Kindergarten English Language Arts and Reading Unit: 03 ... · K.18C Write one's own name. K.21...

Kindergarten

English Language Arts and Reading

Unit: 03

Lesson: 02

Suggested Duration: Days 13-20

ELAR Kindergarten Unit 03 Exemplar Lesson 02: Extending Literacy through Poetry and StoriesELAR Kindergarten Unit 03 Exemplar Lesson 02: Extending Literacy through Poetry and Stories

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with

district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts

may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’steacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle

State Adopted Instructional Materials.)

Lesson Organizer

Lesson Synopsis During this lesson, students extend reading skills and strategies by listening to poetry and fictional stories. Students

will respond to rhythm and rhyme in poetry read aloud and will write a variety of short poems. Students deepen their

understanding of fictional elements by examining characters and the reasons for their actions. Students continue to

make connections to texts through book discussions. Oral conventions are strengthened as students engage in

meaningful, scaffolded conversations with their peers and teacher. Print awareness, phonological awareness, and

phonics are developed through isolated and connected practice and application.

Performance Indicators Kindergarten ELAR Unit 03 PI 01

Demonstrate phonological and print awareness by responding to teacher prompts.

Note:

Refer to Unit 03 Teacher Resource: Phonological Awareness Check and Teacher Resource: Letter-Sound Check.

Standard(s): K.1A , K.1B , K.1C , K.1E , K.2B , K.2E , K.2F , K.2G , K.2H , K.2I

ELPS ELPS.c.1A , ELPS.c.1E , ELPS.c.2A , ELPS.c.2B , ELPS.c.2C , ELPS.c.2E , ELPS.c.2G , ELPS.c.3A

, ELPS.c.4A , ELPS.c.4B

Last Updated 05/08/2013 page 1 of 80

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Kindergarten ELAR Unit 03 PI 03

Choose a character from a story. Use a graphic organizer to compare how the character’s and your experiences and actions are alike

and different. Using appropriate oral and written conventions, write (or dictate) a sentence about how you and the character are alike

or different and present your findings to a small group.

Standard(s): K.6A , K.8B , K.16A , K.16B , K.16C , K.Fig19F , K.16A.i , K.16A.ii , K.16A.iii , K.16A.v

ELPS ELPS.c.1A , ELPS.c.1E , ELPS.c.2C , ELPS.c.3C , ELPS.c.3E , ELPS.c.3H , ELPS.c.4D , ELPS.c.4G

, ELPS.c.4I , ELPS.c.4J , ELPS.c.5B , ELPS.c.5G

Kindergarten ELAR Unit 03 PI 04

Recite a short poem demonstrating knowledge of rhythm and rhyme by identifying the beat (e.g., clapping) and similarities in word

sounds (e.g., emphasizing rhyming words).

Standard(s): K.7A , K.22A

ELPS ELPS.c.1E , ELPS.c.1G , ELPS.c.1H , ELPS.c.3A , ELPS.c.3C , ELPS.c.3I

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

Awareness of word patterns supports the development of word reading and spelling.

Readers use strategies to support understanding of text.

Readers create connections to make text personally relevant and useful.

Effective oral conventions enhance interpretation of the message.

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

and printed. Students are expected to:

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

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

awareness. Students are expected to:

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K.2B Identify syllables in spoken words.

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

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

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

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

K.2H Isolate the initial sound in one-syllable spoken words.

K.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

sounds, spelling patterns, and morphological analysis to decode written English. Students are

expected to:

K.3A Identify the common sounds that letters represent.

K.3B Use knowledge of letter-sound relationships to decode regular words in text and

independent of content (e.g., VC, CVC, CCVC, and CVCC words).

K.3C Recognize that new words are created when letters are changed, added, or deleted.

K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on

useful strategies as needed. Students are expected to:

K.4A Predict what might happen next in text based on the cover, title, and illustrations.

K.4B Ask and respond to questions about texts read aloud.

K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when

reading and writing. Students are expected to:

K.5A Identify and use words that name actions, directions, positions, sequences, and locations.

K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences

and draw conclusions about theme and genre in different cultural, historical, and contemporary

contexts and provide evidence from the text to support their understanding. Students are

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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:

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.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.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):

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

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

K.16A.iii descriptive words.

K.16C Use complete simple sentences.

K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write

legibly and use appropriate capitalization and punctuation conventions in their compositions.

Students are expected to:

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

and top-to-bottom progression).

K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

K.18A Use phonological knowledge to match sounds to letters.

K.18B Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g.,

"cut").

K.18C Write one's own name.

K.21 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to

others in formal and informal settings. Students will continue to apply earlier standards with

greater complexity. Students are expected to:

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

K.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

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.

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

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

K.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community

and discuss textual evidence.

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

and printed. Students are expected to:

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

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

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

and jumping).

K.1F Hold a book right side up, turn its pages correctly, and know that reading moves from top to

bottom and left to right.

K.1G Identify different parts of a book (e.g., front and back covers, title page).

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

speaking (with adult assistance):

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K.16A.v pronouns (e.g., I, me).

K.16B Speak in complete sentences to communicate.

K.21 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others

in formal and informal settings. Students will continue to apply earlier standards with greater

complexity. Students are expected to:

K.21A Listen attentively by facing speakers and asking questions to clarify information.

K.22 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions

of language. Students will continue to apply earlier standards with greater complexity. Students

are expected to:

K.22A Share information and ideas by speaking audibly and clearly using the conventions of

language.

K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will

continue to apply earlier standards with greater complexity. Students are expected to:

K.23A Follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

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

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

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

Apple or other fruit to use as the topic of the poem (1, or slices/pieces for each student-optional)

Sticky note, small (3 per student)

Sticky note, large (3)

Paper, plain (4 per student)

Grade-appropriate writing paper (1 per student)

Counters (16 per student)

Note card (1 per student)

Note card (6)

Chart paper

Grade-appropriate rhyming poem with hand motions (1)

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Grade-appropriate rhyming poem with sensory details (1)

Grade-appropriate poem that rhymes (1)

4 grade-appropriate fictional texts (1 copy of each)

Grade-appropriate big book (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: Bingo Board (1 per student)

Handout: Sensory Details (1 per 2 students)

Handout: Square Shape Poem (1 per student)

Teacher Resource: 5 Senses Poem (optional, 1)

Teacher Resource: Letter-Sound Identification (1 per student) optional

Teacher Resource: Letter-Sound Deck (1)

Teacher Resource: Phonological Awareness Check (1 per student)

Teacher Resource: Letter-Sound Routine (1)

Resources and References None identified

Possible/Optional Literature

Selections

None identified

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Lesson Preparation

Daily Lesson #: 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2B,F,H

K.3A,B

K.18A,B

K.Fig19A

K.7A

K.2C

K.21A

K.Fig19B,D

K.4B

K.1F,G K.7A

K.13A

K.14B

K.1A

K.2C

Key Understandings and

Guiding Questions Awareness of sound

patterns of spoken

words supports the

development of word

reading and spelling.

Why is it helpful to

practice letters and

sounds? How does this

help you as a reader

and writer?

Writers use literary

techniques to enhance

the reader’s and/orlistener’s experience.What is poetry and how

is it different from other

texts?

Readers use strategies

to support

understanding of text.

What strategies can

you use to understand

an author’s message?



the reader’s and/orlistener’s experience.How do author’s userhythm and rhyme?

