Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
ELAR Kindergarten Unit 03 Exemplar Lesson 01: Building Literacy through Folktales, Fables, 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’s
teacher. (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
Performance Indicators
Students continue to develop their foundational literacy skills by applying alphabetic knowledge during decoding and
encoding. Student’s vocabulary is expanded through experiences with words that name actions and sequence.
Students listen to and read stories identifying story elements, and they engage in discussions by answering and
asking questions. Students apply understandings of the writing process by writing about personal experiences.
Kindergarten ELAR Unit 03 PI 02
In a small group, listen to a well-known folktale or fable read aloud, and ask and respond to questions related to the story. Discuss
the purpose for listening to the story, and identify the big idea. Individually, create a story map that includes characters, setting, and
key events. Use your story map to verbally retell the story.
Standard(s): K.4B , K.6A , K.6B , K.8A , K.21A , K.21B , K.Fig19A , K.Fig19B , K.Fig19E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.2G , ELPS.c.2I , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E
, ELPS.c.3F , ELPS.c.3H , ELPS.c.4D , ELPS.c.4G , ELPS.c.5B , ELPS.c.5G
Key Understandings
Awareness of sound patterns of spoken words supports the development of word reading and spelling.
Understanding literary elements facilitates the reader’s ability to make meaning of the text.
Readers use strategies to support understanding of text.
Readers create connections to make text personally relevant and useful.
Writers use literary techniques to enhance the reader’s and/or listener’s experience.
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page 1 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
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:
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.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.
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
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
expected to:
K.6A
Identify elements of a story including setting, character, and key events.
K.6B
Discuss the big idea (theme) of a well-known folktale or fable and connect it to personal
experience.
K.6C
Recognize sensory details.
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.13B
Develop drafts by sequencing the action or details in the story (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:
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
K.16A
Understand and use the following parts of speech in the context of reading, writing, and
speaking (with adult assistance):
K.16A.i
past and future tenses when speaking.
K.16A.ii
nouns (singular/plural).
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.17B
Capitalize the first letter in a sentence.
K.17C
Use punctuation at the end of a sentence.
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 will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
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page 4 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
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.
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.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 expected
to:
K.6D
Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales
from various cultures.
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).
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
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.14A Dictate or write sentences to tell a story and put the sentences in chronological sequence.
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.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.
Materials
10 picture cards or objects (five that begin with G and five that do not)
10 picture cards or objects (five that begin with O and five that do not)
10 picture cards or objects (five that begin with K and five that do not)
10 picture cards or objects (five that begin with C and five that do not)
10 picture cards or objects (five that begin with M and five that do not)
10 picture cards or objects (five that begin with R and five that do not)
Large note card (8)
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Note card (3 per 2 students)
Note card (2 per student)
Note card (18)
Paper, plain (6 per student)
Highlighter tape or flexible (bendable) wax-coated sticks (1 package)
Chart paper
2 grade-appropriate texts (1 copy of each)
2 grade-appropriate familiar fictional text (1 copy of each)
Grade-appropriate fable, folktale, or fictional text (1)
Grade-appropriate fable, folktale, or fictional text (1)
2 grade-appropriate texts written for different purposes, one to inform and one to entertain (1 copy of each)
5 grade-appropriate folktale or fable (1 copy of each)
Collection of grade-appropriate fictional texts for student selection
Collection of grade-appropriate texts for student selection
Collection of grade-appropriate fables, folktales, and fictional stories 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: “at” Word Maker (1 per student)
Handout: Bingo Board (1 per student)
Teacher Resource: Letter-Sound Deck (1)
Teacher Resource: Letter-Sound Routine (1)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 01
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2B,F,H
K.3A,B
K.18A,B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
K.Fig19A,E
K.4A
K.5A
INDEPENDENT READING
TEKS
Ongoing
TEKS
K.Fig19E
WRITING
TEKS
K.13A
K.16Ai
Ongoing
TEKS
K.14A
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 readers
and writers?
Readers use strategies
to support
understanding of text.
What are some words
that describe actions?
Readers use strategies
to support
understanding of text.
How can telling
important events in a
story help you as a
reader?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
What are details? How
do they help readers?
Letter
Sound
Verb
Purpose
Predict
Retell
Detail
10 picture cards or
objects (five that begin
with G and five that do
not)
Note card (5)
Grade-appropriate text
(1)
Chart paper (if
Paper, plain (1 per
student)
Collection of gradeappropriate fictional
Paper, plain (1 per
student)
Chart paper (if
applicable)
Vocabulary of Instruction
Materials
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page 8 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 01
WORD STUDY
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
applicable)
INDEPENDENT READING
WRITING
texts for student
selection
Chart paper (if
applicable)
Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Locate the G card from
the Teacher Resource:
Letter-Sound Deck.
2. Select a gradeappropriate text containing
a variety of verbs
appropriate for acting out.
3. Gather five picture cards
or objects representing
words that begin with /g/
(include one-syllable CVC
words and multisyllabic
words) and five that do
not.
Background Information
SHARED READING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
3. Select five verbs from the
text to use for this lesson.
Write each selected verb
onto a note card.
Verb - a word that describes
action or state of being (e.g.,
jump)
Past tense verb - states an action
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page 9 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
that already happened (e.g.,
jumped)
Present tense verb - states an
action that is happening now
(e.g., is jumping)
Future tense verb - states an
action that will happen (e.g., will
jump)
Teacher Notes
During Daily Lessons 1 and 4
Shared Reading, students identify
and use words that name actions
and sequences. Carefully select
texts with easy-to-follow plots so
that students can focus their
attention on learning types of
words and their functions.
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During Daily Lessons 1 and 2
Writing, students generate and
share ideas with peers through
class discussions (in preparation
for a draft). The teacher provides a
prompt and models extensively
through thinking aloud,
questioning/prompting and
soliciting student contributions.
Modeled teacher writing and
student work will be revisited
during Daily Lessons 2, 3, and 10
Writing.
page 10 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter G.
Suggested Duration: 25-30 min.
Content Objective: Students
understand an author’s message.
Students identify and use words
that name actions.
Suggested Duration: 15-20 min.
Content Objective: Students retell
a previously read text.
Suggested Duration: 25-30 min.
Content Objective: Students plan
for writing by discussing ideas.
Mini Lesson
1. Use the Teacher
Resource: Letter-Sound
Routine to introduce the
letter G. Suggested words
for phonological practice
include: goat, gum, gift,
go, gold.
1. Explain that students will
listen for special words
that name actions. These
words are called verbs.
1. Explain that readers often
retell a story when they
talk to others about what
they have read.
1. Review that writers can
develop ideas by thinking
and talking before writing.
2. Instruct students to think
of their favorite things to
do.
2. Provide some examples of 2. Using the story from
verbs from the text. Say
Shared Reading, review
the words in isolation and
how to retell a story.
3. Ask: What is your
then tell about them within
Demonstrate how to locate
favorite thing to do?
the context of a
textual evidence
Why? Students Think,
meaningful sentence. Ask:
(rereading portions of the
Turn, and Talk to share
Based on these words,
text or revisiting pictures
ideas.
what predictions can
to support the retelling.)
you make about the
4. Think Aloud about a
story? Discuss
grade-appropriate
responses.
personal hobby or
interest. Explain its
3. Follow this Shared
importance.
Reading Routine:
5. Sketch a very simple
Conduct a Book Walk
picture about the hobby or
of the selected text:
interest.
Display and discuss
6. Tell about the picture in a
the cover
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page 11 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
very general way. For
example: "My favorite
thing to do is swimming at
the pool. My picture is of
me in the neighborhood
pool."
Read the title, author,
and illustrator
Model how to hold a
book and turn pages
Preview and discuss 23 illustrations
Pose questions that
activate background
knowledge, elicit
predictions, and
establish purpose for
reading
Conduct a Read
Aloud of the selected
text, stopping
periodically to identify
words that name
actions and to confirm
predictions.
Learning Applications
1. Review the letter G picture 1. Display the created verb
Last Updated 05/08/2013
7. Ask: How can I add to
this picture to tell more
about my favorite thing
to do? Discuss
responses.
8. Think Aloud to add more
details. For example, "I like
to toss the ball around in
the pool with my family. I
will add a drawing of my
family members playing
ball to my picture. These
details will make my writing
better because they tell
more about why I like the
pastime so much."
1. Students select texts and
1. Review the writing routine:
page 12 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
cards with students by
naming each picture and
clapping the syllables.
cards.
read independently for a
developmentally
appropriate length of time.
Think (think about
2. Review each verb card
ideas to write about)
one at a time. Lead a brief
Tell (talk about your
2. Create an Anchor Chart:
discussion about each
2. Actively monitor and
ideas)
Words that Begin with G.
verb. During the
provide assistance as
Draw (sketch pictures
Model sounding out and
discussion, locate the
needed.
to tell about your
writing the words that
textual evidence (read the
ideas)
3. After the reading,
name the picture cards
context and revisit the
Write (label your
distribute a sheet of paper
that begin with G. Involve
pictures), and then
drawings with letters or
to each student. Instruct
students as appropriate.
provide an explanation for
words; write words and
students to draw a quick
As time allows, add
each.
sentences when ready)
picture that they can use
additional student
3. After each card has been
to retell the story.
generated examples.
thoroughly reviewed,
2. Students think about and
4. Divide students in pairs.
3. Model decoding 2-3 grade
explain that selected
discuss things they like to
Students take turns
appropriate words on the
students will take turns
do with a partner or small
retelling their story using
Anchor Chart. Lead
acting out the verbs.
group.
their picture. Encourage
students in decoding the
4. As students take turns
them to locate textual
3. Students draw sketches
same words.
acting out the verbs,
evidence (rereading
of things they like to do on
4. Post the Anchor Chart as
provide clues to support
portions of the text or
plain paper.
a reference for reading
the class in guessing the
revisiting pictures to
4. Confer with students and
and writing.
verb. Some suggestions
support their retelling.)
promote idea development
for clues: the initial sound
Encourage them to use
through questioning.
of the word, the first letter
action words when
of the word, a word that
retelling.
rhymes or a synonym for
the word.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Conduct a review of /g/.
Model isolating the initial
sound in one-syllable
1. Ask: What types of
words did we learn
about today? Discuss
Last Updated 05/08/2013
1. Ask: What is a retelling? 1. Conduct the Author’s
Discuss responses.
Chair routine.
page 13 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
spoken words beginning
with /g/ (for example, got =
/g/). Repeat and instruct
students to echo. State
additional words and
instruct students to isolate
the initial sound.
