Kindergarten Reading and Writing Lesson

Standard:
CCSS.ELA-LITERACY.RL.K.10
1. Actively engage in group reading activities with purpose and understanding.

Content objective:
SWBAT… CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Language Objectives:
1. CCSS.ELA-LITERACY.L.K.4.A
a. SWBAT… Identify new meanings for familiar words and apply them accurately
(e.g., knowing duck is a bird and learning the verb to duck).
2. CCSS.ELA-LITERACY.L.K.5
a. SWBAT… With guidance and support from adults, explore word relationships
and nuances in word meanings.
3. CCSS.ELA-LITERACY.L.K.5.C
a. SWBAT… Identify real-life connections between words and their use (e.g., note
places at school that are colorful).
4. CCSS.ELA-LITERACY.L.K.6
a. SWBAT… Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.
5. CCSS.ELA-LITERACY.L.K.1.D
a. SWBAT… Understand and use question words (interrogatives) (e.g., who, what,
where, when, why, how).

Connection:
● Students can bring in prior/background knowledge to explain their own memories with
detail.
● Students will remain engaged in the task and find personal connections to use in the task.

Task:
Students will be learning how to identify memories and experiences by reading/listening to
stories then writing a sentence and drawing a supporting picture. Students will be listening to
read alouds then discussing what they have done the same or differently before, comparing to the
story. Read alouds will consist of picture books and teacher will allow time in between to let
students make comments. This is when the teacher will also make their own connection to what
they have done before, modeling what the children have to do by thinking out loud for the
 Kindergarten Reading and Writing Lesson

students to hear the teacher’s thought process. Teacher will also be writing on a worksheet to
physically model what to do. As the lesson begins, students will be reminded of objectives for
the lesson. Teacher will leave finished worksheet, shown to the class, as a reference for students.
As students work on worksheet, the teacher will walk around and help when necessary. Students
may choose any memories they can recall to show an understanding of recall and expressing it in
a sentence.

Assessment:
● (in the middle/informal) Teacher will pay attention to how students are discussing to
informally assess how students are doing.
● (at the end/formal) After students are done working on their worksheet, they turn it in.
Language Supports: (Scaffold, Multimedia Presentation, and Checking for Understanding)
● I will model the language for my students.
● I will make sure they know the present tense and I can build on it to introduce the
vocabulary.
● Modeling proper vocabulary/placement
● Use a sentence frame when recalling situations.
● I will provide images associated with the vocabulary words.
● I will provide a presentation slide.
● I will provide a couple videos to watch and compare.
● I will continue to ask for understanding with thumbs up and thumbs down.

Example IH that must be done before the lesson:

Homework (Sent home on Light Blue Paper)

Name:___________________________
DUE: 01/19/20
Hello Parents and Guardians!
This week in class we are learning how to identify a memory and/or an experience we’ve
had and writing a sentence about it! Here are our content objective and our language objective
for the week:
 Kindergarten Reading and Writing Lesson

1. Content Objective: SWBAT… with guidance and support from adults, recall
information from experiences or gather information from provided sources to answer
a question.
2. Language Objective: SWBAT… Identify real-life connections between words and
their use (e.g., note places at school that are colorful).

This week, I would like you to tell your child a fun memory you have of your childhood or
maybe just this past week! While telling the story, it will be your child’s responsibility to write a
sentence that states the event and where it took place and then draw a scene! For example: “I
remember dropping my ice cream at the cafeteria yesterday!” It is okay if your child spells the
words wrong as long as they attempt to sound the words out loud! Thank you for participating in
your child’s education!!
Draw Picture here!

My parent/guardian remembers…
____________________________________________________
____________________________________________________
_________________________________________________.
(Teacher Plan: Once students hear their parents story, they will have a chance to practice writing
down someone else’s memory in a sentence, bond with their parent(s)/guardian(s) and share the
story to class the next school day!)