Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
ELAR Kindergarten Unit 04 Exemplar Lesson 02: Making Predictions and Asking Questions about Expository Text 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
During this lesson, students listen to and read expository text to identify facts about topics of interest. Students sharpen their skills by making predictions about text based on the cover and illustrations and then use text evidence to confirm or disprove the predictions. Students are introduced to the concept of research through asking questions about topics, reading to locate answers, and then recording information on a graphic organizer. The remaining letters of the alphabet are taught and students once again demonstrate knowledge of letter sound correspondence to decode and spell CVC words. In writing, students write lists, captions, and invitations. Kindergarten ELAR Unit 04 PI 01 Demonstrate letter sound correspondence to decode and spell CVC words.
Standard(s): K.2F , K.2G , K.2H , K.2I , K.3A , K.3B , K.17A , K.18A , K.18B ELPS ELPS.c.1B , ELPS.c.2A , ELPS.c.2B , ELPS.c.3A , ELPS.c.4A , ELPS.c.5A , ELPS.c.5C Kindergarten ELAR Unit 04 PI 02 Examine the cover and illustrations of a teacher selected expository text to make inferences and predictions about the text. Draw a picture to show one prediction. Using appropriate conventions, write a simple sentence stating your prediction. Listen to the text read aloud. In a small group, verbally tell whether your prediction is correct or not and explain why (based on text evidence).
Standard(s): K.4A , K.9A , K.10D , K.16C , K.17B , K.17C , K.Fig19D ELPS ELPS.c.1E , ELPS.c.1F , ELPS.c.2E , ELPS.c.2I , ELPS.c.3B , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E , ELPS.c.3G , ELPS.c.3H , ELPS.c.4D , ELPS.c.4G , ELPS.c.4J , ELPS.c.5B , ELPS.c.5G
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Kindergarten ELAR Unit 04 PI 04 Select a class-wide topic of interest. Complete a provided three-column chart. In the first column, write/dictate or illustrate 12 facts you know about the topic. In the second column, write/dictate 1-2 questions you have about the topic. Listen to an expository text on the class topic to determine answers to your questions. In the third column, write/dictate and illustrate 1-2 facts you learned about the topic. With a partner or in a small group, use the completed chart to discuss the topic and retell important facts heard in the text.
Standard(s): K.4B , K.10A , K.10B , K.20A , K.20B , K.Fig19B , K.Fig19C , K.Fig19F ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.2E , ELPS.c.2G , ELPS.c.2I , ELPS.c.4D , ELPS.c.4F , 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. Readers use illustrations to make predictions, draw conclusions, and make inferences. Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information. 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.2
Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
K.2G
Blend spoken phonemes to form onesyllable words (e.g.,/m/ …/a/ …/n/ says man).
K.2I
Segment spoken onesyllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).
K.3
Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
K.3A
Identify the common sounds that letters represent.
K.3B
Use knowledge of letter-sound relationships to decode regular words in text and Last Updated 05/08/2013
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
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.3D
Identify and read at least 25 high-frequency words from a commonly used list.
K.4
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
K.4A
Predict what might happen next in text based on the cover, title, and illustrations.
K.4B
Ask and respond to questions about texts read aloud.
K.5
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
K.5A
Identify and use words that name actions, directions, positions, sequences, and locations.
K.5D
Use a picture dictionary to find words.
K.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
K.9A
Identify the topic of an informational text heard.
K.10
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:
K.10A
Identify the topic and details in expository text heard or read, referring to the words and/or illustrations.
K.10B
Retell important facts in a text, heard or read.
K.10C
Discuss the ways authors group information in text.
K.10D
Use titles and illustrations to make predictions about text.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
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.15
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
K.15A
Dictate or write information for lists, captions, or invitations.
K.16
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
K.16A
Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
K.16A.iv
prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over).
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:
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
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.20
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
K.20A
Gather evidence from provided text sources (with adult assistance).
K.20B
Use pictures in conjunction with writing when documenting research (with adult assistance).
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:
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.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). K.Fig19D Make inferences based on the cover, title, illustrations, and plot. 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.1B
Identify upper- and lower-case letters.
K.1D
Recognize the difference between a letter and a printed word.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
K.1E
Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping).
K.1F
Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right.
K.1G
Identify different parts of a book (e.g., front and back covers, title page).
K.2
Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
K.2B
Identify syllables in spoken words.
K.2F
Blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat).
K.2H
Isolate the initial sound in one-syllable spoken words.
K.5
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
K.5B
Recognize that compound words are made up of shorter words.
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.13C
Revise drafts by adding details or sentences (with adult assistance).
K.13E
Share writing with others (with adult assistance).
K.16
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
K.16A
Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
K.16A.i past and future tenses when speaking.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
K.16B
Speak in complete sentences to communicate.
K.18
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
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.21A
Listen attentively by facing speakers and asking questions to clarify information.
K.21B
Follow oral directions that involve a short related sequence of actions.
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 Chart paper (if applicable) Collection of grade-appropriate engaging expository books for student selection Construction paper (1 sheet per student) Counters (16 per student) Crayon (1 per student) 2-3 grade-appropriate alphabet books (1 copy of each) Grade-appropriate examples of invitations (multiple) 3-5 grade-appropriate examples of lists (1 copy of each) Grade-appropriate expository book (1) Grade-appropriate expository book about class topic of interest (1) Last Updated 05/08/2013
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Grade-appropriate expository book containing ample pictorial support Grade-appropriate familiar expository book (1) Grade-appropriate familiar expository texts Grade-appropriate familiar informational book containing prepositions 2-3 grade-appropriate images to use for making inferences (1 copy of each) Grade-appropriate short expository book (1) Note card (multiple) Note card, large (multiple) Paper, lined (3 per student) Paper, plain (7 per student) 10 picture cards or objects (5 that begin with /qu/ and 5 that do not) 10 picture cards or objects (5 that end with X and 5 that do not) 10 picture cards or objects (3-5 that end with Z and 5 that do not) 10 picture cards or objects (5 that begin with V and 5 that do not) Picture dictionary (1 per 2 students) Plastic letters (1 set per student) Plastic letters, lower-case (1 set per student) Sticky note (7 per student) Sticky note, large (2) Sticky note, small (4 per student) Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Bingo Board (1 per student) Handout: Invitation Template (1 per student) optional Handout: K-W-L Chart (1 per student) Handout: My Web (1 per student) Handout: Vv/Ww Picture Sort (1 per student)
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Teacher Resource: Letter-Sound Deck (1) Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Word Wall Routine (1) Resources and References
None identified
Possible/Optional Literature Selections
None identified
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 9
WORD STUDY TEKS
K.3A,B K.18A,B
Key Understandings and Guiding Questions
Ongoing TEKS K.1B K.2B, F,H
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?
SHARED READING TEKS
K.Fig19A,C,D K.4B K.10A,B,D
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences. - How does making inferences help you understand an author’s message?
INDEPENDENT READING TEKS
K.Fig19A,C,D K.4B K.10D
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences. - How does making inferences help you understand an author’s message?
WRITING TEKS
K.16C KI.17A,B,C K.18A
Ongoing TEKS K.1E K.13E K.16Ai,B K.21A K.22A
Authors use words and illustrations to communicate ideas and information. - What are the features of a complete sentence?
Vocabulary of Instruction Letter Sound
Inference Textual Evidence Background Knowledge
Inference Prediction Purpose
Sentence Capitalize Punctuation
10 picture cards or
Grade-appropriate
Collection of grade-
Chart paper (if
Materials
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 9
WORD STUDY objects (5 that begin with V and 5 that do not) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
SHARED READING familiar expository text (1) Chart paper (if applicable)
INDEPENDENT READING appropriate engaging expository texts for student selection Paper, plain (1 per student) Chart paper (if applicable)
WRITING applicable)
Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Letter-Sound Deck (1) Handout: Vv/Ww Picture Sort (1 per student) 1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Locate the V card from Teacher Resource: Letter-Sound Deck.
2. Pre-fold a sheet of chart paper to make three columns. Label the columns Text says…, I know…, and My inference… Keep the completed chart for use in Daily Lesson 10.
3. Gather five picture cards or objects representing words that begin with /v/ (include one-syllable CVC words and multisyllabic
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1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. The student drawings from Independent Reading will be used. 3. Prepare a teacher example of a drawing representing a prediction about an expository text.
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Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions.
In Daily Lessons 9-12 students will use complete sentences to tell about predictions made during Shared Reading or Independent Reading. Provide response stems as scaffolds. For example:
words) and five that do not.
3. Select an expository text read previously. Consider using the text from Daily 4. Reproduce the Handout: Lesson 7 or 8. Review the Vv/Ww Picture Sort for text and select 3-4 places each student. Either have to make inferences based the cards pre-cut and on textual evidence (words distribute them in a baggie and/or illustrations). or instruct students to cut the cards out themselves. Background Information
During Unit 03, students learned about making inferences during the reading of fictional text. In this unit, students expand their skills. During Daily Lessons 9-12 students make inferences while reading expository text. Students use information found in the title, cover, and illustrations, and add that to what they already know to make predictions, draw conclusions, and make generalizations. Inference - a logical guess made 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
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I predict that _____. The response stem may be posted for students to use or may be duplicated and distributed to students based on individual need.
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Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
what is inferred
Teacher Notes
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 9
WORD STUDY
Duration and Objective
Suggested Duration: 20-25min. Content Objective: Students identify the sound for the letter V.
Mini Lesson
1. Use Teacher Resource: Letter-Sound Routine (steps 1-10) to introduce the letter V. Suggested words for phonological practice include: vest, vine, vet, van, vase.
SHARED READING
INDEPENDENT READING
Suggested Duration: 25-30 min. Content Objective: Students make inferences based on the title, cover, and illustrations/photographs.
Suggested Duration: 15-20 min. Content Objective: Students make inferences based on the title, cover, and illustrations/photographs
WRITING Suggested Duration: 20-25 min. Content Objective: Students use complete sentences to tell a prediction made about an expository text
1. Make a sad face for the 1. Review the steps in 1. Review the steps in class. Ask: What can you making an inference: making an inference: infer about how I’m Use ideas and Use ideas and feeling? What clues did illustrations from the illustrations from the you use? Remind text text students that readers Use personal Use personal make inferences while background knowledge background knowledge reading by using clues 2. Quickly review the letter V What the text says + What the text says + from the text and their own picture cards with students What I know = What I know = experiences. by naming each picture Inference Inference and clapping the syllables. 2. Review the steps in making an inference: 3. Create an Anchor Chart: 2. Remind students that 2. Remind students that Words that Begin with V. making predictions is a making predictions is a Use ideas and Model sounding out and form of inference. form of inference. illustrations from the writing the words that text name the picture cards Use personal that begin with V. Involve background knowledge students as appropriate. What the text says + As time allows, add What I know = additional student Inference generated examples. 4. Model decoding 2-3 grade 3. Conduct a Book Walk of Last Updated 05/08/2013
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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.
the selected familiar text: Show the text. Read the title and instruct students to look at the cover closely. Ask: Is this text fiction or informational? How do you know? Explain that this text is expository. Ask: What is the purpose for reading this text? Discuss and clarify responses. Show 2-3 illustrations or photographs from the text. Students Think, Turn, Talk to share observations. Ask: What is the topic of this text? What facts did we learn when we read it in an earlier lesson? Discuss student responses and point out text evidence to support ideas. 4. Conduct a Read Aloud of the selected text, stopping Last Updated 05/08/2013
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periodically to model making inferences based on textual evidence. Learning Applications
1. Explain that during this 1. Display the pre-folded 1. Students choose a text lesson they will practice chart paper. Explain that from the collection and listening for the sounds for the organizer will be used establish a purpose for the letters V and W at the to record inferences. reading. Students Think, beginning of words. Turn, Talk to share with a 2. Use the following steps to partner. 2. Display the pictures from model making an Handout: Vv/Ww Picture inference based on textual 2. Individually, students Sort. evidence: preview the text and make one prediction based on 3. Point out each picture and Point out the first the cover, title, or say each corresponding column and read the illustrations. Students word while exaggerating label Text says… Think, Turn, Talk to the initial sound. Instruct Locate and record share with a partner. students to repeat. textual evidence to use 3. Students draw a simple to make an inference. 4. Distribute Handout: picture of their prediction. Point out the second Vv/Ww Picture Sort to column. Think Aloud each student. Either have 4. Students read and read the label I the cards pre-cut and independently for a know… and then distribute them in a baggie developmentally record ideas using or instruct students to cut appropriate duration. background knowledge the cards out themselves. that relates to the text. 5. Actively monitor and 5. Instruct the students to provide assistance. Point out the third draw two new pictures for column and read the each category. Monitor label My inference… closely and provide Think Aloud and support by offering record an inference. suggestions as it is
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1. Distribute student drawings from Independent Reading. 2. Instruct students to review their drawing, think about what they want to write to tell about their prediction (refer to the posted response stem) and tell a partner their sentence. 3. Confer with students as they each write a simple complete sentence to tell their prediction. Transcribe dictated sentences as needed.