Suggested words are:
goat, gum, gift, go, gold.
responses.
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page 14 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 02
WORD STUDY
TEKS
Ongoing
TEKS
K.5A
K.21B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.4B
K.Fig19B
Ongoing
TEKS
K.1F,G
K.21A
K.23A
INDEPENDENT READING
TEKS
K.4B
K.Fig19B
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.5A
K.13B
K.16Aii
K.17A
K.18C
Ongoing
TEKS
K.1A,E
K.13E
K.14A
K.21A
K.22A
Readers use strategies
to support
understanding of text.
What are some words
that describe actions?
Readers use strategies
to support
understanding of text.
How can asking
questions about texts
help you to understand
what you read?
Readers use strategies
to support
understanding of text.
How can asking
questions about texts
help you to understand
what you read?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
What are details? How
do they help readers?
Verb
Action
Question
Question
Detail
Noun
Large note card (5)
Note card (1 per
student)
Chart paper (if
applicable)
Grade-appropriate text
(1)
Chart paper (if
applicable)
Collection of gradeappropriate texts for
student selection
Chart paper (if
applicable)
Chart paper (if
applicable)
Vocabulary of Instruction
Materials
Attachments and
Last Updated 05/08/2013
page 15 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 02
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Provide a sampling of
grade-appropriate texts
for student selection.
2. Provide a sampling of
grade-appropriate texts
for student selection.
Resources
Advance Preparation
2. Write each of the following
action words on large note
cards, in all lower-case
letters: laugh, jump,
wiggle, sing, walk.
Background Information
Teacher Notes
Literal questions - (e.g., Who is
the main character? Where is the
story taking place? What is the
story about?)
Students should ask and respond
to questions before, during, and
after reading.
Refer to Daily Lesson 1 Word
Study
Refer to Daily Lesson 1 Writing
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 02
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify and use action words.
Suggested Duration: 25-30 min.
Content Objective: Students use
the title, cover, illustrations/
photographs, and context to
formulate questions about texts
before and during reading.
Suggested Duration: 10-15 min.
Content Objective: Students use
the title, cover, and illustrations/
photographs to formulate
questions about texts.
Mini Lesson
1. Review what was learned
about action words in
Daily Lesson 1 Shared
Reading.
1. Explain that good readers
ask questions before and
during reading texts.
1. Remind the students that 1. Conduct the handwriting
they can use the title,
routine.
cover, and the
2. Display the model writing
illustrations/photographs
from Daily Lesson 1
and context inside a text to
Writing.
help them formulate
questions about the text.
3. Review that writers can
develop ideas for stories
by thinking of things they
like to do.
2. Introduce each of the
action word cards, one at
a time. Say the word and
instruct students to echo.
3. Provide a sentence for
each word where the verb
is not modified, such as, "I
can jump very high."
4. Explain that words that
name an action are called
verbs.
2. Display the select text.
3. Instruct students to use
the title, cover art, and
illustrations/photographs
inside the text to help
them formulate questions
about the text.
4. Ask: What questions do
you have about this
text? Discuss responses
and model how to
formulate general and
specific questions about
the text. Examples of
general questions: Was
this text written to
entertain or to inform the
reader? Will this story be
Last Updated 05/08/2013
Suggested Duration: 25-30 min.
Content Objective: Students plan
for writing by discussing ideas.
4. Review the term, noun.
Ask: What is a noun?
Discuss responses and
clarify any
misunderstandings.
5. Think Aloud to tell about
the model drawing from
Daily Lesson 1 Writing.
Model adding simple
labels, including nouns, to
the drawings.
page 17 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
like (a familiar text)? Will
the main character be like
me? Examples of specific
questions:Why does the
girl in the illustration look
worried? Why does the
character on the front
cover have paint all over
his face? What does the
title have to do with this
story?
6. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
5. Solicit student
contributions. Record
student questions on chart
paper and leave the
questions displayed.
Learning Applications
1. Review each card once
1. Conduct a Read Aloud of
more. Select various
the selected text:
volunteers to come up
Revisit the displayed
individually or in groups of
questions and check
2-3 to act out the verb.
them off as they are
2. Instruct students to think
answered during
of sentences which
reading.
contain the verbs in a
Find a stopping point
meaningful context.
within the text. Guide
Students Think, Turn,
students to formulate a
and Talk their sentences
new question about the
with a partner.
remainder of the story.
Instruct them to turn to
3. Display all of the word
a partner and share
cards.
their question along
Last Updated 05/08/2013
1. Students select a text.
Then, based on the title,
cover, and illustrations/
photographs, formulate a
question before reading.
1. Distribute student papers
from Daily Lesson 1
Writing.
4. Actively monitor and
4. Instruct students to label
2. Instruct students to Think,
Tell, and Write to add to
2. Select various students to
their drawings or write
share their question along
labels to describe the
with a possible answer
pictures.
(prediction) with the
3. Confer with students
group.
asking them to tell about
3. Students read for a
their picture. Provide
developmentally
assistance to support
appropriate length of time.
students in adding labels.
page 18 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
4. Instruct students to select
one of the verbs to
illustrate on a note card.
5. Instruct students to write
the word on one card and
draw a picture to
represent the action on
the other side.
6. After all students have
completed their picture,
instruct them to share it
with a partner without
revealing the word. Tell
the students to first try to
guess the word and then
have them check the word
that their partner wrote on
the back of the card.
with a possible answer
(prediction) to their
question, based on
what they have read
thus far.
Read the remainder of
the text aloud.
support students as
needed.
the work with their name
and tell them they will add
more details in Daily
Lesson 3 Writing.
2. After reading, revisit the
list of questions. Discuss
which ones were
answered in the text and
which ones were not.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What types of
words did we learn
about today? Discuss
responses.
1. Ask: How does thinking
of questions about text
help you to understand
what you read? Discuss
responses.
Last Updated 05/08/2013
1. Ask: How does asking
questions about text
help you as a reader?
Discuss responses.
1. Conduct the Author’s
Chair routine.
page 19 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 03
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2B,F,H
K.3A,B
K.18A
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E
K.4A,B
K.5A
Ongoing
TEKS
K.1F,G
K.21A
K.23A
INDEPENDENT READING
TEKS
K.4B
K.Fig19B
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.5A
K.13B
K.16C
K.17A,B,C
K.18A
Ongoing
TEKS
K.1A,E
K.13E
K.14A
K.16B
K.21A
K.22A
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 use strategies
to support
understanding of text
What words can you
use to tell a story in
order?
Readers use strategies
to support
understanding of text
How does asking and
answering questions
about stories help you
as a reader?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How do writers make
stories interesting for
readers?
Letter
Sound
Sequence
Question
Detail
10 picture cards or
objects (five that begin
with O and five that do
Large note card (3)
Grade-appropriate
familiar fictional text (1)
Collection of gradeappropriate texts for
student selection
Chart paper (if
applicable)
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
page 20 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 03
WORD STUDY
not)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
SHARED READING
Chart paper (if
applicable)
INDEPENDENT READING
WRITING
Chart paper (if
applicable)
Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Locate the O card from
the Teacher Resource:
Letter-Sound Deck.
2. Create a set of large
sequence word cards for
displaying the words First,
Then, and Last (one word
per card).
3. Gather five picture cards
or objects representing
words that begin with /ŏ/
(include one-syllable
words and multisyllabic
words) and five that do
not.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing (drawing)
and student work from
Daily Lesson 2 Writing.
Background Information
Teacher Notes
Refer to Daily Lesson 1 Word
Study
Brief conferences help students
take responsibility for what they
are learning. When conferring with
Last Updated 05/08/2013
page 21 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
students select a teaching point.
For example: adding important
details to the picture, using the
picture when writing to remember
ideas, saying words slowly
listening to the letter sounds to
spell words, using lower-case
and upper-case letters, etc.
Keeping the conference focused
on the teaching point helps the
learner internalize the strategy or
skill they have been taught.
Teaching too many skills in a
conference can cause confusion.
Last Updated 05/08/2013
page 22 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter O.
Suggested Duration: 25-30 min.
Content Objective: Students
identify and use sequence words
to ask and respond to questions
about texts.
Suggested Duration: 10-15 min.
Content Objective: Students ask
and respond to questions about
texts during discussions with
other readers.
Suggested Duration: 25-30 min.
Content Objective: Students
develop drafts.
Mini Lesson
1. Use the Teacher
Resource: Letter-Sound
Routine to introduce the
letter O. Suggested words
for phonological practice
include: ox, off, on, otter,
olive.
1. Explain that students will
listen for and use words
that tell the order of
events in a story. This is
called sequence.
1. Review that good readers
engage in discussions
about texts with other
readers.
1. Display the model writing
from Daily Lesson 2
Writing.
2. Explain that they will
2. Display the set of
discuss texts by asking
sequence word cards, one
and responding to
at a time. Say the word
questions
and instruct students to
3. Display a familiar text.
echo.
4. Select a student to assist
3. Review the steps to a
in demonstrating how to
familiar classroom
engage in a discussion
procedure or event. Use
about the text.
the words First, Then, and
Last. Ask students to
5. During the demonstration,
discuss the events and
model how to pose a
identify the sequence
question about the text
words.
and allow the student time
to respond. Assist the
4. Display the words for
student in posing a
reference.
different question and
model responding to it.
Last Updated 05/08/2013
2. Ask: How do writers
make stories
interesting for
readers? Discuss
responses, including
adding details and using
sequence words.
3. Explain that discussing
ideas, drawing a picture,
and then revisiting it to
add details are ways to
prepare for writing. Explain
that they will be adding
details and words to their
drawings about their
favorite thing to do.
4. Review that new writers
say words slowly to listen
for sounds and then
page 23 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
record the letters left to
right.
5. Write simple sentences to
tell about the
hobby/interest in the
model writing. Include
sequence words as
applicable. Model
matching sounds to letters
and placing spaces in
between words.
Additionally, model using
available resources
(Anchor Charts, Word
Wall) as a scaffold for
writing.
6. Engage students through
questioning, prompting,
and inviting them to echo
and ask them share the
pen.
7. Select a student to locate
the first letter and review
that every sentence
begins with an upper-case
letter.
8. If appropriate, select a
student to identify any
sequence words used.
9. Choral Read the
Last Updated 05/08/2013
page 24 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
sentence(s).