Vocabulary of InstructionLetter

Sound

Poetry

Poem

Rhyme

Inference

Textual evidence

Poem

Rhythm

Rhyme

Materials10 picture cards or

objects (five that begin

with B and five that do

not)

Grade-appropriate

rhyming poem with

hand motions (1)

Chart paper (if

Collection of grade-

appropriate texts for

student selection

Chart paper (if

Chart paper (if

applicable)

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Chart paper (if

applicable)

applicable) applicable)

Attachments and

Resources Teacher Resource:

Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)

Advance Preparation 1. Prepare to display visuals

as appropriate.

2. Locate the B card from

Teacher Resource:

Letter-Sound Deck.

3. Gather five picture cards

or objects representing

words that begin with /b/

(include one-syllable CVC

words and multisyllabic

words) and five that do

not.

1. Prepare to display visuals

as appropriate.

2. Select a grade-

appropriate poem that

rhymes and has hand

motions (for example Itsy

Bitsy Spider). Write the

poem on chart paper. The

poem will be used again

during Daily Lesson 14

Shared Reading.


as appropriate.

2. Select a text from the

collection to read aloud.


as appropriate.

2. Prepare to display and

use the poem from

Shared Reading.

Background Information Rhyme - identical or very similar

recurring final sounds in words; in

poetry, rhyming words may occur

at the ends of lines or within lines

Inference - a logical guess made

by connecting bits of

information. Readers make

inferences by drawing

conclusions, making

generalizations, and making

Rhythm - regular patterns that

emphasize sound

Rhyme - identical or very similar

recurring final sounds in words; in

poetry, rhyming words may occur

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predictions. at the ends of lines or within lines

Teacher Notes This Daily Lesson introduces

students to poetry writing through

composing short class couplets.

Students will continue writing

class poems in Daily Lessons

14-20. Collect student work to

prepare a poetry collection for

each student. The poetry

collection will be reviewed and

shared in Daily Lesson 20.

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Instructional Routines

Daily Lesson # 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING

Duration and Objective Suggested Duration: 20-25 min.

Content Objective: Students

identify the sound for the letter B.

Suggested Duration: 20-25 min.


respond to rhythm and rhyme in

poetry.


Content Objective: Students make

inferences based on the cover,

title, illustrations, and plot.



generate ideas and write short

rhyming poems as a class.

Mini Lesson 1. Use the Teacher

Resource: Letter-Sound

Routine to introduce the

letter B. Suggested words

for phonological practice

include: bat, bag, boat,

beach, bed.

1. Ask: What is a poem?

Discuss responses.

Remind students that

poems have rhythm and

rhyme. Explain that

readers can respond to

poems by identifying the

regular beat and rhyming

words.

2. Explain that poems are

written to entertain the

reader and usually have

elements that make it

sound special and

different from other texts.

3. Explain that they are

going to be listening to

and chorally reading a

poem. As they listen they

will discover a beat and

rhyming words. Explain

1. Review that readers make

inferences to better

understand an author’smessage. Remind

students that an inference

involves using

observations (what you

see and read) and

connecting it with known

information and come up

with new ideas.

2. Display the selected text.

Read the title aloud and

instruct students to look at

the cover and make

observations.

3. Read the text aloud.

Think Aloud to make

inferences throughout the

text. Involve students in

making inferences by

1. Display the poem from

Shared Reading.

2. Choral Read the poem and

clap the beat.

3. Ask: How do rhyming

words help readers read

poetry? Discuss responses.

Point out the rhyming words

in the displayed poem.

4. Explain that students will

generate ideas for short

rhyming poems.

5. Read a couplet (two lines

that rhyme) from the

displayed poem.

6. Share that this is called a

couplet because it is made

up of two lines whose last

words rhyme.

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that some poems use

rhyming words and some

do not.

4. Introduce the selected

poem. Explain that it is a

poem that rhymes.

5. Discuss any possible

unfamiliar vocabulary in

the poem to activate

background knowledge.

6. Read the poem aloud and

instruct students to

repeat.

7. Reread the poem and

model how to clap the

beat.

8. Choral Read the poem

and clap the beat.

asking probing questions

such as: What did the

author mean by _____?

What in the story

helped you to know

that? What do you

already know that

helped you to decide

that?

7. Inform students that they will

write a class couplet.

8. Display the rime –at. With

students, generate and list

words that rhyme with –at(cat, fat, hat, mat, sat, pat,

rat, etc.). Keep the list for

Daily Lesson 14 Writing.

9. Display and read the

following couplet poem

frame: The

spider_____________.

Then__________________.

10. Guide students in

completing the couplet,

being certain to include two

rhyming words from list. For

example: The spider bought

a hat. Then he hid under a

mat.

Learning Applications 1. Review the letter B picture

cards with students by

naming each picture and

clapping the syllables

2. Create an Anchor Chart:

Words that Begin with B.

Model sounding out and

writing the words that

1. Teach students the hand

motions that they can use

as they read the poem.

Allow time for students to

practice.

2. Reread the poem as

students act it out using

hand motions.

1. Students select texts and

read independently for a

developmentally

appropriate duration.

2. Actively monitor and

provide support as

needed.

1. Repeat step #9 from the

Mini Lesson multiple times,

writing each class couplet on

chart paper. Involve

students by sharing the pen

when applicable.

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name the picture cards

that begin with B. Involve

students as appropriate.

As time allows, add

additional student

generated examples.

3. Model decoding 2-3

grade appropriate words

on the Anchor Chart.

Lead students in

decoding the same words.

4. Post the Anchor Chart as

a reference for reading

and writing.

3. Select various students to

identify the rhyming

words.

4. Ask students to generate

other words that rhyme.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Closure 1. Conduct a review of /b/.

Model isolating the initial

sound in one-syllable

spoken words beginning

with /b/ (for example, bat=

/b/). Repeat and instruct

students to echo. Name

additional words and

instruct students to isolate

the initial sound.

Suggested words are:

box, big, bill, boot.

1. Ask: What have you

learned about poems?

Instruct students to turn to

a partner and discuss.

1. Ask: What is an

inference? Discuss

responses.

1. Ask: What do you enjoy

about writing poetry?

Discuss ideas.

2. In preparation for Daily

Lesson 14 Writing, copy 2-3

of the class couplets onto

paper leaving blanks where

the rhyming words belong

and space below each

couplet. This will be

duplicated for each student.

For example: The spider

bought a ___. Then he hid

under a ___.

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Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.2F,G,H,I K.6C

K.7A

K.2C

K.21A

K.22A

K.6C K.1F,G K.13A

K.14B

K.17A

K.2C


Guiding Questions Awareness of word

patterns supports the

development of word






and writer?





texts?



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

sensory details?



the reader’s and/orlistener’s experience.What is poetry and

how is it different from

other texts?


Sound

Poem

Rhyme

Sensory detail

Senses

Sensory detail

Poem

Rhyme

MaterialsHighlighter tape or

flexible (bendable) wax-

coated sticks (1

package)

Chart paper (if

applicable)

Grade-appropriate

poem from Daily

Lesson 13 Shared

Reading (1)

Grade-appropriate

rhyming poem with



student selection

Chart paper (if

applicable)

Chart paper (if

applicable)

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sensory details (1)

Chart paper (if

applicable)

Attachments and

Resources Handout: Sensory

Details (1)

Handout: Sensory

Details (optional,1 per

student)


as appropriate.


as appropriate.


use the poem from Daily

Lesson 13 Shared

Reading.

3. Select another grade-

appropriate poem with

sensory details. Prepare

the poem for display.

Nature poems often

contain many sensory

details.

