write a sentence.

Learning Intentions – Students need to know…

Informational text teaches us facts, poems contain words that rhyme and repeat and stories have

events that happen at the beginning, middle and the end.

How to identify and read common sight words (to).

How to recognize the letter n and its sound association.

Some texts have illustrations, photographs, and some have captions. Captions give information

about real people, paces, and things.

Sentences begin with a capital letter, end with punctuation and contain an action.

Texts Genre

Big Book: Apple Farmer Annie Informational Fiction

Big Book of Explorations: From Strawberry

Field to Strawberry Jam

Nonfiction Photo Essay

Read Aloud Anthology: The Goat in the Chili

Patch

Folk Tale

Decodable Reader: Can Nan? Nonfiction

Apples for Everyone by Jill Esbaum

Nonfiction


Kindergarten Unit 4 - Theme 1 - Lesson 1

Apple Farmer Annie

Access For All, Small Group, Teacher Choice (timing and/or resources),

Red Flag Students, R Teacher Resource Packet

Morning Meeting /Introduce Unit Project Morning Message, Turn and Talk, Review Concepts

of Print

Phonemic Awareness and Phonics phoneme blending, phoneme isolation, introduce

/n/n, transfer to text Can Nan?

Small Group Time Lessons should be based on DIBELS Next Data

High Frequency Words Introduce: to

Review: go, see, a, like

Building Fluency Steps 1-3 of the Fluency Development Lesson - Lunch

Vocabulary Instruction Oral Vocabulary- farmer, market

Robust- organize

Comprehension: Reading the Big Book Apple Farmer Annie

Skill – Summarize, Strategy – Identify Sequence of events

Writing: Write a list based on the events in Apple Farmer Annie

Small Group Time

***Teacher Read Aloud (can be facilitated at any time of the day.)


L1 Morning Meeting

Lesson Focus: Students will be introduced to the Unit Theme and Project.

Students will participate in a class conversation about food. Students will

discuss the concepts of print.

Read the Morning Message to the students:

What is a favorite fruit or vegetable you like to eat?

MMH p. 750

Introduce Theme AND Unit Project Tell the children that this week they will

be reading and talking about where food comes from and learning about fruits

and vegetables. Facilitate a “Turn and Talk”. Have children answer the morning

message question.

Unit Project: See Below

Reread message to focus on concepts of print. Review Concepts of Print:

Track the print as you say: I will point to each word as I read. I start at the left

and move to the right. Each word I say matches one word in the message I

wrote.

Review high frequency word: a, like

MMH p. 750

Encourage students to read along.

Culminating Project

TEXT TYPE- OPINION

In this unit we learned about opinion writing and how to write an opinion

essay.

PROMPT: What is your favorite fruit or vegetable and why?

What is your least favorite fruit or vegetable and why?

INTERPRETATION

Annotated Notes:

Message should be

written with students

–note: sound and

blend a few words

together.

Share the books that

you will read with

students during this

theme to build

excitement for the

theme.

Concepts of Print: This is an opportunity to utilize the morning message to point out capital letters, ending punctuation, focus letters / sounds, high frequency words, etc.

Decide if you will do

any of the extensions.

If so, tell the students

after they write their

essays, they will make

soup or a fruit salad.

Theme 1

Theme 2


Choose one of the following or use your own creativity to create an artifact in

your classroom.

A giant pot of soup (each student creates a vegetable of his / her

choice and displays it in the pot of soup)

A giant basket of fruit (student creates a fruit of her / his choice

and displays it in the basket of fruit).

Display the student writings under the art display.

PRESENTATION

Students should present their favorite and least favorite to the class.

Encourage students to speak in complete sentences.

Refer to the speaking and listening rubric to assist students with

expectations.

CROSS CONTENT CONNECTIONS

Math: Create a graph of the favorite and/or least favorite foods.

Science: Plant a fruit or vegetable and watch how it grows.

Art: Give students a paper plate and magazines or grocery store circulars

to create a collage of fruits and vegetable.

EXTENSION ACTIVITIES

After reading Growing Vegetable Soup, cook vegetable soup in your

classroom.

Invite students to bring in vegetables to add to the soup.

After reading Vegetables A-Z, create a class ABC book on favorite foods

Create a class cookbook using favorite recipes with fruits and vegetables.

Theme 3

http://www.bing.com/images/search?q=seed+sprout+pumpkin+pie+book&id=85DB074857FC79FA78D873138DE7B2BB78E2E10E&FORM=IQFRBA#view=detail&id=85DB074857FC79FA78D873138DE7B2BB78E2E10E&selectedIndex=0

http://www.bing.com/images/search?q=growing+vegetable+sou;&id=CD96C799F008C31714533F1B8C4E99DBB54101DC&FORM=IQFRBA


L1 Foundational Skills- Phonological Awareness

Lesson Focus: Students will blend phonemes, identify initial sound /n/, review

initial /i/, and /t/. Then they will match the letter n to the sound /n/.

Phonemic Awareness Warm Up

Phoneme Blending

MMH p. 750

Materials: Library CD

Play the rhyme “Apple Harvest.”

Explain to students that a pippin is a kind of apple.

Model blending the following sounds to form words:

/u/ /p/ /t/ /r/ /ē/ /s/ /ē/

Apple Harvest

Up in the green orchard,

There is a green tree.

The finest of pippins,

That you ever did see;

The apples are ripe,

And ready to fall.

And Richard and Robin,

Shall gather them all.

Phonemic Awareness

Phoneme Isolation

MMH p. 754

Materials: Photo Cards: nail, net, nurse, nose, nut, top, table, inch, ink,

inchworm , Alphabet Card: Nn

Model

Isolate /n/

Display the Nn Alphabet Card.

Say: Today we are going to learn a new sound.

Annotated Notes:

Phonological

Awareness

Phonological

awareness provides

the basis for phonics.

Phonics, the

understanding that

sounds and print

letters are connected,

is the first step

towards the act we

call reading.

RISE 3D: Formative

Assessment:

Can children identify

the initial sound /n/?

If NO, see MMH p.

796-797

If YES, see MMH p.

798-799


Listen for the sound at the beginning of nest: /n/.

Nest has /n/ at the beginning.

Say the sound: /n/.

What is the sound?

Repeat with net Photo Card.

Read “Nine Newts Want to Nap” Rhyme and Chime again and have students

say /n/, nod their head, and touch their nose when they hear the /n/ sound at

the beginning of a word:

Nine newts want to jump and run.

Nine newts want to play and have fun.

Now nine newts want to nap in the sun.

Review /i/, /t/

Display the Photo Card for inch.

Say: This is inch.

Say: The beginning sound in inch is /i/.

Repeat for top.

Guided Practice

Display the nail, net, nurse, nose, nut, top, table, inch, ink, and inchworm Photo

Cards one at a time.

Say: Say the name of the picture with me.

Say: Tell me the sound you hear at the beginning of the word.


L1 Foundational Skills- Phonics

Lesson Focus: Students will associate the sound /n/ with the letter Nn

Quick Review of Letter / Sounds using

Letter/ Keyword /Sound Routine: /a/, /s/, /m/, /p/, /t/, /i/

Introduce Nn /n/ Use Sound Spelling Cards to Introduce

Model:

Say: This is the letter n.

The letter n stands for the /n/ sound you hear in nest.

Say the sound with me: /n/.

What’s the name of this letter?

What sound does it stand for?

Model identifying the letter “N” in the title of the Rhyme and Chime.

Guided Practice: DECODING

Have students find the letter n each time it occurs in “Nine Newts Want to Nap”

Rhyme and Chime. Have students mark the letter n with a sticky note or

highlighter tape.

TRANSFER TO TEXT

High-frequency word cards to, go, see

Decodable Reader: Home School Connection Copy of-Can Nan?

•Review high-frequency words: to, go, see.

Say each word and have children repeat. Spell the words aloud.

Model Concepts of Print: Demonstrate book-handling.

Say: I hold the book so that the cover is on the front and the words are not

upside down. I open the book by turning the cover. Then I turn each page as I

read it, starting with the first page and ending with the last page.

Preview and Predict: Ask students what they think the book will be about based

on the cover.

•Read Can Nan? Have students point to each word as they read the text of the

first page.

•If students can sound out the words, tell them to read the rest of the story. If

they have difficulties, assign them a partner or to the teacher led group and

include partner reading, echo reading, and choral reading.

Annotated Notes:

RISE 3A: Share the

Lesson Focus with

students.

MATERIALS:

Nn Sound Spelling

Card, MMH p. 755 ,

Sing, Talk, Rhyme

Chart 27, MMH p.

786, Pre-

Decodable: Can

Nan?

Decodable stories

should be revisited

and practiced

throughout the

theme to develop

accuracy first, then

to build fluency of

reading connected

text.