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necessary.
3. Complete the steps above for the additional 6. Model how to select a preselected locations in card, say the word aloud, the text, but this time and sort it by initial sound. solicit students to make 7. Instruct students to work inferences. with a partner to sort the cards into two categories in the same manner. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. To conduct a quick review 1. Ask: How does making of /v/, model isolating the inferences help you initial sound in oneunderstand an author’s syllable spoken words message? Discuss beginning with /v/. For responses. example, van = /v/. Repeat and have students echo. Name additional words and instruct students to isolate the initial sound. Suggested words are: vase, vet, vine, vote.
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1. Ask: How does making inferences help you understand an author’s message? Discuss responses.
1. Conduct Author’s Chair routine.
2. Collect student drawings for use in Writing.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 10
WORD STUDY TEKS
Ongoing TEKS
K.3D K.18A
Key Understandings and Guiding Questions
SHARED READING TEKS
K.Fig19A,C,D K.4B K.10A,B,D
Awareness of sound patterns supports the development of word reading and spelling. - How can reading words quickly (by sight) help you as a reader?
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences.
INDEPENDENT READING TEKS
K.Fig19A,C,D K.4B K.10D
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences.
- How does making inferences help you understand an author’s message?
- How does making inferences help you understand an author’s message?
Inference Prediction Textual Evidence Background Knowledge
Inference Prediction Textual Evidence Background Knowledge
WRITING TEKS
K.16C KI.17A,B,C K.18A
Ongoing TEKS K.1E K.13E K.16Ai,B K.21A K.22A
Authors use words and illustrations to communicate ideas and information. - What are the features of a complete sentence?
Vocabulary of Instruction
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Sentence Capitalize Punctuation
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials Lowercase plastic letters (1 set per student) Note card (multiple) Lined paper (1) Chart paper (if applicable) Attachments and Resources
Advance Preparation
Grade-appropriate short expository text (1) Paper, plain (1 per student) Chart paper (if applicable)
Collection of gradeappropriate engaging expository texts for student selection Chart paper (if applicable)
Chart paper (if applicable
Teacher Resource: Word Wall Routine (1) 1. Refer to Teacher Resource: Word Wall Routine. Prepare accordingly. 2. Determine the highfrequency words that will be introduced in this lesson. Make sure to have the appropriate letters in each of the sets of plastic letters.
1. Prepare to display visuals as appropriate. 2. The inference chart from Daily Lesson 9 Shared Reading will be used.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. Student work from Shared Reading will be used. 3. Prepare a teacher example of a drawing representing a prediction about an expository text.
3. Write the high-frequency words on a piece of lined paper in dark print. Make a copy for each student.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
4. Write or print the words in large letters on note cards. Background Information
Refer to Daily Lesson 9 Shared
Refer to Daily Lesson 9
Reading
Independent Reading
Refer to Daily Lesson 9 Writing
Teacher Notes
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 10
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested Duration: 25-30 min. Content Objective: Students make inferences based on the title, cover, and illustrations/photographs.
WRITING
Duration and Objective
Suggested Duration: 20-25 min. Content Objective: Students read high-frequency words.
Suggested Duration: 10-15 min. Content Objective: Students make inferences based on the title, cover, and illustrations/photographs.
Suggested Duration: 25-30 min. Content Objective: Students use complete sentences to tell a prediction made about an expository text.
Mini Lesson
1. Follow Teacher Resource: 1. Make a scared face for 1. Review the steps in Word Wall Routine to the class. Ask: What can making an inference: introduce 2-3 new words, you infer about how I’m Use ideas and one at a time. feeling? What clues did illustrations from the you use? Remind 2. Explain to students that text students that readers some words are used in Use personal make inferences while texts and writing many background knowledge reading by using clues times. These words are What the text says + from the text and their own important to learn to read What I know = experiences. and write because they will Inference be used so often. Many 2. Review the steps in times these words do not making an inference: 2. Remind students that “follow the rules” for making predictions is a Use ideas and sounding them out so they form of inference. illustrations from the have to be memorized. text Explain that these words Use personal are called sight words or background knowledge high-frequency words. What the text says + 3. Distribute a set of plastic What I know = letters to each student. Inference
1. Conduct the handwriting routine.
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2. Ask: What is the difference between a word and a sentence? Discuss and show examples of each if necessary. 3. Display the teacher prepared drawing. Explain that today students will dictate or write complete sentences to tell about their predictions from Independent Reading. 4. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas)
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4. Show students the first high-frequency word card. 3. Review the inference chart Read the word aloud and made in Daily Lesson 9. ask students to echo. 4. Conduct a Book Walk of Instruct students to make the selected short the word with their plastic expository text: letters. 5. After the word is made, model running a finger under the word and reading it quickly. Instruct students to do the same. 6. Continue this routine for the remaining cards: Show card, say the word, students echo, make the word, read the word. 7. For additional practice, repeat steps 4-5.
Show the text. Read the title and instruct students to look at the cover closely. Ask: Is this text fiction or informational? How do you know? Explain that this text is expository. Ask: What is the purpose for reading this text? Discuss responses. Show 2-3 illustrations or photographs from the text. Students Think, Turn, Talk to share observations. 5. Ask: What is the topic of this text? Discuss student responses and point out text evidence to support ideas. Last Updated 05/08/2013
Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when ready) 5. Think Aloud to model writing a simple complete sentence about the teacher drawing. Be explicit in modeling capitalizing the beginning letter, matching sounds to letters, using spaces between words, and using ending punctuation. Consider using a response stem: I predict that _____. 6. Ask: What type of letter did I use at the beginning of the sentence? What punctuation did I use at the end? Discuss responses. 7. Post a response stem as a scaffold for students.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Learning Applications
1. Display the previously practiced words.
1. Distribute plain paper to 1. Students choose a text each student. Instruct from the collection and each student to make a establish a purpose for 2. Group students into prediction about the text reading. Students Think, partner groups. based on the information Turn, Talk to share with a gathered during the Book partner. 3. Instruct students to work Walk. Each student draws with their partner to 2. Individually, students a quick sketch of his/her assemble the words, using preview the text and make prediction. their plastic letters. one prediction based on Remind them to take turns 2. Display and read aloud the cover, title, or scrambling the letters, the following response illustrations. Students spelling the word, and stem: I predict that Think, Turn, Talk to reading it quickly. ______. Students Think, share with a partner. Turn, Talk to verbally 3. Students read share predictions with a independently for a partner. developmentally 3. Conduct a Read Aloud of appropriate duration. the selected text, stopping 4. Actively monitor and periodically to explicitly provide assistance. model making and confirming/disproving inferences based on textual evidence.
1. Distribute student drawings from Shared Reading. 2. Instruct students to review their drawing, think about what they want to write to tell about their prediction (refer to the posted response stem) and tell a partner their sentence. 3. Confer with students as they each write a simple complete sentence to tell their prediction. Transcribe dictated sentences as needed.
4. Students revisit their drawings of their predictions and think about if the prediction was correct or incorrect and why. 5. Collect student drawings Last Updated 05/08/2013
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for use in Writing. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: How can knowing to read words quickly (by sight) help you as a reader? Discuss responses.
1. Students verbally share if 1. Ask: How does making their predictions were inferences help you correct or not and explain understand an author’s why. Consider providing a message? Discuss response stem as a responses. scaffold: My prediction was correct because____. My prediction was incorrect because____.
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1. Conduct Author’s Chair routine.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 11
WORD STUDY TEKS
K.2G,I K.3A,B K.18A,B
Key Understandings and Guiding Questions
Ongoing TEKS K.1B K.2B, F
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?
SHARED READING TEKS
K.Fig19A,C,D K.4B K.10A,B,D
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences.
INDEPENDENT READING TEKS
K.Fig19A,C,D K.4B K.10A,B,D
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences.
- How does making inferences help you understand an author’s message?
- How does making inferences help you understand an author’s message?
Inference Prediction Textual Evidence Background Knowledge
Inference Prediction Textual Evidence Background Knowledge
WRITING TEKS
K.16C KI.17A,B,C K.18A
Ongoing TEKS K.1E K.13E K.16Ai,B K.21A K.22A
Authors use words and illustrations to communicate ideas and information. - What are the features of a complete sentence?
Vocabulary of Instruction Letter Sound
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Sentence Capitalize Punctuation
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Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials 10 picture cards or objects (5 that end with X and 5 that do not) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
Grade-appropriate expository text (1) Sticky note, large (2) Paper, plain (1 per person) Chart paper (if applicable)
Collection of gradeappropriate expository texts for student selection 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 as appropriate.
1. Prepare to display visuals as appropriate.
2. Locate the X card from Teacher Resource: Letter-Sound Deck.
2. Select a text that lends itself well to making predictions. Pre-select a spot in the text to stop reading and revisit/adjust predictions.
3. Gather five picture cards or objects representing words that end with /x/ (include one-syllable CVC/VC words and multisyllabic words (such as mixture and boxes) and five that do not
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1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. Student work from Shared Reading will be used. 3. Prepare a teacher example of a drawing representing a prediction about an expository text.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Background Information Teacher Notes
The letter X will be introduced as an ending sound. Adjust Teacher Resource: Letter-Sound Routine as needed.
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Instructional Routines Daily Lesson # 11
WORD STUDY
SHARED READING
INDEPENDENT READING Suggested Duration: 10-15 min. Content Objective: Students make predictions based on the title, cover, and illustrations/photographs.
WRITING
Duration and Objective
Suggested Duration: 20-25 min. Content Objective: Students identify the sound for the letter X.
Suggested Duration: 25-30 min. Content Objective: Students make predictions based on the title, cover, and illustrations/photographs.
Mini Lesson
1. Use Teacher Resource: Letter-Sound Routine (steps 1-10) to introduce the letter X. Suggested words for phonological practice include: Say the following words: box, fox, ox, ax, mix
1. Make a surprised face for 1. Explain that during this 1. Display the teacher the class. Ask: What can lesson each student will prepared drawing. Explain you infer about how I’m make a prediction based that today students will feeling? What clues did on the title, cover, and dictate or write complete you use? Remind illustrations/photographs sentences to tell about students that readers in the text. their predictions from make inferences while Independent Reading. 2. Select a text from the reading by using clues collection. Select two 2. Review the writing routine: from the text and their own students to come to the experiences. Also remind Think (think about front and assist in students that making ideas to write about) reviewing the above predictions is a form of Tell (talk about your mentioned parts of the text inference. ideas) with the aim of making a Draw (sketch pictures 2. Ask: What can we prediction. Prompt to tell about your observe in a text that students to explain what ideas) can help us to make they are thinking (Think Write (label your predictions and Aloud) so that the rest of drawings with letters or inferences? Discuss the class can listen. words; write words and responses. 3. Assist the students in sentences when ready) 3. Remind students that they creating a quick sketch on
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Suggested Duration: 25-30 min. Content Objective: Students use complete sentences to tell a prediction made about an expository text.