4. Enlarge the Handout:

Sensory Details to

display as a class chart.


as appropriate.

2. If desired, duplicate the

Handout: Sensory

Details for each student

to use as a reference.


as appropriate.

2. Duplicate the prepared

class couplets for each

student. Refer to Teacher

Notes below.

3. Prepare to use the list of

rhyming words from Daily

Lesson 13 Writing.

Background Information Sensory detail - a detail in writing

that describes what is seen,

heard, smelled, tasted, or

Refer to Shared Reading

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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

helps the reader put

themselves in the place

of the characters.

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Teacher Notes Daily Lesson 13 Writing

introduced students to poetry

writing through composing short

class couplets. In preparation for

this Daily Lesson, two or three of

the class couplets from Daily

Lesson 13 need to be copied onto

paper leaving blanks where the

rhyming words belong and

spaces below each couplet. For

example,

The spider bought a ___. Then he

hid under a ___.

Refer to Daily Lesson 13 Writing

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segment spoken words into

individual phonemes and

understand the relationship

between individual phonemes

and rimes.




poetry and recognize sensory

details.



recognize sensory details.


Content Objective: Students write

short rhyming poems as a class.

Mini Lesson 1. Say the word got and


repeat.

2. Say the word slowly,

segment into individual

phonemes, and write the

matching letters.

3. Say the following words:

got, hot, rot, not. Ask:

What do you hear that

is the same in each

word? /ot/

4. Display the rime –ot for all

to see.

5. For each word, model

saying each individual

sound and then blending

them to make the rime.

Repeat with student

participation.

1. Display and review the

poem from Daily Lesson

13 Shared Reading.

2. Explain that authors use

sensory details to help

readers be more involved

in stories and poems.

3. Display and discuss the

enlarged Handout:

Sensory Details.

4. Explain that authors use

sensory details in writing

to that describe what is

seen, heard, smelled,

tasted, or touched.

5. Read the first line of the

poem from Daily Lesson

13 Shared Reading. Ask:

What words help you

see, hear, smell, taste,

1. Using a text from the

collection, model

recognizing 2-3 sensory

details.

2. If desired, distribute

Handout: Sensory

Details to each student.

Explain that students will

recognize sensory details

while reading

independently.

1. Conduct the handwriting

routine.

2. Display one of the class

couplets from Daily lesson

13 Writing. Choral Read

the couplet.

3. Display the teacher

prepared class couplets

with missing rhyming

words from Daily Lesson

13 Writing. Explain that

the class will complete and

illustrate the couplets.

4. Display and Choral Read

the list of rhyming words

from Daily Lesson 13

Writing.

5. Distribute the prepared

copies of the class

couplets from Daily

Kindergarten


Unit: 03

Lesson: 02



6. Explain that the word part

–ot is part of many wordsand that recognizing it

quickly will help them to be

better readers and writers.

or feel what is

happening? Discuss

responses and explain

why the author may have

used particular words.

6. Read the rest of the poem

and discuss sensory

details in the poem.


and encourage students

to respond to the rhythm

through hand movements.

Lesson 13 Writing. As a

class, complete the

couplets by writing

rhyming words in the

blanks. The words do not

need to be the same as

those written in Daily

Lesson 13 Writing, but

should come from the

listed rhyming words.

Learning Applications 1. Display the word not.

Model segmenting the

word into onset and rime

and blending to make the

word.

2. Ask: What other real or

made-up words can you

think of that contain the

word part –ot? Create a

2-column list. Label one

column "Real" and the

other "Not Real".

3. Ask for student input.

Write words or nonsense

words in their appropriate

column. To make this

more interactive, "share

the pen" and ask

1. Explain that another poem

will be read aloud. Instruct

students to listen for

sensory details. Display

and read aloud the

prepared poem containing

sensory details.

2. Involve students in

identifying the sensory

details and underlining

them.

3. Reread the poem and

instruct students to listen

for the beat and

similarities in word sounds.



developmentally



provide support as

needed.

1. As time permits, students

illustrate the class

couplets.


provide support as

needed.

Kindergarten


Unit: 03

Lesson: 02



individual students to

come to the front and

transcribe the onset

and/or the rime for each.

4. Instruct various students

to come to locate the word

part –ot. Involve studentsin underlining, highlighting

with highlighter tape, or

framing with a wax strip to

label the onset and the

rime.


Closure 1. Read words from the

previously created list, out

of order.


to locate the words.

1. Ask: Why do authors

include sensory details

in their writing? Discuss

responses.

1. Ask: What sensory

details did you

recognize in your texts

today? Discuss

responses.

1. In partners, students read

the class couplets and

share their illustrations.

Kindergarten


Unit: 03

Lesson: 02



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.3A,B

K.18A,B

K.7A

K.21B

K.2C

K.21A

K.22A

K.7A K.1F,G

K.2C

K.21A

K.22A

K.6C

K.7A

K.13A

K.14B

K.16Aiii

K.18A

K.1A

K.23A



patterns of spoken

words supports the

development of word






and writer?





texts?





other texts?





other texts?


Sound

Poem

Rhyme

Rhythm

Poem

Rhyme

Rhythm

Poem

Senses

Descriptive word

Materials10 picture cards or

objects (five that begin

Grade-appropriate

poem that rhymes (1)



Apple or other fruit to

use as the topic of the

Kindergarten


Unit: 03

Lesson: 02




with E and five that do

not)

Chart paper (if

applicable)

Chart paper (if

applicable)

student selection

Chart paper (if

applicable)

poem (1, or

slices/pieces for each

student-optional)

Chart paper (if

applicable)

Attachments and


Letter-Sound

Routine (1)

Teacher Resource:

Letter-Sound Deck

(1)

Teacher Resource: 5

Senses Poem

(optional)


as appropriate.

2. Locate the E card from

Teacher Resource:

Letter-Sound Deck.

3. Gather five picture cards

or objects representing

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

words and multisyllabic

words) and five that do

not.


as appropriate.

2. Select a grade-

appropriate poem that

rhymes. Write the poem

on chart paper.


as appropriate.

2. Select a poem for

students to recite (Choral

Read) for the

Performance Indicator.

The poems used in Daily

Lessons 13-15 Shared

Reading may be used or

another familiar poem may

be selected. Consider

having students recite just

the first two lines.


as appropriate.

2. If providing fruit slices or

segments to each student,

prepare accordingly.


use the enlarged

Handout: Sensory

Details from Daily Lesson

14 Shared Reading.

4. Preview the Teacher

Resource: 5 Senses

Kindergarten


Unit: 03

Lesson: 02




3. Prepare to work with small

groups to assess the


Poem to determine if it will

be used. This one

example of template for a

five senses poem. Others

could be used.

Background Information This Instructional Routine

assesses Performance Indicator

04.

Descriptive words - typically

adjectives that describe a noun

Teacher Notes In this Daily Lesson, the class will

generate ideas and plan for a

short poem that uses the five

senses to describe a familiar food

item. This will be completed in

Daily Lesson 16 Writing.

Kindergarten


Unit: 03

Lesson: 02







identify the sound for the letter E.




poetry.


Content Objective: Students recite

a short poem demonstrating

knowledge of rhythm and rhyme

by identifying the beat and

similarities in word sounds.



short class poems.

Mini Lesson 1. Use the Teacher


Routine to introduce the

letter E. Suggested words

for phonological practice

include: egg, elephant,

end, expert, enter.

1. Ask: What do you know

about poems?

Discussion responses

including that poems have

rhythm (beat) and

sometimes they have

rhyming words.


poem. Explain that it is a

poem that rhymes.

