Kindergarten English Language Arts and Reading Unit: 03 ... · K.18C Write one's own name. K.21...
Transcript of 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
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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:
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 2 of 80
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
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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):
Kindergarten
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Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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):
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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)
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 7 of 80
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
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 8 of 80
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?
Writers use literary
techniques to enhance
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)
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 9 of 80
Daily Lesson #: 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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.
1. Prepare to display visuals
as appropriate.
2. Select a text from the
collection to read aloud.
1. Prepare to display visuals
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
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 10 of 80
Daily Lesson #: 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 11 of 80
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.
Content Objective: Students
respond to rhythm and rhyme in
poetry.
Suggested Duration: 15-20 min.
Content Objective: Students make
inferences based on the cover,
title, illustrations, and plot.
Suggested Duration: 25-30 min.
Content Objective: Students
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.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 12 of 80
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.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 13 of 80
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 ___.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 14 of 80
Lesson Preparation
Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
Key Understandings and
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?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and how
is it different from other
texts?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.Why do authors use
sensory details?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Vocabulary of InstructionLetter
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
Collection of grade-
appropriate texts for
student selection
Chart paper (if
applicable)
Chart paper (if
applicable)
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 15 of 80
Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING
sensory details (1)
Chart paper (if
applicable)
Attachments and
Resources Handout: Sensory
Details (1)
Handout: Sensory
Details (optional,1 per
student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display and
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.
1. Prepare to display visuals
as appropriate.
2. If desired, duplicate the
Handout: Sensory
Details for each student
to use as a reference.
1. Prepare to display visuals
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
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 16 of 80
Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 17 of 80
Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 18 of 80
Instructional Routines
Daily Lesson # 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
segment spoken words into
individual phonemes and
understand the relationship
between individual phonemes
and rimes.
Suggested Duration: 20-25 min.
Content Objective: Students
respond to rhythm and rhyme in
poetry and recognize sensory
details.
Suggested Duration: 15-20 min.
Content Objective: Students
recognize sensory details.
Suggested Duration: 25-30 min.
Content Objective: Students write
short rhyming poems as a class.
Mini Lesson 1. Say the word got and
instruct students to
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 19 of 80
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.
7. Choral Read 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.
1. Students select texts and
read independently for a
developmentally
appropriate duration.
2. Actively monitor and
provide support as
needed.
1. As time permits, students
illustrate the class
couplets.
2. Actively monitor and
provide support as
needed.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 20 of 80
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.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Read words from the
previously created list, out
of order.
2. Instruct various students
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 21 of 80
Lesson Preparation
Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
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?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Vocabulary of InstructionLetter
Sound
Poem
Rhyme
Rhythm
Poem
Rhyme
Rhythm
Poem
Senses
Descriptive word
Materials10 picture cards or
objects (five that begin
Grade-appropriate
poem that rhymes (1)
Collection of grade-
appropriate texts for
Apple or other fruit to
use as the topic of the
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 22 of 80
Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
Resources Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
Teacher Resource: 5
Senses Poem
(optional)
Advance Preparation 1. Prepare to display visuals
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.
1. Prepare to display visuals
as appropriate.
2. Select a grade-
appropriate poem that
rhymes. Write the poem
on chart paper.
1. Prepare to display visuals
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.
1. Prepare to display visuals
as appropriate.
2. If providing fruit slices or
segments to each student,
prepare accordingly.
3. Prepare to display and
use the enlarged
Handout: Sensory
Details from Daily Lesson
14 Shared Reading.
4. Preview the Teacher
Resource: 5 Senses
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 23 of 80
Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING
3. Prepare to work with small
groups to assess the
Performance Indicator.
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 24 of 80
Instructional Routines
Daily Lesson # 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter E.
Suggested Duration: 20-25 min.
Content Objective: Students
respond to rhythm and rhyme in
poetry.
Suggested Duration: 25-30 min.
Content Objective: Students recite
a short poem demonstrating
knowledge of rhythm and rhyme
by identifying the beat and
similarities in word sounds.
Suggested Duration: 15-20 min.
Content Objective: Students write
short class poems.
Mini Lesson 1. Use the Teacher
Resource: Letter-Sound
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.
2. Introduce the selected
poem. Explain that it is a
poem that rhymes.
3. Read the poem aloud and
instruct students to
repeat.
1. Explain that small groups
will recite a short poem
while others are reading
independently.
1. Ask: What is poetry and
how is it different from
other texts? Discussion
includes poems have
rhythm (beat) and
sometimes they have
rhyming words.