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can use information gathered from the title, cover, and illustrations/photographs to make predictions. 4. Conduct a Book Walk of the selected short expository text: Show the text. Read the title and instruct students to look at the cover closely. Ask: Is this text fiction or informational? How do you know? Explain that this text is expository. Ask: What is the purpose for reading this text? Discuss responses. Show 2-3 illustrations or photographs from the text. Students Think, Turn, Talk to share observations. Ask: What is the topic of this text? Discuss student responses and point out text evidence
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a sticky note and place it on the cover of the text.
3. Think Aloud to model writing a simple complete sentence about the teacher drawing. Be explicit in modeling capitalizing the beginning letter, matching sounds to letters, using spaces between words, and using ending punctuation. Consider using a response stem: I predict that _____. 4. Ask: What type of letter did I use at the beginning of the sentence? What punctuation did I use at the end? Discuss responses. 5. Post a response stem as a scaffold for students as needed. You started your sentence with _________. You used _______ at the end of the sentence.
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to support ideas. Place a sticky note on one of the illustrations. Ask: What can I predict about this text based on this illustration? Solicit student assistance and quickly sketch a picture to represent the prediction. 5. Conduct a Read Aloud of the selected text, stopping to explicitly model confirming/disproving the sketched prediction based on textual evidence. Ask: Based on what we have read in the text so far, can we adjust our initial prediction? Is there something that we can add to our prediction? Encourage discussion. Provide assistance by locating textual evidence to support student ideas
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Learning Applications
1. Quickly review the letter X 1. Read aloud another picture cards with students portion of the text, by naming each picture stopping at a different and clapping the syllables. illustration. 2. Create an Anchor Chart: Words with X. Model sounding out and writing the words that name the picture cards with X. Involve students as appropriate. As time allows, add additional student-generated examples.
2. Distribute plain paper to each student. Instruct each student to make a prediction about the text based on the information gathered from the illustration, what has been read thus far, and their own background knowledge.
1. Students choose a text from the collection and establish a purpose for reading. Students Think, Turn, Talk to share with a partner. 2. Individually, students preview the text and make one prediction based on the cover, title, or illustrations. Students Think, Turn, Talk to share with a partner. 3. Each student draws a picture to represent his/her prediction on a sticky note and place it on the text.
3. Model decoding 2-3 grade 3. Display and read aloud appropriate words on the the following response Anchor Chart. Lead stem: I predict that students in decoding the ______. Students Think, same words. Turn, Talk to verbally 4. Students read share predictions with a 4. Post the Anchor Chart as independently for a partner. a reference for reading developmentally and writing. 4. Finish reading the text appropriate duration. aloud. Students revisit 5. Actively monitor and their drawings of their provide assistance. predictions and think about if the prediction was correct or incorrect and why.
1. Distribute student drawings from Shared Reading. 2. Instruct students to review their drawing, think about what they want to write to tell about their prediction (refer to the posted response stem) and tell a partner their sentence. 3. Confer with students as they each write a simple complete sentence to tell their prediction. Transcribe dictated sentences as needed.
5. Collect student drawings for use in Writing. Last Updated 05/08/2013
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Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. To conduct a quick review 1. Students verbally share if 1. Students share of /x/, model blending their predictions were predictions with a partner, spoken phonemes to form correct or not and explain small group, or the whole one-syllable words with /x/. why. Consider providing a class. /f/ /o/ /x/ says fox. Repeat response stem as a and have students echo. scaffold: My prediction Name additional words was correct because____. and instruct students to My prediction was blend the phonemes to incorrect because____. form the words. Suggested words are: box, fox, ox, ax, six.
1. Conduct Author’s Chair routine.
2. Repeat the process, but segment spoken words into two to three phonemes (fox: /f/ /o/ /x/).
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 12
WORD STUDY TEKS
Ongoing TEKS
TEKS
K.Fig19D K.4A K.9A K.10D K.16C K.17B,C
K.5A K.15A K.16Aiv
Key Understandings and Guiding Questions
SHARED READING
Awareness of word patterns supports the development of word reading and spelling. - How can understanding words and their functions make you a better speaker, reader, and writer?
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences.
INDEPENDENT READING TEKS
K.Fig19A,C,D K.4B K.10D
Ongoing TEKS K.1F,G K.16Ai,B K.21A K.22A K.23A
Readers use illustrations to make predictions, draw conclusions, and make inferences.
- How does making inferences help you understand an author’s message?
- How does making inferences help you understand an author’s message?
Inference Prediction Textual Evidence Background Knowledge
Inference Prediction Textual Evidence Background Knowledge
WRITING TEKS
K.16C KI.17A,B,C K.18A
Ongoing TEKS K.1E K.13E K.16Ai,B K.21A K.22A
Authors use words and illustrations to communicate ideas and information. - What are the features of a complete sentence?
Vocabulary of Instruction Preposition
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Sentence Capitalize Punctuation
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials Grade-appropriate familiar informational text containing prepositions Paper, plain (1 per student) Chart paper (if applicable)
Grade-appropriate expository text containing ample pictorial support Chart paper (if applicable)
Collection of gradeappropriate engaging expository text for student selection 2-3 images to use for making inferences Chart paper (if applicable)
Paper, plain (1 per student) Grade-appropriate familiar expository texts Chart paper (if applicable)
Attachments and Resources Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals 1. Prepare to display visuals as appropriate. as appropriate.
2. Select a familiar informational text containing a variety of prepositions and/or prepositional phrases conveying:
2. Select a gradeappropriate expository text containing ample pictorial support.
2. Prepare 2-3 pictures or images for students to make inferences about. For example: a child laughing, crying, playing, looking surprised; a lion yawning, an adult looking angry, etc.
Directions: (e.g., left, right, up, down) Positions: (e.g., over, under, on, beside, above, below, front, back, up, down) Location: (e.g., here, there, everywhere, somewhere)
3. Prepare to display and discuss the Performance Indicator with students.
2. Locate the gradeappropriate familiar expository texts from Shared Reading Daily Lessons 9-12
3. Create a list of 5-10 oneLast Updated 05/08/2013
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Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
direction/position/location words from the text to use for this lesson. Background Information
Preposition - a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing) Prepositional phrase - a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her)
This Instructional Routine assesses Performance Indicator 02.
Teacher Notes
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Instructional Routines Daily Lesson # 12
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 20-25 min. Content Objective: Students identify and use words that name directions, positions, and locations.
Suggested Duration: 25-30 min. Content Objective: Students make predictions about expository text, write a simple sentence stating the prediction, and verbally tell if the prediction was correct or not based on text evidence.
Suggested Duration: 10-15 min. Content Objective: Students make inferences about images.
Suggested Duration: 25-30 min. Content Objective: Students use complete sentences to tell about an expository text.
Mini Lesson
1. Ask: Can you think of some words that we
1. Display and explain the Performance Indicator
1. Review that making inferences helps readers
1. Conduct the handwriting routine.
Last Updated 05/08/2013
WRITING
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use when we give someone directions? Discuss responses and record on chart paper.
2. Conduct a Book Walk of the selected short expository text:
understand the author’s message by helping the reader understand clues from the text.
Show the text. Read 2. Share that people make the title and instruct inferences in their daily students to look at the lives all of the time. cover closely. 3. Show 2-3 pictures that Ask: Is this text allow for simple fiction or inferences. For example: informational? How A picture of a child do you know? Explain 3. Ask: Can you think of laughing, crying, playing, that this text is some words we can use yawning, looking surprised expository. to tell where something or sad. Ask: What is the is located related to purpose for reading 4. For each image, ask something else? (e.g., this text? Discuss and students to infer about the This pen is ON the desk) clarify responses. subject’s feelings. Instruct Discuss responses and Show 2-3 illustrations them to state what they record on chart paper. or photographs from know, what they see and the text. Students 4. Label each category of what they can now infer. Think, Turn, Talk to words appropriately For example: Show an share observations. (Direction, Position, and image of child yawning. Ask: What is the topic Location). Ask: What do you know? of this text? Discuss Sample student response: 5. Explain that during this student responses and “I know I yawn when I’m lesson students will listen point out text evidence tired.” Ask: What for special words that to support ideas. evidence can you get convey directions, from this picture? positions, and locations. 3. Distribute plain paper to Sample student response: Tell students that these each student. Instruct “The child’s mouth is wide words are called each student to make a open. “He is yawning.” prepositions. prediction about the text Ask: What can you 2. Ask: Can you think of some words we can use to tell where something is located? (e.g., here, there, everywhere) Discuss responses and record on chart paper.
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2. Review that during the last several Daily Lessons, students have listened to and read expository text on a variety of topics. Display and quickly discuss each of the familiar texts from Daily Lessons 9-12. 3. Ask: What are the features of a complete sentence? Discuss and clarify responses. 4. Explain that today students will write a simple complete sentence to tell about one of the familiar texts. 5. Model selecting one of the familiar texts and Think Aloud to share something you liked learning from the text. Use the response stem (or one similar): I liked learning about _______. 6. Think Aloud to write the sentence for all to see. Explicitly model correct capitalization, spacing, spelling, and ending page 37 of 119
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prediction about the text Ask: What can you spelling, and ending based on the information infer? “The child is tired” 6. Provide a few examples punctuation. gathered during the text from the text. Add each 5. Remind students that they 7. Post a response stem or a Walk. Each student draws word to the chart paper make inferences each day few stems for students to a quick sketch of his/her list, say the word in without even realizing it. use when writing. I liked prediction. isolation, and then tell learning about _______. about it within the context 4. Display and read aloud This text was about of a meaningful sentence. the following response __________. stem: I predict that 7. Introduce the preselected ______. Each student text. Explain that some of writes a simple sentence the words that were to tell about his/her reviewed are contained in prediction. Students may the text. Instruct students use the response stem if to be on alert for them and needed. raise their hand when they hear them. 8. Read the text aloud. 9. When one of the words from the list is encountered in the text, check to see if any of the students have raised their hand. If students have not noticed it, prompt them to listen for the word. 10. As each word is heard in the text, select a student to come to the front and draw a check next to the word on the chart paper.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Learning Applications
1. After each word has been reviewed, tell the students to select one word from the list to use in a sentence.
1. Conduct a Read Aloud of the selected expository text. 2. Each student reviews his/her prediction and thinks about if it is correct or not and why.
1. Students choose a text from the collection and establish a purpose for reading. Students Think, Turn, Talk to share with a partner.
2. Group students with a partner and distribute one 2. Individually, students sheet of paper to each preview the text and make 3. Form small groups of partner group. Encourage one inference based on students. Students them to orally share their an illustration. Students verbally tell whether their sentences and then work Think, Turn, Talk to prediction is correct or not together to illustrate one share with a partner. and explains why based or both of their sentences. on text evidence. Post the 3. Students read 3. Monitor closely and following response stems independently for a provide support as it is as a scaffold if needed: developmentally needed. My prediction was correct appropriate duration. because____. My 4. Instruct students to write 4. Actively monitor and prediction was incorrect the word at the top of their provide assistance. because____. page, and then label their work with their name. 4. Monitor small groups to listen to discussions. Consider pulling individual students to assess their ability to explain if the prediction is correct or not.
1. Distribute plain paper to each student. Students think about something they liked learning about from the expository texts read aloud in previous lessons. 2. Students tell a partner about their idea, referring to a response stem if needed. 3. Students write or dictate a simple sentence stating what they liked learning from a particular expository text. 4. Confer with students to provide targeted instruction related to writing or dictating simple sentences.
Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: What types of words did we learn about today? Discuss
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responses. Guide students to review words that convey directions, positions, and locations, and their function.
message? Discuss responses.
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responses.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 13
WORD STUDY TEKS
K.3A,B K.18A,B
Key Understandings and Guiding Questions
Ongoing TEKS K.1B K.2B, F
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?
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B K.20A
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Authors use words and illustrations to communicate ideas and information. - How does asking questions about a text before reading help you as a reader?
INDEPENDENT READING TEKS
K.10A
Ongoing TEKS K.1F,G
Authors use words and illustrations to communicate ideas and information. - What information from a text can you use to determine the topic?
WRITING TEKS
K.13A K.15A K.16Aiv
Ongoing TEKS K.13E
Authors use words and illustrations to communicate ideas and information. - Why do people write lists?
Vocabulary of Instruction Letter Sound
Topic Details Research
Topic
List Preposition
Plastic letter (1 set per student)
Grade-appropriate expository text
Collection of gradeappropriate engaging
3-5 grade-appropriate examples of lists (1
Materials
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 13
WORD STUDY Enlarged letter (See Advanced Preparation) 10 picture cards or objects (5 that end with Z and 5 that do not) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
SHARED READING containing ample pictorial support Chart paper (if applicable)
INDEPENDENT READING expository texts for student selection Chart paper (if applicable)
WRITING copy of each) Lined paper (1 per student) Chart paper (if applicable)
Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Letter-Sound Deck (1) 4. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Locate the Z card from Teacher Resource: Letter-Sound Deck.
2. Select a gradeappropriate expository text containing ample pictorial support on a topic that will be interesting to students.
3. Gather five picture cards or objects representing words that begin with /z/ (include one-syllable CVC/VC words and multisyllabic words and five that do not.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. Write a list of prepositions and prepositional phrases on chart paper. Some suggestions include: above, underneath, over, under, across, after, before, behind, in front of, inside of, near, on. 3. Locate the list of class topics of interest from Shared Reading.
4. Use plastic baggies or Last Updated 05/08/2013
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Daily Lesson #: 13
WORD STUDY
SHARED READING
INDEPENDENT READING
other containers to create complete sets of lowercase plastic letters for each student.
WRITING 4. Collect examples of grade-appropriate lists used in real life. Include some that are numbered, some that have bullets, and some that are just words. For example: grocery lists, to do lists, supply lists, ingredients.
5. The lesson calls for displaying enlarged letters. Consider using a set of plastic letters for the overhead in order to achieve this or large cards with letters printed on them. This will allow you to face your students as you demonstrate selecting letters, assembling words, and making letter substitutions. Background Information
Topic - what the author is writing Topic - what the author is writing about, the subject (e.g., polar about, the subject (e.g., polar bears) bears) Details – support the main idea by telling how, when, what, where, why, how much, and how many
Teacher Notes
Daily Lessons 13-18 prepare students for Performance Indicator 04.
Last Updated 05/08/2013
Preposition - a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing) Prepositional phrase - a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her)
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
The Performance Indicator will be assessed in Daily Lessons 1920. In this Instructional Routine, students will be introduced to the concept of research by generating questions about a teacher selected topic. They will then listen to an expository text on the topic to locate facts and details that answer their questions. During the Closure the class will determine topics of interest to read about in upcoming Daily Lessons.
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Instructional Routines Daily Lesson # 13
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 20-25 min. Content Objective: Students identify the sound for the letter Z.
Mini Lesson
1. Use Teacher Resource: 1. Display the terms: topic, Letter-Sound Routine details, and research. (steps 1-10) to introduce Provide student-friendly the letter Z. Suggested explanations of each and words for phonological invite students to share practice include: zap, what they know about zipper, zebra, zoo, zero. each term.
Suggested Duration: 30-35 min. Content Objective: Students ask questions about a topic and identify facts and details in an expository text.
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INDEPENDENT READING Suggested Duration: 10-15 min. Content Objective: Students identify topic of an expository text.
WRITING Suggested Duration: 20-25 min. Content Objective: Students dictate or write information for lists.
1. Review previously learned 1. Display the prepared information about topics grade-appropriate lists. and details/facts. Remind Ask: What is this type of the students that they can writing called? Confirm use text and that this type of writing is illustrations/photographs called a list. Ask: Where inside a text to help them have you seen lists in
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2. Quickly review the letter Z 2. Explain that students will picture cards with students be researching class by naming each picture topics of interest by and clapping the syllables. generating questions, listening to texts about the 3. Create an Anchor Chart: topics to gather facts and Words that begin with Z. details, and then Model sounding out and answering the questions. writing the words that name the picture cards 3. Display the selected with Z. Involve students as expository text. Preview appropriate. As time the text by discussing the allows, add additional title and showing several student-generated photographs or examples. illustrations. Ask: What is the topic of this text? 4. Post the Anchor Chart as How do you know? a reference for reading Discuss and point out and writing. textual evidence to support student ideas. 4. Ask: What is the purpose for reading this text? Discuss and clarify responses. 5. Ask: What do you already know about this
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identify the topic and details/facts.
your life? Discuss and provide additional examples as applicable. Review the displayed lists and the purposes for each.
2. Select a text from the collection. Quickly preview the title, cover, and a few illustrations. Ask: What is the topic of this text? 2. Display the list of How do you know? prepositions. Revisit Discuss responses. learned information about prepositions (refer to Daily 3. Explain that today Lesson 12 Word Study). students will identify the Read the list aloud and topic of their selected text have students repeat. before reading. Ask: How is this list helpful to you as readers and writers? Point out that lists are often used to help people remember things. 3. Display the list of topics from Shared Reading. Ask: Why did I make a list of your ideas? Point out that lists are often used to keep people from forgetting something.
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topic? Students Think, Turn, Talk to share ideas. Invite students to share what they know about the topic and transcribe their words for all to see. Think Aloud to add teacher background knowledge. 6. Ask: What do you want to learn about this topic? Think Aloud to model asking a question about the topic. Students Think, Turn, Talk to generate questions. Invite students to share questions and transcribe their words for all to see.
4. Ask: What do you notice about lists? Discuss that lists are not written in complete sentences, some have numbers, some have bullets, and usually there is just one idea per line. 5. Explain that today students will write lists of favorites. Lead students in contributing information for a list of class favorite foods. Write student ideas in list form. 6. Explain that a list can be words or pictures.
7. Explain that they will now listen to the text to learn facts and details about the topic. Explain that a fact or detail tells about the topic. Learning Applications
1. Explain that during this lesson, the students will review previously learned letters and their sounds and will organize the
1. Conduct a Read Aloud of 1. Students choose a text the selected text, stopping from the collection and to write answers to the examine the cover and previously generated illustrations to determine questions as applicable. the topic. Students Think,
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1. Instruct students to brainstorm categories of favorites. Provide examples as necessary: toys, places, people,
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letters to form words.
Turn, Talk to share the 2. Review all of the questions topic with a partner. 2. Distribute a set of plastic generated during the Mini letters to each student. Lesson and identify those 2. Students read that were not answered. independently for a 3. Display the corresponding Ask: What could you do developmentally enlarged letters for all to to find answers to the appropriate duration. see. Explain that you will questions that were not spell words using the 3. Actively monitor and answered in the text? letters and that you will provide assistance as Discuss that researchers ask for their assistance. necessary. must use multiple sources to answer their questions. 4. Demonstrate saying a Explain that a text is a CVC word, segmenting source of information for into phonemes, and then researchers. select the corresponding letters needed to spell the 3. Distribute a note card to word. Solicit student each student. participation and verbal input as you assemble the 4. Instruct them to draw a word and check the picture depicting the topic sounds. on the front and picture of a fact from the text on the 5. Instruct students to back. Students who are assemble the word and able may add labels to the check the sounds, just as drawings. you did. 5. Divide students into small 6. Continue in this manner, groups of two or three. to create CVC words Students share their note containing previously cards. learned letters. Whenever possible show students 6. Monitor closely. Provide how to make multiple support as it is necessary. words by simply changing Last Updated 05/08/2013
television programs, games, sports. Write the categories for all to see and add a quick sketch as a scaffold. 2. Students select a category or one is assigned. Students think of their favorites related to the category and share with a partner. 3. Students either draw or write their ideas in the form of a list. 4. Confer with students to provide targeted support.
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the first letter. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: Why is it helpful to practice letters and sounds? How does this help you as a reader and writer? Discuss responses.
1. Ask students to think of 1. Ask: How can you 1. Conduct Author’s Chair topics they would like to determine the topic of a routine. research as a class. On book? Discuss chart paper, list the topics responses. Provide for all to see. Provide support as it is needed. guidance as necessary. Instruct students to vote on the topics to determine the top 3-4. Explain that you will select one of the topics to read about in the next Daily Lesson. The list of topics will be used in Writing.
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Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 14
WORD STUDY TEKS
Ongoing TEKS
K.3D
Key Understandings and Guiding Questions
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B,C K.20A,B
Awareness of sound patterns supports the development of word reading and spelling. - How can reading words quickly (by sight) help you as a reader?
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information.
INDEPENDENT READING TEKS
K.10A
Ongoing TEKS K.1F,G
Authors use words and illustrations to communicate ideas and information. - What information from a text can you use to determine the topic?
WRITING TEKS
K.13A K.15A K.17A K.18A
K.1E K.13E
Authors use words and illustrations to communicate ideas and information. - Why do people write lists?
- How does asking questions about a text before reading help you as a reader?
Vocabulary of Instruction Topic Details Research
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Topic
Ongoing TEKS
List
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Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials
Attachments and Resources
Advance Preparation
Note card, large (multiple) Crayon (1 per student) Lined paper (1) Chart paper (if applicable)
Grade-appropriate expository book about class topic of interest Chart paper (if applicable)
Teacher Resource: Word Wall Routine (1)
Handout: My Web (1 per student)
1. Refer to the following Teacher Resources: Word Wall Routine. Prepare accordingly. 2. Determine the highfrequency words that will be introduced in this lesson. 3. Write the high-frequency words on a piece of lined paper in dark print. Make a copy for each student.
1. Prepare to display visuals as appropriate. 2. Select 2-3 texts about the chosen topic from Daily Lesson 13. If a longer text is selected, two texts will suffice and the Shared Reading Instructional Routine will need to continue over two days. Plan accordingly.
Small sticky note (2 per student) Collection of gradeappropriate engaging expository texts for student selection Chart paper (if applicable)
1. Prepare to display visuals as appropriate.
3-5 grade-appropriate examples of lists (1 copy of each) Lined paper (1 per student) Chart paper (if applicable)
1. Collect examples of grade-appropriate lists used in real life. Include some that are numbered, some that have bullets, and some that are just words. For example: grocery lists, to-do lists, supply lists, ingredients.
3. On chart paper, create a
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Daily Lesson #: 14
WORD STUDY 4. Write or print the words in large letters on note cards.
Background Information Teacher Notes
SHARED READING
WRITING
K-W-L Chart. Write the class topic of interest at the top. The chart will be used in Daily Lessons 1416. Refer to Daily Lesson 13 Shared Reading
Refer to Daily Lesson 10 Word Study
INDEPENDENT READING
Refer to Daily Lesson 14 Independent Reading
Refer to Daily Lesson 13 Shared Reading This class topic of interest will be explored in Daily Lessons 14, 15, and 16. A new class topic of interest from Daily Lesson 13 will be explored in Daily Lessons 17 and 18.
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Instructional Routines Daily Lesson # 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING Suggested Duration: 20-25 min. Content Objective: Students dictate or write information for lists
Duration and Objective
Suggested Duration: 15-20 min. Content Objective: Students read high-frequency words.