RISE 3D:

Can students

match the letter n

to the sound /n/

and write Nn?

If NO, see MMH p.

796-797

If YES, see MMH p.

798-799


•Reread Can Nan? for Fluency

•Respond to the Book, (MMH p. 786) by checking comprehension.

*(Although the title of the decodable book in the teacher’s edition Tap It, Nan

Min! is different from the decodable text which is Can Nan? the questions are still

relevant to the text.)

Options for Reading Text: Independent Reading, Partner Reading, Choral

Reading, Echo Reading. Select option for reading text based on student needs.

Struggling readers can work in a small group with the teacher while other

students work in pairs.

ENCODING: Practice writing Nn on slates.

Transition with purpose: As you transition sing the Apple Harvest song

from the phonemic awareness warm up or another food related song.


L1 Small Group/DI/Centers

Teacher Group

Phonemic Awareness

MMH: phonemic awareness,

identify initial sound /n/ p.796

Phonics Options for Theme

reread decodable reader

MMH p.786

reinforce /n/n and blend

sounds to form words,

sound/letter correspondence

and blend with /n/n, MMH

p.800

blend with initial and final

/n/n, /a/a, /t/t, and/i/I, blend

sounds with cvc words, MMH

p.805

blend /n/n, /a/a, /p/p, and/i/I,

blend sounds in cvc words,

MMH p.808

reinforce initial sounds /n/n,

/i/I, and /t/t, sound/letter

correspondence, MMH p.812

Independent Groups

Options

Independent Work Stations MMH p.

748-749

Kindergarten Alphabet Center Activities

Teacher Created Centers

Phonemic Awareness

Fifty Nifty Activities: play with a partner

“Tap It, Map It, Zap It” Using introduced

sounds, have the students play the

previously taught activity. p.12

CLO- Gr K Unit 4 Theme 1- A (Phonemic

Awareness-Initial Sound of n)

Phonics

word work, Making Word Pies activity,

MMH p.748

write Nn and other introduced letters,

MMH p.748

Nn, Pat and Pam’s Ride activity, MMH

p.797

CLO- GrK Unit4 Theme1- A (Phonics- n)

Annotated

Notes:

THESE ARE

OPTIONS

TEACHERS

SHOULD USE

DATA TO

DETERMINE

APPRPORIATE

INSTRUCTION

L1 High Frequency Words

Lesson Focus: Students will be able to read the high frequency word to after they

review previous high frequency words.

MMH p. 753

Materials: High Frequency Word cards: to, go, see, a, like; Sing, Talk, Rhyme

Chart p. 27

High-frequency word routine:

Review all previously taught High-Frequency Word Cards.

Depending on student needs, echo or choral read during review.

Introduce: to

Annotated Note

RISE 3A:

Communicating

with Students

Lesson Focus and

Rationale- Tell

students they will

learn new words

today and how to

read, spell and

write them.


Review: go, see, a, like

Point to the word card for to.

Say: This is the word to.

Read it with me: to.

Spell the word.

Spell the word with me: t-o.

What’s the word? to

High Frequency Word Routine

SAY - Point to and say the word.

SPELL - Spell the word.

READ - Have the students read the word.

WRITE - Have the students write the

word in their Word journal.

USE – Use each words in a sentence.

REVIEW – Review high frequency words from

previous lessons.

Read the Rhyme and Chime

Read the Rhyme and Chime and have students identify the high-frequency word

to on Sing, Talk, Rhyme Chart p. 27

This is a quick

routine. It also can

occur during small

group time.

Student may enter

high frequency

words in their

journals


L1 Fluency

Lesson Focus: Students will listen to a passage read fluently and participate in

a class discussion about the passage in order to increase their fluency.

The Fluency Development Lesson (FDL): Synergistic Fluency Instruction

Steps 1-3: Introduction, Initial reads, Take Home

1. The teacher introduces a new short text and reads it to the students two

or three times while the students follow along silently. The text can be a

poem, segment from a basal passage or trade book selection, etc.

2. The teacher and students discuss the nature and content of the passage as

well as the quality of teacher’s reading of the passage.

3. The students take a copy of the passage home to practice with parents

and other family members.

Lunch

We have to go to lunch

Yes, we do

We like to eat bananas

Do you?

Annotated Notes

RISE 3A:

Communicating with

Students

Lesson Focus and

Rationale: Read new

words in a poem.

Grade Level Fluency

Goals:

K: Fluency at the

letter, sound and

word level (develop

automaticity)

-recognize and read

sight words in text

L1 Vocabulary

Lesson Focus: Students will think about exciting new words and how to use

them. They will understand that deep and broad word knowledge will help

them to be better readers, writers, and communicators.

Introduce Oral Vocabulary: farmer, market

Robust Vocabulary words: organize

MMH p.751

Materials: Sing, Talk, Rhyme Chart p. 26 Biscuits in the Oven

Oral Vocabulary: farmer, market

Build Background: Where Food Comes From

Say: What do you like to bake? What ingredients do you use?

RISE 3A:

Communicate Lesson

Focus to students.


Discuss the photograph

Ask students to talk about what is happening in the photo.

Invite students to share thoughts on how their own experiences baking are the

same or different from the one in the photograph.

Explain that yeast is a special ingredient that makes biscuits rise.


L1 Comprehension

Lesson Focus: Students will listen to and respond to a story. They will summarize

to identify sequence of events to help understand the story.

Display the cover and read the title aloud with children as you track the print.

Prepare to Read the Big Book

MMH p. 752

Materials: Big Book: Apple Farmer Annie

Big Question: Where does food come from? How do families prepare and enjoy

food?

BEFORE READING

Selection Concept(s) - How does this selection connect to the Big Question?

The text illustrates food comes from different places by addressing the question “

How do families get apples? “

Preview and Predict

Display the cover.

Say: Now let’s read about a farmer who grows apples.

Read the title and the name of the author/illustrator as you track the print.

Say: What do you think this story might be about?

Genre

Tell students this book is an informational fiction story.

It gives real information about something, but it did not really happen.

Strategy: Summarize

Say: A good way to understand a story is to think about the important events

and the order in which they happen.

As I read a story, I remind myself of important things that have happened.

Skill: Identify Sequence of Events

Say: It is also helpful to remember the order in which events happen. The cover

shows someone picking apples.

RISE 3C Engaging

Students:

Formative

Assessment: Use

the text dependent

questions and

other queries to

engage students in

a conversation

about the text.

Incorporate

additional

questions based on

your students and

possible

misconceptions

into the text

discussion where

appropriate.

RISE 3D:

Formative

Assessment: Can

children answer

questions to help

understand a

story? Can

children begin to

retell a story.

List names of

students struggling

and work with

them during small

group time.


I wonder if this happens at the beginning of the story. As I read, I will think

about the important events in the story and which events come first, next, and

last.

Read the Big Book

Set the purpose for reading:

Say: As you listen to the story, pay attention to what happens first, next, and last.

Vocabulary to Support Understanding of Text

Page Words Define Clues/Supports

p. 6 farmer A farmer is a person who owns

or manages a farm.

illustration

p. 6 orchard An orchard is an area of land on

which fruit trees are grown.

illustration

p. 10 organizes If you organize an event you

make all the arrangements for it.

Text clue (sorts);

illustration

p. 12 cider Cider is a drink made from

apples.

illustration

p. 18 market A market is a place where things

are bought and sold, usually in

the open air.

p. 18 sell If you sell something, you let

someone have it in exchange for

money.

Pantomime

exchanging apples

and $.

p. 20 load If you load a vehicle, you put a

large quantity of things into it.

Use gestures to

pretend to load a

truck.

p. 22 stand A stand is a small shop or stall,

outdoors.

illustration

p. 24 customers A customer is someone who

buys goods or services.

illustration

Skill

Identify Sequence of Events – Remind students that one way to remember the

important parts of a story is to think about what happens first, next, and last.


Demonstrate the importance of understanding the order of events by reading

pages 20-21, then pages 16-17, and then pages 8-9.

Say: When I read the pages in the wrong order they are very hard to understand.

I don’t know what Annie is taking to the market in the city or what she is

cooking. When I put things in the right order, the story makes sense.

READ Apple Farmer Annie

Use Turn and Talk for Some of the Queries

PAGES 6-7

Annie is an apple farmer. She has a big orchard of apple trees. End of page

Query: Think about the words and the pictures. What is an orchard?

(Annie has lots of apple trees growing on her farm. An orchard is where lots of

fruit trees grow together. )

PAGES 10-11

She grows many kinds of apples. She sorts and organizes them.

End of page

Query: How did she sort the apples?

(The picture shows groups sorted by color and type of apple.)

Follow-up: Why would Annie sort or organize the apples?