Learning Applications
1. Review the letter O picture 1. Follow this Shared
cards with students by
Reading Routine:
naming each picture and
Conduct a Book Walk
clapping the syllables
of the selected text:
2. Create an Anchor Chart:
Display and discuss
Words that Begin with O.
the cover
Model sounding out and
Read the title, author,
writing the words that
and illustrator
name the picture cards
Model how to hold a
that begin with O. Involve
book and turn pages
students as appropriate.
Preview and discuss 2As time allows, add
3 illustration
additional student
Pose questions that
generated examples.
activate background
knowledge, elicit
3. Model decoding 2-3 grade
predictions, and
appropriate words on the
establish purpose for
Anchor Chart. Lead
reading
students in decoding the
Conduct a Read
same words.
Aloud of the selected
4. Post the Anchor Chart as
text, stopping
a reference for reading
periodically to make
and writing.
and confirm
predictions.
1. Students select texts and
1. Distribute the student work
read for a developmentally
from Daily Lesson 2
appropriate length of time.
Writing.
2. After the reading, form
partners.
3. Instruct students to take
turns asking and
responding to questions
about the texts they read.
2. In partners, students use
complete sentences to tell
about their favorite thing
to do.
3. Instruct students to write
simple sentences to tell
their story by applying
letter sound knowledge
and using available
resources.
4. Confer with students and
provide targeted
instruction related to idea
development and
sentence writing.
2. Review each of the
displayed words one at a
time.
3. Model how to use each
Last Updated 05/08/2013
page 25 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
word to ask and respond
to questions about the text
that was just read. (e.g.,
What happened first?)
4. Divide students into
groups of 2-3.
5. Students use the
displayed sequence words
to ask and respond to
questions about the text.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Conduct a review of /ŏ/.
1. Ask: Why are sequence
Model isolating the initial
words helpful to
sound in one-syllable
readers and writers?
spoken words beginning
Discuss responses.
with /ŏ/ (for example, off=
/ŏ/). Repeat and instruct
students to echo. Name
additional words and
instruct students to isolate
the initial sound.
Suggested words are: on,
odd, ox.
Last Updated 05/08/2013
1. Ask: How does asking
1. Conduct the Author’s
and answering
Chair routine.
questions about stories
help you as a reader?
Discuss responses.
page 26 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 04
WORD STUDY
TEKS
Ongoing
TEKS
K.Fig19E
K.5A
K.21B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
K.Fig19A
K.4A
INDEPENDENT READING
TEKS
Ongoing
TEKS
K.Fig19A
K.4A
WRITING
TEKS
Ongoing
TEKS
K.5A
K.13B
Readers use strategies
to support
understanding of text.
How do words help you
follow the order of the
story?
Readers use strategies
to support
understanding of text.
How and why do you
choose a particular
text?
What information from
a text can you use to
help you make
predictions?
Readers use strategies
to support
understanding of text.
How and why do you
choose a particular
text?
What information from
a text can you use to
help you make
predictions?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How does sharing your
ideas in discussion
prepare you for
writing?
Sequence
Purpose
Predict
Purpose
Predict
Detail
Sequence
Note card (3 per 2
students)
Grade-appropriate
familiar fictional text (1)
Chart paper (if
Grade-appropriate
fable, folktale, or
fictional text (1)
2 grade-appropriate
texts written for
Collection of gradeappropriate texts for
student selection
Chart paper (if
applicable)
Paper, plain (1 per
student)
Chart paper (if
applicable)
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
page 27 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 04
WORD STUDY
applicable)
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
different purposes, one
to inform and one to
entertain (1 copy of
each)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Select a previously read
fictional text containing a
clear sequence of events.
Use sticky notes to mark
pictures that represent the
events in order, for easy
reference during the
lesson.
3. Create a set of sequence
word cards for every two
students in the class. For
each set of cards, write
the words First, Then, and
Last on each note card.
Background Information
Teacher Notes
Last Updated 05/08/2013
page 28 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 04
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students use
sequence words to retell a story.
Suggested Duration: 25-30 min.
Content Objective: Students use
the title, cover, and
illustrations/photographs
contained within the text to
establish a purpose for reading
and to make predictions.
Suggested Duration: 10-15 min.
Content Objective: Students use
the title, cover, and
illustrations/photographs
contained within the text to
establish a purpose for reading
and to predict what will happen
next.
Suggested Duration: 25-30 min.
Content Objective: Students
discuss ideas to plan for writing.
Mini Lesson
1. Display a familiar text
containing a clear
sequence of events.
1. Display and discuss the
following terms: purpose,
entertain, inform. Provide
grade-appropriate
examples for each.
1. Remind the students that
they can use the title,
cover, and the
illustrations/photographs
inside a text to establish a
purpose for reading and
to make a prediction
before reading.
1. Review that writers can
develop their ideas by
participating in a
discussion before they
write.
2. Display the selected
pages to review the major
events of the story, in
2. Display the two selected
sequence. Be sure to use
texts for modeling. For
the words First, Then, and
each, ask: What is the
Last Updated 05/08/2013
2. Instruct students to think
about what they do each
day after school.
page 29 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Last. Lead a short
discussion about the
events.
3. Explain that during the
revisit of the text, words
were used to tell the
events in order or
sequence.
4. Introduce the set of
sequence word cards one
at a time. Say the word
and instruct students to
echo. Provide a sentence
for each word related to
the familiar text.
purpose for reading
this text? How do you
know? Discuss
responses and guide
students to confirm ideas
using textual evidence
(title, illustrations,
photographs, topic, text
features, events, ideas).
3. Read a portion of each
text to confirm their
classification.
4. Divide students into small
groups of 2-3.
5. Provide each small group
5. Explain that words such as
with an unfamiliar text.
these are useful to know
6. Students use the cover,
because they help to
title, and
explain the order in which
illustrations/photographs
events take place.
to establish a purpose for
reading.
7. Groups share the
purposes for reading their
text.
Last Updated 05/08/2013
2. Select a text from the
3. Students Think, Turn,
collection. Preview the text
and Talk about things
and involve students in
they do after school.
establishing a purpose for
reading and making
4. Think Aloud and sketch
predictions based on text
personal after school
features.
activities.
5. Review the drawing and
tell about the after school
activity using sequence
words.
6. Ask: How can I add to
this picture? Discuss
responses and help
students understand that
adding details to the
picture can help provide
more information about
the activities.
7. Think Aloud and add
more details and use
sequence words.
8. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
page 30 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Write (label your drawings with
letters or words; write words and
sentences when ready)
Learning Applications
1. Divide students into pairs.
1. Explain that in this Unit,
students are reading and
2. Distribute the set of
listening to stories. Ask:
sequence word cards to
What is the purpose for
each partner group.
reading stories?
Discuss responses
3. Instruct students to take
including to become
turns retelling the familiar
involved in imagined
story just reviewed, or a
events, settings, actions,
different familiar story,
and for entertainment.
using the sequence words
on the cards.
2. Review that readers make
predictions before and
4. Monitor and support as
during reading.
needed.
3. Create a T-Chart for
5. Ask students to think
predictions (My
about what they did this
Predictions / My Clues) to
morning before they came
record students’ ideas and
to school.
provide text evidence
6. Students use the
(title, cover, illustrations).
sequence word cards to
tell their partner what they 4. Read the text aloud,
pausing to make
did this morning before
predictions about what will
they came to school.
happen next in the story.
7. Monitor and support as
Record predictions on the
needed.
chart. Continue reading to
confirm or disprove
predictions.
Last Updated 05/08/2013
1. Students select texts for
Independent Reading.
2. Divide students into pairs.
Students share purposes
for reading and make
predictions about what
they think will happen in
their text.
3. Students read for a
developmentally
appropriate length of time.
1. Students think about and
discuss after school
activities with a partner or
small group.
2. Students draw sketches of
their after school activities
on plain paper.
3. Confer with students and
promote idea development
through questioning.
4. Actively monitor and
support as needed.
page 31 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What words did we
review today? Why are
they useful? Discuss
responses.
1. Ask: What information
from a text can you use
to establish a purpose
for reading? Discuss
responses.
Last Updated 05/08/2013
1. Ask: What predictions
did you make before
Independent Reading?
Discuss responses.
1. Conduct the Author’s
Chair routine. Provide
feedback related to the
details included in the
student work.
page 32 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 05
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2B,F,H
K.3A,B
K.18A,B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E,F
K.4A,B
K.6A,B
K.8B
Ongoing
TEKS
K.1F,G
K.6D
K.21A
K.23A
INDEPENDENT READING
TEKS
K.Fig19F
K.6A
K.8B
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.13B
K.18A
Ongoing
TEKS
K.1A
K.13E
K.14A
K.21A
Awareness of sound
patterns of spoken
words supports the
development of word
reading and spelling.
How do you use your
knowledge about
letters and sounds to
read and write?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
What are details? How
do they help readers?
Letter
Sound
Big idea
Theme
Character
Connection
Character
Detail
10 picture cards or
objects (five that begin
with K and five that do
not)
Note card (1 per
student)
Grade-appropriate
folktale or fable (1)
Collection of gradeappropriate fables,
folktales, and fictional
stories for student
Chart paper (if
applicable)
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
page 33 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 05
WORD STUDY
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
Chart paper (if
applicable)
INDEPENDENT READING
WRITING
selection
Chart paper (if
applicable)
Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Locate the K card in the
Teacher Resource:
Letter-Sound Deck.
2. Select a gradeappropriate version of a
well-known folktale or
fable that has not been
read before.
2. Prepare to use the text
that was read in Shared
Reading.
2. Prepare to use the
modeled writing and
student work from Daily
Lesson 4 Writing.
3. Gather five picture cards
or objects representing
words that begin with /k/
(include one-syllable CVC
words and multisyllabic
words) and five that do
not.
Background Information
SHARED READING
Theme - the central or universal
idea of a piece of fiction or the
main idea of a nonfiction essay
Possible examples of themes:
Last Updated 05/08/2013
page 34 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Good friends are
important
Treat others as you
would like to be treated
Helping others is
rewarding
Folktale - a story originally passed
down in spoken form rather than
in writing. Folktales include
legends, fables, tall tales, and
fairy tales. They may have
recurring phrases (e.g., once
upon a time, they lived happily
ever after).
Fable - fictional tale that teaches a
moral lesson, entertains, and
often includes animals with
human characteristics
Teacher Notes
In Unit 02, students learned that
folktales and fables have a big
idea (theme). They also learned to
connect the theme to their
personal lives.
During Daily Lessons 5-11
Shared Reading, students listen
to folktales and fables. They ask
and respond to questions and
identify the big idea. Continue to
assess informally in this unit.
Some students may need
Last Updated 05/08/2013
page 35 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
additional explicit modeling of this
inferential thinking.