Suggested Duration: 30-35 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
Suggested Duration: 15-20 min. Content Objective: Students identify and discuss the topic and details of a text referring to the words and pictures.
Mini Lesson
1. Review that some words are used in texts and
1. Display the selected text on the class topic of
1. Ask: How can you 1. Conduct the handwriting determine the topic and routine.
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2.
3.
4.
5.
writing many times. These interest. Explain that this words are important to text is about one of the learn to read and write topics voted on by the because they will be used class in the previous Daily so often. Many times Lesson. Share that this these words do not “follow topic will be researched in the rules” for sounding the next few Daily them out so they have to Lessons. be memorized. Explain 2. Conduct a Book Walk of that these words are the selected text: called sight words or highfrequency words. Show and discuss the cover Follow Teacher Read the title, author, Resource: Word Wall and illustrator Routine and review 2-3 Preview and discuss 2previously taught words, 3 illustrations one at a time. Ask: What is the topic Follow Teacher Resource: of this text? How do Word Wall Routine to you know? Discuss introduce 2-3 new words, and assist students in one at a time. locating textual evidence to support Distribute lined paper with their ideas. the high frequency words Ask: What is the to each student. purpose for reading Show students the first this text? Discuss and high-frequency word card. clarify responses. Read the word aloud and Point out the ways the ask students to echo. author has grouped Instruct students to trace information in the text the word on their desk top (e.g., by facts, by
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the details of a text? Discuss responses. 2.
3.
4.
5.
2. Review the prepared grade-appropriate lists. Review previously learned Ask: What is this type of information about topic writing called? Confirm and details. that this type of writing is called a list. Ask: Where Select a text from the have you seen lists in collection. Quickly preview your life? Discuss and the title, cover, and a few provide additional illustrations. Ask: What is examples as applicable. the topic of this text? Review the displayed lists How do you know? and the purposes for Discuss responses. each. Read aloud one 3. Explain that today paragraph of the text. Ask: students will write another What is a fact or detail list of favorites. Lead about the topic? Discuss students in contributing responses. information for a list of class favorite texts. Write Explain that today student ideas in list form. students will identify the Explicitly model matching topic and of their selected sounds to letters when text before reading. While spelling the words. reading, they will identify Remind students to use two facts or details. available resources to help with spelling. 4. Review that a list can be words or pictures.
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by using their finger to form the letter shapes, and then trace it on their paper using a crayon of their choice. 6. After everyone has written the word, prompt them to run their finger under the word and read it quickly.
events, by concepts) and the text features that help readers locate information (e.g., bold words, captions, labels, section headings).
3. Ask: What do you already know about this 7. Continue this routine for topic? Display the the remaining cards: Show prepared K-W-L card, say the word, Chart. Solicit student students echo, write the responses and write ideas word invisibly and then in the first column of the write it on their paper, and chart. Share that thinking then read the word. about what is already known about a topic helps the reader connect to the text while reading. 4. Ask: What do you want to learn about this topic? Solicit student responses and write questions in the second column of the chart. Share that asking questions before reading sets a specific purpose for reading the text. 5. Explain that they will now Last Updated 05/08/2013
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listen to the text to learn facts and details about the topic. Explain that a fact or detail tells about the topic. 6. Conduct a Read Aloud of the selected text, stopping to point out specific ways the author has grouped information to Think Aloud about interesting facts read. 7. Revisit the questions on the chart and discuss any that can be answered. Sketch or write facts and details in the 3rd column. 8. Remind students that researchers often must read several texts before all of their questions are answered. Learning Applications
1. In partners, students take turns reading the list of words.
1. Review the topic. Write the 1. Students choose a text topic on the board for all from the collection and to see and then draw a examine the cover and circle around it. This will illustrations to determine be the center of a web so the topic. Students Think, ensure that there is ample Turn, Talk to share the room around it to branch topic with a partner. out and write details. 2. Distribute two small sticky 2. Revisit the K-W-L Chart, notes to each student. Last Updated 05/08/2013
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photographs or illustrations and text to identify details related to the topic.
3. Instruct students to read their text independently and mark two words or pictures that represent details/facts from the story.
3. Create branches from the center of the web and invite students to share 4. Students read details related to the topic. independently for a Write or sketch the details. developmentally 4. Distribute Handout: My appropriate duration. Web to each student. 5. Actively monitor and 5. Instruct students to draw a provide assistance as picture representing the necessary. topic at the center of the web.
favorites related to the category and share with a partner. 3. Students either draw or write their ideas in the form of a list. 4. Confer with students and offer targeted support.
6. Students draw or write 1-2 details/facts about the topic. 7. Actively monitor and provide support as necessary. 8. Students share webs in partners. 9. Collect webs for use in Daily Lesson 15. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: How can knowing to read words quickly
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(by sight) help you as a reader? Discuss responses.
topic of interest, what else would you like to learn about the topic? Provide think time and then solicit student ideas. Write additional questions on the K-W-L Chart.
in their text, referencing the words/pictures that they marked with sticky notes.
2. Ask: How does asking questions about a text before reading help you as a reader? Discuss responses. 3. Share that another text about the topic will be read in Daily Lesson 15.
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Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 15
WORD STUDY TEKS
K.3A,B K.18A,B
Key Understandings and Guiding Questions
Ongoing TEKS K.1B K.2B, F
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?
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B,C K.20A,B
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information. - How does asking questions about a text before reading help you as a reader?
INDEPENDENT READING TEKS
K.Fig19B K.10A
Ongoing TEKS K.1F,G
WRITING TEKS
K.13A K.15A K.18A
K.1E K.13E
Authors use words and illustrations to communicate ideas and information.
Authors use words and illustrations to communicate ideas and information.
- How does asking questions about a text before reading help you as a reader?
- Why do people write lists?
Vocabulary of Instruction Letter Sound
Topic Details Research
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Ongoing TEKS
Question
List
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Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials 10 picture cards or objects (5 that begin with /qu/ and 5 that do not) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
Grade-appropriate expository text about the class topic of interest Chart paper (if applicable)
Blank sheet of paper (1 per student) Collection of gradeappropriate engaging expository texts for student selection Chart paper (if applicable)
Paper, lined (1 per 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 Q card from Teacher Resource: Letter-Sound Routine.
2. Locate the K-W-L Chart from Daily Lesson 14 Shared Reading.
3. Gather five picture cards or objects representing words that begin with /qu/ (include one-syllable CVC/VC words and multisyllabic words and
3. Select a gradeappropriate text on the class topic of interest. This text should be different from the text read in Daily Lesson 14.
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1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. The class list of favorite texts from Daily Lesson 14 will be reviewed in this Instructional Routine.
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Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
five that do not. Words 4. Student webs from Daily that start with “qu” include: Lesson 14 will be used. quarter, queen, quilt, quack, and quake. Background Information
Questions about text include, but are not limited to:
Who, what, when, where, and how questions Students should ask questions before, during, and after reading.
Teacher Notes
The letter Q makes the sound: /kw/.
Refer to Daily Lesson 14 Shared Reading
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 15
WORD STUDY
SHARED READING
INDEPENDENT READING Suggested Duration: 25-30 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
WRITING
Duration and Objective
Suggested Duration: 20-25 min. Content Objective: Students identify the sound for the letter Q.
Suggested Duration: 25-30 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
Mini Lesson
1. Use Teacher Resource: Letter-Sound Routine (steps 1-10) to introduce the letter Q. Suggested words for phonological practice include: quarter, queen, quilt, quack, quake.
1. Display and review the K- 1. Review previously learned 1. Display the list of favorite W-L Chart from Daily information about asking texts from Daily Lesson Lesson 14. Ask students if questions about texts. 14. Ask: What type of they have any additional writing is this? Review 2. Explain that today questions about the topic the types and purposes of students will ask questions that they hope to learn the lists introduced in about the topic of their from today’s text. Write previous lessons. Independent Reading text additional questions on before reading. 2. Explain that today the chart. Ask: How does students will write another asking questions about list. Lead students in a text before reading contributing information help you as a reader? for a list of things found in Briefly discuss. nature or other similar 2. Conduct a Book Walk of topic of interest. Write the selected text: student ideas in list form.
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Suggested Duration: 20-25 min. Content Objective: Students dictate or write information for lists.
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Show and discuss the cover Read the title, author, and illustrator Preview and discuss 23 illustrations Ask: What is the topic of this text? How do you know? Discuss and assist students in locating textual evidence to support their ideas. Ask: What is the purpose for reading this text? Discuss responses. Point out the ways the author has grouped information in the text (e.g., by facts, by events, by concepts) and the text features that help readers locate information (e.g., bold words, captions, labels, section headings).
Explicitly model matching sounds to letters when spelling the words. Remind students to use available resources to help with spelling. 3. Explain that sometimes lists are written to help us show what we know about a particular topic. 4. Review that a list can be words or pictures. 5. Brainstorm and list additional categories for lists. Consider using the stem: Things found in… (e.g., the sea, the grocery story, in a house, in a school, in the sky, etc…). This could also connect to the class topic of interest if applicable.
3. Explain that they will now listen to the text to learn facts and details about the Last Updated 05/08/2013
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topic. Explain that a fact or detail tells about the topic. 4. Conduct a Read Aloud of the selected text, stopping to point out specific ways the author has grouped information to Think Aloud about interesting facts read. 5. Revisit the questions on the chart and discuss any that can be answered. Sketch or write answers to applicable questions. 6. Remind students that researchers often must read several texts before all of their questions are answered. Learning Applications
1. Quickly review the letter Q 1. Distribute the student 1. Students choose a text picture cards with students webs from Daily Lesson from the collection and by naming each picture 14. Ask: What examine the cover and and clapping the syllables. information are you illustrations to determine recording on the web? the topic. Students Think, 2. Create an Anchor Chart: Clarify that the topic and Turn, Talk to share the Words that begin with Q. details are represented on topic with a partner. Model sounding out and the web. Review that writing the words that 2. Distribute a blank sheet of facts/details tell about the name the picture cards paper to each student. topic. with Q. Involve students as Each student writes or
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1. Students choose one of the categories brainstormed during the Mini Lesson. Students discuss all they know about the category with a partner. 2. Students either draw or write their ideas in the form of a list.
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appropriate. As time allows, add additional student-generated examples. 3. Post the Anchor Chart as a reference for reading and writing. 4. Decode 2-3 gradeappropriate words from the chart.
2. Students draw or write 2-3 additional details/facts about the topic. 3. Actively monitor and provide support as necessary. 4. Students share webs in partners. 5. Collect webs for use in Daily Lesson 16.
5. Review that the letter Q makes the /kw/ sound.
dictates a question about his or her text topic. 3. Select various students to share their question with the class.
3. Confer with students and write dictated words as necessary.
4. Students read independently for a developmentally appropriate duration. 5. Actively monitor and provide assistance as necessary. 6. After students have finished reading, they reread their question and then turn their paper over. Students draw a picture to represent the response to their question. Note: Explain that readers do not always find a response to questions during reading. This is especially true when reading informational texts. If they did not encounter a response to their question, have them draw or write about any new information encountered in the text.
Engage in Guided Reading and Guided Writing Instruction as appropriate. Last Updated 05/08/2013
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Closure
1. Have students take turns 1. Ask: After listening to reading the words the text on the class beginning with the letter Q topic of interest, what from the list. else would you like to learn about the topic? 2. Review that the letter Q Provide think time and makes the /kw/ sound and then solicit student ideas. that in written words the Q Write additional questions is followed by the letter u. on the K-W-L Chart.
1. Ask: How does asking questions about a text before reading help you as a reader? Discuss responses.
1. Conduct Author’s Chair routine.
2. Ask: How does asking questions about a text before reading help you as a reader? Discuss responses. 3. Share that another text about the topic will be read in Daily Lesson 16.