2. Explain that students will
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 25 of 80
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.
1. Students select texts and
read independently for a
developmentally
appropriate duration.
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.
2. Choral Read the poem
and clap the beat. Repeat
as time allows.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 26 of 80
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.
1. Ask: What is poetry and
how is it different from
other texts? Discuss
responses including that
poems have rhythm (beat)
and sometimes they have
rhyming words.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 27 of 80
Lesson Preparation
Daily Lesson #: 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
Key Understandings and
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?
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
text personally relevant
and useful.
How does making text-
to-self connections
help the reader
understand the story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Vocabulary of InstructionLetter
Sound
Character
Event
Fiction
Connection
Textual evidence
Poem
Sense
Describing word
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 28 of 80
Daily Lesson #: 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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)
Collection of grade-
appropriate fictional
texts for student
selection
Chart paper (if
applicable)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Write each the following
letters onto three separate
large sticky notes: r, f, l.
1. Prepare to display visuals
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.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 29 of 80
Daily Lesson #: 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Teacher Notes
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 30 of 80
Instructional Routines
Daily Lesson # 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students blend
spoken onsets and rimes to form
simple words.
Suggested Duration: 25-30 min.
Content Objective: Students use
appropriate oral conventions to
discuss story characters and
events.
Suggested Duration: 10-15 min.
Content Objective: Students make
and discuss text-to-self
connections.
Suggested Duration: 25-30 min.
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.
Model segmenting the
word into onset and rime
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)…
1. Conduct the handwriting
routine.
2. Choral Read the poem
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 31 of 80
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 32 of 80
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.
5. Instruct students to write
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
read independently for a
developmentally
appropriate duration.
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.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 33 of 80
Discuss responses. This reminds me of a
time… This character islike (someone I know)…
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 34 of 80
Lesson Preparation
Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
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?
Readers create
connections to make
text personally relevant
and useful.
Why is it important to
understand the
characters and their
actions?
Effective oral
conventions enhance
interpretation of the
message.
Why do readers
discuss books?
Readers create
connections to make
text personally relevant
and useful.
How does making text-
to-text connections
help the reader
understand the story?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Vocabulary of InstructionLetter
Sound
Upper-case
Lower-case
Character
Connection
Personal experience
Textual evidence
Connection
Textual evidence
Poem
Noun
Descriptive word
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 35 of 80
Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING
MaterialsCounters (16 per
student)
Chart paper (if
applicable)
Grade-appropriate
fictional text (1)
Chart paper (if
applicable)
Collection of grade-
appropriate texts for
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)
Advance Preparation 1. Prepare to display visuals
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.
1. Prepare to display visuals
as appropriate.
2. Select a text that lends
itself well to character
analysis and text
connections.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 36 of 80
Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 37 of 80
Instructional Routines
Daily Lesson # 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
identify the common sounds that
letters represent.
Suggested Duration: 25-30 min.
Content Objective: Students use
appropriate oral conventions to
discuss story characters and
make connections to the text.
Suggested Duration: 10-15 min.
Content Objective: Students make
and discuss text-to-text
connections.
Suggested Duration: 25-30 min.
Content Objective: Students plan
and write a short class poem.
Mini Lesson 1. Using the Teacher
Resource: Letter-Sound
1. Introduce the selected
fictional text.
1. Review previously learned
information about text-to-
1. Display and read the
selected examples of
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 38 of 80
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
2. 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
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.
text connections.
2. Remind the students that
they can use textual
evidence (a portion of the
text or an illustration) and
relate it to another text
that they have read to
make a connection.
3. Explain that students will
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 39 of 80
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.
5. Ask: How can you relate
the characters and
their actions to
characters in another
book? Discuss
responses.
6. Ask: How can you relate
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. Students select a text and
read independently for a
1. Model writing a simple
class shape poem using
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 40 of 80
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
appropriate duration.
2. Actively monitor students.
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.
2. Choral Read the poem
and clap the beat. Repeat
as time allows.
3. Keep the class shape
poem for Daily Lesson 18
Writing
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask: Why is it helpful to
practice letters and
sounds? How does this
help you as a reader
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).
1. Ask: What is poetry and
how is it different from
other texts? Discuss
responses including that
poems have rhythm (beat)
and sometimes they have
rhyming words.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 41 of 80
Lesson Preparation
Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
Key Understandings and
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
interpretation of the
message.
Why do readers
discuss books?
Readers create
connections to make
text personally
relevant and useful.
Why is it important to
understand the
characters and their
actions?