3. Read the poem aloud and


repeat.

1. Explain that small groups

will recite a short poem

while others are reading

independently.

1. Ask: What is poetry and


other texts? Discussion

includes poems have

rhythm (beat) and

sometimes they have

rhyming words.


use their five senses to

write a poem about a

piece of fruit. Review the

enlarged Handout:

Sensory Details.

3. Display the selected piece

of fruit and/or distribute

individual pieces or

segments. Guide students

to brainstorm words to

describe the fruit using

their five senses. List

words on chart paper in

categories (looks, feels,

Kindergarten


Unit: 03

Lesson: 02



tastes, sounds, smells).

Involve students in

matching sounds to letters

to spell simple words.

Keep the list for Daily

Lesson 16 Writing.

Learning Applications 1. Review the letter E picture

cards with students by

naming each picture and

clapping the syllables

2. Create an Anchor Chart:

Words that Begin with E.

Model sounding out and

writing the words that

name the picture cards

that begin with E. Involve

students as appropriate.

As time allows, add

additional student

generated examples.

3. Model decoding 2-3 grade

appropriate words on the

Anchor Chart. Lead

students in decoding the

same words.

4. Post the Anchor Chart as

a reference for reading

and writing.

1. Remind students that the

rhythm or beat of the

poem can often be

demonstrated through

hand movement or

clapping.

2. Reread the poem as

students act it out using

hand motions or clap to

the rhythm.

3. Select various students to

identify the rhyming words.

4. Ask students to generate

other words that rhyme.



developmentally


2. Work with small groups to

assess the Performance

Indicator. Observe

individual students closely

and document their

knowledge of rhythm and

rhyme.

1. Model writing a simple

class poem describing the

fruit. Consider using the

template in the Teacher

Resource: 5 Senses

Poem or another selected

template.


and clap the beat. Repeat

as time allows.


Kindergarten


Unit: 03

Lesson: 02



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

sound in one-syllable

spoken words beginning

with /ě/ (for example,ever= /ě/). Repeat andinstruct students to echo.

Name additional words

and instruct students to

isolate the initial sound.

Suggested words are:

echo, effort, empty, end,

egg.

1. Ask: What have you

learned about poems?

Instruct students to turn to

a partner and discuss.

1. Ask: What do you enjoy

about listening to

poetry? Discuss

responses.



other texts? Discuss

responses including that

poems have rhythm (beat)

and sometimes they have

rhyming words.

Kindergarten


Unit: 03

Lesson: 02



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2F

K.3B,C

K.1A K.Fig19A,B,E

K.4A,B

K.5A

K.6A

K.8A,B

K.16Ai-iii,C

K.16Av,B

K.21A

K.22A

K.23A

K.Fig19F

K.16C

K.1F

K.16Av,B

K.6C

K.7A

K.14B

K.16Aiii

K.17A

K.18C

K.13E


Guiding Questions Awareness of word

patterns supports the

development of word






and writer?

Readers create

connections to make

text personally relevant

and useful.

Why is it important to

understand the

characters in a story?

Effective oral

conventions enhance

interpretation of the

message.

Why do readers

discuss books?

Readers create

connections to make


and useful.

How does making text-

to-self connections

help the reader

understand the story?





other texts?


Sound

Character

Event

Fiction

Connection

Textual evidence

Poem

Sense

Describing word

Kindergarten


Unit: 03

Lesson: 02




MaterialsSticky note, small (3

per student)

Sticky note, large (3)

Paper, plain (1 per

student)

Chart paper (if

applicable)

Paper, plain (1 per

student)

Grade-appropriate

fictional text (1)

Chart paper (if

applicable)


appropriate fictional

texts for student

selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and

Resources


as appropriate.

2. Write each the following

letters onto three separate

large sticky notes: r, f, l.


as appropriate.

2. Select a grade-

appropriate fictional story

for reading aloud. Ensure

that the version selected

supports character

analysis, as students will

be learning about

characters and the

reasons for their behavior.


as appropriate.


as appropriate.

2. Use the Teacher

Resource: 5 Senses

Poem or another

resource to create a

simple five senses poem

template for students.

Duplicate one template for

each student.

3. Locate the list of

descriptive words

generated in Daily Lesson

15 Writing.

Background Information Texttoself connection – the

reader connects the text to their

own experiences (things done or

seen)

Kindergarten


Unit: 03

Lesson: 02




Teacher Notes

Kindergarten


Unit: 03

Lesson: 02






Content Objective: Students blend

spoken onsets and rimes to form

simple words.


Content Objective: Students use

appropriate oral conventions to

discuss story characters and

events.



and discuss text-to-self

connections.


Content Objective: Students plan

and draft poems.

Mini Lesson 1. Say the following words:

bed, red, fed, led. Ask:

What do you hear that

is the same in each

word? /ed/

2. Display the rime –ed.

Model saying each

individual sound and then

blend them to make the

rime.

3. Explain that the word part

–ed is part of many words

and that recognizing it

quickly will help them to be

better readers and writers.

4. Display the word bed.



and then blending to make

the word.

1. Introduce the fictional

book. Ask: What is a

purpose for reading a

fictional book? Discuss

responses.

2. Review that fictional

stories have characters.

Instruct students to pay

close attention to the

characters and their

actions.

3. Follow this 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

1. Review previously learned

information about text-to-

self connections.

2. Remind the students that

they can use textual

evidence (a portion of the

text or an illustration) and

relate it to their own

personal life experience to

make a connection.

3. Using the text from Shared

Reading model making a

personal connection to a

character. Use the

following response stems:

This reminds me of a

time… This character islike (someone I know)…


routine.


written in the previous

lesson with students. Ask

students to tap their feet

to the beat while reading.

3. Ask: Where did we get

our ideas for the five

senses poem? Discuss

responses and review the

list of words from Daily

Lesson 15 Writing.

4. Display the prepared five

senses poem template.

Explain that students will

use the list of words from

Daily Lesson 15 Writing to

write a short poem on the

template.

Kindergarten


Unit: 03

Lesson: 02



5. Cover the first letter of the

word with the prepared

sticky note containing the

r on it.

6. Solicit student input to

name the letter and say

the sound for the onset

and the rime. Blend them

to make the new word.

7. Ask: What did I do to

create a new word?

Discuss responses.

8. Display the two remaining

large sticky notes. Instruct

students to name the

letters. Select student

volunteers to place one of

the sticky notes over the

first letter of the word to

create the two new words

(fed, led).

9. After the words are

created, point to the word

parts and ask students to

say the sound for the

onset and the rime. Blend

them to make the new

word.

book and turn pages

Preview and discuss 2-

3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and

establish purpose for

reading

Conduct a Read

Aloud of the selected

text, stopping

periodically to discuss

and describe

characters and the

reasons for their

actions.

4. Lead a discussion about

the characters, their

actions, and the reasons

(motives) for their actions.

Support students’ use ofproper oral conventions

including verb tense,

nouns, descriptive words,

and pronouns. Provide

response stems as a

scaffold as needed.

5. Identify textual evidence in

order to support the

discussion.

5. If needed, model writing

appropriate words in the

blank spaces on the

template.

Kindergarten


Unit: 03

Lesson: 02



Learning Applications 1. Distribute a blank sheet of

paper to each student.

2. Display the rime –at for all

to see. Model saying each

individual sound and then

blend them to make the

rime. Instruct students to

do the same.