Students also learn to identify
elements of a story including
setting, character, and key events.
Last Updated 05/08/2013
page 36 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter K.
Suggested Duration: 25-30 min.
Content Objective: Students
identify characters and discuss
the big idea of a folktale or fable
and connect it to personal
experiences.
Mini Lesson
1. Use the Teacher
Resource: Letter-Sound
Routine to introduce the
letter K. Suggested words
for phonological practice
include: kid, kit, koala,
king.
1. Introduce the selected
1. Review previously learned 1. Display the model writing
book as a folktale or fable.
information about fairy
from Daily Lesson 4
tales and folktales
Writing.
2. Ask: What are folktales
(traditional stories). Inform
and fables? Discuss
2. Explain that discussing
students that they will
responses and review that
ideas, drawing a picture,
discuss the characters
folktales and fables are
and then revisiting it to
from their Independent
traditional stories that
add details are ways to
Reading texts.
have been retold many
prepare for writing. Explain
times and may have
2. Review the Anchor Chart
that they will be adding
repeated phrases. Remind
created during Shared
details and words to their
students that folktales and
Reading. Model making a
drawings about their
fables have a big idea
personal connection to
favorite thing to do.
(theme). Many of them
one of the characters.
3. Use the picture to tell
were written to teach a
Consider using the
about the after school
lesson.
following response stem:
activities and involve
This character reminds
3. Follow this Shared
students in adding details
me of_____ because
Reading Routine:
to the drawing.
______.
Last Updated 05/08/2013
Suggested Duration: 10-15 min.
Content Objective: Students
identify characters and make
personal connections to stories.
Suggested Duration: 25-30 min.
Content Objective: Students
discuss ideas and plan for writing.
page 37 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
4. Think Aloud and add
simple labels to the
sketch. Involve students
by sharing the pen as
appropriate. Explicitly
model and involve
students in matching
sounds to letters when
writing the words.
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 23 illustration
Pose questions that
activate background
knowledge, elicit
predictions, and
establish purposes for
reading
Conduct a Read
Aloud of the selected
text, pausing
periodically to discuss
the big idea and
confirm predictions.
Encourage students to
participate in “reading”
the recurring phrases
as applicable.
Learning Applications
1. Review the letter K picture 1. Explain that stories have
cards with students by
characters. Story
naming each picture and
characters are people (or
Last Updated 05/08/2013
1. Students select texts and
read independently for a
developmentally
1. Distribute student papers
from Daily Lesson 4
Writing.
page 38 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
clapping the syllables.
2. Create an Anchor Chart:
Words that Begin with K.
Model sounding out and
writing the words that
name the picture cards
that begin with K. Involve
students as appropriate.
As time allows, add
additional student
generated examples.
animals who act like
people). Lead a
discussion about the
characters, their actions,
and what they learned.
2. Distribute a note card to
each student. Each
student draws a simple
picture of a character from
the story.
3. Model the following
3. Model decoding 2-3
procedure and then
grade appropriate words
facilitate the routine:
on the Anchor Chart. Lead
Students walk around the
students in decoding the
room (to music, if desired).
same words.
At the signal, students
stop and form partners.
4. Post the Anchor Chart as
Students take turns telling
a reference for reading
about the character they
and writing.
drew and the character’s
Last Updated 05/08/2013
appropriate duration.
2. Actively monitor and
provide support as
needed.
2. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch
pictures to tell about
your ideas)
Write (label your
drawings with letters
or words; write
words and
sentences when
ready)
3. In partners or with a small
group, students use
sequence words to tell
about their drawings.
page 39 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
actions in the story.
Repeat 2-3 times to allow
students to share with
multiple peers.
4. Create an Anchor Chart
with the title of the story
written at the top. Record
the characters and their
actions on the chart,
leaving space at the
bottom to record the big
idea.
4. Individually, students add
details to the drawings
and add simple labels.
5. Confer with students
asking them to use their
picture to tell about what
they do after school.
Support the use of
sequence words and write
dictated words for
students as needed.
5. Ask: What was the big
idea (theme), moral, or
lesson in this story?
Discuss responses and
support students by
revisiting the illustrations,
rereading portions of the
text, and by explicitly
stating the big idea, if
necessary. Record the big
idea on the Anchor Chart.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Conduct a review of /k/.
Model isolating the initial
sound in one-syllable
spoken words beginning
with /k/ (for example, kit =
/k/). Repeat and instruct
1. Ask: Have you ever
1. Invite student volunteers
learned a lesson similar
to make a personal
to the one learned by
connection to a character
the characters in the
in the story. Use the
story? Discuss responses
response stem: This
and guide students in
character reminds me
Last Updated 05/08/2013
1. Conduct the Author’s
Chair routine. Provide
feedback related to the
use of sequence words to
tell about the afterschool
activities.
page 40 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
students to echo. Name
additional words and
instruct students to isolate
the initial sound.
Suggested words are: kin,
kiss, kid, king.
making connections to the
big idea (theme) of the
fable or folktale.
Last Updated 05/08/2013
of_____ because
______.
page 41 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 06
WORD STUDY
TEKS
Ongoing
TEKS
K.2F,H
K.3A,B,C
K.21B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E,F
K.4A,B
K.6A,B,C
K.8A,B
INDEPENDENT READING
Ongoing
TEKS
K.1F,G
K.6D
K.21A
K.23A
TEKS
K.6A
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.5A
K.13B
K.16Aii,C
K.17A,B,C
K.18A
Ongoing
TEKS
K.1A,E
K.13E
K.14A
K.16B
K.21A
K.22A
Awareness of sound
patterns of spoken
words supports the
development of word
reading and spelling.
How do you use your
knowledge about
letters and sounds to
read and write?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
Readers create
connections to make
text personally relevant
and useful.
What are the elements
of a story?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
Readers create
connections to make
text personally relevant
and useful.
What are the elements
of a story?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How do writers make
stories interesting for
readers?
Letter
Sound
Character
Setting
Key event
Big idea/theme
Sensory detail
Character
Setting
Sensory detail
Detail
Vocabulary of Instruction
Last Updated 05/08/2013
page 42 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials
Highlighter tape or
flexible (bendable) waxcoated sticks (1
package)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
Background Information
Grade-appropriate
folktale or fable (1)
Chart paper (if
applicable)
Paper, plain (1 per
student)
Collection of gradeappropriate fictional
texts for student
selection
Chart paper (if
applicable)
Chart paper (if
applicable)
Handout: "at" Word
Maker (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
“at” Word Maker for
each student.
2. Select a gradeappropriate folktale or
fable for reading aloud.
Ensure that the version
selected has a clearly
stated or illustrated
setting.
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing and
student work from Daily
Lesson 5 Writing.
Refer to Shared Reading
Sight - visual detail
ensures that the
Last Updated 05/08/2013
page 43 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
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.
Setting – the time and place in
which a narrative occurs.
Elements of setting may include
the physical, psychological,
Last Updated 05/08/2013
page 44 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
cultural or historical background
against which the story takes
place.
Teacher Notes
Last Updated 05/08/2013
page 45 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
demonstrate phonological
awareness and use the
relationships between letters and
sounds to decode words.
Suggested Duration: 25-30 min.
Suggested Duration: 10-15 min.
Suggested Duration: 25-30 min.
Content Objective: Students
Content Objective: Students
Content Objective: Students use
identify and discuss elements of a identify and discuss elements of a sequence words to develop drafts.
story.
story.
Mini Lesson
1. Say the following words:
cat, mat, fat, sat. Ask:
What do you hear that
is the same in each
word? /at/.
1. Display the following
words: character, setting,
key events, main event,
big idea. Review the
meaning of each through
discussion and relevant
examples.
1. Display and review the
1. Conduct the handwriting
following terms from
routine.
Shared Reading:
2. Display the model writing
character, setting, sensory
from Daily Lesson 5
detail. Point out additional
Writing. Ask: How do
examples from the Shared
2. Display the rime –at.
writers make stories
Reading text, if necessary.
interesting for
3. For each word, model
2. Share that the class will be 2. Explain that students will
readers? Discuss
saying each individual
listening to another
identify the characters and
responses, including
sound. Blend them to
folktale/fable. Explain that
setting from texts they
adding details and using
make the rime. Repeat
authors use sensory
read independently. Model
sequence words.
with student participation.
details in writing to
using the response stems
3. Explain that students will
describe what is seen,
while pointing to pictures
4. Explain that the word part
be developing their writing
heard, smelled, tasted, or
in the text: The
–at is part of many words
further by writing simple
touched. Instruct students
characters in the text
and that recognizing it
sentences and/or adding
to listen for sensory
are ___________. The
quickly will help them to be
more labels.
details that describe the
setting is ____________
better readers and writers.
Last Updated 05/08/2013
page 46 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
characters, setting, and
5. Display the word cat.
events.
.
Model segmenting the
3. Follow this Shared
word into onset and rime
Reading Routine:
and then blending to make
the word. Direct students
Conduct a Book Walk
to read the word.
of the selected text:
6. Ask: What other real or
Display and discuss
made-up words contain
the cover
the word part –at?
Read the title, author,
Create a 2-column list.
and illustrator
Label one column Real
Model how to hold a
and the other Not Real.
book and turn pages
Discuss and record
Preview and discuss 2responses on the chart.
3 illustrations
Ask students to help in
Pose questions that
writing the words on the
activate background
chart.
knowledge, elicit
predictions, and
7. Ask selected students to
establish a purpose for
locate the word part –at.
reading.
To make this more
Conduct a Read
engaging, involve
Aloud of the selected
students in underlining,
text, stopping
highlighting with
periodically to identify
highlighter tape, or
the characters, setting,
framing with a wax strip to
and discuss the
label the onset and the
events. Encourage
rime.
students to participate
in “reading” the
recurring phrases as
applicable.
Last Updated 05/08/2013
(time and place).
4. Think Aloud to tell about
the model drawing from
Daily Lesson 5 Writing.
Model adding simple
labels, including nouns, to
the drawings.
5. Model writing a few
sentences about the
teacher drawing. Include
sequence words as
applicable (first, next,
then, last). Involve
students as appropriate in
spelling and writing. Point
out that sentences are
comprised of words that
are separated by spaces.
Explicitly Think Aloud
and capitalize the first
letter of each sentence
and add end
punctuation.
page 47 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Point out sensory
details the author uses
to describe what is
seen, heard, smelled,
tasted, or touched.
Learning Applications
1. Distribute the Handout:
"at" Word Maker.
