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Kindergarten Writing Plans Unit 2

Lesson 6

Topic: Using Our SensesRead Aloud: Listen, Listen

Big Book: My Five Senses Companion Piece: Poems About Senses

Essential Question: How do our senses help us learn about the world?Target Skills: Text and Graphic Features; Compare and Contrast

Kindergarten Writing Plans Lesson 6

Days 1 and 2: Writing in response to read aloud book, Listen, Listen

Comprehension Skill: Identifying Details from the Text; Text and Graphic Features

Report Card Skill (if applicable): dictates or writes using pictures or words/using details to describe familiar people, places, things, or events/acquires and uses increasingly difficult vocabulary.

Before Reading: Introduce/Review vocabulary. This week we will be reading stories about using our senses. Our senses give us information about the world around us. We can use our senses to get information about what we see, feel or touch, hear, smell, and taste. Today, since our story is titled “Listen, Listen” we will be talking about our sense of hearing. (You can split this into 2 days- read about 2 seasons a day)

This story is divided into seasons (summer, fall, winter, spring) - As I read this story aloud, I want you to think about the different sounds you might hear during the season. We’ll stop after each season and discuss.

Turn and tell your partner what you will be listening for as I read.

After Reading about Each Season:

Tell your partner one thing you might hear in the summer- if needed provide an example, “One thing I might hear in the summer is insects buzzing and chirping” What is something else we might hear? -teacher recaps and writes on chart paper. (see samples below) You may have to prompt them by using the picture clues

Repeat with fall, winter, and spring. Explain that we used the information from the text and the pictures to

identify the different sounds of each season.

Sample Chart:

Summer Autumn/Fall Winter Springinsects buzzing and chirpingchildren playingleaves rustlingwaves splashing

acorns droppingleaves crunchingseagulls squawkingwind blowinggeese honking

crunching of snowchildren playing in snowfire cracklingsnow shovels

birds chirping and singingrain fallingeggs cracking and hatchingfrogs croaking

Extension: Students can select a season and illustrate something that takes place during the season. They can complete the sentence, “In ____ (the season) I hear _______.” They can share with a partner then write or complete the preprinted sentence stem.


Days 3 and 4: Writing in response to read aloud book, My Five Senses (you could spread this out over 2 days if needed)

Comprehension Skill Addressed in Writing: Identifying Details; Text and Graphic Features

Report Card Skill (if applicable): Main idea and details in an informational text

Before Reading: Earlier this week we read a book about using our sense of hearing to identify the sounds we hear during the seasons of the year. In this big book, you are going to learn about all 5 senses (sight, touch, hearing, taste, and smell)

As I read, I want you to use the pictures and the words to find out what the boy sees, touches, smells, tastes and hears.

Turn and tell your partner what you will be listening for as I read.*You may want to have certain students listen for what he sees, some listen for what he touches, some listen for what he smells, etc…

After Reading: We are going to use a chart to help us organize what we read. (You could also pause after you read about each sense and record information on the chart.)

Turn and tell your partner one thing the boy saw. –teacher recaps and records on chart. Turn and tell your partner one thing the boy felt. –teacher recaps and records on chart.Turn and tell your partner one thing the boy smelled. –teacher recaps and records on chart.Turn and tell your partner one thing the boy tasted. –teacher recaps and records on chart.Turn and tell your partner one thing the boy heard. –teacher recaps and records on chart.

Sample:

The boysaw felt/touched smelled tasted heardstarsmoonsunfrog

bunnywaterkittenball

soappine tree

fresh cookies

ice creammilkfood

fire enginebird

Writing Activity: (If helpful, you could have this preprinted on paper)

In the story My Five Senses, the boy used his senses to...

See:

Touch:

Smell:

Taste:

Hear:

*They can draw at least 2 items beside each sense using the information from the chart and text.

Example: By “see” they could draw stars or a frog.