(In order to pick out the best apples, to pull out the bad apples, to group them

according to size and type, etc.)

PAGES 12-13

Annie uses some of the apples to make sweet apple cider. End of page

Query: What do you think apple cider is? Look carefully at the pictures. What do

they tell you about how the apple cider is made?

(Students use the illustrations to define apple cider as juice.)

PAGES 13-15

The illustrations show how cider and applesauce are prepared. End of page

Query: How is the preparation of these foods the same? How is the preparation

different? (Cider is prepared outside and applesauce, inside; applesauce is


cooked, but not cider; cider is a liquid, etc. Students should be able to state that

they were able to use the pictures to gain this information.)

PAGES 20-21

She loads everything into her truck and drives into the city. End of page

Query: Where is any going?

(The text states that Annie is going to the city. The picture also shows us

because there are tall buildings and lots of cars and these things are more

common in a city.)

PAGES 20-21

Query: Let’s look at the pictures of Annie’s farm and the city. How is the city

different from Annie’s farm?

(The pictures show that the city has more buildings, more people, few farms or

apple trees, etc. Her farm has a lot of trees and plants but, few buildings and

roads.)

PAGES 24-25

Lots of customers come to Annie’s stand. End of page

Query: The people that come to Annie’s stand are customers. What are these

customers going to do?

(Based on the illustrations, the customers will look at the fruits and buy.)

Follow-up: Why do you think the customers come to buy apples and apple

foods from Annie?

(Based on the events of the story and the differences students found between the

city and the farm, they should conclude that the people buy from Annie because

they do not live near apple trees, they cannot make apple foods, etc.)

What other apple recipes would you like included at the end of the story?

How would you get the apples you need for your recipe?

(From an apple farm, a farmers’ market, or from a grocery store)

After Reading

Retelling: Prepare a chart with beginning, middle and end.

Invite students to fill in the chart with events that happened in the text. R

Use retelling cards as a cue if needed.


Students can complete with partner as an additional activity during

small group time.

Final Query

Respond to Literature: Talk About It

Say: What did Annie do with the apples?

Turn back to text to prove if students were correct.

Strategy

Summarize – Remind students that thinking about the important parts of a story

will help them understand it.

Say: What were some of the important things that happened in Apple Farmer

Annie?

Writing Connection: Shared Writing: A Numbered List

MMH 757

Create a list of what Annie does with her apples. The list should be

written in order

Reread the text to support this

Use words like first, next

Number the list. Tell the students that the steps are numbered. A list like

this helps us remember what comes first, next and last.

Save the list to refer to in other writing activities for this theme.

What Annie Does

1. Annie picks apples.

2. Annie sorts apples.

Option: Students write the list with you.

Beginning Middle End



Teacher Led

Fluency /Automaticity

Review letters / sounds

learned and practice for

automaticity by randomly

reading using chart

provided

Vocabulary:

reinforce high-frequency

words“ Food For A Day”

MMH p.801

Comprehension:

Leveled Reader “Food For

a Day”, identify sequence

of events, MMH p.801 &

p.805

“Tap It, Nan Min!” and

“Food For a Day”, identify

sequence of events,

MMH p.812.

Independent Groups

Options:

Work on Apple Projects listed above R

Independent Workstations- Cross

Curricular Activities

Kindergarten Center Activities

Teacher Created Centers

Fluency:

CLO- Gr K Unit 4 Theme 1- A (Fluency-

Decodable Story- Nan’s Land)

CLO-Off-Line worksheet #KR073

Vocabulary:

Partner read word cards with high-

frequency words that have been

introduced.

Comprehension:

Read about Food activity, MMH p.749

Before and After activity, MMH p.805

Draw Nan activity, MMH p.809

CLO- Gr K Unit 4 Theme 1- A

(Comprehension- Sequencing events)

Refer to

Kindergarten Unit of

Study:

THESE ARE

OPTIONS TEACHERS

SHOULD USE

DATA TO

DETERMINE

APPRPORIATE

INSTRUCTION


Kindergarten

Unit 4 Theme 1 - Lesson 2



Morning Meeting – Morning Message; Turn and Talk; Review Concepts of Print; Oral

Language

Phonemic Awareness and Phonics – Phoneme Blending, Review i-n-p, Blend with /n/n,

Transfer to Text: Reread Can Nan?

Small Group Time Lessons should be aligned to DIBELS Next data

Building Fluency Steps 4-6 of the Fluency Development Lesson - Lunch

Vocabulary Instruction farmer, market, *organize

Comprehension Apples for Everyone by Jill Esbaum (District Provided Title)

Genre: nonfiction Task: Chart the life cycle of an apple

Write About It: Write a Summary of life cycle of an apple

Handwriting Nn

Small Group Time

Teacher Read Aloud (can be facilitated at any time of the day)


L2 Morning Meeting

Lesson Focus: Students will participate in a collaborative conversation about the

morning message and discuss the concepts of print.

MMH p. 750

Write the morning message with the students:

What is a fruit you like to eat?

Facilitate a “Turn and Talk”.

Reread message to focus on concepts of print. Encourage students to read

along.

Model Concepts of Print: Point to each word in the sentence as you read it

aloud. Say: Each word I say matches one word I have written. Words I say

can be written down. Let’s read the sentence together. Track the print as

you reread the message.

Oral Language -Theme Connection

MMH p. 759


Tell students you are going to talk about the foods Annie makes in the book

Apple Farmer Annie.

Say: A farm is a place where people grow plants and raise animals. A lot of the

food we eat comes from farms. Farmers are the people that work on farms.

What are some things farmers do?

Model

Say: Annie is an apple farmer. That means she works on an apple farm. She

grows apples and makes different things with them. What are some of the things

that Annie makes?

Create a Chart

Create a list of foods made from apples.

Say: One of the foods Annie makes from apples is applesauce. I will put

applesauce on our list. She sells the apple sauce at market. A market is where

food and other things are sold. What would I see at a farmer’s market?

Annotated Notes

Message should be

written with

students.

Concepts of Print:

Point out capital

letters, ending

punctuation, focus

letters / sounds,

high frequency

words, etc.



Lesson Focus: Students will blend phonemes into words. Then they will blend

sounds into words.


Phoneme Blending

MMH p. 758

Materials: Listening Library Audio CD

Have children listen to the rhyme.

Model blending the following sounds into words.

/h/ /o/ /t/ /i/ /n/ /i/ /t/

Pease Porridge Hot

Pease porridge hot,

Pease porridge cold.

Pease porridge in the pot,

Nine days old.

Some like it hot,

Some like it cold.

Some like it in the pot,

Nine days old.

Phonemic Awareness

Phoneme Blending

MMH p. 766

Model

Model how to blend the sounds in the word nap.

Say: I am going to say the sounds in a word. Listen as I say each sound: /n/ /a/

/p/. I can blend these sounds together: nap. Say the sounds with me: /n/ /a/ /p/,

/nnnaaap/, nap. What is the word? nap.

Repeat the routine with pan.

Guided Practice/Practice

RISE 3A: Share

the Lesson Focus

with the students.

RISE 3D:

Formative

Assessment: Can

students orally

blend sounds to

form words?


Say the sounds.

Say: I am going to say the sounds in a word. Listen as I say each sound. Then

blend the sounds together to make a word.

Students blend the sound to form words. Guide practice with the first row using

the same routine.

/n/ /i/ /p/ /n/ /e/ /t/ /n/ /ē/ d/

/m/ /a/ /n/ /k/ /ā/ /n/ /n/ /u/ /t/

Quick Check: Can students orally blend sounds to form words?


Lesson Focus: Students will match initial I, n, p to the sounds /i/ /n/ /p/.

Then they will blend sounds to form words.

MMH p. 767

Materials: 50 Nifty; Concept Maps, pp. 25-27, Large letter cards: i, n, p, dry

erase boards and markers

Review i /i/, /n/ n, /p/ p Use letter / keyword/ sound routine

Introduce / Model

Display the “n” letter card.


The letter n stands for /n/.

You hear /n/ at the beginning of nest.

What is the letter name?

What sound does the letter stand for?

Repeat for the letters i and p.

Say: Listen as I say a word: nip.

The beginning sound in the word nip is /n/.

The letter n stands for the /n/ sound. I’ll write n.

Repeat with pit.

Annotated Notes:

RISE 3A: Share Lesson

Focus with students.

RISE 3D: Formative

Assessment: : Can

children blend sounds in

words with /n/ n, /i/ i,

/p/ p? If NO, see MMH

Treasures pp. 800-801

If YES, see MMH

Treasures pp. 802-803

Encoding Practice can be

used as a formative

assessment opportunity

RISE 3d

Options for Reading

Text: Independent


Guided Practice / ENCODING

Say: Listen as I say a word.