2. Instruct students to use
scissors to create the
Word Maker. Provide
assistance as it is
necessary.
1. Divide students into
1. Students select texts and
partner groups. Explain
read independently for a
that they will work together
developmentally
to discuss the story.
appropriate duration.
2. Ask: What is the setting 2. Actively monitor and
of the story (time and
provide support as
place)? Discuss
needed.
responses and model
3. After the Word Makers are
finding textual evidence to
created, students work
support the students’
with a partner to decode
ideas. Ask: What sensory
the words.
details in the story
describe the setting?
Discuss responses and
model locating sensory
details in the text.
3. Ask: Who are the
characters in this
story? Discuss responses
and model finding textual
evidence to support the
students’ ideas. What
sensory details in the
story describe the
characters? Discuss
Last Updated 05/08/2013
1. Distribute the student
papers from Daily Lesson
5 Writing.
2. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
4. In partners or with a small
group, students use
sequence words to tell
about their drawings.
5. Individually, students write
simple sentences and/or
add more labels to
develop their drafts.
page 48 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
responses and model
locating sensory details in
the text.
4. Ask: What were the key
events in the story?
Discuss responses and
model finding textual
evidence to support the
students’ ideas. Ask:
What sensory details in
the story describe the
events? Discuss
responses and model
locating sensory details in
the text.
6. Confer with students to
provide targeted support
in writing sentences. Write
dictated sentences for
students as needed.
5. Share with students that
stories have a main event.
Explain that a main event
is the most important or
biggest event in a story.
Think Aloud to retell the
main event of the story.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Read words from the
1. Ask: Have you ever
1. With a partner, students
previously created list, out
learned a lesson similar
share about the
of order.
to the one learned by
characters and setting
the characters in the
from the text they read.
2. Instruct various students
story? Discuss responses
They may use the
to come to the front and
and guide students in
response stems: The
locate the words.
making connections to the
characters in the text
Last Updated 05/08/2013
1. Conduct the Author’s
Chair routine. Provide
feedback related to the
use of nouns and
sentence writing.
page 49 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
big idea (theme) of the
fable or folktale.
Last Updated 05/08/2013
are ___________. The
setting is ____________
(time and place). Actively
monitor conversations to
assess accuracy of
responses.
page 50 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 07
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2B,F,H
K.3A,B
K.18A,B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E
K.4B
K.6A,B,C
K.8A,B
Ongoing TEKS
K.1F,G
K.21A
K.23A
INDEPENDENT READING
TEKS
K.6A
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.13A
Ongoing
TEKS
K.13E
K.14A
K.21A
K.22A
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
readers and writers?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements of a
story?
Readers create
connections to make
text personally
relevant and useful.
Understanding literary
elements facilitates
the reader’s ability to
make meaning of the
text.
What are the elements
of a story?
Writers use literary
techniques to
enhance the reader’s
and/or listener’s
experience.
How do writers make
stories interesting for
readers?
Letter
Sound
Character
Setting
Key event
Big idea
Sensory detail
Collection of gradeappropriate fictional
texts for student
selection
Chart paper (if
applicable)
Season
Detail
Vocabulary of Instruction
Last Updated 05/08/2013
page 51 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 07
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials
10 picture cards or
objects (five that
begin with C and five
that do not)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
Grade-appropriate folktale
or fable used in Daily
Lesson 6 Shared Reading
(1)
Chart paper (if applicable)
Collection of gradeappropriate engaging
fictional books for
student selection (1+
per student)
Chart paper (if
applicable)
Chart paper (if
applicable)
Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
1. Prepare to display visuals 1. Prepare to display visuals as
as appropriate.
appropriate.
2. Locate the C card in the
Teacher Resource:
Letter-Sound Deck.
3. Gather five picture cards
or objects representing
words that begin with /c/
(include one-syllable
CVC words and
multisyllabic words) and
five that do not.
1. Prepare to display visuals 1. Prepare to display visuals
as appropriate.
as appropriate.
2. Prepare a large story map to
complete with students.
Title
Characters
Setting
Key Events
Last Updated 05/08/2013
page 52 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 07
Background Information
WORD STUDY
SHARED READING
Refer to Daily Lesson 6 Shared
Reading
INDEPENDENT READING
WRITING
Refer to Daily Lesson 6 Shared
Reading
Teacher Notes
Last Updated 05/08/2013
page 53 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 07
Duration and Objective
Mini Lesson
WORD STUDY
Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter C.
SHARED READING
Suggested Duration: 25-30 min.
INDEPENDENT READING
Suggested Duration: 10-15 min.
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
Content Objective: Students
Content Objective: Students
identify and discuss elements of a identify and discuss elements of a discuss ideas to plan for writing.
story.
story.
1. Ask: What letter have
we learned about
recently that makes the
/k/ sound? Review that
the letter K makes the /k/
sound.
1. Display the previously
1. Review the completed
read folktale/fable from
story map from Shared
Daily Lesson 6 Shared
Reading.
Reading. Ask: What is
2. Explain that students will
the purpose for reading
identify the characters and
folktales and fables?
setting from texts they
Discuss responses.
2. Prepare students to learn
read independently. Model
that there is another letter 2. Ask: What elements are
using the response stems
that also makes the /k/
included in stories?
while pointing to pictures
sound.
Discuss responses
in the text: The
including characters,
characters in the text
3. Use the Teacher
setting, and events.
are ___________. The
Resource: Letter-Sound
setting is ____________
Routine to introduce the 3. Display the large story
(time and place).
letter C Suggested words
map with the boxes
for phonological practice
labeled title, characters,
include: cat, cart, camera,
setting, and main events.
can, cast.
4. Explain that identifying the
setting, characters, and
main events helps readers
Last Updated 05/08/2013
1. Review that writers can
develop their ideas by
participating in a
discussion before they
write.
2. Display the word season.
Tell students to think of
the different seasons.
3. Think Aloud about
different seasons and the
types of activities/holiday
celebrations/events that
take place during each
season.
4. Ask: What is your
favorite season? Why?
Discuss responses.
Instruct students to Think,
Turn, and Talk.
page 54 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
understand the story.
Creating a story map
helps readers identify
those elements and retell
the story.
5. Explain that readers can
draw pictures and write
words on the story map to
represent the elements in
the story.
5. Think Aloud and select a
favorite season giving
age-appropriate reasons
for the selection.
Demonstrate how to tell
about the season.
6. Sketch a very simple
picture about the favorite
season.
7. Tell about the picture in a
very general way. For
example, "My favorite
season is winter. My
picture is of me standing
in my yard in the winter."
8. Ask: How can I add to
this picture to tell more
about my favorite
season? Discuss
responses and help
students understand that
adding details to the
picture can help provide
more information about
the activities.
Think Aloud and add important
details. For example, "I like to play
with my friends outside in the
winter. It is fun to wear jackets and
Last Updated 05/08/2013
page 55 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
scarves to stay warm.” Add details
through drawing. For example: a
scarf, pink cheeks, friends,
jackets.
Learning Applications
1. Review the letter C picture 1. Explain that they will work 1. Students select texts and
cards with students by
as a class to create a
read independently for a
naming each picture and
story map of the
developmentally
clapping the syllables.
folktale/fable from Daily
appropriate duration.
Lesson 6 Shared
2. Review the Anchor Chart:
2. Actively monitor and
Reading.
Words that Begin with K
provide support as
from Daily Lesson 5 Word 2. Ask: Who are the
needed.
Study.
characters in the story?
Discuss and record
3. Create an Anchor Chart:
responses on the chart.
Words that Begin with C.
Demonstrate how to draw
Model sounding out and
pictures with labels of the
writing the words that
characters. Ask: What
name the picture cards
sensory details in the
that begin with C. Involve
story describe the
students as appropriate.
characters? Discuss
As time allows, add
responses and model
additional student
locating sensory details in
generated examples. If
the text.
students generate words
that begin with K, write
3. Ask: What is the setting
them on the K Anchor
of the story (time and
Chart.
place)? Use the student
Last Updated 05/08/2013
1. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
2. Students think about and
then discuss favorite
seasons with a partner or
small group.
3. Students draw sketches of
their favorite season and
related activities on plain
paper.
page 56 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
4. Model decoding 2-3
grade appropriate words
on the Anchor Chart. Lead
students in decoding the
same words.
5. Post the Anchor Chart as
a reference for reading
and writing.
responses to demonstrate
how to draw pictures with
labels of the setting. Ask:
What sensory details in
the story describe the
setting? Discuss
responses and model
locating sensory details in
the text.
4. Confer with students and
promote idea development
through questioning.
4. Ask: What were the key
or main events in the
story? Use the student
responses to demonstrate
how to draw pictures with
labels of the key events.
What sensory details in
the story describe the
events? Discuss
responses and model
locating sensory details in
the text.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Conduct a review of C=
1. Ask: What was the big
/k/. Model isolating the
idea of the story?
initial sound in oneDiscuss responses.
syllable spoken words
beginning with /k/ (for
example, cat = /k/).
Repeat and have students
echo. Name additional
words and instruct
Last Updated 05/08/2013
1. With a partner, students
1. Conduct the Author’s
share about the
Chair routine.
characters and setting
from the text they read.
They may use the
response stems: The
characters in the text
are ___________. The
setting is ____________
page 57 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
students to isolate the
initial sound. Suggested
words are: cat, can, cot,
cod, cost, cast, cap, cup.
(time and place). Actively
monitor conversations to
assess accuracy of
responses.
2. Select students to share
with the class.
Last Updated 05/08/2013
page 58 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 08
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2E
K.3A
K.17A
K.18A
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E
K.4A,B
K.5A
K.6A,B,C
K.8A,B
Ongoing
TEKS
K.1F,G
K.6D
K.21A
K.23A
INDEPENDENT READING
TEKS
K.Fig19F
K.6A
K.8B
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.13B
K.17A
K.18A
Ongoing
TEKS
K.1A
K.13E
K.14A
K.21A
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 readers
and writers?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
Readers create
connections to make
text personally relevant
and useful.
What are the elements
of a story?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How do writers make
stories interesting for
readers?