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Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 16
WORD STUDY TEKS
K.3A
Key Understandings and Guiding Questions
Ongoing TEKS K.1B
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?
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B,C K.20A,B
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information. - How does asking questions about a text before reading help you as a reader?
INDEPENDENT READING TEKS
K.Fig19B K.10A
Ongoing TEKS K.1F,G
WRITING TEKS
K.5D K.13A K.15A K.18A
K.1E K.13E
Authors use words and illustrations to communicate ideas and information.
Authors use words and illustrations to communicate ideas and information.
- How does asking questions about a text before reading help you as a reader?
- Why do people write lists?
Vocabulary of Instruction Letter Sound Uppercase Lowercase
Topic Details Research
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Ongoing TEKS
Question
List
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Daily Lesson #: 16
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials Counters (16 per student) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
Grade-appropriate expository text about the class topic of interest (1) Chart paper (if applicable)
Collection of gradeappropriate expository texts for student selection Chart paper (if applicable)
Paper, lined (1 per student) Picture dictionary (1 per 2 students) Chart paper (if applicable)
Handout: Bingo Board (1 per student) Teacher Resource: Letter-Sound Deck (1) 1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Locate the cards from the Letter-Sound Deck for the letters Y, J, U, W, V, X, Z, and Q.
2. Locate the K-W-L Chart from Daily Lesson 15.
3. Reproduce Handout: Bingo Board for each student.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. The class list of things found in nature from Daily Lesson 15 will be used in this Instructional Routine.
3. Select a gradeappropriate text on the class topic of interest. This text should be different from the text read in Daily Lesson 15. 4. Student webs from Daily Lesson 15 will be used.
Background Information
Refer to Daily Lesson 15
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 16
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Independent Reading
Teacher Notes
Refer to Daily Lesson 15. This Instructional Routine concludes the research related to the current class topic of interest. Daily Lessons 17 and 18 will focus on a new class topic of interest and will continue the use of the K-W-L Chart with less teacher scaffolding.
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This Instructional Routine concludes instruction related writing lists and reviews finding words in a picture dictionary. Online picture dictionaries are very interactive and offer an engaging way to teach the whole group what a dictionary does.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 16
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min. Content Objective: Students identify the sounds that letters represent.
Suggested Duration: 25-30 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
Mini Lesson
1. Using Teacher Resource: Letter-Sound Deck, show each card for the previously learned letters. Instruct students to repeat after you in the following pattern: letter name, picture, letter sound.
1. Display and review the K- 1. Review previously learned 1. Display and Choral Read W-L Chart from Daily information about asking the list of things found in Lesson 15. Ask students if questions about texts. nature from Daily Lesson they have any additional 15. Ask: What type of 2. Explain that today questions about the topic writing is this? Review students will ask questions that they hope to learn the types and purposes of about the topic of their from today’s text. Write the lists introduced in Independent Reading text additional questions on previous lessons. before reading. the chart. Ask: How does 2. Explain that today asking questions about students will write another a text before reading list. Lead students in help you as a reader? contributing information Briefly discuss. for a list of things found in 2. Conduct a Book Walk of a school, house or other the selected text: similar topic of interest.
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Suggested Duration: 15-20 min. Content Objective: Students ask and respond to questions about expository texts.
Suggested Duration: 25-30 min. Content Objective: Students dictate or write information for lists.
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Show and discuss the cover Read the title, author, and illustrator Preview and discuss 23 illustrations Ask: What is the topic of this text? How do you know? Discuss and assist students in locating textual evidence to support their ideas. Ask: What is the purpose for reading this text? Discuss and clarify responses. Point out the ways the author has grouped information in the text (e.g., by facts, by events, by concepts) and the text features that help readers locate information (e.g., bold words, captions, labels, section headings). 3. Explain that they will now listen to the text to learn facts and details about the Last Updated 05/08/2013
Write student ideas in list form. Explicitly model matching sounds to letters when spelling the words. Remind students to use available resources to help with spelling. 3. Review that sometimes lists are written to help us show what we know about a particular topic. 4. Display the picture dictionary. Ask: What is this text called? How is it used? Discuss responses. Model finding one of the words on the class list in the picture dictionary. Review that the words in the dictionary are organized alphabetically. 5. Distribute picture dictionaries to pairs of students. Lead students in finding 2-3 words from the class list in the picture dictionary. Review the definitions and make connections to the topic of the list. 6. Brainstorm and write page 71 of 119
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topic. Explain that a fact or detail tells about the topic. 4. Conduct a Read Aloud of the selected text, stopping to point out specific ways the author has grouped information to Think Aloud about interesting facts read.
additional categories for lists. Consider using the stem: Things found in… (e.g., the sea, the grocery story, the zoo, in the sky, etc…). This could also connect to the class topic of interest if applicable.
5. Revisit the questions on the chart and discuss any that can be answered. Sketch or write facts and detrails in the 3rd column of the chart. Learning Applications
1. Distribute Handout: Bingo 1. Distribute the student 1. Students choose a text Board and 16 counters to webs from Daily Lesson from the collection and each student. Explain that 15. Ask: What examine the cover and they will use the board to information are you illustrations to determine review the following recording on the web? the topic. Students Think, learned letters: Y, J, U, W, Clarify that the topic and Turn, Talk to share the V, X, Z, and Q. details are represented on topic with a partner. the web. Review that 2. Show each letter card one 2. Distribute a blank sheet of facts/details tell about the at a time. paper to each student. topic. Each student writes or 3. Instruct students to select 2. Students draw or write 2-3 dictates a question about any square on the board additional details/facts his or her text topic. and write the upper-case about the topic. letter and then another 3. Select various students to square to write the lower- 3. Actively monitor and share their question with case letter in. provide support as the class. Last Updated 05/08/2013
1. Students choose one of the categories brainstormed during the Mini Lesson. Students discuss all they know about the category with a partner. 2. Students either draw or write their ideas in the form of a list. 3. Confer with students to provide targeted support.
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4. Encourage students to write the letters in boxes that differ from the ones chosen by the students nearby so that the boards are diverse.
necessary. 4. In partners, students use their webs to retell important facts about the topic.
5. After all letters are written, instruct students to listen and repeat as each letter card is shown.
4. Students read independently for a developmentally appropriate duration. 5. Actively monitor and provide assistance as necessary. 6. After students have finished reading, they reread their question and then turn their paper over. Students draw a picture to represent the response to their question.
6. Show a card. Have students locate the squares with the corresponding letter (upper- and lower-case) and place a counter on each. Remind them that they are to mark the upper- and lower-case letters.
Note: Explain that readers do not always find a response to questions during reading. This is especially true when reading informational texts. If they did not encounter a response to their question, have them draw or write about any new information encountered in the text.
7. For example, say: This is the Letter-Sound card for Y. Locate the uppercase and the lower-case letter Y on your board and mark them both. 8. Continue in this manner until all of the cards have been reviewed.
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9. Play until the boards are filled. Everyone can say "Bingo" when the letters are all called. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: What letters did we 1. Review the completed Kreview today? (Y, J, U, W-L Chart and lead a W, V, X, Z, and Q.) discussion on what was learned about the class topic.
1. Ask: How does asking questions about a text before reading help you as a reader? Discuss responses.
1. Conduct Author’s Chair routine.
2. Explain that in Daily Lessons 17 and 18 students will research another class topic from the list generated in Daily Lesson 13.
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Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 17
WORD STUDY TEKS
K.3C K.18A,B
Key Understandings and Guiding Questions
Ongoing TEKS K.1B
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?
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B K.20A,B
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information.
INDEPENDENT READING TEKS
K.10B
Ongoing TEKS K.1F,G
Authors use words and illustrations to communicate ideas and information. - How does retelling facts help you as a reader?
WRITING TEKS
K.13A K.15A
Ongoing TEKS K.18C K.21B
Authors use words and illustrations to communicate ideas and information. - Why do people write invitations?
- How does asking questions about a text before reading help you as a reader?
Vocabulary of Instruction Letter Sound
Fact
Fact
Invitation
Note card (7)
Grade-appropriate
Collection of grade-
Grade-appropriate
Materials
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 17
WORD STUDY Sticky note (7 per student) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
SHARED READING expository text about the class topic of interest (1) Chart paper (if applicable)
INDEPENDENT READING appropriate expository texts for student selection Chart paper (if applicable)
Handout: K-W-L Chart (1 per student and teacher)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Write each of the following 2. Enlarge Handout: K-W-L lower-case letters onto Chart or prepare to note cards: z, m, t, l, d, n, project for students to a. see. 3. Select another class topic of interest from those generated in Daily Lesson 13. Select one expository text on the topic for use in Daily Lesson 17 and 18.
WRITING examples of invitations (multiple) Chart paper (if applicable)
Handout: Invitation Template (1 per student and teacher) optional 1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. Enlarge or prepare to project Handout: Invitation Template or make a teacher-created template. 3. Duplicate and then prefold the invitation templates.
Background Information Teacher Notes
Refer to Daily Lesson 13 Shared Reading
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Daily Lessons 17-18 focus on K.15A which expects students to dictate or write information for
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 17
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING lists, captions, and invitations. Lists and captions have been taught in previous Daily Lessons.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 17
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15-20 min. Content Objective: Students understand that new words can be created by substituting letters at the beginning of existing words.
Suggested Duration: 30-35 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
Suggested Duration: 15-20 min. Content Objective: Students identify facts in expository text.
Suggested Duration: 20-25 min. Content Objective: Students dictate or write information for invitations.
Mini Lesson
1. Display the previously created letter cards, one at a time.
1. Remind students that in recent lessons they have read expository texts that are centered on a topic and contain details.
1. Ask: What is a fact? Remind students that the word describes truthful information.
1. Display the prepared collection of invitations. Ask: What are these? What is their purpose? Discuss responses.
2. Review each card, one at a time. Instruct students to 2. Review that retelling facts say the letter name and 2. Display the prepared Khelps readers understand letter sound. W-L Chart and write the the author’s message. new class topic at the top. 3. Distribute the sticky notes 3. Explain that today Explain that the class will to each student. students will retell research the new topic by important facts from the reading an expository text. 4. Instruct students to texts they read. Review the purpose of the reference the displayed chart and the types of letter cards and then information that can be transcribe one letter onto recorded on it. Review the each sticky note. terms topic, facts, and details as necessary. This chart will not be filled in, instead students will complete their own charts with teacher guidance.
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WRITING
2. Write the word invitation for all to see. Read it aloud and instruct students to echo. 3. Write the word invite for all to see. Read it aloud and instruct students to echo. Ask students to share what is similar about the two words. 4. Lead students in a discussion about all they know about invitations and personal experiences with them.
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Use the enlarged chart to model where to record the information. 3. Distribute Handout: K-W-L Chart to each student. Guide a discussion about what students already know about the topic. Explain that this process helps them connect to the topic and prepare for reading. Each student individually draws and/or writes words on the handout to tell what they know about the topic. 4. Conduct a Book Walk of the selected text: Show and discuss the cover Read the title, author, and illustrator Preview and discuss 23 illustrations Ask: What is the topic of this text? How do you know? Discuss and assist students in locating textual evidence to support their ideas. Last Updated 05/08/2013
5. Ask: What important information must be included on an invitation? Provide think time and then solicit student responses. Write student ideas for all to see. 6. Display or project Handout: Invitation Template or a teacher created template. Explain that each student will make an invitation for someone special in their life. 7. Lead the class in brainstorming school occasions or events students could invite someone to (e.g., lunch, read to class, volunteer, school-wide events, conferences). 8. List the options for all to see and include simple drawings for each as applicable. 9. Using the template and a selected occasion, model page 79 of 119
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Ask: What is the purpose for reading this text? Discuss responses. 5. Guide students to generate questions they have about the topic. Each student writes or dictates 1-2 questions about the topic in the secondcolumn on the Handout. Confer with students and write dictated sentences as needed. Learning Applications
1. Instruct students to organize the sticky notes towards the top part of their desktop. Remind them to leave room under the letters to form words with the sticky notes. 2. Say the word zap. Instruct
writing the information needed for the invitation. 10. Share with students that today and in Daily Lesson 20 they will create their own invitations.