Write the letter that stands for the beginning sound.

net pan inch pine itch nail nap it

MMH p. 768

Materials: Large letter cards: a, i, n, N, p, s, t

DECODING : Blending with /n/ n

Model

Model blending nip using letter cards and the pocket chart.

Use the cumulative blending strategy on MMH p. 768 to blend each word.

Repeat the routine with nap.

Guided Practice

Children repeat the blending routine after you for the following words:

Nat Nan pan pin nip nap tap sap sip

Transfer to Text: Reread Decodable Story: Can Nan?

Reading, Partner

Reading, Choral Reading,

Echo Reading. Select

option for reading text

based on student needs.

Struggling

readers can work in a

small group with the

teacher while other

students work in pairs.



Teacher Group Options

Phonemic Awareness:

phoneme isolation

and phoneme

blending, identify

initial sounds and

blend sounds, MMH

p.800

Fluency:

“Sit, Tip”, echo-read,

MMH p.797

phonics,“ Food For a

Day”, echo-read, MMH

p.805

Activities to Support

DIBELS Next Data

Independent Groups

Trace and write high frequency words in journals

Phonemic Awareness:

Fifty Nifty Activities: play with a partner

“Tap It, Map It, Zap It” Using introduced sounds,

have the students play the previously taught

activity. p.12

CLO- Gr K Unit 4 Theme 1- A (Phonemic

Awareness-Initial Sound of n)

Phonics:

word work, Making Word Pies activity, MMH

p.748

write Nn and other introduced letters, MMH

p.748

Nn, Pat and Pam’s Ride activity, MMH p.797

Nn, Nests activity, MMH p.801

CLO- GrK Unit4 Theme1- A (Phonics- n)

Annotated

Notes:

THESE ARE

OPTIONS

TEACHERS

SHOULD USE

DATA TO

DETERMINE

APPRPORIATE

INSTRUCTION

L2 Fluency

Lesson Focus: Students will read a familiar passage chorally, and with a partner

in order to increase their fluency.


Steps 4-6: Choral Read, Small Group Read, Take Home

1. Teacher and students read the passage chorally several times. Antiphonal

reading and other variations are used to create variety and maintain

engagement.

2. The teacher organizes student into pairs or trios. Each student practices the

passage three times while his or her partner listens and provides support and

encouragement.

3. The students take a copy of the passage home to practice with parents and

other family members.

Annotated Notes

RISE 3A:

Communicating

with Students

Lesson Focus and

Rationale

State the Lesson

Focus to the

students and

explain that

learning to read

high frequency

words in text will

help them become

better readers.


Lunch


Yes, we do


Do you?

Grade Level

Fluency Goals:

K: Fluency at the

letter, sound and

word level (develop

automaticity)

L2 Oral Language and Robust Vocabulary

Lesson Focus: Students will be able to recognize examples of appropriate

contexts for new tier 2 words and practice oral language skills

Vocabulary Enhancements – Tier Two Words

Use Turn and Talk

Student friendly explanation:

In the story Apple Farmer Annie it says that Annie sorts and organizes her apples.

When someone organizes a group of things, they arrange or put them in an

order that makes sense to them.

Example: If a little girl wanted to organize her toys, she might put all her dolls

on the shelf, all her games in a box, and all her stuffed animals on her bed.

Ask: If someone gave you a big box full of new markers, crayons and paints, how

would you organize it? Begin your sentence with “I would organize my art box

by…”

Ask: What’s the word that means “to put things in an order that makes sense”?

Tier Two Words

-Students should repeat each word to support pronunciation.

- Display in classroom

Annotated Notes:

RISE 3A:

Communicating

with Students

Lesson Focus and

Rationale

See Lesson 1

RISE 3D:

Formative

Assessment:

While engaging in

the vocabulary

routine, monitor

student responses.

Encourage students

to use targeted

vocabulary words

in responses


L2 Comprehension

Lesson Focus: Students will focus on making sense of a text using a

question/answer format, tracking print from left to right, and using illustrations to

make meaning.

Text: Apples for Everyone By Jill Essbaum

District Provided Text for Unit 4

CCSS RI K.1 With prompting and support, ask an answer

questions about key details in text.

CCSS RI K.2 With prompting and support, identify the

main topic and retell key details of a text.

CCSS RI K.7: With prompting and support describe the

relationship between illustrations and the text in which they appear.

Before Reading

Preview the Cover and Title, Introduce the Author

Purpose for Reading

Introduce the Genre. Tell the students this is a non-fiction text.

Say: Non-fiction text teaches us information.

This book will teach us many things about apples.

Optional: Conduct a Taste Test of Yellow, Green and Red Apples prior to

reading for motivation.

Set Purpose

Say: As we read we are going to find out how apples grow, different things we

do with apples and discover different types of apples.

During Reading

Stop and ask questions and do model think alouds to make sure students are

constructing meaning. Use of photographs will aid in comprehension of the big

ideas.

After Reading

Annotated Notes:

RISE 3A:

Communicating

with Students

Learning outcome

and Rationale

Teacher Notes:

Additional

Response and

Cross Content

Activities to be

completed

throughout the

unit:

Math Connection

Graphing Activity

(what do you like

better- juice or

applesauce)

Art /Science

Activity (Apple tree

throughout the

seasons

Science :Labeling

the Parts of an

Apple

Science – Growing

and sprouting


Turn and Talk – encourage students to talk to a partner about

something new they learned. Share a few responses with the group.

CLOSE READ: After initial read, reread for the purpose of charting the cycle of

how an apple grows.

Say: We are going to reread to find out how an apple grows. As we find out the

information, we are going to write it on our chart.

Chart the Life Cycle of An Apple.

Write About It:

Write a Summary after the charting.

Optional After Reading Activity: Use of Technology

http://youtu.be/0DDDBwk_-bM :Life Cycle of An Apple (you tube song and video)

http://youtu.be/mNKH-Ayp2mc : Fun song about apples, parts of an apple and

foods we get from apples

http://youtu.be/chNwmpqSa78 : Apple tree animation of life cycle

seeds

Science: Charting

the life cycle of an

apple

L2 Handwriting

Benson Handwriting Nn

Model Letter Formation

Practice: Student Practice Book

Homework / Independent Practice of Letter

Annotated Notes:

Follow Benson

Handwriting, When

reviewing or

introducing the

letter formation,

use the pages

noted.

http://youtu.be/0DDDBwk_-bM

http://youtu.be/mNKH-Ayp2mc

http://youtu.be/chNwmpqSa78


L2 Small Group/DI/ Centers

Teacher Led Options:

-Reread story and complete

retelling activities for students

struggling with retelling.

- Text Talk Story with a small

group to work on

comprehension.

Independent Groups

-Independent Work Stations

-Unit Project Work

-Teacher Centers

Vocabulary

Partner read word cards with

high-frequency words that have

been introduced.

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO DETERMINE

APPRPORIATE INSTRUCTION


Kindergarten

Unit 4

Theme 1, Lesson 3

Apple Farmer Annie

Morning Meeting - Morning Message; Turn and Talk; Concepts of Print; Oral Language- farmer,

market – Create a Word Web

Phonics and Word Study – Recognize Rhyme; Phoneme Isolation: /n/; Review: /n/n, /t/t;

Blend with /n/n; Read Words; Transfer to Text – Can Nan?

Small Group Time – Lessons should be aligned to DIBELS Next Data

Building Fluency – Fluency Development Lesson Steps 7-10; Lunch

Comprehension: Big Book of Explorations: “From Strawberry Field to Strawberry Jam”

Text Feature: Captions

High Frequency Words to – practice, apply, read for fluency

Robust Vocabulary Instruction organize

Oral Grammar action words

Small Group Time

Writing and Handwriting

Nn from Benson; Independent Writing Sentences

Teacher Selected Read Aloud (can be facilitated at any time of the day)


L3 Morning Meeting

Lesson Focus: Students will be able to read and respond to a science

article. Then they will analyze the text feature captions.

MMH p. 770

How does food get from the farm to us?

Facilitate a “Turn and Talk”

Model Concepts of Print: Say: The message moves across from

left to right. When I come to the end of a line, I sweep back to

the left and begin to read the next new line. Who can show me

how to read the message? Have children track the print.

Review High-Frequency Words: to, see, we, like

MMH p. 771

Oral language to Connect to Theme


Review: wheels, adventure

Foods Farmers Grow

Discuss the kinds of foods that grow on farms.

What kinds of foods do farmers grow? What do they make with those

foods?

Create a Word Web

Write Foods We Grow in the center of the word web. Create a word

web by having students brainstorm foods that farmers grow.

Annotated Notes

Message should be written with

the students.

Concepts of Print: Point out

capital letters, ending

punctuation, focus letters /

sounds, high frequency words,

etc.