3. Instruct students to write

the rime –at on their

paper, leaving enough

space in front of the rime

for a small sticky note.

4. Distribute three small

sticky notes to each

student.


the following letters onto a

small sticky note: p, h, c.

6. Group students with a

partner. Instruct them to

create new words, by

manipulating the sticky

notes on their paper.

1. Distribute a sheet of paper

to each student.

2. Instruct students to draw a

picture about a character

within the context of an

event from the story.

3. Remind students to

include details that

describe the character

and the setting for the

event.

4. Confer with students to

provide targeted

instruction and support.

1. Students select a text and


developmentally


2. Actively monitor students.

1. Distribute the prepared

five senses poem template

to students.

2. Beginning with the first line

(looks), guide students in

selecting an appropriate

word from those listed or

their own ideas and writing

it in the blank.

3. Repeat for each line of the

poem until each student

has written at least one

word for each of the five

senses.

4. Actively monitor students

and provide assistance

through transcribing

dictated words as needed.

5. Remind students to write

their names neatly on the

poem.


Closure 1. Ask: How can you use

words that you know to

create new words?

1. Students share work in

partners.

1. Ask students to share

connections using the

following response stems:

1. Conduct the Author’sChair routine.

Kindergarten


Unit: 03

Lesson: 02



Discuss responses. This reminds me of a

time… This character islike (someone I know)…

Kindergarten


Unit: 03

Lesson: 02



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.3A

K.21B

K.Fig19A,B,F

K.4A,B

K.6A

K.8B

K.16Ai-iii,C

K.16Av,B

K.21A

K.22A

K.23A

K.Fig19F

K.16C

K.1F

K.16Av,B

K.7A

K.13A

K.14B

K.16Aii,iii

K.18A

K.1A



patterns of spoken

words supports the

development of word






and writer?

Readers create

connections to make


and useful.


understand the


actions?

Effective oral

conventions enhance


message.

Why do readers

discuss books?

Readers create

connections to make


and useful.

How does making text-

to-text connections

help the reader

understand the story?





other texts?


Sound

Upper-case

Lower-case

Character

Connection

Personal experience

Textual evidence

Connection

Textual evidence

Poem

Noun

Descriptive word

Kindergarten


Unit: 03

Lesson: 02




MaterialsCounters (16 per

student)

Chart paper (if

applicable)

Grade-appropriate

fictional text (1)

Chart paper (if

applicable)



student selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and

Resources Handout: Bingo Board

(1 per student)

Teacher Resource:

Letter-Sound Deck

(1)


as appropriate.

2. Locate the cards from the

Teacher Resource:

Letter-Sound Deck for

the letters G, O, K, C, M,

R, B, and E.

3. Preview the Handout:

Bingo Board and select

the bingo board to be

used in this Daily Lesson.

Duplicate for each

student.


as appropriate.

2. Select a text that lends

itself well to character

analysis and text

connections.


as appropriate.


as appropriate.

2. Locate examples of shape

poems by conducting an

Internet search using the

keywords “Shape Poems.”Students will be writing

very simple versions of

shape poems, but it is

beneficial for them to see

and listen to poems

written at a higher level.

Background Information Texttoself connection – the Refer to Shared Reading Noun - names a person, place or

Kindergarten


Unit: 03

Lesson: 02




reader connects the text their own

experiences (things done or seen)

Texttotext connection – the

reader connects to ideas in other

text - concepts that connect one

text with another text

thing

Singular noun - names a single

person, place or thing (e.g., boy,

house, cat)

Plural noun - names more than

one person, place or thing (e.g.,

boys, houses, cats)

Teacher Notes This Daily Lesson involves

students in writing a class poem

that describes a common shape.

Students will each write a short

shape poem in Daily Lesson 18

Writing.

Kindergarten


Unit: 03

Lesson: 02







identify the common sounds that

letters represent.



appropriate oral conventions to


make connections to the text.



and discuss text-to-text

connections.



and write a short class poem.

Mini Lesson 1. Using the Teacher



fictional text.




selected examples of

Kindergarten


Unit: 03

Lesson: 02



Deck, show each card for

the previously learned

letters. Instruct students to

repeat in the following

pattern: letter name,

picture, letter sound.

2. Distribute the Handout:

Bingo Board and sixteen

counters to each student.

Explain that they will use

the board to review the

following learned letters:

G, O, K, C, M, R, B, and

E.

3. Show each card one at a

time.

4. Instruct students to select

any square on the board

and write the upper-case

letter and select another

square to write the lower-

case letter in. Model as

needed.

1. Encourage students to

write the letters in boxes


Reading Routine:

Conduct a Book Walk


Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and


reading

Conduct a Read


text, stopping


and describe

characters and the

reasons for their

actions.

text connections.





relate it to another text

that they have read to

make a connection.


make text-to-text

connections after reading

independently. Use the

text from Shared Reading

to model using the

following response stem:

This book reminds me

of ________ (other book

title) because

___________ (support

with textual evidence).

shape poems.

2. Draw a large square on

chart paper. Ask: What is

this shape? Square.

3. Explain that the class will

write a poem about a

square. Tell students to

Think, Turn, and Talk

about what they know

about squares. Solicit

volunteers to share their

ideas.

4. Explain that this poem will

be a shape poem because

the words of the poem will

describe the square and

will be written in the shape

of a square.

5. Ask: What are some

objects that are in the

shape of a square?

Provide think time and

then list ideas on chart

paper. Point out common

classroom objects if

available. Involve students

Kindergarten


Unit: 03

Lesson: 02



that differ from the ones

chosen by the students

nearby, so that the boards

are diverse.

1. After all letters are written,

instruct students to listen

and repeat as you show

each card.

3. Discuss that connections

can be made while

reading. Demonstrate

locating textual evidence

to support the

connections. Reinforce

proper use of past and

future tenses, nouns,

descriptive words, and

pronouns when speaking.

Model as needed to meet

the needs of the class.

4. Ask: How can you relate

the characters and

their actions to your

own life experiences?

Discuss responses.


the characters and

their actions to

characters in another

book? Discuss

responses.


the characters and

their actions to the

community? Discuss

responses.

in matching letters to

sounds to spell simple

words. Remind students

that the words for the

objects are nouns.

6. Ask: What are some

words that describe

what a square looks

like? Provide think time

and then list ideas on

chart paper. Involve

students in matching

letters to sounds to spell

simple words. Explain that

these words are called

descriptive words.

7. Keep the list for Daily

Lesson 18 Writing.

Learning Applications 1. Review all cards by

showing a card. Instruct

1. Divide students into pairs

and instruct students to



1. Model writing a simple

class shape poem using

Kindergarten


Unit: 03

Lesson: 02



students to locate the

squares with the

corresponding letter

(upper- and lower-case)

and place a counter on

each square. Remind

them that they are to mark

the upper-case and the

lower-case letters. For

example, say: This is the

Letter-Sound card for

"G". Locate the upper-

case and the lower-

case letter "G" on your

board and mark them

both.

2. Play until the boards are

filled. Everyone can say

"Bingo" when the letters

are all called.

respond to and discuss

the following questions:

Which character from

the text would you like

to have as a friend and

why?

2. Monitor closely. Meet with

each partner group briefly

and provide support as it

is needed.

developmentally



words from the list. Write

the words, separated by

commas, on the lines of

the square so that the

words form the square

shape. Remind students

that poems do not have to

include rhyming words.


and clap the beat. Repeat

as time allows.

3. Keep the class shape

poem for Daily Lesson 18

Writing


Closure 1. Ask: Why is it helpful to




and writer? Discuss

responses.

