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Kindergarten Writing Plans Unit 4Lesson 16Topic: Testing IdeasRead Aloud Book: Dear Mr. BlueberryBig Book: What is Science?Companion Piece: Benjamin Franklin, InventorEssential Question: What kinds of things do scientists study?Target Skills: Main Idea; DetailsKindergarten Writing Plans Lesson 16Day 2: Writing in response to the read aloud, Dear Mr. BlueberryComprehension Skill Addressed in Writing: Using details from a textBefore Reading: This week we are going to talk about the types of things scientists study. Scientists ask lots of questions which help them learn information. Today, we are going to read a story about a little girl who discovers a whale in her backyard. Just like scientists, she is going to ask a lot of questions. As I read, I want you to listen to find out why a whale can’t live in a pond. Turn and share with your partner what you will be listening for.After Reading: Have the students think back to why a whale can’t live in a pond. Create a list on the board when they share their responses. Sample: Need salt waterAre too bigMigrate great distancesLive in oceansThe students will now complete a sentence or several sentences using the information on the chart. They can start their sentence with…Whales cannot live in a pond because they ______________. Have them verbalize their sentence with a partner before they start writing. This will help them organize their thoughts.*You could have the sentence stem above already printed on the paper and have them just fill in the response if neededThis writing focuses on using details from the text to support the main idea that whales cannot live in ponds.Kindergarten Writing Plans Lesson 16Day 3: Writing in response to the big book, What is Science?Comprehension Skill Addressed in Writing: Main idea and using details from a textReport Card Skill Addressed: Students will orally contribute a sentence to a topic; Student composes a written piece, using a combination of drawing, dictating, and writing using informational textBefore Reading: In this story, the author is going to tell us what science is. As you listen, I want you to listen for some of the things that scientists study. Turn and tell your partner what you are listening for. After Reading: We learned that science is the study of many things. Scientists are the people who actually study all of these things we read about. Turn and tell your partner one thing that scientists study. As you share, I’m going to record your responses on the chart. They can start their sentences with, “Scientists study ______.”Sample:Scientists Study:StarsRocksFossilsSoilETC……After you have created the chart, students are going to write a topic sentence about science and a detail sentence about what scientist study. You could model the topic sentence and have them complete the next sentence using the information from the chart. Example: Science is the study of many things. Scientist study stars and planets.This is a main idea/details writing.Kindergarten Writing Plans Lesson 16Day 5: Writing in response to the companion piece, Benjamin Franklin, InventorComprehension Skill Addressed in Writing: Main idea and using details from a textReport Card Skill Addressed: Students will orally contribute a sentence to a topic; Student composes a written piece, using a combination of drawing, dictating, and writing using informational text; Students will dictate or write using pictures and wordsBefore Reading: We are going to read a biography about a famous inventor, Benjamin Franklin. An inventor is someone who invents or comes up with an idea for something new. As I read, I want you to listen to find out several things that he invented. Turn and tell your partner what you are listening for. After Reading: We learned that Benjamin Franklin invented many things. Turn and tell your partner one thing that he invented. As you share your responses, I will create a chart that lists some of his important inventions.After you have created the chart, tell students to think about all the different things Benjamin Franklin invented. So, I could say that Benjamin Franklin invented many things. We are going to use that as our topic sentence for our writing today. At the top of their papers the students can write:Benjamin Franklin invented many things.Underneath, have them draw and label at least 3 of his inventions. OR Students can just draw and label 3 things that Benjamin Franklin invented. If you have students that can move ahead, then have them write 1-2 sentences telling what he invented. Then they can draw pictures of what they wrote about. This is a main idea/details writing. Kindergarten Writing Plans Unit 4Lesson 17Topic: Nature All AroundRead Aloud Book: It is the WindBig Book: From Caterpillar to ButterflyCompanion Piece: Anansi and GrasshopperEssential Question: How do living things grow and change?Target Skills: Sequence of Events; Author’s Word ChoiceKindergarten Writing Plans Lesson 17Day 2: Writing in response to the big book, From Caterpillar to ButterflyComprehension Skill Addressed in Writing: Sequence of EventsBefore Reading: In this story, the caterpillar is going to change as it grows. As I read, I want you to listen to find out the different stages that the caterpillar goes through before becoming a butterfly. Turn and tell your partner what you are listening for. After Reading: Guide students to identify the sequence of change that the caterpillar goes through by asking questions. Example: “How does the caterpillar start out?” or “What is the first stage in a caterpillar’s life?”Create a chart identifying the 4 stages. After you have the stages on the chart, you can have the student complete one of the activities: This is a great way to differentiateFor those who struggle- They can illustrate and label the 4 stages For those who are able- They can write a sentence with each stage using transitional words. (First, the caterpillar is an egg.)Kindergarten Writing Plans Lesson 17Day 4: Writing in response to the trade book, The Tiny Seed (not found in Harcourt)Comprehension Skill Addressed in Writing: Sequence of EventsReport Card Skill Addressed: Students will use a combination of drawing, dictating, and writing using informational textBefore Reading: Just like the caterpillar, seeds change as they grow. As I read this story, think about how the tiny seed changes. Turn and tell your partner what you are listening for as I read. After Reading: Guide students to identify the sequence of changes that take place with the tiny seed. Go back to the text if needed to show students how to go back and find the information. Example: “What is the first thing that happens to the seed?” etc… Create a chart on the board or on chart paper.Sample: Seeds Change as they GrowSeed becomes full and roundRoots grow down into the soilStems and leaves grow up toward the sun and airThe flower growsAfter you have created the chart, students can write the topic