Say: One food farmers grow is strawberries, so I will write strawberries

on the web.


Lesson Focus: Students will recognize rhyme in word pairs from a song.

Then they will Identify initial and final /n/.


Recognize Rhyme

MMH p. 770

Materials: Listening Library CD

Play the song “Apple Harvest” and invite students to join in. Say the

following word pairs and point out that they have the same ending

sounds: tree/see, fall/all.

Apple Harvest

Up in the green orchard ,


The finest of pippins ,



And ready to fall.



Sing the alphabet song using

the CD and big book!

Make sure you and the

students are finger tapping

while saying each sound.

Foods We grow

strawberries

lettuce

carrotstomatoes

peas


Phonemic Awareness

Phoneme Isolation

MMH p. 774

Materials: Alphabet Card Nn; sound spelling card: ten; Sound Boxes and

markers or counters

Isolate /n/

Model

Display the alphabet card for Nn - nest.

Say: We are going to listen for /n/ in words.

Listen for /n/ in the word nest.

Say the word with me: nest.

The sound /n/ is at the beginning of nest.

I’ll put the marker in the first box because I hear /n/ at the beginning of

the word nest.

Repeat with nap.

Display the sound-spelling card for ten.

Say: Listen for /n/ in ten.

Say the word with me: ten. The sound /n/ is at the end of ten.

I’ll put the marker in the last box because I hear /n/ at the end of the

word ten.

Repeat using the word pin.


Distribute Sound Boxes and markers to students. Students place

markers in Sound Boxes to show the position of the /n/ in words. Guide

practice with the first row, using the same routine.

Say: Listen as I say a word.

Then you say the word. Use the marker to show if you hear /n/ at the

beginning or end of the word.

Use the Sound Box.


net pen nap pan

nip Nat can nut

L3 Phonics

Lesson Focus: Students will practice letter sound relationship with /n/n,

/t/t and blend sounds into words with /n/n.

Letter Name/Sound Routine

Use Sound Spelling Cards to review /a/, /s/, /m/, /p/, /t/, /i/. /n/

Materials: Letter cards n, t for students, Photo Cards: pen, hat, Sound

Boxes

MMH p. 776

Review /n/ n, /t/ t

Model

Display the pen Photo Card.

Say: This is a picture of a pen.

The word pen has the sound /n/ at the end.

I will place the n letter card in the last sound box because I hear /n/ at

the end of the word pen.

Display the hat Photo Card.

Say: This is a picture of a hat.

The word hat has the sound /t/ at the end.

I will place the t letter card in the last sound box because I hear /t/ at

the end of the word hat.


Distribute n and t letter cards and Sound Boxes to students.

Say: Listen as I say each word.

Place the letter card in the Sound Box for the sound at the end of each

word.

Students identify final letter sounds. Guide practice with the first row.

Can students blend sounds in

words with /n/ n?

If NO, see MMH p. 804-805.

If YES, see MMH p. 806-807.


can hot ten set at ran sun cot

Materials: Letter cards a, i, m, n, N, t

MMH p. 776

Blend with /n/ n

Model

Place the Large Letter Card N in the pocket chart.

Say: This letter is the capital N. This stands for the sound /n/. Say /n/.

Place the Large Letter Card a next to N. Move your hand from left to

right.

Say: This is the letter a. The letter a stands for the sound /a/. Listen as I

blend the two sounds together, /nnnaaa/. Now you blend the sounds

with me: /nnnaaa/.

Place the Large Letter Card t next to Na.

Move your hand from left to right.

Say: This is the letter t. The letter t stands for the sound /t/. Listen as I

blend the tree sounds together, /nnnaaat/. Now you blend the sounds

with me: /nnnaaat/, Nat. What is the word? (Nat)

Repeat with tin.

Practice

Have students repeat the blending procedure using these words, using

the cumulative blending routine. Guide practice with the first word.

N

a N

t a N


Min man tan an

pan pin nip nap

Read Words

Apply

Write the words and sentences on the board.

Guide students in blending the first two words, then have students read

the sentences.

Nat

Min

in

We see Nat

We see Min.

We go in to the

Transfer to Text – Decodable Readers

MMH p. 786

Materials: Decodable Reader: Can Nan?

Student Consumable Copy is Suggested

Reread Can Nan?

Follow the suggested routine developed on day 1.

Review high frequency words and decodable words prior to

reading.

Assign students to read independently, with partners or in

teacher group.

Reread for accuracy and fluency.

Provide feedback and corrections as necessary.

Check for comprehension by using the following prompts: Which

fruit does Nan see first? What will Nan do after she puts the

food in her cart?



Teacher Groups

phoneme isolation identify

initial and final /n/, MMH

p.804

Independent Groups

-Unit Projects

-Complete activities in small group from

teacher led.

-Alphabet Activities

-Teacher Choice

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO DETERMINE


L3 Fluency

Lesson Focus: Students will read a poem fluently.

The Fluency Development Lesson (FDL): Synergistic Fluency

Instruction

Steps 7-10: Choral Read, Word Discussion/Activities, Take Home

7. Teacher and students read the passage chorally several times.

8. The students and their teacher then choose 4 to 5 interesting

words from the text to add to the individual students’ word banks

and/or the classroom word wall.

9. Students engage in 5-10 minutes of word study activities (e.g.

word sorts with word bank words, word walls, flash card3 practice,

defining words, word games, etc.)

10. The students take a copy of the passage home to

practice with parents and other family members.

Lunch


Yes, we do


Do you?

RISE 3A: Communicating with

Students- Share the lesson

focus and rationale with

students.

Explain that learning to read

with prosody will help them to

better understand what they

read.

Modeling: When modeling, be

sure to read with prosody and

enunciate each word.

RISE 3D: Using assessment to

inform instruction: Can students

read the words? If not, reteach

in small group setting.

-Partner students using the 1-

20 Routine.

-Teacher should pull the below

basic students to a small group

to provide support while

reading. During this reading,

provide students with a

selected segment of the text

as a scaffold to lessen the

cognitive load and allow more

practice with connected text.


L3 Comprehension

Lesson Focus: Students will read and respond to a science article.

Them they will analyze the text feature “captions” get information.

MMH p. 772

Materials: Big Book of Explorations p. 43-46

Genre: Nonfiction Photo Essay

Say: Our selection today is nonfiction. It tells real information about

how strawberry jam is made. The photographs will show how

strawberries start in a field and are then made into jam. Remember, in

Apple Farmer Annie we learned how apples start on trees and are then

made into many food items.

Text Feature: Captions

Say: Remember, we learn from words in books. We also learn from

pictures. Sometimes authors put words under pictures to help us

understand what the pictures show. The words under the pictures are

called captions.

Point to the caption on page 44.

Say: I see a photo of a boy putting sugar on strawberries and a photo

of lemons. I read the caption. The cook adds lemon juice and sugar.

The caption tells what the photographs shows.

Read From “Strawberry Field to Strawberry Jam”:

Preview and Predict: Turn to page 43. Read the title.

Say: What do you think we can learn from this selection?

Content Vocabulary: Ask students to use the content words pick,

mix, cook, and pour in a sentence and pantomime the action.

Set the Purpose: Tell students that as they listen to the

selection, they can use the photographs to see what is needed

to make strawberry jam.

Respond to Literature

Ask: What is the first step in making strawberry jam? What’s

next? Then what? Finally?

Summary Writing

Annotated Notes:

RISE 3A: Share the Lesson Focus

with the students.

CCSS RI K.1With prompting and

support, ask an answer questions

about key details in text.

CCSS RI K.2 With prompting

and support, identify the main

topic and retell key details of a

text.

CCSS RI K.7: With prompting

and support describe the

relationship between illustrations

and the text in which they

appear.


Write About It:

Have students draw a picture of themselves making a snack with

an adult. What ingredients do you need? Ask them to say a sentence

describing the picture. Write it underneath their picture as a caption. R

After reading “From Strawberry Field to Strawberry Jam”, write a

summary of the article using the Write Tools “Name It, Verb It, Big

Picture” strategy.

Example: “From Strawberry Field to Strawberry Jam”, by Lana Reyes,

explains how strawberry jam is made.


Lesson Focus: Students will use the high frequency words routine to review the

targeted word to.


Review all previously taught High-Frequency Word Cards. Depending on student

needs, echo or choral read during review.

High Frequency Word Routine




WRITE - Have the students write the words.


REVIEW – Review high frequency words from previous

lessons.

Materials: High Frequency Word Cards: I, we, go, to, the

Photo Cards: farm, car, table, zoo; Big Book of Explorations p. 43-46

MMH p. 774

Review: to

Display the high-frequency word card for to.

Ask students to read the word. Point to each letter and have students say the

letter name with you.

Then say the word together again.