Compare/Contrast Writing:

After reading the poems about senses, you could create a modeled writing on the following:

How are the poems similar to My Five Senses and how are they different? (the poem and the stories are about senses; they are about the sense of sight and hearing and in My Five Senses, it refers to all the senses)


Lesson 7

Topic: Sounds and LanguageRead Aloud: Amelia’s Show and Tell Fiesta

Big Book: Mice Squeak, We Speak Companion Piece: The Fort Worth Zoo

Essential Question: How do animals communicate? How do people communicate?Target Skills: Understanding Characters; Author’s Word Choice

Kindergarten Writing Plans Lesson 7Days 1 and 2: Writing in response to read aloud book Amelia’s Show and Tell Fiesta

Comprehension Skill Addressed in Writing: Understanding Characters and Author’s Word Choice

Report Card Skill Addressed: Students will dictate or write using pictures and words.

Before Reading: This week we will read stories that will help us learn ways people and animals communicate. When we communicate we let others know how we feel. We can use our words or our bodies to communicate our feelings. In today’s story, Amelia’s Show and Tell Fiesta, Amelia goes to a new school and experiences many different feelings.

As we read, I want you to think about how Amelia’s feelings change in the story.


After Reading: We are going to create a chart to identify the different feelings Amelia had in the story.

Beginning of Story: Ask: How did Amelia feel at the beginning of the story? (If needed, go back and prompt- she is running up the stairs, she sits up front and listens to every word… she must be excited about school) Go back through the story to look at the pictures and reread when necessary to see how Amelia is feeling.

Ask: How do you think Amelia felt about showing her fiesta dress? How do you know? – excited- she twirled around and couldn’t wait to show her classmates

Middle of Story: Ask: How did Amelia feel when she got to school and realized no one else was dressed in costume? (probably embarrassed, foolish)

End of Story: Ask: After her teacher had her share, how did Amelia feel? What clues help you see that she was happy?

These questions will guide the students through- you can also stop and ask after you read the beginning, the middle, and the end to allow for conversation and to keep the students engaged as you read.

Sample Chart:

Beginning Middle EndExcited- she ran up the stairs;Sat up front; couldn’t wait to show off her fiesta dress

Embarrassed- no one else was in costume; she didn’t have anything for the basket

Happy/Proud- she got to share about fiesta; students hoorayed for her

Writing Activity: (this could be done on 2nd day if needed)

Students will draw pictures that demonstrate how Amelia’s feelings changed throughout the story. You could have a trifold and have them label “beginning” “middle” and “end” and then have them draw a picture that shows how she felt during each part of the story. After they have drawn a picture for each section, have them share with a partner. They can explain by saying, “In the beginning of the story, Amelia felt ____; in the middle, she felt ______, and in the end she felt _____. “

They can dictate to you to explain how she felt, or they can write if they are able. They can use your words from the chart to help write their feeling words.


Day 3: Writing in response to read aloud book Mice Squeak, We Speak

Comprehension Skill Addressed in Writing: Author’s Word Choice; Main Idea and Details

Before Reading: Yesterday we discussed the different ways people can communicate their emotions or feelings by their words and actions. Today we will read a story about the different ways animals communicate.

As I read, I want you to pay close attention to how the different animals in the story communicate.


After Reading: In the story each animal made a unique sound to communicate. Turn to your partner and tell them one animal from the story and the sound it makes. Have one student from each pair share an animal that was discussed.

Writing activity: In this story we read about how different animals communicate. Provide students with the topic sentence and have them draw at least 2 animals and write/dictate to you the sound that animal makes.

Sample Topic Sentence: Animals communicate in different ways. (you could have them preprinted or they could copy- feel free to change-just make sure it reflects the overall main idea)

Tell them that all of the pictures and details must show how the animals communicate or the sounds they make. This can also help you assess their understanding of main idea and details to support.

**Differentiate: The student can dictate the sound word. The student can write the initial sound of the sound word. The student can write the sound word.


Lesson 8

Topic: Ways to MoveRead Aloud: Jonathan and His Mommy

Big Book: Move! Companion Piece: The Hare and the Tortoise

Essential Question: Why do different animals move in different ways?

Target Skills: Details; Compare and Contrast

Kindergarten Writing Plans Lesson 8Day 1: Writing in response to read aloud book Jonathan and His Mommy

Before Reading: This week we will be reading about the different ways that people and animals move. People can move in many different ways. For example, you can run, skip, jump, etc…

As I read this story, I want you to pay attention to the different ways that Jonathan and his Mom move as they go on their walk.


After Reading: We are going to create a chart to identify the different ways Jonathan and his mom moved as they went for a walk.

Model: “One type of step they took was zig-zag steps, or they moved side-to-side.” I’m going to add this to our chart.