Alliteration
Letter
Upper-case
Lower-case
Character
Setting
Key event
Big idea/theme
Sensory detail
Character
Setting
Key event
Season
Detail
Note card (10)
Grade-appropriate
Collection of grade-
Chart paper (if
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
page 59 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 08
WORD STUDY
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
SHARED READING
folktale or fairy tale (1)
Chart paper (if
applicable)
INDEPENDENT READING
appropriate fictional
texts for student
selection
Chart paper (if
applicable)
WRITING
applicable)
Handout: Bingo Board
(1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Write each of the following 2. Select a grade
suggested letter pairs on
appropriate folktale or
note cards: Ii, Gg, Pp, Oo,
fable. The text may be
Ss, Aa, Kk, Ff, Cc, Hh.
different version of a
These letters have been
previously read story.
previously taught and will
3. Prepare a story map to
be reviewed. If students
complete with the
need additional practice
students.
with other previously
taught letters, adjust these
Title
Characters
suggested letters.
3. Preview the Handout:
Bingo Board to
determine which board to
use for this Daily Lesson.
Duplicate one board per
student.
Setting
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing and
student work from Daily
Lesson 7 Writing.
Key Events
Last Updated 05/08/2013
page 60 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 08
Background Information
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words
Possible examples of alliteration:
The big baby boy
bounces the ball.
The dog dug in the dirt.
The lazy lion lies by the
lake.
Example of possible teacher
prompt:
What sound do you hear repeated
in the sentence?
Teacher Notes
This Daily Lesson is repeated in
Daily Lesson 9 Independent
Reading.
Last Updated 05/08/2013
page 61 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 08
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify alliteration in spoken
language. Students identify letters
and sounds.
Suggested Duration: 25-30 min.
Suggested Duration: 10-15 min.
Content Objective: Students
Content Objective: Students
identify and discuss elements of a identify and make connections to
story.
elements of a story.
Suggested Duration: 25-30 min.
Content Objective: Students
discuss ideas and plan for writing.
Mini Lesson
1. Say the following
sentence: Dan's dad
dunks donuts. Ask:
1. Display the story map
created in Daily Lesson 7
Shared Reading.
1. Display the modeled
teacher writing from Daily
Lesson 7 Writing.
Last Updated 05/08/2013
1. Display the completed
story map from Shared
Reading. Instruct students
page 62 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
What did you hear at
the beginning of each
word? /d/.
2. Explain that when a group
of words begin with the
same sound, it is called
alliteration.
3. With student assistance,
create a sentence
containing a group of
words that begin with the
same sound. Display the
sentence. Repeat with
another sentence.
Possible sentences: Molly
makes many muffins.
Piglets play pinball. Cats
catch caterpillars. Silly
socks seem strange.
4. Instruct students to come
to the front of the class
and locate the repeated
letters at the beginning of
the words. Explain that the
repeated letter represents
the repeated sounds.
2. Use the story map to
review the elements in the
story and related
vocabulary.
3. Inform students that today
they will listen to another
folktale or fable.
4. 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 23 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
the elements of the
Last Updated 05/08/2013
to use the story map to
take turns retelling the
story with a partner.
Remind students to use
sequence words.
2. Use the picture to tell
about the favorite season
and related activities.
Involve students in adding
details to the drawing.
2. Model making a
3. Think Aloud and add
connection to the text by
simple labels to the
using the following
sketch. Involve students
response stem: The
by sharing the pen as
setting in this story
appropriate. Explicitly
reminds me of____.
model and involve
(Character) reminds me
students in matching
of ________
sounds to letters when
because______.
writing the words.
3. Review that readers make
connections to better
understand what they are
reading.
4. Explain that students will
make connections to the
characters and setting
from their Independent
Reading texts.
page 63 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
story and sensory
details used to
describe the elements.
Encourage students to
participate in “reading”
the recurring phrases
as applicable.
Learning Applications
1. Distribute the Handout:
Bingo Board to each
student. Explain that they
will use the board to
review the previously
learned letters.
1. Display the large story
map.
1. Students select texts and
read independently for a
developmentally
appropriate duration.
2. Instruct students to listen
carefully to some
questions and discuss with 2. Actively monitor and
a partner. Explain that
provide support as
2. Show each letter pair note
they will also help create a
needed.
card. Instruct students to
story map.
select any square on the
3. Ask: Who are the
board in which to write
characters in the story?
either the upper-case or
After the partner
lower-case letter depicted
discussion, use student
on the card.
responses to draw and
3. Allow time for students to
label the characters.
write the letters in the
Share the pen and
squares. Encourage
encourage participation.
students to write the
Ask: What sensory
letters in boxes that differ
details in the story
from the ones chosen by
describe the
the students nearby, so
characters? Discuss
that the boards are
responses and model
diverse. It may be useful
locating sensory details in
to model selecting a
the text.
Last Updated 05/08/2013
1. Distribute student papers
from Daily Lesson 7
Writing.
2. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
4. In partners or with a small
group, students use
sequence words to tell
about their drawings.
5. Individually, students add
details to the drawings
page 64 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
4.
5.
6.
7.
8.
square and writing each
4. Ask: What is the setting
letter along with the group.
of the story (time and
After all letters are written,
place)? After the partner
point out that there should
discussion, use student
be empty squares on their
responses to draw and
board. Explain that they
label the setting. Share
can repeat the letters of
the pen and encourage
their choice in those
participation. Ask: What
squares.
sensory details in the
story describe the
Instruct students to listen
setting? Discuss
as each letter is shown
responses and model
and said aloud.
locating sensory details in
the text.
Display a card. Instruct
students to locate the
5. Ask: What are the key or
square with the
main events in the
corresponding letter and
story? After the partner
place a counter on it. Be
discussion, use student
sure to remind them of the
responses to draw and
sound that the letter
label the key events.
makes.
Share the pen and
encourage participation.
Continue in this manner
Ask: What sensory
until all of the cards have
details in the story
been reviewed.
describe the key
Play until the boards are
events? Discuss
filled. Everyone can say
responses and model
"Bingo" when the letters
locating sensory details in
are all called.
the text.
and add simple labels.
6. Confer with students
asking them to use their
picture to tell about their
favorite season and
related activities. Support
the use of sequence
words and write dictated
words for students as
needed.
6. Model using sequence
words and the story map
Last Updated 05/08/2013
page 65 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
to retell the story.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What is
alliteration? Discuss
responses and provide
additional examples.
1. Ask: What was the big
idea of the story?
Discuss responses.
Last Updated 05/08/2013
1. With a partner, students
1. Conduct the Author’s
make connections to the
Chair routine. Provide
characters and setting
feedback related to the
from the text they read.
use of sequence words to
They may use the
tell about the seasonal
response stems: The
activities.
setting in this story
reminds me of____.
(Character) reminds me
of _____ because_____.
Actively monitor
conversations to assess
accuracy of responses.
page 66 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 09
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2B,F,H
K.3A,B
K.18A,B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E
K.4A,B
K.5A
K.6A,B,C
K.8A,B
Ongoing
TEKS
K.1F,G
K.6D
K.21A
K.23A
INDEPENDENT READING
TEKS
K.Fig19F
K.6A,B
K.8B
Ongoing
TEKS
K.1F
K.16B
WRITING
TEKS
K.13B
K.16C
K.17A,B,C
K.18A
Ongoing
TEKS
K.1A
K.13E
K.14A
K.21A
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 readers
and writers?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Readers create
connections to make
text personally relevant
and useful.
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How do writers make
stories interesting for
readers?
Letter
Sound
Character
Setting
Key event
Big idea/theme
Sensory detail
Character
Setting
Big idea/theme
Season
Detail
Upper-case letter
10 picture cards or
Grade-appropriate
Collection of grade-
Chart paper (if
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
page 67 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 09
WORD STUDY
SHARED READING
objects (five that begin
with M and five that do
not)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
folktale or fable text (1)
Chart paper (if
applicable)
INDEPENDENT READING
appropriate fictional
texts for student
selection
Chart paper (if
applicable)
WRITING
applicable)
Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Locate the M card in the
Teacher Resource:
Letter-Sound Deck.
2. Select a gradeappropriate folktale or
fable. The text may be a
different version of a
previously read story.
3. Gather five picture cards
or objects representing
words that begin with /m/
(include one-syllable CVC
words and multisyllabic
words) and five that do
not.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
modeled writing and
student work from Daily
Lesson 8 Writing.
3. Duplicate a teachercreated story map for
students. The story map
could look like the
following:
Title
Characters
Last Updated 05/08/2013
page 68 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 09
WORD STUDY
SHARED READING
Setting
INDEPENDENT READING
WRITING
Key Events
Background Information
Teacher Notes
Instruct students and provide
support as needed, in order for
them to complete their writing
pieces during this Daily Lesson.
Refer to Daily Lesson 3 Writing
Last Updated 05/08/2013
page 69 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 09
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter M.
Suggested Duration: 25-30 min.
Suggested Duration: 10-15 min.
Suggested Duration: 25-30 min.
Content Objective: Students
Content Objective: Students
Content Objective: Students
identify and discuss elements of a identify and discuss elements of a develop drafts.
story.
story.
Mini Lesson
1. Use the Teacher
Resource: Letter-Sound
1. Introduce the selected
folktale or fable.
Last Updated 05/08/2013
1. Briefly review the
1. Display the model writing
characters, setting and big
from Daily Lesson 8
page 70 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Routine to introduce the
idea from the story read
2. Follow this Shared
letter M. Suggested words
during Shared Reading.
Reading Routine:
for phonological practice
2. Model making a
include: mat, mouse,
Conduct a Book Walk
connection to the text by
moose, man, mask.
of the selected text:
using the following
Display and discuss
response stem: The
the cover
setting in this story
Read the title, author,
reminds me of____.
and illustrator
(Character) reminds me
Model how to hold a
of ________
book and turn pages
because______.
Preview and discuss 23. Review that readers make
3 illustration
connections to better
Pose questions that
understand what they are
activate background
reading.
knowledge, elicit
predictions, and
4. Explain that students will
establish purpose for
make connections to the
reading
characters and setting
Conduct a Read
from their Independent
Aloud of the selected
Reading texts.
text, stopping
periodically to reinforce
character, setting, and
events. Point out
sensory details used to
describe the story
elements. Invite
students to participate
in “reading” the
recurring phrases as
applicable.
Last Updated 05/08/2013
Writing.
2. Use the picture to tell
about the favorite season
as it was discussed in
Daily Lessons 7 and 8
Writing.
3. Model writing simple
complete sentences to tell
about the seasonal
activities. Revisit using
complete sentences,
stretching out words to
hear letter sound, and
using resources.
4. After the writing is
complete, select a student
to locate the first letter
and review that every
sentence begins with an
upper-case letter and
ends with punctuation.
5. Instruct the students to
read the sentences aloud
several times.
page 71 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Learning Applications
1. Review the letter M picture 1. Distribute a teacher1. Students select books and
cards with students by
created story map to each
read independently for a
naming each picture and
student.
developmentally
clapping the syllables.
appropriate duration.