Annotated Notes:

This is a quick

routine. It also can

occur during small

group time.

Can students read

the words?


Model

Say: I am going to read a sentence from “From Strawberry Field to Strawberry

Jam”.

Read the sentence on page 54

Say: Strawberry jam is fun to make.

Point out the word to in the sentence.

Practice

Read the following sentences about the selection. Tell students to hold up their

word card when they hear the word to.

I like to go strawberry picking.

I carry the jam to the table.

Apply

Build sentences in the pocket chart using high-frequency word cards and Photo

Cards.

I go to the _____.

We go to the _____.

Read for Fluency

Have students use the Take Home book in the Activity Book, pp. 7-8 or Practice

Book, pp. 83-84 to review high-frequency words and practice fluency.


L3 Vocabulary

Lesson Focus: Students will recognize examples of new vocabulary

words in different situations.

Vocabulary Enhancements – farmer, market, *organize

Example/Non-example

If I say something that sounds organized say, “That’s organized”. If I

do not, don’t say anything. Tell why!!

A drawer with socks, underwear, and shirts all mixed together.

A kitchen cabinet with plates on one shelf, cups and glasses on

another shelf, and bowls on another shelf.

A classroom where all the games are put away, the chairs are

pushed in, and the students are standing in line order.

A market that has special sections for meat, fruits and

vegetables, and mild and cheese

L3 Oral Grammar

Materials: Big Book: Apple Farmer Annie; Photo Cards: horse,

astronaut, kitten, ladybug, rabbit

MMH p. 778

Action Words

Model

Use the Big Book Apple Farmer Annie to discuss action words.

Point to Annie on the cover as you say: Annie picks apples.

Ask students which word tells what Annie does.

Explain that picks is an action word.

Turn to page 11. Point to the cat as you say: The cat runs after

the mouse. Tell students that the word runs is an action word, too.

Reviewing Words:

-When reviewing words, read the

word and student friendly

explanation

-Students should repeat each

word to support pronunciation.

-The words and explanations

should be displayed in the

classroom

During the Interaction with

words:

- encourage students to use the

new word in their response

-have students explain thinking

Possible Misconceptions:

-if students use words incorrectly

with regard to tense or syntax,

model correct usage.


Practice

Show Photo Cards for astronaut and horse.

Say: I will read some sentences about the Photo Cards. Nod your

head when you hear the action word in each sentence.

The horse jumps over the gate.

The astronaut walks on the moon.

Have the students make up their own sentences about the other Photo

Cards and guide them to use an action word in each sentence

L3 Writing and Handwriting

Handwriting:

Practice target letters.

Use Benson Formation and Teacher Created materials for extra practice.

Writing: MMH 779 Independent Writing: Sentences

Use the numbered list from lesson 1 to write a sentence about some of

the things Annie does. Illustrate the sentences.

Pre Write and Draft


Teacher Groups

OPTIONS:

Reteach phonics and phonemic

awareness to students needing

extra support.

On Level: Reread Decodable and

write a rebus sentence following

Enrichment: Read leveled reader

with students and allow them to

write their own version of the

story.

On level and enrichment students

can continue in small group.

Independent Groups

-Unit Projects

-Complete activities in small group

from teacher led.

-Teacher Choice

Vocabulary:

Partner read word cards with

high-frequency words that

have been introduced.

Fluency:


(Fluency- Decodable Story-

Nan’s Land)

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO DETERMINE



K Agenda - Unit 4 -Theme One- Lesson 4

Morning Message Morning Message; Turn and Talk; Review Concepts of Print; Oral Language (farmer,

market) – Create a Chart

Phonological Awareness/ Phonics Recognize Rhyme, Phoneme Blending, Picture Sort, Blend

wit h /n/n, Transfer to Text Can Nan?

Small Group Lessons should be aligned to DIBELS Next Data

High Frequency Words to - Review, Build Fluency

Fluency Development Lesson Steps 11-13 Lunch

Robust Vocabulary organize – Word Associations; Story Word: orchard



Comprehension Interactive Read Aloud: Listening Comprehension – “The Goat in the Chile

Patch” Genre: Folk tale / Retell Events

Small Group

Handwriting and Writing Nn; Revising Sentences

Teacher Read Aloud – facilitated anytime of the day


L4 Morning Meeting

Lesson Focus: Students will respond to the morning message using collaborative

conversations and review the concepts of print.

MMH p. 780

Read the morning message to the students -

What do plants need to grow?


Reread message to focus on concepts of print.

Remind students that there are spaces between words.

Say: Watch as I read and point to the words. I start on the left and move

right across the page. After I read the last word in the line I sweep down

to the next line.

Review High-Frequency Word: to

Oral language Connection to Theme

MMH p. 781


Growing a Garden

Say: There are many ways to grow a garden and keep it healthy. What are some

things you can do to keep plants in a garden healthy? What are some things

farmers do to keep their crops healthy?

Create a Chart

Create a chart listing what one needs to do to grow a healthy garden.

Growing a Healthy Garden

water the plants

keep out the animals

use good soil

plant where sun shines

Annotated Notes

Concepts of Print: Point

out capital letters, ending

punctuation, focus letters /

sounds, high frequency

words, etc.



Lesson Focus: Students will recognize rhyme. Then they will Orally blend sounds

to form words.


Recognize Rhyme

MMH p. 780


Replay the rhyme and invite students to join in.

Say the following rhyming words: hot/pot.

Ask students to name a word from the rhyme that rhymes with cold. (old)

Pease Porridge Hot

Pease porridge hot,

Pease porridge cold.

Pease porridge in the pot,

Nine days old.

Some like it hot,

Some like it cold.

Some like it in the pot,

Nine days old.

Phonemic Awareness

Phoneme Blending

MMH p. 784

Model

Model how to blend sounds in the word pan.

Say: I am going to say the sounds in a word.

Listen as I tap and say each sound: /p/ /ă/ /n/.

I can blend these sounds: /paaan/, pan.

Tap and say the sounds with me: /p/ /ă/ /n/, /păăănnn/, /păn/.

Now you tap and say the word. /păn/.

Repeat with Nan.



Have students blend sound to form words. Guide practice with the first row using

the same routine.

Say: I am going to say the sounds in a word.

Listen as I say each sound.

Then blend the sounds together to make a word.

/p/ /ĭ/ /n/ /n/ /ā/ /m/ /p/ /ă/ /n/ /n/ /ă/ /t/ /t/ /ĭ/ /n/ /t/ /ă/ /n/


Lesson Focus: Students will decode and encode words using the sounds /i/, /n/,

/t/

Letter Name/Sound Routine: Use Sound Spelling Cards to review

/a/, /s/, /m/, /p/, /t/, /i/, /n/

Picture Sort

MMH p. 784

Materials: Large Letter Cards: i, n, t,

photo Cards: net, nose, nurse, teeth, table, top, insect, ink, inch

Model

Display the Large Letter Card for “n” in the pocket chart.


The sound for the letter is /n/.

Repeat for i and t.

Display “net” Photo Card.

Annotated Notes:

RISE 3A: Share the Lesson

Focus with students.

.

n i t


Say: This is the picture of a net.

The word “net” begins with the sound /n/.

The letter n stands for the /n/ sound.

I will put the picture of the net under the letter n.

Repeat with ink.

Guided Practice

Display the rest of the Photo Cards, one at a time.

Have students sort them by initial sound.

Repeat using /i/ and /t/.

Blend with /n/ n

MMH p. 785

Materials: Large Letter Cards: i, n, p, a, t, N

Model

Place the Large Letter Card p in the pocket chart.

Say: This letter is p. It stands for /p/.

Say /p/.

Place the Letter Card “i” next to “p”. Move

your hand from left to right.

Say: This letter is i. It stands for /i/. Listen

as I blend the two sounds together: /piii/.

Now you blend the sounds: /piii/.

Place Letter Card “n” next to “pi”. Move

your hand from left to right.

Say: This letter is n. It stands for /n/. Listen

as I blend the three sounds together,

/’piiinnn/, pin. Now you blend the sounds:

/iinnn/, pin.

Repeat with nip.

Use Formative Assessment

to reteach as needed.

Can students orally blend

sounds in words with /n/

n?

If NO, see MMH p. 808-809

If YES, see MMH p. 810-811

Additional Decodable Text

for Unit 4

Can Nan

We Can

Nat

p

i p

n i p



Students blend sounds to form words.

Guide practice with the first word.

nap pan pin tin tan Nat Nan

Decodable Reader

MMH p. 786

Materials: Pre-Decodable Reader: Can Nan?

Transfer to Text: Reread the decodable: Can Nan?

Re-read.

Review high frequency words and decodable words prior to reading for

struggling readers.

Assign students to read independently, with partners or in teacher group

Provide feedback and corrections as needed.