1. Ask: What types of text

connections did you

make today? Discuss

responses.

1. Ask students to share

connections using the

following response stem:

This book reminds me

of ________ (other book

title) because

___________ (support

with textual evidence).



other texts? Discuss

responses including that

poems have rhythm (beat)

and sometimes they have

rhyming words.

Kindergarten


Unit: 03

Lesson: 02



Lesson Preparation


TEKS Ongoing TEKS TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.2B,E K.Fig19B,F

K.4B

K.6A

K.8A,B

K.16Ai-iii,C

K.16Av

K.21A

K.22A

K.23A

K.Fig19F

K.16C

K.1F

K.16Av,B

K.7A

K.13A

K.14B

K.16Aii,iii

K.17A

K.18C

K.13E


Guiding Questions Awareness of word patterns

supports the development of

word reading and spelling.

Why is it helpful to practice

letters and sounds? How

does this help you as a

reader and writer?

Effective oral

conventions enhance


message.

Why do readers

discuss books?

Readers create

connections to make

text personally

relevant and useful.


understand the


actions?

Readers create

connections to make

text personally

relevant and useful.

How does making text

to community

connections help the

reader understand

the story?


techniques to

enhance the reader’sand/or listener’sexperience.

What is poetry and


other texts?

Vocabulary of InstructionAlliteration

Syllable

Character

Connection

Connection

Textual evidence

Poem

Noun

Descriptive word

Kindergarten


Unit: 03

Lesson: 02




MaterialsGrade-appropriate big book

(1)

Chart paper (if applicable)

Paper, plain (1 per

student)

Grade-appropriate

fictional text from

Daily Lesson 17

Shared Reading (1)

Chart paper (if

applicable)



student selection

Chart paper (if

applicable)

Chart paper (if

applicable)

Attachments and


Phonological Awareness

Check (optional, 1 per

student)

Teacher Resource: Letter-

Sound Identification

(optional, 1 per student)

Handout: Square

Shape Poem (1 per

student)

Advance Preparation 1. Prepare to display visuals as

appropriate.

2. Review Teacher Resources:

Phonological

Awareness Identification and

Letter-Sound Check and

available local resources to

prepare to assess the

Performance Indicator. Local

assessments and universal

1. Prepare to display

visuals as appropriate.

2. Prepare to use the

fictional text used in Daily

Lesson 17 Shared

Reading.





Kindergarten


Unit: 03

Lesson: 02




screenings may be used in

place of the Phonological

Awareness Check. Refer to the

specific standards on the

Performance Indicator to assist

in your preparation.

3. Select a big book for students to

use to demonstrate proficiency

of the following Print Awareness

TEKS:

(K.1A) recognize that spoken

words can be represented by

print for communication

(K.1C) demonstrate the one-

to-one correspondence

between a spoken word and

a printed word in text

(K.1E) recognize that

sentences are comprised of

words separated by spaces

and demonstrate the

awareness of word

boundaries (e.g., through

kinesthetic or tactile actions

such as clapping and

jumping).

Background Information This Instructional Routine partially

assesses Performance Indicator 01.

Texttocommunity connection –

the reader makes connections

Kindergarten


Unit: 03

Lesson: 02




Possible examples of alliteration:

The big baby boy bounces

the ball.

The dog dug in the dirt.

The lazy lion lies by the lake.

Possible example of teacher prompt:

What sound do you hear repeated in the

sentence?

between the text and the larger

community (a group of people

that have the same interest or

live in the same area)

Teacher Notes During Daily Lessons 18-20 Word Study,

students demonstrate proficiency with

previously acquired phonological

awareness and print awareness skills.

Make preparations for students to work

in literacy centers or on an independent

activity during Learning Applications to

allow for individual conferences.

Assessment of the Performance

Indicator may continue during

Independent Reading as needed.

Informally assess if students

understand that fictional stories

have characters, and that the

actions and motives of the

characters can be related to

themselves. This will be formally

assessed during Daily Lessons

19 and 20 Shared Reading.

Kindergarten


Unit: 03

Lesson: 02







demonstrate phonological and

print awareness.



effective oral conventions to


make connections to the text.



text-to-community connections

while reading.



a short class poem.

Mini Lesson 1. Review previously learned

information about

alliteration. Ask: What

have we learned about

sounds in sentences

with alliteration? Review

that sentences with

alliteration contain a group

of words which begin with

the same sound.

2. Say the following sentence

and have students repeat:

My mother makes muffins.

3. Ask: What sound do you

hear at the beginning

of each word? /m/


1. Display the text that was

read aloud during Daily

Lesson 17 Shared

Reading and ask students

to retell what took place in

the story.

2. Conduct a Read Aloud of

the text.

3. Question and prompt

students to ensure that

they understand the story.

4. After the Read Aloud,

revisit the text and

illustrations to lead a

discussion about one of

the characters and their

actions.



community connections.





relate it to their community

(school, neighborhood), in

order to make a

connection.

3. Using the text from Shared

Reading, model making a

simple text-to-community

connection.


routine.


the class shape poem


Writing.

3. Ask: What is this poem

about? How did we get

ideas for this poem?

Discuss responses.

Review the list of words

generated in Daily Lesson

17 Writing. Review the

words that are nouns.


write their own Square

Shape Poems. Ask: How

Kindergarten


Unit: 03

Lesson: 02



information about

syllables. Ask: What have

we learned about

syllables? Review that

one way to identify

syllables is by saying the

word aloud and clapping

for each word part.

5. Say each word from the

alliteration sentence and

have students repeat.

6. Say each word aloud

again and clap the

syllables for each.

5. Ask: How is this

character like you? How

is this character

different from you?

Discuss responses and

demonstrate locating

textual evidence to

support connections.

Reinforce proper use of

past and future tenses,

nouns, descriptive words,

and pronouns when

speaking. Model as

needed to meet the needs

of the class.

many sides does the

square have? Affirm that

there the square has four

sides and explain that

students will choose four

words from the list or their

own ideas to write. Share

that they will write one

word on each side of the

square.

5. Display the Handout:

Square Shape Poem

and model writing one

word on each side.

Demonstrate turning the

paper to make it easier to

write the words on a

horizontal line.

Learning Applications 1. Individually assess the


2. Students work in

workstations or

independently while the

teacher assesses the


1. Distribute plain paper to

each student. Instruct

them to fold the paper in

half to make two columns.

Model as needed.

2. Students label one column

with their name and draw

a self-portrait.

3. Students label the other

column with the

character's name

(students may need



developmentally


2. Continue assessing the

Performance Indicator

from Word Study as

needed.

1. Distribute the Handout:

Square Shape Poem to

each student.

2. Students choose four

words from the list or their

ideas to write on the sides

of the squares. Remind

them to write a different

word on each side.


their name neatly on the

poem.

Kindergarten


Unit: 03

Lesson: 02



assistance with this) and

draw a picture of him/her.

4. Instruct students to think

of one way that they are

like the character and one

way that they are different.

They may add sketches to

the organizer as time

allows.

5. Divide students into

partners.

1. Students take turns using

the folded organizer to tell

how they are similar to

and different from the

character.

Actively monitor and provide

support for using proper oral

conventions.


provide targeted

instruction and support.

5. As time allows, students

add illustrations to the

inside of the square.


Closure 1. Ask: What is

alliteration? Discuss

responses. Provide

additional examples as

needed.

1. Ask: Why is it important

to understand the


actions? Discuss

responses.