Readers create
connections to make
text personally
relevant and useful.
How does making text
to community
connections help the
reader understand
the story?
Writers use literary
techniques to
enhance the reader’sand/or listener’sexperience.
What is poetry and
how is it different from
other texts?
Vocabulary of InstructionAlliteration
Syllable
Character
Connection
Connection
Textual evidence
Poem
Noun
Descriptive word
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 42 of 80
Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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)
Collection of grade-
appropriate texts for
student selection
Chart paper (if
applicable)
Chart paper (if
applicable)
Attachments and
Resources Teacher Resource:
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.
1. Prepare to display
visuals as appropriate.
1. Prepare to display
visuals as appropriate.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 43 of 80
Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 44 of 80
Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 45 of 80
Instructional Routines
Daily Lesson # 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
demonstrate phonological and
print awareness.
Suggested Duration: 25-30 min.
Content Objective: Students use
effective oral conventions to
discuss story characters and
make connections to the text.
Suggested Duration: 10-15 min.
Content Objective: Students make
text-to-community connections
while reading.
Suggested Duration: 25-30 min.
Content Objective: Students write
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/
4. Review previously learned
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.
1. Review previously learned
information about text-to-
community connections.
2. Remind the students that
they can use textual
evidence (a portion of the
text or an illustration) and
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.
1. Conduct the handwriting
routine.
2. Display and Choral Read
the class shape poem
from Daily Lesson 17
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.
4. Explain that students will
write their own Square
Shape Poems. Ask: How
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 46 of 80
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
Performance Indicator.
2. Students work in
workstations or
independently while the
teacher assesses the
Performance Indicator.
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
1. Students select a text and
read independently for a
developmentally
appropriate duration.
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.
3. Instruct students to write
their name neatly on the
poem.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 47 of 80
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.
4. Confer with students to
provide targeted
instruction and support.
5. As time allows, students
add illustrations to the
inside of the square.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Ask: What is
alliteration? Discuss
responses. Provide
additional examples as
needed.
1. Ask: Why is it important
to understand the
characters and their
actions? Discuss
responses.
1. Ask: What connections
can you make to your
book? Discuss
responses.
1. Conduct the Author’sChair routine.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 48 of 80
Lesson Preparation
Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
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?
Effective oral
conventions enhance
interpretation of the
message.
Why do readers
discuss books?
Readers create
connections to make
text personally relevant
and useful.
Why is it important to
understand the
characters and their
actions?
Readers create
connections to make
text personally relevant
and useful.
How does making
connections to
characters help you as
a reader?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Vocabulary of InstructionSound
Blend
Character
Connection
Character Poem
Acrostic poem
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 49 of 80
Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING
MaterialsNote card (1 per
student)
Chart paper (if
applicable)
Paper, plain (1 per
student)
Grade-appropriate
fictional text (1)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional
texts for student
selection
Chart paper (if
applicable)
Grade-appropriate
writing paper (1 per
student)
Chart paper (if
applicable)
Attachments and
Resources Teacher Resource:
Phonological
Awareness Check
(optional, 1 per
student)
Teacher Resource:
Letter-Sound Check
(optional, 1 per
student)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Refer to Daily Lesson 18
Advanced Preparation.
1. Prepare to display visuals
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.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 50 of 80
Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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.
Background Information This Instructional Routine partially
assesses Performance Indicator
01.
This Instructional Routine partially
assesses Performance Indicator
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 51 of 80
Instructional Routines
Daily Lesson # 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
demonstrate phonological and
print awareness.
Suggested Duration: 25-30 min.
Content Objective: Students make
personal connections to a story
character.
Suggested Duration: 10-15 min.
Content Objective: Students
discuss a favorite story character.
Suggested Duration: 25-30 min.
Content Objective: Students plan
and write a short class poem.
Mini Lesson 1. Review previously learned
information about rhyme.
1. Introduce the selected
fictional text.
1. Review that good readers
engage in discussions
1. Ask: What do you know
about writing poems?
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 52 of 80
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.
Model segmenting the
word into onset and rime
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.
5. Instruct various students
to locate the word part
–at.
2. 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
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.
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).
2. Explain that students will
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.
3. Display and read the
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 53 of 80
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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____ /
Character’s name and I
are different
because______.
read independently for a
developmentally
appropriate duration.
2. Continue assessing the
Performance Indicator
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.
2. Confer with students to
support their efforts.
3. Instruct students to write
their names on their
poems and collect student
work for Daily Lesson 20
Writing.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
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
the following response
stem: My favorite
character in this book
is _________ because
_____.
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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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Lesson Preparation
Daily Lesson #: 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING
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
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?