What was another way they moved?

After students have shared with their partners, have each pair share a different movement and add to the chart. If they have difficulty recalling the different movements/steps, you can go back and reread.

How might they move if they were in a hurry? (what type of steps?)

How might they move if they were not?

Sample Chart:

Jonathan and His Mom Moved in Different Ways

zig-zag stepsgiant stepsitsy-bitsy baby stepsbunny stepsrunning stepsslow-motion stepsballet stepscriss-cross stepsreggae stepsbackward steps


Day 2: Writing in response to the big book Move!

Comprehension Skill Addressed in Writing: Main idea and details from the text


Before Reading: Yesterday we read a story about some different ways that people can move. Today, we are going to be reading about animals and how they move.

As I read this story, I want you to listen to find out the different ways that animals move or get from one place to another.


After Reading:

As we read the story, you were to listen to find out some different ways that animals move.

Turn and tell your partner the name of one animal we read about and then tell them how they move or get from one place to another.

After each partner has shared, have them share out and you can record the different animals and the movements. Explain that they move this way because of the features they have (wings, no legs, etc…)

Keep this chart up so they can refer back to the movement words in their writing.

Writing Activity:

This entire story was about how animals move. We read about many different ways that they move, so for my topic sentence, we can say, Animals move in different ways.

You will select at least 2 different ways that animals move and draw a picture of the animal and label with their movement. For example, you could draw a snake and beside the snake, you would write slithers (these words will be on the chart)

You could have a paper with the topic sentence and space for 2 animals and their movement.

Sample:

To differentiate, the students can dictate to the teacher and those who able can write a sentence such as, The snake slithers.

Animals move in different ways.

__________________________________________________

__________________________________________________


Lesson 9

Topic: Machines and WheelsRead Aloud: Good Morning, Digger

Big Book: What Do Wheels Do All Day? Companion Piece: Wheels Long Ago and Today

Essential Question: Why do people use wheels?Target Skills: Text and Graphic Features; Conclusions


Day 1: Writing in response to the read aloud book Good Morning, Digger

Comprehension Skill Addressed in Writing: Main Idea and Details from the Text


Before Reading: This week we will be reading several stories about wheels. People use machines with wheels to do different kinds of heavy work such as moving, digging, and building.

As I read this story, I want you to listen to find out how the trucks help in the building of the community center.


After Reading:

As we read the story, you were to listen to find out how the different trucks helped to build the community center. We are going to go back through and identify the different trucks and the job that each one did. (start a chart)

Go back through the story, pointing out each type of truck- First, we see the flatbed truck- point out- What important job did the flatbed truck have? Turn and tell your partner- Start your answer with, “The flatbed’s job was to…”

Continue, pointing out the different trucks and adding them to the chart and listing their job (see sample chart below)

Sample Chart:

Type of Truck Jobflatbed brought the backhoe (Digger) – carried other trucksbackhoe (Digger) dug hole in the dirtdump truck carried away dirt that was dug upcement mixer pour cement into holecrane lifts doors, windows, and parts of walls in the air

As you can see, each truck had an important job.

Writing Activity:

Students can draw a picture of one of the trucks – be sure to draw how it helped in the building of the community center. (Example: draw cement mixer pouring the cement)


Days 2-3: Writing in response to the big book, What Do Wheels Do All Day?

Comprehension Skill Addressed in Writing: Text and Graphic Features; Main Idea


Before Reading: Today we are going to read a story about wheels. What Do Wheels Do All Day? is a book that gives information about wheels and how people use them.

As I read this story, I want you to use the pictures and the words to identify ways that we use wheels in our everyday lives. How are wheels helpful; how do we use them? (Explain that we can get information from the photographs as well as the words in the text)


After Reading:

As we read the story, you were to listen to find out different ways that we use wheels in our everyday lives.

Brainstorm as a class some different ways that wheels are used and create a chart- then go back to the text and have them use details to support each point

Sample Chart:

Wheels Are Used To Help Us…

Details From Story

Move or Go Places Wheels on car, bus, stroller, bicycle, skateboard, golf cartWork Steer a ship, drive a tractorPlay Ferris wheel, toy cars and trucks, scooter, skating, merry go

round

Writing Activity: At the top of the students’ paper or on the board, have the sentence, Wheels are used to help us ______. The students can select a specific use for the wheels that they would like to write about. After they have filled in the blank, they will illustrate a detail that supports that use. You can model one to get them started.