1. Ask: What connections

can you make to your

book? Discuss

responses.

1. Conduct the Author’sChair routine.

Kindergarten


Unit: 03

Lesson: 02



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.2F,H

K.16Aii

K.2C K.Fig19F

K.6A

K.8B

K.16Ai-iii,C

K.16Av,B

K.21A

K.22A

K.23A

K.Fig19F

K.6A

K.8B

K.1F K.7A

K.13A

K.14B

K.16Aiii

K.17A

K.18A,C

K.1A,E

K.22A



patterns of spoken

words supports the

development of word






and writer?

Effective oral

conventions enhance


message.

Why do readers

discuss books?

Readers create

connections to make


and useful.


understand the


actions?

Readers create

connections to make


and useful.

How does making

connections to

characters help you as

a reader?





other texts?

Vocabulary of InstructionSound

Blend

Character

Connection

Character Poem

Acrostic poem

Kindergarten


Unit: 03

Lesson: 02




MaterialsNote card (1 per

student)

Chart paper (if

applicable)

Paper, plain (1 per

student)

Grade-appropriate

fictional text (1)

Chart paper (if

applicable)



texts for student

selection

Chart paper (if

applicable)

Grade-appropriate

writing paper (1 per

student)

Chart paper (if

applicable)

Attachments and


Phonological

Awareness Check

(optional, 1 per

student)

Teacher Resource:

Letter-Sound Check

(optional, 1 per

student)


as appropriate.

2. Refer to Daily Lesson 18

Advanced Preparation.


as appropriate.

2. Select a grade-

appropriate fictional text

for reading aloud. Ensure

that the version selected

contains characters and a

storyline that is easy for

students to follow.


as appropriate.


as appropriate.

2. Determine a grade-

appropriate topic for a

simple class acrostic

poem. Suggestions

include: an animal, a

sport, a food, a nature

object, book character.

Kindergarten


Unit: 03

Lesson: 02




3. Fold a piece of chart

paper into two equal

columns by folding it in

half vertically. Replicate a

student version of this on

a blank sheet of paper (1

per student).

Limit the topic to a 3-5

letter word if possible.

Prepare a list of possible

topics for students to

choose from.

3. Write or locate an

example of an acrostic

poem to read during the

Mini Lesson. Examples

can be located by

conducting an Internet

search using the

keywords acrostic poems.



01.

This Instructional Routine partially


03.

An acrostic poem uses the letters

in a topic word to begin each line.

The topic is written vertically. All

lines of the poem should relate to

or describe the topic.

Teacher Notes Refer to Daily Lesson 18 Word

Study

Daily Lessons 19-20 Shared

Reading assess the Performance

Indicator.

During this Daily Lesson,

students will write a class acrostic

poem. This Daily Lesson will

continue in Daily Lesson 20

Writing.

Kindergarten


Unit: 03

Lesson: 02








print awareness.



personal connections to a story

character.



discuss a favorite story character.



and write a short class poem.

Mini Lesson 1. Review previously learned

information about rhyme.


fictional text.

1. Review that good readers

engage in discussions

1. Ask: What do you know

about writing poems?

Kindergarten


Unit: 03

Lesson: 02



Ask: What have we

learned about words

that rhyme? Review that

rhyming words end with

the same word part.

2. Say the words hat and cat.



and then blending to make

the word.

3. Display the two words.

4. Ask: What other words

rhyme with hat and cat?

Discuss responses and

generate a list of nouns

(later they will draw a

picture to represent one of

the words) containing the

word part –at. Some

suggestions of nouns that

rhyme with –at include:bat, cat, hat, rat, and mat.


to locate the word part

–at.


Reading Routine:

Conduct a Book Walk


Display and discuss

the cover


and illustrator

Model how to hold a

book and turn pages


3 illustration

Pose questions that

activate background

knowledge, elicit

predictions, and


reading

Conduct a Read


text, stopping


and describe

characters and the

reasons for their

actions.

3. After the Read Aloud,

revisit the text and

illustrations to lead a

discussion about one or

about texts with other

readers.

2. Explain that after reading

independently students

will engage in discussions

about a character from

their text.

3. 3. Using the text from

Shared Reading, briefly

model sharing about a

favorite a character. Use

the following response

stem: My favorite

character in this book

is _________ because

_____.

4. Review and model

expectations for

discussions as needed.

Support discussion of how

authors generate ideas for

poems, use rhythm and

rhyme, and select

interesting words (naming

words and descriptive

words). Review the forms

of poetry students have

written (couplet, five

senses poem, shape

poem).


write a class acrostic

poem. Display the

prepared example and

read it aloud to the class.

Point out that the topic of

the poem is written down

the side and that each line

of the poem begins with a

letter in the topic word.

Choral Read the poem.


prepared list of grade-

appropriate topics for the

acrostic poem. Instruct

students to vote for the

topic they would like to

write about.

4. Write the topic vertically

for all to see. With student

Kindergarten


Unit: 03

Lesson: 02



more of the characters

and their actions.

4. Ask: How is this

character like you? How

is this character

different from you?

Discuss responses.

5. Display the pre-folded

chart paper. Open it up so

that the two boxes show.

6. Write the name of the

character at the top of one

of the columns on the

chart paper and your

name at the top of the

other column.

7. Model drawing a simple

sketch of the main

character in the box.

Think Aloud to add

details about how you and

the character are different

and alike.

8. Inform students that they

will create a graphic

organizer and record their

personal similarities and

differences to a character.

participation, brainstorm

describing words and/or

short phrases for each

letter of the topic.

5. Use the ideas to model

writing the acrostic poem.

Involve students as

appropriate in spelling

simple words and sharing

the pen.

6. Choral Read the class

poem and clap the beat.

Learning Applications 1. Distribute a note card to 1. Distribute the pre-folded 1. Students select a text and 1. Distribute grade-

Kindergarten


Unit: 03

Lesson: 02



each student.

2. Each student selects one

of the rhyming words to

write and illustrate on the

card.

3. Continue individually

assessing the

Performance Indicator with

individuals.

paper to each student.

2. Students follow the

example on the chart

paper to label the graphic

organizer with the

character's name in one

column and the word "Me"

in the other.

3. Students illustrate the

columns with

characteristics to match

the character and

themselves, respectively.

4. Students add details

depicting likenesses and

differences between

themselves and the

character.

5. At the bottom, instruct

them to add a sentence

about one way that they

are like the character and

one way that they are

different from the

character. Use the

following sentence stems:

Character’s name and I

are alike because____ /


are different

because______.


developmentally




from Word Study as

needed.

appropriate writing paper

to each student. Instruct

students to neatly copy

the class poem. Review

that words are written left-

to-right and have spaces

between them.


support their efforts.


their names on their

poems and collect student

work for Daily Lesson 20

Writing.

Kindergarten


Unit: 03

Lesson: 02



6. Monitor closely. For those

that need additional

support, have them dictate

their sentence.

7. When the work is

complete, instruct

students to label their

work with their name.


Closure 1. Divide students into

groups of 3 or 4.

2. Students share and

discuss pictures with their

peers.

1. Students present their

findings to a small group.

1. In partners, students

discuss their favorite

characters. Students use


stem: My favorite



_____.

1. Choral Read the class

acrostic poem and clap

the beat.

2. Share that in Daily Lesson

20 students will complete

their poems by adding

illustrations.