Strive for accuracy and fluency as students reread the text.

OPTION: Use additional decodable text for differentiation.


Teacher Groups:

phonemic awareness, blend sounds

to form words, MMH p.808

Independent Groups

-Unit Project Work



-Teacher Choice Centers

Phonemic Awareness

Fifty Nifty Activities: play with a

partner

“Tap It, Map It, Zap It” Using introduced

sounds, have the students play the

previously taught activity. p.12


(Phonemic Awareness-Initial Sound of n)

Phonics

word work, Making Word Pies

activity, MMH p.748

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO

DETERMINE

APPRPORIATE

INSTRUCTION


write Nn and other introduced

letters, MMH p.748

Nn, Pat and Pam’s Ride activity,

MMH p.797

Nn, Nests activity, MMH p.801

CLO- Gr K Unit 4

L4 Fluency

Lesson Focus: Students will read a familiar passage chorally, and to a partner or an audience in order to increase their fluency.

The Fluency Development Lesson (FDL): Synergistic Fluency Instruction Steps 11-13: Choral Read, Read to an Audience, Take Home

7. Teacher and students read the passage chorally several times. 8. The following day students read the passage from the previous day to the teacher

or a fellow student for accuracy and fluency. Words from the previous day are also read, reread, grouped, and sorted by students and groups of students. Students may also read the passage to the teacher or a partner who checks for fluency and accuracy.

9. The students take a copy of the passage home to practice with parents and other family members.

Lunch


Yes, we do


Do you?

RISE 3A: Communicating

with Students

Share the lesson focus with

students

OPTIONS

Create a student

poetry folder and

encourage students to read

with a partner for fluency

practice and illustrate

poems to monitor

comprehension.

Provide enlarged copies of

poems and words for

students. Provide copies of

the poem with the target

words highlighted if

appropriate add rebus

(pictures)

RISE 3D: Formative

Assessment

Use this space to record

relevant data

This poem

is a suggestion. You may

want to select a different

poem or a shortened

version of the one

suggested for Below Basic

or Basic students.

http://i1.cpcache.com/product/13260162/black_pro_choice_oval_sticker.jpg?color=White&height=460&width=460



Lesson Focus: Students will review high frequency words.

Review high-frequency word cards: I, can, we, the, a, like, see, go

High-Frequency Word Routine:




WRITE - Have the students write the words.


REVIEW – Review high frequency words from previous lessons.

Extension - Build Fluency

Display the following high-frequency word cards: I, a, can, we, like, the, see, go.

Point to each word quickly at random and have children read the words as fast as

they can.

Materials:

High-frequency word cards

L4 Robust Vocabulary

Lesson Focus: Students will be able to recognize examples of appropriate

contexts for new tier 2 words.

Students will understand that deep and broad word knowledge will help them to

be better readers, writers and communicators.

Robust Vocabulary Enhancements

farmer, market, organize

Word Associations

Ask students which of this week’s words go with each of these comments.

Ask students to explain their thinking.

I arranged all of my toy cars into rows with 4 cars in each row. (organize)

After I milk my cows I’m going to pick the vegetables I have grown in my

field. (farmer)

This week’s special is red delicious apples- 99 cents a pound. (market)

MMH p. 783

Annotated Notes:


with Students

Lesson Focus and

Rationale

RISE 3D: Formative

Assessment:

While engaging in the

vocabulary routine, monitor

student responses.

Encourage students to use

targeted vocabulary words

in responses.

- At this point in building

word knowledge, giving the

students the word and

explanation prior to

engaging in the activity will

allow all students access to


Materials: Photo Cards: apple, carrot, corn, lemon, pumpkin, watermelon,

zucchini; Big Book: Apple Farmer Annie

Fruits and Vegetables

Review words for fruits and vegetables using Apple Farmer Annie and the Photo

Cards.

Story Words: orchard

Have students draw pictures of orchards and describe what fruits are growing in

their orchards.

the task

L4 Comprehension

Lesson Focus: Students will listen and respond to the Folk Tale The goat in the

Chile Patch in order to retell the events through listening comprehension.

Read Aloud Anthology MMH p. 782, Read Aloud Anthology p. 58

Read Aloud Anthology p. 59, The Goat in the Chile Patch.

Genre: Folk Tale

Tell students that this story is a folk tale.

Say: A folk tale is a very old story that people have been telling for many years in

many different languages.

Use the Define-Example-Engage routine for the following vocabulary words:

chile – the small, spicy fruit of a pepper plant

patch – a small patch of land used for growing a certain crop

yelped – barked or cried sharply

Set the purpose

Say: Listen to the story to find out how everyone tried to get a goat out of a

chile patch.

PAGE 59

“…and started eating all the ripe chiles.”

Query: What has the author told us so far?

Annotated Notes

CCSS SL.K.2 Confirm

understanding of text read

aloud or information

presented orally by asking

and answering questions

about key details.


(A man and a woman live on a farm and have a garden. Their favorite vegetables

that they grow are chile peppers. One day a goat got into their garden and

started eating the chile peppers.

“..asked the rooster to help them.”

Query: What’s happening now?

(The man and woman couldn’t get the goat out of the chile patch, so they are

going to ask rooster to help them.

“…and he kicked the bull up into the air.”

Query: There seems to be a pattern happening. So what’s going on?

(The rooster, dog, and bull tried, but were not able to get the goat out of the

chile patch.)

“Just watch me,” said the ant.”

Query: What’s going on here with the ant?

(The ant says that she can get the goat out of the chile patch, but no one else

has been able to do that yet.)

PAGE 60

“…ever went near that chile patch again.”

Query: So how did things turn out for the man and the woman?

(Things turned out well for them. The ant finally got the goat out of the chile

patch by biting the billy goat behind his ear.

After Reading

Students retell the events in the story and focus on putting the animals in order

Write about it: What lesson did the little ant teach the other characters?

L4 Handwriting and Writing

Handwriting

Practice target letters. Use Benson Formation and Teacher Created materials for extra practice

Annotated Notes: Follow Benson Handwriting, When reviewing or introducing the letter formation, use the

pages noted.

Writing: Independent Writing Sentences

Revise and Edit Sentences from lesson three.

Use criteria listed.




Fluency:

“Sit, Tip”, echo-read, MMH p.797

phonics,“ Food For a Day”, echo-read,

MMH p.805

Vocabulary:

reinforce high-frequency words“ Food

For A Day” MMH p.801

Comprehension:

Leveled Reader “Food For a Day”,

identify sequence of events, MMH

p.801 & p.805

“Tap It, Nan Min!” and “Food For a

Day”, identify sequence of events,

MMH p.812

Reread story and complete retelling

activities for students struggling with

retelling.

Text Talk Story with a small group to

work on comprehension.

Independent Groups

-Unit Project Work



-Teacher Choice Centers

Fluency:


(Fluency- Decodable Story-

Nan’s Land)

CLO-Off-Line worksheet

#KR073

Vocabulary:

Partner read word cards with high-

frequency words that have been

introduced.

Comprehension:

Read about Food activity, MMH

p.749

Before and After activity, MMH

p.805

Draw Nan activity, MMH p.809


(Comprehension- Sequencing Events)

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO

DETERMINE

APPRPORIATE

INSTRUCTION


K Agenda: Unit 4 Theme 1 Lesson 5

Apple Farmer Annie

Morning Meeting Morning Message; Turn and Talk; Review Concepts of Print; Wrap Up Weekly

Theme

Phonemic Awareness and Phonics Phoneme Blending; Phoneme Categorization; Picture Sort;

Read Words; Transfer to Text – Reread Can Nan?

Small Group Time Lessons should be aligned to DIBELS Next Data

Fluency Development Lesson Steps 14-15 Lunch

High Frequency Words review – to; Build Fluency

Robust Vocabulary Instruction organize; Fruits and Vegetables: Writing Activity

Comprehension Review Text read during this theme, Complete at Chart

Handwriting and Writing : Nn / Publish Sentences and Create a Class Book

Small Group Time

Teacher Read Aloud (can be facilitated at any time of the day)


L5 Morning Meeting

Lesson Focus: Students will participate in a collaborative conversation about the

Morning Message. Students will review the Concepts of Print.

MMH p. 788

Read the Morning Message to the students.

What foods would you like to pick in a garden or field?


Reread message to focus on concepts of print.

Point to capital W in What.

Say: What is the letter? Yes, it is capital W. A sentence always begins with a capital

letter.

Review High-Frequency Word: to

Wrap-up the Weekly theme: Have students take turns answering the Focus

Question and talk about foods they have read about this week.

Ask students to tell places these foods come from, such as farms, gardens, and

markets.

Annotated Notes

Concepts of Print:

Point out capital letters,

ending punctuation,

focus letters / sounds,

high frequency words,

etc.