Effective oral
conventions enhance
interpretation of the
message.
Why do readers
discuss books?
Readers create
connections to make
text personally relevant
and useful.
Why is it important to
understand the
characters and their
actions?
Readers create
connections to make
text personally relevant
and useful.
How does making
connections to
characters help you as
a reader?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.What is poetry and
how is it different from
other texts?
Vocabulary of InstructionSound
Letter
Character
Connection
Character Poem
Acrostic poem
MaterialsNote card (6) Grade-appropriate Collection of grade- Chart paper (if
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 57 of 80
Daily Lesson #: 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Chart paper (if
applicable)
fictional text (1)
Chart paper (if
applicable)
appropriate fictional
texts for student
selection
Chart paper (if
applicable)
applicable)
Attachments and
Resources Teacher Resource:
Phonological
Awareness Check
(optional, 1 per
student)
Teacher Resource:
Letter-Sound Check
(optional, 1 per
student)
Advance Preparation 1. Prepare to display visuals
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.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Locate the acrostic poem
samples, class acrostic
poem and student work
from Daily Lesson 20
Writing.
3. Collect the student poems
from Daily Lessons 13-18
Writing. Students will
review their poetry
collections and share
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 58 of 80
Daily Lesson #: 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING
them with a partner.
Background Information This Instructional Routine partially
assesses Performance Indicator
01.
This Instructional Routine partially
assesses Performance Indicator
03.
Refer to Daily Lesson 19 Writing
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
from Daily Lesson 19
Independent Reading. Instruct
students to select a different text
than the one used during the
previous lesson.
Refer to Daily Lesson 19 Writing
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 59 of 80
Instructional Routines
Daily Lesson # 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
demonstrate phonological and
print awareness.
Suggested Duration: 25-30 min.
Content Objective: Students make
connections to and discuss story
characters.
Suggested Duration: 10-15 min.
Content Objective: Students
discuss a favorite story character.
Suggested Duration: 25-30 min.
Content Objective: Students write
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
engage in discussions
about texts with other
readers.
2. Explain that students will
engage in discussions
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
the following response
stem: My favorite
character in this book
is _________ because
_____.
4. Review and model
expectations for
discussions as needed.
1. Conduct the handwriting
routine.
2. Display the example
acrostic poem from Daily
Lesson 19 Writing. Ask:
What is an acrostic
poem? Discuss
responses.
3. Display and Choral Read
the class acrostic poem
from Daily Lesson 19
Writing.
4. Explain that students will
finish copying the poem
and will add illustrations.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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
Performance Indicator.
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
1. Students select a text and
read independently for a
developmentally
appropriate duration.
2. Continue assessing the
Performance Indicator
from Word Study as
needed.
1. Distribute student work
from Daily Lesson 19
Writing. Instruct students
to finish copying the class
poem and add
illustrations.
2. Confer with students to
support their efforts.
Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 61 of 80
following sentence stem
as a scaffold:
Character’s name and I
are alike because____ /
Character’s name and I
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.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
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
the following response
stem: My favorite
character in this book
is _________ because
_____.
1. Distribute the student
poetry collections to each
student. Explain that they
will review their work and
share their favorite poem
with a partner.
2. Actively monitor students.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
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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
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 13-20
Last Updated 05/08/2013 page 63 of 80
Kindergarten English Language Arts and Reading
©2011, TESCCC 09/14/12 page 1 of 2
Bingo Board 1
Kindergarten English Language Arts and Reading
©2011, TESCCC 09/14/12 page 2 of 2
Bingo Board 2
Kindergarten English Language Arts and Reading
Unit: 03 Lesson: 02
©2011, TESCCC 09/14/12 page 1 of 1
Sensory Details
My Five Senses
Kindergarten English Language Arts and Reading
Unit: 03 Lesson: 02
©2011, TESCCC 09/14/12 page 1 of 1
Square Shape Poem
Name:_____________________________________________________________________
Kindergarten English Language Arts and Reading
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___________________________________________________________________________.
Kindergarten English Language Arts and Reading
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
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 1 of 9
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 2 of 9
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 3 of 9
G g
H h
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 4 of 9
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 5 of 9
M m
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 6 of 9
Q q
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 7 of 9
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 8 of 9
W w
Kindergarten English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC 09/14/12 page 9 of 9
Y y
Kindergarten English Language Arts and Reading
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
Kindergarten English Language Arts and Reading
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.