North Shore Kindergarten Reading & Writing Plans

Tucker, Hartley, Brady, Cotlong, Macon, Schlieter

Standards Target/Objectives (What will your students be able to learn?)

With prompting and support, ask and answer questions. I will ask and answer questions.
With prompting and support, identify the main topic and retell key details of a nonfiction/ I will identify the main topic of a non-fiction text.
informational read-aloud. I will recall facts from a text.
With prompting and support, ask and answer questions about unknown words in I will identify the meanings of new words.
nonfiction/informational read alouds and discussions
Task/Assessment “Begin with the End in Mind” ESSENTIAL QUESTION(S)
PRE-PLANNING

How will you know whether your students have made progress toward the objective? A higher order question that is directly derived from the benchmark, introduced at the
How and when will you assess mastery? beginning of the lesson, discussed throughout the lesson, and answered by students at the
end of the lesson to show understanding of the concepts taught.
Check for Understanding How do I ask and answer questions?
Teacher Observation How can I identify the main topic of a text and support it with key details?
Student Performance Task How can I recall facts to answer questions about a text?
How can I identify the meanings of new words?
HIGHER ORDER QUESTIONS (3-5) Vocabulary
What questions will be answered to provoke higher order thinking and include Moderate Essential vocabulary that should be introduced and/or reviewed.
to High FCAT Complexity Levels? What would the ideal student response be for each
question?
Refer to vocabulary list for each reading in the anthology.
INTRODUCTION (Set the purpose of the lesson).
 Introduce or review the Essential Question.
 Explain the relevance of lesson and the importance of learning the concept.
 Introduce important vocabulary using the word wall as an interactive learning tool.
Monday 3/27/17 Tuesday 3/28/17 Wednesday 3/29/17 Thursday 3/30/17 Friday 3/31/17
Introducing the Earth Garbage Natural Resources Reduce, Reuse, Recycle Recycle! Recycle! Recycle!

Explain to students that we will be
starting a new module. We will be
learning about taking care of the
earth. Build and provide students
LESSON CYCLE
Review what you learned Review what you learned Review what you have learned Review what you learned so far
yesterday. Introduce story for yesterday. Revisit the KWL about Garbage and Natural about recycling. Introduce the
today’s read aloud. chart to discuss or add anything. Resources. story for today’s read aloud.
Introduce story for today’s read

with the excerpt of information in aloud.

the beginning of the module.
MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.)
 Conduct a think aloud.
 Model the use of a graphic organizer or interactive journal entry.
Monday Tuesday Wednesday Thursday Friday
Explain to students that we will be Explain that together we will do Explain to students that today’s Explain to students that today they Explain to students that today
making a KWL chart. Students will an image sequence prior to story is about natural resources. are going to learn about three ways they will learn about the different
think about what they know about reading the story, using images Explain that natural resources are in which they can help create less steps that take place when
the earth, and what they want to from today’s story. Have students things found in nature, such as garbage in landfills. Tell students something is recycled. Tell
know. Highlight that you will come make predictions about what they land, water, and air, that are to listen for ways in which students to listen carefully to the
back to the chart later to add more think garbage has to do with valuable and very important to reducing, reusing, and recycling read-aloud to find out more about
and discuss what they learn after. people. can help conserve or protect today’s topic: recycling.
taking care of the earth.
natural resources.
GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an opportunity to
work in small groups and practice what was taught during the guided portion of the lesson)
 North Shore Kindergarten Reading & Writing Plans
Tucker, Hartley, Brady, Cotlong, Macon, Schlieter

 Encourage student accountable talk during discussion.

 Incorporate the use of a collaborative strategy in small groups.
 Perform checks for understanding.
Monday
Read the story and stop periodically
to ask questions and check for
understanding (Think Pair Share:
Do you think that everything that
happens in this read-aloud could
really happen, or is it all pretend, or
fantasy? Or, is some of it real and
some of it pretend? How do you
know?)
Tuesday
Read the story and stop
periodically to ask questions and
check for understanding
(Turn and tell your neighbor at
least one thing you can do to
create less garbage).
Word Work: Hazardous
Wednesday
Have students discuss what they
think would happen if there was
no more clean water on Earth?
Word Work: Conserve
Thursday
Identify and explain activities that
students will be doing. Refer to
teacher anthology to select
activities.
(Think Pair Share: Why is it
important to reduce, reuse, and
recycle?)
Word Work: Reduce
Friday
Read the story and stop
periodically to ask questions and
check for understanding. Have
student talk with a partner to
discuss if it is important to
recycle, with reasoning of why or
why not.
Work Work: Solution

Word Work: Responsibility

- Making Choices Activity
INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.)
 Pull small groups or individuals for more intensive support.
 Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson.
 Provide above-level students with extended practice through the use of higher level activities.
Monday Tuesday Wednesday Thursday Friday
A.) Students who need extra support will…
B.) Students who are working on level and independently will…
Students who need to be challenged or finish early will…
Together fill in KWL chart Image card review Student Workbook Activity Give every student a sheet of Refer back to KWL chart
3B-1 paper. Have each student draw a
Students who need additional picture of a natural resource (e.g., Students who need additional
support will hear story in small trees, water, air, coal, fish, oil). support will hear story in small
group: It’s Earth Day! Then, pair each student with a group: Michael Recycle
partner and ask students to trade
illustrations.
CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.)
 Have students reflect on or answer the Essential Question.
 Help students connect today’s learning to their bigger goal in the course.
Monday Tuesday Wednesday Thursday Friday
Review essential question and Review essential question and Review essential question and Review essential question and Review essential question and
objective. objective. objective. objective. objective.