Lesson Focus: Students will blend words from a familiar rhyme. Then they will

categorize words with the same beginning sound.


Phoneme Blending

MMH p. 770


Say the sounds in some words from the rhyme “Apple Harvest.”

Model blending the sounds to say the words: /u/ /p/, up; /i/ /z/, is; /s/ /ē/, see; /r/

/ī/ p/, ripe


Apple Harvest

Up in the green orchard,


The finest of pippins,



And ready to fall.



Phonemic Awareness

Phoneme Categorization

MMH p. 791

Guided Practice

Display the photo cards for nail, top, and net.

Say: I will say three picture names.

Two picture names begin with the same sound and one does not.

Listen to the picture names: Nail, top, net.

Nail and net begin with the same sound, /n/.

Top does not begin with the sound /n/. It does not belong.

Practice

Students identify the picture name that does not begin with the same sound.

Use the sets of three cards.

Say: I will show you three cards.

Tell me which picture name does not begin with the same sound.

teeth, nose, tiger

insect, inch, nurse

nut, top, net

toothbrush, invitation, table

ink, nail, inchworm

Extension

Say: Which word doesn’t belong in these lists?

never, soap, newt

Materials: Photo Cards:

nail, top, net;

teeth, nose, tiger;

insect, inch, nurse;

nut, top, net;

toothbrush, invitation,

table;

ink, nail, inchworm


it, teeth, if

tax, Tom, such

silly, Nan, nail

nurse, not, add


Lesson Focus: Students will decode and encode words using the sounds /i/, /n/, /t/

Letter Name/Sound Routine: Use Sound Spelling Cards to review

/a/, /s/, /m/, /p/, /t/, /i/, /n/.

Use letter / keyword/ sound routine

Blending Lines Procedure* (new unit 4)

-Model the first word with students by orally blending.

-Students repeat

-Chorally read each line by sounding and blending

-Repeat each line and read as whole words.

an man pan Nan

tan tap map mat

at am it sit

Can Nan sit?

Pam can.

The man can sit.

I am it.

CHALLENGE:

pans cans maps mats

Materials: Encoding: Paper / Pencil or White boards.

Encoding Practice: Dictate a few pattern words. Use as an exit slip.

Annotated Notes:

RISE 3A: Share the

Lesson Focus with

students.

Use Formative

Assessment to reteach

as needed.


Materials: Decodable Reader: Can Nan?

Transfer to Text: Reread Can Nan?

OPTION: Use additional decodable text for differentiation-

Suggestion: Use unmarked text (non-consumable decodable readers) for all students.

Assign students to read independently or with partners

Teacher should make record of students struggling with decodable readers

and plan to reteach phonetic pattern during DI or in small group

Students should take home consumable copy to practice reading at home.

Additional Decodable

Text for Unit 4

-Can Nan

-We Can

-Nat


Teacher Groups

Phonemic Awareness

phonemic awareness, identify initial sound

/n/ MMH p.706

phoneme isolation and phoneme blending,

identify initial sounds and blend sounds,

MMH p.800

phoneme isolation identify initial and final

/n/, MMH p.804

phonemic awareness, blend sounds to form

words, MMH p.808

Phonics

phonics, reread “ Sit, Tip” MMH p.797

phonics, reinforce /n/n and blend sounds to

form words, sound/letter correspondence

and blend with /n/n, MMH p.800

phonics, blend with initial and final /n/n, /a/a,

/t/t, and/i/I, blend sounds with cvc words,

MMH p.805

phonics, blend /n/n, /a/a, /p/p, and/i/I, blend

sounds in cvc words, MMH p.808

Independent Groups

-Unit Project Work



Teacher Choice Centers

Phonemic Awareness

Fifty Nifty Activities: play with

a partner - “Tap It, Map It,

Zap It” Using introduced

sounds, have the students

play the previously taught

activity. p.12

CLO- GrK Unit4 Theme1- A

(Phonemic Awareness-Initial

Sound of n)

Phonics

word work,

Making Word Pies activity,

MMH p.748

write Nn and other

introduced letters, MMH

p.748

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO

DETERMINE

APPRPORIATE

INSTRUCTION


phonics, reinforce initial sounds /n/n, /i/I, and

/t/t, sound/letter correspondence, MMH

p.812

Nn, Pat and Pam’s Ride

activity, MMH p.797

Nn, Nests activity, MMH

p.801

CLO- GrK Unit4

L5 Fluency


Steps 14-15: Choral Read, Read to an Audience

Lesson Focus: Students will read a familiar passage chorally and to an audience in

order to increase their fluency.

14. Teacher and students read the passage chorally several times.

15. Individuals and groups of students perform their reading for the class or other

audience such as another class, a parent visitor, the school principal, or another

teacher.

-Students will perform their reading to the class.

Options for performance: Record each other on Ipad, radio reading, read to

the principal, read to another class, group performances to the class, Reader Theatre,

poetry coffee house, etc.

Lunch


Yes, we do


Do you?

Have Fun!

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Lesson Focus: Students will review the high frequency word “to.”


Review all previously taught High-Frequency Word Cards.

Depending on student needs, echo or choral read during review.

I, can, we, the, a, to, go, a, see, like

MMH p. 790

Materials: High-Frequency Word Cards: to, go, a, see, like

High-Frequency Words

Review to, go, a, see, like

Build Fluency

Display the word cards to, go, a, see, like.

Point to the words and students read with automaticity.

Then, tell students-

Say: I am going to read sentences. When I say the word on your card, hold it up.

I like to go to the apple orchard.

Let’s go to the garden.

Would you like a ripe tomato?

The farmers go to the market.

Did you see any corn at the market?

Would you like a watermelon?

Annotated Notes


L5 Robust Vocabulary

Lesson Focus: Students will be able to recognize examples of appropriate contexts

for new tier 2 words.

Fruits and Vegetables

Play a guessing game with students.

Give a clue for a fruit or vegetable, such as It’s a yellow fruit and it tastes very sour

or It’s a green vegetable that is small and round.

Invite students to point out and name any drawings, plastic, or real fruits or

vegetables you may have in the classroom. R

Time To Move

Have students do a movement for the following phrase: “I like to _______.”

(Example: I like to hope, clap, and wave.)

Vocabulary Enhancements

farmer, market, organize*

We talked about many words this week. Let’s talk more about the words.

Is a farmer someone who raises animals and grows plants for food or

someone who sells food at a store? Why?

Do you organize things by mixing them together or by putting them

into order? Why?

Would you go to a market to buy fresh fruits and vegetables or a new

car? Why?

Encourage students to share responses with a partner.

Elicit several responses from the group.

Complete the writing vocabulary activity

Annotated Notes:


with Students

Lesson Focus and

Rationale

State the Lesson Focus

to the students and

explain that learning

new and exciting words

will help us to be better

readers, writers and

communicators.

RISE 3D: Formative

Assessment:

While engaging in the

vocabulary routine,

monitor student

responses.

Encourage students to

use targeted vocabulary

words in responses.


L5 Comprehension

Lesson Focus: Students will compare and contrast genres, stories, information, and

characters from the texts, stories, and poems that they have read and listened to this

week.

Materials: Big Book: Apple Farmer Annie;

The Big Book of Explorations Vol. 1: “From Strawberry Field to Strawberry Jam”

Apples for Everyone By Jill Esbaum

Reading Across Texts

Create a chart similar to the one below to compare the three texts.

TITLE Apple Farmer Annie “From Strawberry

Field to Strawberry

Jam”

Apples for Everyone

GENRE informational story nonfiction nonfiction

ILLUSTRATIONS OR

PHOTOGRAPHS

illustrations photographs photographs

SETTING apple farm strawberry field apple orchard

SOMETHING

IMPORTANT WE

LEARNED

tells some real facts

about picking and

cooking with apples

tells real facts about

picking and cooking

with strawberries

Tells real facts

about apples; life

cycle and varieties

Annotated Notes

MMH p. 789

L5 Handwriting and Writing

Handwriting:

Practice target letters.

Use Benson Formation and Teacher Created materials

for extra practice

Annotated Notes: Follow Benson Handwriting, When

reviewing or introducing the letter formation, use the pages

noted.

Writing

MMH 793

Independent Writing: Sentences

Publish and Present Sentence; Make a class book



-Reread story and complete retelling activities for

students struggling with retelling.

-Text Talk Story with a small group to work on

comprehension.

Independent Groups

-Unit Project Work



Teacher Choice Centers

Annotated Notes:

THESE ARE OPTIONS

TEACHERS SHOULD USE

DATA TO DETERMINE


“Where Food Comes From”€¦ · Kindergarten Unit 4 Theme 1 Page 3 of 64 Learning Outcomes and...

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