Sample: Wheels are used to help us move. (then draw a picture of a child on a bicycle)

If students are able, they can draw 2-3 pictures representing several details about the topic.


Lesson 10

Topic: Using ShapesRead Aloud: David’s Drawings

Big Book: Mouse Shapes Companion Piece: Signs and Shapes

Essential Question: What can we create with shapes?Target Skills: Story Structure; Understanding Characters


Day 1: Writing in response to the read aloud book David’s Drawings

Comprehension Skill Addressed in Writing: Story Structure; Retell Events in a Story


Before Reading: Stories have certain features or elements that make them special. They have characters, which is who or what the story is about; they have a setting, which is where the story takes place; and they have important events that happen in the beginning, middle, and end.

As I read this story, I want you to listen to find out who the characters are, where the story takes place, and what happens at the beginning of the story, the middle, and the end.

Turn and tell your partner one thing you will be listening for as I read.- have students share until they’ve identified all things they will be listening for as we read

After Reading:

As we read the story, you were to listen to find out who the story was about, where the story took place, and what happened at the beginning of story, the middle, and the end.

Start by asking: Who were the character(s) in the story? or Who was this story about? Turn and tell your partner and start your answer with, “The characters in this story are…” (David and his classmates)

Once they have shared with their partner, then have them share out and you can record information on the chart.

After you have recorded the characters, flip back through the book and have students discuss what happens at the beginning, the middle, and the end. They can turn and share with partners each time you ask. When they share, you can put it in your own words and summarize what they are saying. In the sample chart below, you will see an example.

Sample Chart: (this is just a sample, you can use a different story structure chart if you’d like)

David’s DrawingsCharacters/Setting

David, classmates. David’s sister/school and home

Beginning of Story

David saw a tree on the way to school and drew a picture of it when he got there.

Middle of Story David’s classmates all added to his picture.

End of Story David drew the tree again and hung it on his wall.

Writing Activity:

Students can illustrate the events that took place at the beginning, middle, and end.

*Have students use their illustrations to retell with a partner the events in the story.

They can use the following format as they are retelling:

In the beginning, ______________. Next, ____________. In the end, ______________


Days 2-3: Writing in response to the big book Mouse Shapes

Comprehension Skill Addressed in Writing: Story Structure


Before Reading: Yesterday, we read a story about David and after reading we identified who the story was about and the events that took place in the story. (refer to chart) We will be doing the same thing today as we read Mouse Shapes.

As I read this story, I want you to listen to find out who the characters are and what happens to them at the beginning of the story, the middle, and the end.


After Reading:

As we read the story, you were to listen to find out who the story was about and what happened to these characters at the beginning of story, the middle, and the end.

Start by asking: Who were the characters in the story? or Who was this story about? Turn and tell your partner and start your answer with, “The characters in this story are…” (the mice and the cat)

Once they have shared with their partner, then have them share out and you can record information on the chart.

After you have recorded the characters, flip back through the book and have students discuss what happens at the beginning, the middle, and the end. They can turn and share with partners each time you ask. When they share, you can put it in your own words and summarize what they are saying. In the sample chart below, you will see an example.

Sample Chart: (this is just a sample, you can use a different story structure chart if you’d like)

Mouse ShapesCharacters Mice, catBeginning of Story

The mice are running from cat and hide in the shapes.

Middle of Story They build different things with the shapes and even make 3 large mice.

End of Story The cat sees the shapes and gets scared and runs away.

Writing Activity:

Students can illustrate and write about the beginning, middle, and end of the story.

Their illustrations should reflect what happened at the beginning, middle, and end of the story- this is a way for you to assess their understanding of story structure. They can dictate what is taking place in each picture or they can attempt to write about it.

*You could also have preprinted in the three sections:

In the beginning, _________________________________.

In the middle of the story, _________________________________.

In the end, _____________________________________________.

*As an extension or to challenge those who are ready, you could have them respond to the following question:

How do the shapes help the mice solve their problem? They can discuss with a partner then write about it. If needed, you could give them the stem,

The shapes helped the mice solve their problem because ______________________________________________________________.

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