2. Discuss the elements of
2. Create an Anchor Chart:
the story including the
2. Actively monitor and
Words that Begin with M.
characters, setting, and
provide support as
Model sounding out and
key events.
needed.
writing the words that
3. As students identify each
name the picture cards
element, they draw a
that begin with M. Involve
picture of that element
students as appropriate.
and write labels as
As time allows, add
applicable. Provide
additional student
assistance through
generated examples.
dictation as needed.
3. Model decoding 2-3 grade
4. In partners, students retell
appropriate words on the
the story using their
Anchor Chart. Lead
completed story maps.
students in decoding the
Remind students to use
same words.
sequence words.
4. Post the Anchor Chart as
a reference for reading
and writing.
1. Distribute student papers
from Daily Lesson 8
Writing.
2. Review the writing routine:
Think (think about
ideas to write about)
Tell (talk about your
ideas)
Draw (sketch pictures
to tell about your
ideas)
Write (label your
drawings with letters or
words; write words and
sentences when ready)
3. In partners or with a small
group, students use
complete sentences to tell
about their drawings.
4. Individually, students write
simple sentences to tell
about their favorite
season and related
activities.
5. Confer with students to
provide targeted
instruction and support.
Write dictated sentences
Last Updated 05/08/2013
page 72 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
as needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Conduct a review of /m/.
1. Ask: What is the big
Model isolating the initial
idea of this
sound in one-syllable
folktale/fable? How do
spoken words beginning
you know? Discuss
with /m/ (for example, mop
responses.
= /m/). Repeat and instruct
students to echo. Name
additional words and
instruct students to isolate
the initial sound.
Suggested words are:
map, mat, mask, mitt,
man, men, mist.
Last Updated 05/08/2013
1. With a partner, students
1. Conduct Author’s Chair
make connections to the
routine. Provide feedback
characters and setting
related to the use of
from the text they read.
complete sentences to tell
They may use the
about the seasonal
response stems: The
activities.
setting in this story
reminds me of____.
(Character) reminds me
of _____ because_____.
Actively monitor
conversations to assess
accuracy of responses.
page 73 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E
K.4B
K.6A,B
K.8A
K.21B
Ongoing
TEKS
K.21A
INDEPENDENT READING
TEKS
K.Fig19A,B,E
K.4B
K.6A,B
K.8A
K.21B
Ongoing
TEKS
K.21A
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 readers
and writers?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Upper-case letter
Lower-case letter
Alliteration
Character
Setting
Key event
Character
Setting
Key event
Paper, plain (1 per
student)
Chart paper (if
Grade-appropriate
folktale or fable (1)
Chart paper (if
Collection of gradeappropriate texts for
student selection
WRITING
TEKS
K.16C
K.17A
Ongoing
TEKS
K.13E
K.14A
K.16B
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How do writers make
stores interesting for
readers?
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
Chart paper (if
applicable)
page 74 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 10
WORD STUDY
SHARED READING
applicable)
applicable)
INDEPENDENT READING
WRITING
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use sentences
with alliteration from Daily
Lesson 8 Word Study.
2. Create and duplicate a
teacher-created story map
for students and duplicate
for each student. Refer to
Dialy Lesson 9 Shared
Reading.
Title
Characters
Setting
Key Events
1. Prepare to display visuals
as appropriate.
2. Prepare to use model
writing from Daily Lessons
1, 4, and 7 Writing.
3. Prepare to use student
writing from Daily Lessons
3, 6, and 9 Writing.
4. In Daily Lesson 12
Writing, students share
their selected writing piece
with others. Make
arrangements for students
to share with another
class, the principal, other
teachers, or other
members of the school
community.
3. Refer to Daily Lessons 6-8
Shared Reading for
questions to ask during
the Performance Indicator.
Background Information
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words
This Instructional Routine
assesses Performance Indicator
02.
Last Updated 05/08/2013
1. Prepare to display visuals
as appropriate.
This Instructional Routine
assesses Performance Indicator
02.
page 75 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 10
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?
Teacher Notes
Group students to assess the
Performance Indicator during
Shared and Independent
Reading.
Prepare for students to work in
literacy centers or an independent
activity as the Performance
Indicator is being assessed in
small groups.
This Performance Indicator
continues to be assessed in Daily
Lesson 11 Shared and
Independent Reading. Plan
accordingly.
Last Updated 05/08/2013
Refer to Shared Reading
During this Daily Lesson,
students will revisit their
completed writing from Daily
Lessons 3, 6, and 9 Writing to
select the writing piece that
represents their best work.
page 76 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
identify alliteration in spoken
language.
Suggested Duration: 25-30 min.
Suggested Duration: 10-15 min.
Suggested Duration: 25-30 min.
Content Objective: Students
Content Objective: Students
Content Objective: Students reflect
identify and discuss elements of a identify and discuss elements of a on their writing and share it with
story.
story.
others.
Mini Lesson
1. Review the term
alliteration. Ask: What
have we learned about
sounds in sentences
with alliteration?
Discuss responses.
1. Explain that students will
1. Students read
1. Conduct the handwriting
listen to a folktale/fable in
independently or complete
routine.
a small group and will then
other teacher-planned
2. Explain that writers revisit
ask and respond to
practice while small
their writing to remember
questions related to the
groups complete the
their ideas, evaluate their
story. They will also
Performance Indicator.
work, and sometimes
discuss the big idea.
improve upon it.
2. Explain that they will each
3. Display the model writing
create a story map to
from Daily Lessons 1, 4,
show the characters,
and 7 Writing.
setting, and key events
and will use the story map
4. Reread each one and
to verbally retell the story.
Think Aloud to select a
favorite. Describe why it is
a favorite.
2. Reread the sentences
written during Word Study
Daily Lesson 8 Word
Study.
3. Instruct students to locate
the repeated letters
(including the upper- and
lower-case) at the
beginning of the words.
Explain that the repeated
letter represents the
repeated sound.
Learning Applications
1. With student assistance,
1. Assess the Performance
create a silly sentence
Indicator in small groups.
containing a group of
Provide each student with
words which begin with the
a teacher-created story
Last Updated 05/08/2013
1. Students read
1. Distribute student
independently or complete
completed writing from
other teacher-planned
Daily Lessons 3, 6, and 9
practice while small
Writing.
page 77 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
same sound. Display the
sentence. The following
are some examples: Furry
foxes find fish. Big bears
bake biscuits. Pink pigs
play ping pong.
2. Divide students into pairs
and distribute a sheet of
paper to each student
pair.
map.
2. Students read
independently or complete
other teacher-planned
practice while small
groups complete the
Performance Indicator.
groups complete the
Performance Indicator.
2. Instruct students to revisit
each of their pieces by
reading them
independently.
3. Instruct students to select
the piece that they feel
represents their best work.
4. Divide students into
groups of 3 or 4.
3. Instruct students to orally
create a silly sentence
with alliteration and work
together to illustrate it.
5. Instruct students to take
turns showing their
favorite piece and telling
why they selected it.
4. While student pairs are
working on their
illustration, meet with each
group and transcribe their
sentence at the top of
their paper.
6. Monitor as students
interact. Provide support
as it is necessary.
5. After students complete
their work, ask them to
share their work with the
class.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What is
alliteration? Discuss
responses.
1. Refer to Independent
Reading
Last Updated 05/08/2013
1. Ask: How do story maps
help you understand
stories? Discuss
responses.
1. Ask: What are some
things that good writers
do? Discuss responses.
page 78 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Last Updated 05/08/2013
page 79 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 11
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2B,F,H
K.3A,B
K.18A,B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19A,B,E
K.4B
K.6A,B
K.8A
K.21B
Ongoing
TEKS
K.21A
INDEPENDENT READING
TEKS
Ongoing
TEKS
K.Fig19D
WRITING
TEKS
K.16C
K.17B,C
K.18A,C
Ongoing
TEKS
K.13E
K.14A
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 readers
and writers?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
What are the elements
of a story?
Writers use literary
techniques to enhance
the reader’s and/or
listener’s experience.
How do writers make
stories interesting for
readers?
Letter
Sound
Character
Setting
Key event
Character
Setting
Key event
Review
Conventions
Capital letter
Punctuation
Spelling
10 picture cards or
Grade-appropriate
Collection of grade-
Paper, plain (1 per
Vocabulary of Instruction
Materials
Last Updated 05/08/2013
page 80 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 11
WORD STUDY
objects (five that begin
with R and five that do
not)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
SHARED READING
folktale or fable from
Daily Lesson 10
Shared Reading (1)
Chart paper (if
applicable)
INDEPENDENT READING
appropriate texts for
student selection
Chart paper (if
applicable)
WRITING
student)
Chart paper (if
applicable)
Teacher Resource:
Letter-Sound
Routine (1)
Teacher Resource:
Letter-Sound Deck
(1)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Locate the R card in then
Teacher Resource:
Letter-Sound Deck.
2. Continue to use the short
folktale or fable selected
in Daily Lesson 10 Shared
Reading to assess the
Performance Indicator.
3. Gather five picture cards
or objects representing
words that begin with /r/
(include one-syllable CVC
words and multisyllabic
words) and five that do
not.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a short teacher
writing piece that contains
deliberate conventions
errors (illegible
handwriting, inconsistent
capitalization of first letters
in sentences, missing
ending punctuation, and
simple spelling errors).
3. Prepare to use the
students’ self­selected
work from Daily Lesson 10
Writing.
Last Updated 05/08/2013
page 81 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
Background Information
This Instructional Routine
assesses Performance Indicator
02.
This Instructional Routine
assesses Performance Indicator
02.
Teacher Notes
Refer to Daily Lesson 9 Shared
Reading
Refer to Daily Lesson 9 Shared
Reading
Last Updated 05/08/2013
WRITING
This Daily Lesson introduces the
concept of editing through an
informal review and check of
student writing. Students will edit
more formally when editing is
directly taught in Unit 05A.
page 82 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 11
Duration and Objective
WORD STUDY
Suggested Duration: 20-25 min.
Content Objective: Students
identify the sound for the letter R.
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Suggested Duration: 10-15 min.
Suggested Duration: 25-30 min.
Content Objective: Students
Content Objective: Students
Content Objective: Students
identify and discuss elements of a identify and discuss elements of a review drafts to check for
story.
story.
capitalization, ending punctuation,
and legible handwriting.
Mini Lesson
1. Use the Teacher
Resource: Letter-Sound
Routine to introduce the
letter R. Suggested words
for phonological practice
include: rat, road, rock,
robe, rain.