1. Explain that they will now 1. Students select texts and 1. In partners, students listen to the text to learn read for a developmentally discuss who they will give facts and details about the appropriate duration. their invitation to and for topic. Explain that a fact or what occasion. Confer with 2. Form partners and instruct detail tells about the topic. partners and provide students to use words and guidance. 2. Conduct a Read Aloud of illustrations to retell 1/3-1/2 of the selected important facts from their 2. Distribute Handout: text, stopping to Think texts. Invitation Template or a
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students to echo and then Aloud about interesting 3. Monitor closely as segment the word into facts read. students interact. Provide phonemes. Model locating 3. Students revisit the support as it is needed. the corresponding letters questions on their and arranging them to handouts. In the form the word. Run a thirdcolumn, students finger under the word from sketch or write facts and left to right to blend the details learned about the sounds, then say the topic. Confer with students word. Instruct students to and provide support as do the same, using the needed. sticky notes on their desk. 4. In partners or a small 3. Repeat step 3 with the group, students use their words map, tap, and lap. handout to retell important Invite various students to facts from the text. come to the front and participate. Provide 5. Share that the remainder support, but encourage of the expository text will students to apply be read in Daily Lesson previously learned skills. 18. Engage the remainder of the students by having them manipulate the sticky notes on their desk and then say the sounds to blend them into words.
teacher-created template to each student. 3. Students write, draw, and/or dictate information for their invitation. 4. Confer with students to provide targeted instruction and support.
4. Ask: What did we change in order to make new words? Guide a short discussion to review that new words can be created when letters Last Updated 05/08/2013
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are substituted. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: Why is it helpful to practice letters and sounds? How does this help you as a reader and writer? Discuss responses.
1. Ask: What is a fact? Discuss responses.
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1. Ask: How does retelling facts help you as a reader? Discuss responses.
1. Ask: What is the purpose for invitations? Discuss responses.
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Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 18
WORD STUDY TEKS
K.3A,D K.18A
Key Understandings and Guiding Questions
Ongoing TEKS K.1B
Awareness of word patterns supports the development of word reading and spelling. - How can reading words quickly (by sight) help you as you read?
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B K.20A,B
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information.
INDEPENDENT READING TEKS
K.5D K.10B
Ongoing TEKS K.1F,G
Authors use words and illustrations to communicate ideas and information. - How does retelling facts help you as a reader?
WRITING TEKS
K.13A,B K.15A K.17A
- Why do people write invitations?
Vocabulary of Instruction Fact
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Fact
K.13E K.18C K.21B
Authors use words and illustrations to communicate ideas and information.
- How does asking questions about a text before reading help you as a reader?
Letter Sound Word
Ongoing TEKS
Invitation
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials
Attachments and Resources
Advance Preparation
Lowercase plastic letter (1 set per student) Note card, large (multiple) Lined paper (1) Chart paper (if applicable)
Grade-appropriate expository text about the class topic of interest (1 from Daily Lesson 17) Chart paper (if applicable)
Teacher Resource: Word Wall Routine (1)
Handout: K-W-L Chart (from Daily Lesson 17)
1. Refer to Teacher Resource: Word Wall Routine. Prepare accordingly. 2. Determine the highfrequency words that will be introduced in this lesson. Make sure to have the appropriate letters in each of the sets of plastic letters.
1. Prepare to display visuals as appropriate. 2. The enlarged Handout: KW-L Chart and student charts from Daily Lesson 17 will be used.
Collection of gradeappropriate expository texts for student selection Picture dictionary (1 per 2 students) Chart paper (if applicable)
Grade-appropriate examples of invitations (multiple) Chart paper (if applicable)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. Student work from Daily Lesson 18 will be used.
3. Write the high-frequency words on a piece of lined paper in dark print. Make a copy for each student. Last Updated 05/08/2013
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Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
4. Write or print the words in large letters on note cards to be displayed on the Word Wall. Background Information Teacher Notes
Refer to Daily Lesson 10 Word Study
This Instructional Routine continues the reading of the text from Daily Lesson 17.
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Instructional Routines Daily Lesson # 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min. Content Objective: Students read high-frequency words.
Suggested Duration: 25-30 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
Suggested Duration: 15-20 min. Content Objective: Students identify facts in expository text.
Suggested Duration: 25-30 min. Content Objective: Students dictate or write information for invitations.
Mini Lesson
1. Review that some words 1. Display and review the are used in texts and enlarged K-W-L Chart writing many times. These from Daily Lesson 17. words are important to Remind students that this learn to read and write chart is used to organize because they will be used questions and information so often. Many times about a topic. these words do not “follow 2. Distribute the student Kthe rules” for sounding W-L Charts from Daily them out so they have to Lesson 17. In partners, be memorized. Explain students review their that these words are questions and retell facts called sight words or highlearned from the portion of frequency words. text read in Daily Lesson 2. Follow Teacher 17. Resource: Word Wall 3. Invite students to share Routine and review 2-3 information from their previously taught words, charts with the class. Write one at a time. a few questions and facts 3. Follow Teacher Resource: on the class chart.
1. Ask: What is a fact? Remind students that the word describes truthful information.
1. Conduct the handwriting routine.
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2. Review that retelling facts helps readers understand the author’s message. 3. Explain that today students will retell important facts from the texts they read.
2. Display the prepared collection of invitations. Ask: What are these? What is their purpose? Discuss responses. Point out graphics and art used to appeal to the recipient.
3. Review Handout: Invitation Template or a teacher created template. 4. Display the picture Provide directions and dictionary. Ask: How can model as needed to a dictionary help you as support students in a reader? Review the completing their purpose of a dictionary invitations. Point out the and how it is organized. sequence of the information included on the template.
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Word Wall Routine to introduce 2-3 new words, one at a time. 4. Distribute a set of plastic letters to each student. 5. Show students the first high-frequency word card. Read the word aloud and ask students to echo. Instruct students to make the word with their plastic letters.
4. Explain that they will now listen to the text to learn more facts and details about the topic. Review that a fact or detail tells about the topic.
6. After the word is made, model running a finger under the word and reading it quickly. Instruct students to do the same. 7. Continue this routine for the remaining cards: Show card, say the word, students echo, make the word, read the word. 8. For additional practice, repeat steps 4-5. Learning Applications
1. Display the previously practiced words.
1. Conduct a Read Aloud of the remainder of the
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1. Provide picture dictionaries for student
1. Distribute student work from Daily Lesson 17.
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2. Group students into partner groups. 3. Instruct students to work with their partner to assemble the words using their plastic letters. Tell them to take turns scrambling the letters, spelling the word, and reading it quickly. 4. Encourage students to use each word in a sentence.
selected text, stopping to Think Aloud about interesting facts read. 2. Students revisit the questions on their handouts. In the thirdcolumn, students sketch or write new facts and details learned about the topic. Confer with students and provide support as needed. 3. In partners or a small group, students use their handout to retell important facts from the text.
use.
2. Students complete their 2. Students select books and invitations and design the read for a developmentally front of the card. appropriate duration. 3. Make plans for having 3. Form partners and instruct students deliver their students to use words and invitations. illustrations to retell important facts from their texts. Each pair finds two words from their texts in the picture dictionary. 4. Monitor closely as students interact. Provide support as it is needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Instruct student pairs to share sentences using one or more of the words practiced.
1. Ask: How does retelling facts help you as a reader? Discuss responses.
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1. Ask: What is a fact? Discuss responses.
1. Conduct Author’s Chair routine.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 19
WORD STUDY TEKS
K.2G,I K.3A,B,C K.18A,B
Key Understandings and Guiding Questions
Ongoing TEKS K.1B
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?
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B K.20A,B
Ongoing TEKS K.1F,G K.21A K.22A K.23A
Readers make connections with the topics they read about. Authors use words and illustrations to communicate ideas and information.
INDEPENDENT READING TEKS
K.5D K.10B
Ongoing TEKS K.1F,G
Authors use words and illustrations to communicate ideas and information. - How does retelling facts help you as a reader?
WRITING TEKS
K.5D K.13A K.17A K.18A,B
Ongoing TEKS K.1D,G K.13E
Authors use words and illustrations to communicate ideas and information. - Why do authors write texts?
- How does asking questions about a text before reading help you as a reader? - How does retelling facts help you as a reader?
Vocabulary of Instruction Letter Sound Word
Fact
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Topic Fact
Alphabet text
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Daily Lesson #: 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials Note card (6) Sticky note (6 per student) Chart paper (if applicable)
Attachments and Resources
Advance Preparation
Grade-appropriate expository text on a class topic of interest (1) Chart paper (if applicable)
Collection of gradeappropriate engaging informational texts for student selection Picture dictionary (1 per 2 students) Chart paper (if applicable)
2-3 grade-appropriate alphabet texts (1 copy of each) Construction paper (1 sheet per student) Blank sheet of paper (3 per student) Chart paper (if applicable)
Handout: K-W-L Chart (1 per student) 1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Write each of the following 2. Prepare to display visuals lowercase letters onto as appropriate. note cards: c, p, b, t, n, a. 3. Enlarge Handout: K-W-L Chart or prepare to project for students to see or use the one prepared for Daily Lessons 17-18, replacing the topic with the current one. 4. Select another class topic of interest from those
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1. Prepare to display visuals as appropriate.
1. Create blank texts for each student to use during this lesson. To create a text, use construction paper or cardstock for the cover and three blank sheets of paper for the guts. Stack the paper, fold it in half, and staple the spine. 2. Label the front and the back of each page in each text with the upper- and lower-case letters to be
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Daily Lesson #: 19
WORD STUDY
SHARED READING generated in Daily Lesson 13. Select one expository text on the topic for use in Daily Lesson 19 and 20.
Background Information
This Instructional Routine partially assesses Performance Indicator 04. Prepare to display the Performance Indicator.
Teacher Notes
Daily Lessons 19-20 repeat the use of a K-W-L Chart to record questions and facts about a class topic of interest; however, students will work more independently with less guidance from the teacher. Allow students to convey their ideas using drawings and writing, depending on their level of writing proficiency. For example, a student still needing extensive support with writing, may draw a
Last Updated 05/08/2013
INDEPENDENT READING
WRITING reviewed. Include three vowels and seven highfrequency consonants. 3. For time efficiency, it is recommended that you make a master of the pages, and then copy the master for each student text. This will eliminate the need to label the pages for every student's text.
This Instructional Routine continues in Daily Lesson 20.
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Daily Lesson #: 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
picture with two labels to show what they know about a topic, dictate their two questions, and draw a picture with labels to show what they have learned. Yet, another student demonstrating more proficiency with writing may choose to write in each column.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students create Content Objective: Students ask new words by changing letters. and respond to questions about text. Students identify the topic and details contained in an expository text.
Suggested Duration: 15-20 min. Content Objective: Students identify facts in expository texts.
Suggested Duration: 25-30 min. Content Objective: Students dictate or write information to create a text of letters and words.
Mini Lesson
1. Display the previously created letter cards, one at a time.
1. Review that retelling facts helps readers understand the author’s message.
1. Display and review a variety of alphabet texts. Explain that alphabet texts contain a word and a picture for the letters of the alphabet.
2. Review each card, one at a time. Instruct students to say the letter name and letter sound. 3. Distribute the sticky notes to each student. 4. Instruct students to reference the displayed letter cards and then transcribe one letter onto each sticky note.