Kindergarten


Unit: 03

Lesson: 02



Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

K.1B

K.2B,E F,H

K.3A

K.21B

K.Fig19F

K.6A

K.8B

K.16Ai-iii,C

K.16Av,B

K.21A

K.22A

K.23A

K.Fig19F

K.6A

K.8B

K.16B

K.22A

K.23A

K.14B

K.17A

K.13E

K.21A

K.22A

K.23A



patterns of spoken

words supports the

development of word






and writer?

Effective oral

conventions enhance


message.

Why do readers

discuss books?

Readers create

connections to make


and useful.


understand the


actions?

Readers create

connections to make


and useful.

How does making

connections to

characters help you as

a reader?





other texts?

Vocabulary of InstructionSound

Letter

Character

Connection

Character Poem

Acrostic poem

MaterialsNote card (6) Grade-appropriate Collection of grade- Chart paper (if

Kindergarten


Unit: 03

Lesson: 02




Chart paper (if

applicable)

fictional text (1)

Chart paper (if

applicable)


texts for student

selection

Chart paper (if

applicable)

applicable)

Attachments and


Phonological

Awareness Check

(optional, 1 per

student)

Teacher Resource:

Letter-Sound Check

(optional, 1 per

student)


as appropriate.

2. Refer to Daily Lesson 18

Word Study Advanced

Preparation.

3. Write the following letters

in lower-case on separate

large note cards: o, a, e,

m, t, r.


as appropriate.


as appropriate.


as appropriate.

2. Locate the acrostic poem

samples, class acrostic

poem and student work


Writing.

3. Collect the student poems

from Daily Lessons 13-18

Writing. Students will

review their poetry

collections and share

Kindergarten


Unit: 03

Lesson: 02




them with a partner.



01.

This Instructional Routine partially


03.


Teacher Notes Refer to Daily Lesson 18 Word

Study

This Daily Lesson is a

continuation of Daily Lesson 19

Shared Reading, to allow for

students to complete/add to their

graphic organizer and share in

small groups.

Refer to Daily Lesson 19 Shared

Reading

This Daily Lesson is repeated


Independent Reading. Instruct

students to select a different text

than the one used during the

previous lesson.


Kindergarten


Unit: 03

Lesson: 02








print awareness.



connections to and discuss story

characters.



discuss a favorite story character.



and share short poems.

Mini Lesson 1. Using the prepared note

cards, review the

following letters and their

corresponding sounds: o,

a, e, m, t, and r.

2. Display the letter cards on

the top row of the pocket

chart.

3. Say the word mat and

repeat.

4. Demonstrate segmenting

the word into individual

phonemes (/m/ /a/ /t/) and

then locating the

corresponding letter

cards.

5. Use the letter cards to

assemble the word.

6. Model how to blend the

sounds to say the word.

7. Return the letter cards to

1. As needed, review the

fictional text from Daily

Lesson 19 Shared

Reading.

2. Remind students that they

will complete their graphic

organizers and present

their ideas to a small

group.

1. Review that good readers


about texts with other

readers.



about a character from a

text that they read

independently.

3. Using the book from

Shared Reading, briefly

model sharing about a

favorite a character. Use


stem: My favorite



_____.

4. Review and model

expectations for

discussions as needed.


routine.

2. Display the example

acrostic poem from Daily

Lesson 19 Writing. Ask:

What is an acrostic

poem? Discuss

responses.


the class acrostic poem


Writing.


finish copying the poem

and will add illustrations.

Kindergarten


Unit: 03

Lesson: 02



the top row of the pocket

chart.

8. Use the following words to

follow steps #9-12: met,

mat, rat, rot.

9. Say a word aloud and

solicit student assistance

to segment the word into

individual sounds.

10. Select a student to select

the letters that correspond

to the word.

11. Instruct the student to

assemble the word and

then read it to double-

check that the letters are

in the right order.

12. Instruct the student to

return the letters to the

top row of the chart.

Learning Applications 1. Continue individually

assessing the


1. Students complete their

illustrations from Daily

Lesson 19 Shared

Reading and add a

sentence about one way

that they are like the

character or one way that

they are different from the

character. Provide the



developmentally




from Word Study as

needed.

1. Distribute student work


Writing. Instruct students

to finish copying the class

poem and add

illustrations.


support their efforts.

Kindergarten


Unit: 03

Lesson: 02



following sentence stem

as a scaffold:


are alike because____ /


are different

because______.

2. Monitor closely.

Transcribe dictated

sentences for students as

needed.

3. When the work is

complete instruct students

to label their work with

their name.


Closure 1. Group students with a

partner.

2. Say several one-syllable

CVC words aloud, one at

a time. Instruct students to

turn to each other and

segment the word into

individual phonemes and

then blend them to form

the word.

3. Instruct them to think of

additional words that

rhyme with each word, by

1. Students present their

findings to a small group.

2. Monitor and observe the

discussions.

1. In partners, students

discuss their favorite

characters. Students use


stem: My favorite



_____.

1. Distribute the student

poetry collections to each

student. Explain that they

will review their work and

share their favorite poem

with a partner.


Kindergarten


Unit: 03

Lesson: 02



replacing the initial sound.

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

Education Agency

Kindergarten


Unit: 03

Lesson: 02




Unit: 03 Lesson: 02

©2011, TESCCC 09/14/12 page 1 of 1

Square Shape Poem

Name:_____________________________________________________________________


Unit: 03 Lesson: 02

©2011, TESCCC 09/14/12 page 1 of 1

5 Senses Poem

Name:_____________________________________________________________________

__________________________________ Name of fruit

Looks__________________________________________________________________________, Feels___________________________________________________________________________, Tastes___________________________________________________________________________, Sounds__________________________________________________________________________, Smells___________________________________________________________________________.


Unit: 03 Lesson: 02

©2011, TESCCC 09/14/12 page 1 of 1

Name _________________________

Letter / Sound Identification

Letter Sound Incorrect

Response Letter Sound Incorrect

Response

A a

F f

S s

P p

N n

Z z

B b

H h

G g

J j

V v

C c

Y y

L l

Q q

M m

D d

W w

K k

X x

I i

E e

O o

T r

U u

R r


Unit: 03 Lesson: 02

©2011, TESCCC 09/14/12 page 1 of 1

Phonological Awareness Check

Use this assessment to monitor student progress. Administer this assessment to one student at a time. Record student responses in the spaces below each word or sound series. Indicate segments with slashes for future reference.

Student Name: Date:

1. Identifying Syllables – I will say a two-syllable word. Repeat the word after me, then say each

syllable seperately. paper jacket crayon

2. Initial Sounds – I will say a one-syllable word. Repeat the word after me, then tell me the sound that you hear at the BEGINNING of the word. cat bug mom

3. Blending Sounds – I will say the sounds of a word. Blend the sounds together to make the word. (2, or 3 phonemes) /s/ /ĭ/ /t/ /m/ /ŏ/ /p/ /c/ /ă/ /p/

4. Segmenting Sounds – I will say a word. Repeat the word after me, then say each sound in the word seperately. hit dog rat

5. Blending Onset and Rime – I will say word parts of a word. Blend the word parts together to make the word. h at p ot n ot


Unit: 01-06

©2012, TESCCC 10/17/12 page 1 of 1

Letter-Sound Routine

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

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

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

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

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

5. Ask students to listen and echo again.

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

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

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

Phonics Use Teacher Resource: Letter-Sound Deck.

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

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

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

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

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

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

Kindergarten English Language Arts and Reading Unit: 03 ... · K.18C Write one's own name. K.21...

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Transcript of Kindergarten English Language Arts and Reading Unit: 03 ... · K.18C Write one's own name. K.21...