1. Explain that students will
1. Students read
1. Display the prepared
listen to a folktale/fable in
independently or complete
piece of teacher writing.
a small group and will then
other teacher-planned
2. Remind students that
ask and respond to
practice while small
writers revisit their writing
questions related to the
groups complete the
to remember their ideas,
story. They will also
Performance Indicator.
evaluate their work, and
discuss the big idea.
sometimes improve upon
2. Explain that they will each
it.
create a story map to
3. Instruct students to
show the characters,
chorally reread the text
setting, and key events
from the selected writing
and will use the story map
piece. Ask: Does this
to verbally retell the story.
piece of writing look
like it’s ready to share
with others? Why or
why not? Discuss
responses.
4. Model how to review and
check the piece of writing.
Be explicit and Think
Aloud to check the
following:
Last Updated 05/08/2013
page 83 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Words separated by
spaces.
Sentences begin with
capital letter.
Sentences end with
punctuation.
Familiar (posted) sight
words are spelled
correctly.
5. Explain that students will
review and check their
writing pieces. Share that
after they finish reviewing
their own writing, they
will trade papers with a
partner and review that
student’s writing.
6. Ask a student to assist in
modeling this procedure.
Learning Applications
1. Review the letter R picture 1. Assess the Performance
1. Students read
1. Using their selected text
cards with students by
Indicator in small groups.
independently or complete
from Daily Lesson 10
naming each picture and
Provide each student with
other teacher-planned
Writing, students review
clapping the syllables.
a teacher-created story
practice while small
and check their work by
map.
groups complete the
checking the following:
2. Create an Anchor Chart:
Performance Indicator.
Words separated by
Words that Begin with R.
2. Students read
spaces.
Model sounding out and
independently or complete
writing the words that
other teacher-planned
Sentences begin
name the picture cards
practice while small
with upper-case
that begin with R. Involve
groups complete the
letter.
Last Updated 05/08/2013
page 84 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
students as appropriate.
As time allows, add
additional student
generated examples.
Performance Indicator.
Sentences end with
punctuation.
Familiar (posted)
sight words are
written correctly.
3. Model decoding 2-3 grade
appropriate words on the
Anchor Chart. Lead
students in decoding the
same words.
2. Students trade papers
with a partner and conduct
a peer review.
4. Post the Anchor Chart as
a reference for reading
and writing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Conduct a review of /r/.
1. Refer to Independent
Model isolating the initial
Reading.
sound in one-syllable
spoken words beginning
with /r/ (for example, rat =
/r/). Repeat and instruct
students to echo. Name
additional words and
instruct students to isolate
the initial sound.
Suggested words are: rip,
ran, run, risk, rent, romp.
Last Updated 05/08/2013
1. Ask: How do story maps
help you understand
stories? Discuss
responses.
1. Ask: What are some
things that good writers
do? Discuss responses.
page 85 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Lesson Preparation
Daily Lesson #: 12
WORD STUDY
TEKS
Ongoing
TEKS
K.1B
K.2G
K.18A,B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
K.Fig19D
Ongoing
TEKS
K.21A
K.23A
INDEPENDENT READING
TEKS
Ongoing
TEKS
K.Fig19D
WRITING
TEKS
K.16C
Ongoing
TEKS
K.13E
K.16B
K.22A
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 readers
and writers?
Readers use strategies
to support
understanding of text.
What strategies can
you use to understand
an author’s message?
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/or
listener’s experience.
Why do authors share
their work with others?
Letter
Sound
Inference
Textual evidence
Inference
Textual evidence
Share
Note card (3)
Chart paper (if
applicable)
Grade-appropriate
previously read
fictional text (1)
Chart paper (if
applicable)
Collection of gradeappropriate texts for
student selection
Chart paper (if
applicable)
Chart paper (if
applicable)
Vocabulary of Instruction
Materials
Attachments and
Last Updated 05/08/2013
page 86 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Write the following letters
on note cards: a, t, m,
(one letter on each card).
2. Create a chart with three
columns. Label the
columns “Text says…”, “I
know…” and “My
inference…”
Resources
Advance Preparation
Background Information
Inference - a logical guess made Refer to Shared Reading
by connecting bits of information.
Readers make inferences by
drawing conclusions, making
generalizations, and making
predictions.
Textual evidence - specific details
or facts found in text that support
what is inferred
Teacher Notes
During Daily Lesson 12 Shared
Reading, students are introduced
to making inferences. They have
already learned about one type of
inference: prediction.
Students use information found in
the title, cover illustrations, and
plot and add that to what they
already know to make predictions,
draw conclusions and make
generalizations.
This skill will be taught again in
Last Updated 05/08/2013
2. Confirm arrangements for
students to share their
writing with members of
the school community.
page 87 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Lesson 02.
Last Updated 05/08/2013
page 88 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
Instructional Routines
Daily Lesson # 12
Duration and Objective
Mini Lesson
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Suggested Duration: 25-30 min.
Suggested Duration: 10-15 min.
Suggested Duration: 25-30 min.
Content Objective: Students apply
knowledge of previously learned
letters and sounds to encode and
decode words.
Content Objective: Students make
inferences based on cover, title,
illustrations, and plot.
Content Objective: Students make
inferences based on cover, title,
illustrations, and plot.
Content Objective: Students share
writing with others.
1. Explain that they will hear 1. Inform students they are
1. Review previously learned 1. Explain that students will
a word containing three
going to play a guessing
information about
celebrate their writing
familiar letters. Say the
game. Provide the
inference.
pieces by sharing with
word mat slowly. Instruct
following scenarios and
members of the school
2. Instruct students to select
students to echo. Ask:
ask the related questions.
community. Provide details
their text for Independent
What do you hear at the
regarding the
Reading.
Scenario 1: Tears filled
beginning of the word?
arrangements for sharing.
the little boy’s eyes as
/m/
3. Guide students to turn to
2. Model sharing a teacher
he picked up his
a page with an illustration
2. Say: The letter M makes
piece of writing with
bicycle and dusted the
on it. Ask: What
the sound: /m/. Isolate
another student. Invite a
dirt off of him. Ask:
inference can you make
the letter sound. Write and
student to model sharing
What do you think
from the illustration?
display the lower-case
his/her piece another
happened to the
Instruct students to share
letter.
student.
boy? Ask: What
with a partner and then
words helped you to
3. Repeat the word mat.
take responses from
3. Discuss expectations and
guess that?
Exaggerate the medial
volunteers.
answer any questions.
Scenario
2:
After
Billy
vowel sound. Ask: What
picked up a dozen
do you hear in the
eggs, he pushed his
middle of the word? /ă/
cart down the snack
4. Say: The letter A makes
aisle and chose his
the sound: /ă/. Isolate the
favorite bag of chips.
letter sound. Write and
Ask: Where is Billy?
Last Updated 05/08/2013
page 89 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
display the lower-case
letter after the letter m for
all to see.
5. Repeat the word mat once
more. Exaggerate the final
sound. Ask: What do you
hear at the end of the
word? /t/
6. Say: The letter T makes
the sound: /t/. Isolate the
letter sound. Write and
display the lower-case
letter after the letter a for
all to see.
Ask: What words
helped you to guess
that?
Scenario 3: Maria was
sitting in class when
she suddenly saw a
flash of light come from
outside followed by a
loud boom. Just then
the principal came in
from outside carrying
an umbrella. Ask: What
do you think is
happening? Ask:
What words helped
you guess that?
7. Instruct the students to
echo the sounds. Model
blending the three sounds 2. Explain that they just
made inferences. Explain
and instruct students to
that readers make
echo.
inferences by connecting
what they read and what
they already know.
3. Remind students that they
already learned about a
type of inference called
predicting, where they
used clues to guess what
would happen next.
4. Explain that they will
continue to use clues to
Last Updated 05/08/2013
page 90 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
make inferences about
what they are reading.
Select a previously read
story. Read the title aloud.
5. Instruct students to look at
the cover and make
observations.
6. Ask: What do you think
this story will be about?
Discuss responses.
7. Choral Read the book
aloud.
8. Revisit the text and
illustrations in order to
recall the plot.
9. Display the pre-folded
chart paper. Explain that it
will be used to model
making an inference in
response to the
information gathered from
the title, cover,
illustrations, and plot.
10. Point out the first column
and read the label “Text
says…” Locate and
transcribe textual
evidence that you will use
to make an inference.
Last Updated 05/08/2013
page 91 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
11. Point out the second
column and read the label
“I know…” Think Aloud to
transcribe ideas from your
own background
knowledge that relate to
the text.
12. Point out the third column
and read the label “My
inference…” Provide
explicit instructions about
making an inference that
is based on the text and
one’s own background
knowledge.
Learning Applications
1. Display the lower-case
letters on note cards one
at a time.
2. Select various students to
identify each letter and its
sound. Instruct the other
students to echo.
3. Model scrambling the
letters and then arranging
them to form the word mat.
Run a finger under the
word from left to right and
blend the sounds. Instruct
students to echo.
1. Instruct students to turn to 1. Students select texts and
a partner and answer the
read independently for a
following question.
developmentally
appropriate duration.
2. Ask: What other
inferences can you
2. Actively monitor and
make about the text?
provide support as
Discuss responses and
needed.
provide support and
additional explanation as
needed.
1. Students share a selected
piece of writing with others
in the school.
4. Ask students to repeat
Last Updated 05/08/2013
page 92 of 106 Kindergarten
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-12
step #3. Engage the
remainder of the students
by having them say the
sounds aloud and echo
after the students blend
the sounds.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Say various CVC words
containing the word part
"at".
2. Group students with a
partner. Instruct them to
listen to the words, echo,
and then identify the initial
sound and the rime.
1. Ask: What have we
learned about making
inferences? Instruct
students to turn to a
partner and discuss.
1. Ask: What is an
inference? Discuss
responses.
1. Ask: Why do authors
share their writing with
others? Discuss
responses.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/08/2013
page 93 of 106 Kindergarten
English Language Arts and Reading
Unit: 03 Lesson: 01
"at" Word Maker
©2011, TESCCC
09/14/12
page 1 of 1
Kindergarten
English Language Arts and Reading
Bingo Board 1
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Bingo Board 2
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09/14/12
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC
09/14/12
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
Gg
Hh
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
Mm
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
Qq
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
Ww
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Letter-Sound Deck
Yy
©2011, TESCCC
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Kindergarten
English Language Arts and Reading
Unit: 01-06
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.
©2012, TESCCC
10/17/12
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