1. Display and discuss the Performance Indicator.
2. Display the prepared KW-L Chart and write the 2. Explain that today new class topic at the top. students will retell Explain that the class will important facts from the research the new topic by texts they read. reading an expository text. 3. Display the picture Briefly review how the dictionary. Ask: How can chart is used and answer a dictionary help you as any questions students a reader? Review the may have. purpose of the dictionary 3. Distribute Handout: K-W-L and how it is organized. Chart to each student. Guide a discussion about what students already know about the topic. Explain that this process helps them connect to the topic and prepare for reading. Each student individually draws and/or Last Updated 05/08/2013
2. Lead students to observe the text and illustrations in the texts. 3. Explain that each student will author his or her own alphabet text. 4. Using a prepared student text, model looking at the letters on each page and Think Aloud to name words that begin with each letter. For one letter, model drawing a picture and adding a label. 5. As appropriate, revisit page 93 of 119
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writes words on the handout to tell what they know about the topic. Provide assistance by writing dictated words or sentences as needed. 4. Conduct a Book Walk of the selected text: Show and discuss the cover Read the title, author, and illustrator Preview and discuss 23 illustrations Ask: What is the topic of this text? How do you know? Discuss and assist students in locating textual evidence to support their ideas. Ask: What is the purpose for reading this text? Discuss responses.
previously modeled procedures for invented spelling. Review that new writers say words slowly to listen for sounds and then record the letters left to right. 6. Point out resources in the classroom that are available to support students (e.g., picture dictionary, word wall, bulletin boards, texts, and other environmental print). 7. Explain that students will start the texts today and finish them in Daily Lesson 20.
5. Guide students to generate questions they have about the topic. Each student writes or dictates 1-2 questions Last Updated 05/08/2013
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about the topic in the 2nd column on the handout. Confer with students and write dictated sentences as needed. Learning Applications
1. Guide a short discussion to review that in recent lessons, students have practiced creating new words by substituting letters at the beginning of existing words. Provide examples as they are necessary.
1. Explain that students will now listen to the text to learn facts and details about the topic. Explain that a fact or detail tells about the topic.
1. Provide picture dictionaries for student use.
1. Students draw pictures and write words to create alphabet texts. Remind students to use picture 2. Students select texts and dictionaries and other read for a developmentally classroom resources to appropriate duration. find words. 3. Form partners and instruct 2. Confer with students to students to use words and provide targeted illustrations to retell instruction and support. important facts from their texts. Each pair finds 2 words from their texts in the picture dictionary.
2. Conduct a Read Aloud of 1/3-1/2 of the selected text, stopping to Think 2. Say the word cat. Instruct Aloud about interesting students to echo and then facts read. segment the word into 3. Students revisit the phonemes. Model locating questions on their the corresponding letters handouts. In the and arranging them to 4. Monitor closely as thirdcolumn, students form the word. Run your students interact. Provide sketch or write facts and finger under the word from support as it is needed. details learned about the left to right as you blend topic. Confer with students the sounds, then say the and provide support as word. Instruct students to needed. do the same, using the sticky notes on their desk. 4. Share that the remainder of the expository text will 3. Explain that new words be read in Daily Lesson can be created by 18. substituting letters at the end of existing words. Last Updated 05/08/2013
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4. Repeat step two with the words can, cap, and cab. Invite various students to come to the front and participate. Provide support, but encourage students to apply previously learned skills. Engage the remainder of the students by having them manipulate the sticky notes on their desk and then say the sounds to blend them into words. 5. Ask: What did we change in order to make new words? Guide a short discussion to review that new words can be created when letters are substituted. Point out that they have practiced replacing the first and last letters in words to create new words. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Ask: What did you learn today about letters and words today? Discuss responses.
1. In partners or a small 1. Partners share how they 1. Conduct Author’s Chair group, students use their used the picture dictionary routine. handout to retell important with the class. facts from the text.
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Making Predictions and Asking Questions about Expository Text Lesson Preparation Daily Lesson #: 20
WORD STUDY TEKS
K.2G,I K.3A,B K.17A K.18A,B
Ongoing TEKS K.2F,H
SHARED READING TEKS
K.Fig19B,C,F K.4B K.9A K.10A,B
Ongoing TEKS K.1F,G K.21A K.22A K.23A
INDEPENDENT READING TEKS
K.5D K.10B
Ongoing TEKS K.1F,G
WRITING TEKS
K.5D K.13A K.17A K.18A,B
Ongoing TEKS K.1D,G K.13E
K.20A,B
Key Understandings and Guiding Questions
Awareness of sound patterns supports the development of word reading and spelling. - Why is it helpful to practice letters and sounds? How does this help you as a reader and writer?
Readers make connections with the topics they read about. - Why is it important to ask questions before and during reading?
Authors use words and illustrations to communicate ideas and information. - How does retelling facts help you as a reader?
Authors use words and illustrations to communicate ideas and information. - Why do authors write texts?
Vocabulary of Instruction Letter Sound Word
Fact
Topic Fact
Alphabet text
Paper, lined (1 per student) Chart paper (if
Grade-appropriate expository text about the class topic of
Collection of gradeappropriate expository texts for student
2-3 grade-appropriate alphabet book (1 copy of each)
Materials
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Daily Lesson #: 20
WORD STUDY applicable
SHARED READING interest (1 from Daily Lesson 19) Chart paper (if applicable)
INDEPENDENT READING selection Chart paper (if applicable)
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 a grade2. Student work from Daily appropriate length (8-10) Lesson 19 will be used. list of CVC words containing letters previously taught for students to decode. Make accommodations based on student need.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate. 2. Student work from Daily Lesson 19 will be used.
3. Prepare a gradeappropriate length (3-5) list of CVC words containing letters previously taught (all letters have been now been taught) for students spell. This list should be different from the list prepared for decoding and will be dictated to students in a whole group setting. Last Updated 05/08/2013
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Daily Lesson #: 20
WORD STUDY
SHARED READING
INDEPENDENT READING
This Instructional Routine completes Performance Indicator 04.
This Instructional Routine assesses Performance Indicator 01.
WRITING
Consider preparing special paper for students that contains numbered lines. Background Information
This Instructional Routine assesses Performance Indicator 01.
Teacher Notes
The spelling portion of the Performance Indicator will be conducted whole group. The decoding portion needs to be conducted one-on-one, so plan accordingly. Consider having students work at workstations or independently so you can work with individual students. This Performance Indicator will continue to be assessed during Independent Reading.
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02 Suggested Duration: Days 9-20
Instructional Routines Daily Lesson # 20
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15-20 min. Content Objective: Students decode and spell CVC words.
Mini Lesson
1. Explain that today 1. Display and review the students will spell and enlarged K-W-L Chart decode three letter words from Daily Lesson 19. containing a consonant, Review that this chart is vowel, consonant. Write a used to organize CVC word for all to see. questions and information Point out the consonant, about a topic. vowel, consonant. Name 2. Distribute the student Keach letter and then W-L Charts from Daily model blending the Lesson 19. In partners, sounds to decode the students review their word. Explain that questions and retell facts students will each have a learning from the portion turn reading a short list of of text read in Daily CVC words to the teacher. Lesson 19. 2. Share that students will 3. Explain that they will now first spell dictated words. listen to the text to learn Distribute the lined paper more facts and details to each student and about the topic. Review explain the procedures for that a fact or detail tells spelling dictated words. about the topic. Model as needed.
Suggested Duration: 25-30 min. Content Objective: Students ask and respond to questions about text. Students identify the topic and details contained in an expository text.
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INDEPENDENT READING
WRITING
Suggested Duration: 15-20 min. Content Objective: Students identify facts in expository texts.
Suggested Duration: 25-30 min. Content Objective: Students dictate or write information to create a book of letters and words.
1. Review that retelling facts helps readers understand the author’s message.
1. Conduct the handwriting routine.
2. Explain that today students will retell important facts from the texts they read.
2. Display and review the alphabet books. Explain that alphabet books contain a word and a picture for the letters of the alphabet.
3. Display the picture dictionary. Ask: How can 3. Review that today a dictionary help you as students will complete a reader? Review the their alphabet books. purpose of a dictionary 4. As appropriate, revisit and how it is organized. previously modeled procedures for invented spelling. Review that new writers say words slowly to listen for sounds and then record the letters left to right. 5. Point out resources in the classroom that are page 100 of 119
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3. Dictate each word from the list and provide time for students to spell the words.
available to support students (e.g., picture dictionary, word wall, bulletin boards, books, and other environmental print). 6. Share that students can decorate their book covers when finished with the pages.
Learning Applications
1. Individually assess each student’s ability to decode the prepared list of CVC words. 2. Students work independently at workstations or complete other prepared practice activities.
1. Conduct a Read Aloud of the remainder of the selected text, stopping to Think Aloud about interesting facts read.
1. Provide picture dictionaries for student use.
1. Students draw pictures and write words to create alphabet books. Remind students to use picture 2. Students select texts and dictionaries and other read for a developmentally classroom resources to 2. Students revisit the appropriate duration. find words. questions on their 3. Form partners and instruct handouts. In the third 2. Confer with students to students to use words and column, students sketch provide targeted illustrations to retell or write new facts and instruction and support. important facts from their details learned about the texts. Each pair finds two 3. Students decorate their topic. Confer with students words from their texts in book covers. and provide support as the picture dictionary. needed. 4. Monitor closely as students interact. Provide support as it is needed. 5. Continue assessing the Performance Indicator from Word Study as
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needed. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure
1. Continue assessing the Performance Indicator.
1. In partners or a small 1. Partners share how they 1. Conduct Author’s Chair group, students use their used the picture dictionary routine. handout to retell important with the class. facts from the text. 2. Collect student work for assessment.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
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Bingo Board 1
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Bingo Board 2
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02
Invitation Template To: ________________________________________________
From: ______________________________________________
You are invited to:
Date: ______________________________________________
Time: ______________________________________________
Place: _____________________________________________
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10/19/12
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Kindergarten English Language Arts and Reading Unit: 04 Lesson: 02
K-W-L Chart Topic: _____________________________________ Name: _______________________________ What I know about the topic…
©2012, TESCCC
What I want to learn about the topic…
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Facts and details I learned about the topic…
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My Web
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Vv/Ww Picture Sort
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Letter-Sound Deck
Aa Bb Cc ©2012, TESCCC
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Letter-Sound Deck
Dd
Ee Ff ©2012, TESCCC
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Letter-Sound Deck
Gg Hh
Ii ©2012, TESCCC
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Letter-Sound Deck
Jj Kk
Ll ©2012, TESCCC
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Mm
Nn
Oo ©2012, TESCCC
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Pp Qq
Rr ©2012, TESCCC
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Ss
Tt Uu ©2012, TESCCC
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Xx ©2012, TESCCC
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Yy
Zz ©2012, 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.
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Kindergarten English Language Arts and Reading Unit: 01-06
Word Wall Routines New Words Routine Introduce 4-5 new words. Complete the suggested steps for each new word one at a time: 1. Show the word card, explain what the word means, and point out any special features. 2. Say the word and have students echo. 3. Students chant the spelling of the word using a kinesthetic chant or cheer. 4. Students write the word. 5. Students check the spelling of the word as the teacher says the letters one at a time. 6. Place the word on the Word Wall under the correct beginning letter. 7. Choose a Word Wall Practice Activity to build, read, and/or write the new words. Review Words Routine Select any 3-5 words from the Word Wall that have been previously introduced. Complete the suggested steps for each word one at a time: 1. 2. 3. 4. 5.
Point to the word card and read the word. Students echo the word. Students chant the spelling using a kinesthetic chant or cheer. Students write the word. Students check the spelling of the word as the teacher says the letters one at a time. 6. Choose a Word Wall Practice Activity to review words.
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