sentence, Seeds change as they grow. They can then do one of the following: Draw and label each step of the seeds growthIllustrate the 4 stages and write a sentence with eachKindergarten Writing Plans Unit 4Lesson 18Topic: Oceans and WaterwaysRead Aloud Book: One-Dog CanoeBig Book: AtlanticCompanion Piece: Poems about the SeaEssential Question: In what ways is the Atlantic Ocean special?Target Skills: Author’s Purpose; Figurative LanguageKindergarten Writing Plans Lesson 18Day 2: Writing in response to the big book, AtlanticComprehension Skill Addressed in Writing: Using details from the textReport Card Skill Addressed: Students will use a combination of drawing, dictating, and writing using informational textBefore Reading: The author can write a story for several reasons. In the story we’re going to read today, the author wrote to give you information and included a lot of facts. As I read, I want you to listen for at least one fact about the Atlantic Ocean. Turn and tell your partner what you are listening for as I read. After Reading: Remind students that they were listening for facts or information about the Atlantic Ocean. Have students turn and tell their partners one thing they learned about the Atlantic Ocean. Create a chart listing the different facts they learned. If students give you a fact that was not in the text, simply redirect them and tell them that may be true, but what is something you learned about from the story. You may want to have several facts planned in case they have a difficult time remembering. You can prompt them. Once the chart is complete, tell the students to pick one important fact that they want to illustrate and write about. They will draw a picture that represents that information and write a sentence to describe the fact. You may want to model one. Sample: Draw a picture of the ocean with the sun in the sky and write: The sun heats the water in the Atlantic Ocean.Kindergarten Writing Plans Lesson 18Day 4: Writing in response to the big book, AtlanticBefore Reading: Today, I’m going to reread the book Atlantic. As I read, I want you to listen for words the author uses to describe the ocean. Turn and tell your partner what you are listening for. After Reading: Ask the students to share different words the author uses in the story to describe the Atlantic Ocean. If necessary, you may prompt them by asking questions about size, color, shape, how it moves, etc…Once you’ve listed several adjectives about the Atlantic, tell the students that they are going to help you write a poem about the Atlantic. You can use the following format or you can modify. Noun (Atlantic)3 words that describe what the ocean looks like (try and think of other words for big, and color words used in story)3 words that describe what the ocean does2 adjectives that describe the oceanNoun (Atlantic)Sample: Atlanticgigantic, cobalt, enormousmoving, growing, changingsalty, blueAtlanticKindergarten Writing Plans Unit 4Lesson 19Topic: Outdoor AdventuresRead Aloud Book: Nicky and the Rainy DayBig Book: Sheep Take a HikeCompanion Piece: The Three Billy Goats GruffEssential Question: What kinds of things could happen on a hike?Target Skills: Cause and Effect; Sequence of EventsKindergarten Writing Plans Lesson 19Day 2: Writing in response to the read aloud book, Nicky and the Rainy DayComprehension Skill Addressed in Writing: Using details from the textBefore Reading: As I read this story, I want you to listen for the different places that Nicky wants to visit. I also want you to listen and find out reasons why he shouldn’t visit those places. Turn and tell your partner what you are going to find out by listening to this story.After Reading: In this story, Nicky wanted to visit many places. Have the students share with partners as you keep a chart of the different places he wanted to visit. If they can’t remember, take them back to the text. Fill in the information on a chart like the sample below. After they have listed the places, ask them to give you the reasons that they gave in the story that he shouldn’t visit there. Model an example first if needed. Sample: PlacesReasons NOT to Visitdeserthot, nothing to drink, might get lostjungleStudents can then write an opinion piece by choosing one of the places they would like to visit or explore and why. They can start with, I would like to explore a ______ because___________. OR I would not go to a _____ because _____. Have them illustrate their sentence. Kindergarten Writing Plans Lesson 19Day 4: Writing in response to the big book, Sheep Take a HikeComprehension Skill Addressed in Writing: Sequence of eventsBefore Reading: Today, we’re going to read a story about some sheep that take a hike. As I read, I want you to listen for what happens in the beginning of the story, the middle of the story, and the end. Tell your partner what you are listening for as I read. After Reading: Have students share what happened at the beginning, middle, and end of the story. You may need to prompt them. Record the events on a chart. Sample: The five sheep went on a hike.The sheep went into the swamp and lost their compass.The sheep found their way home.**Post list of transitional words that identify sequence**Students can write and illustrate the events using transitional words. Or you could do this one together as a shared writingKindergarten Writing Plans Unit 4Lesson 20Topic: Making DiscoveriesRead Aloud Book: Duck and GooseBig Book: Curious George’s Dinosaur DiscoveryCompanion Piece: Exploring Land and WaterEssential Question: What do scientists do when they discover something new?Target Skills: Sequence of Events; ConclusionsKindergarten Writing Plans Lesson 20Days 2 and 3: Writing in response to the big book, Curious George’s Dinosaur DiscoveryComprehension Skill Addressed in Writing: Sequence of eventsBefore Reading: We’re going to read a story about the discovery of dinosaur bones. As I read, I want you to listen for what George and the scientists did after he discovered the dinosaur bones. Turn and tell your partner what you are listening for as I read. After Reading: When George discovered the dinosaur bones, he helped the scientists do several things. We are going to create a list of the things that the scientists did. You can have the students share with their partners several things that took place after George discovered the dinosaur bones. If needed, you can prompt them through questioning. (What did George and the scientists do after he discovered the dinosaur bones? How did they find more bones? What did they do to the bones once they dug them up? Etc…) Sample: Create a Chart: When the scientists discovered the dinosaur bones they…Dug in the dirtSifted the dirtBrushed off the bonesTook pictures of the bonesStudents can write sentences for each step and illustrate. *If they are ready, they can write the sentences using transitional words. You can give them a topic sentence to start. After the scientists discovered the bones they did many things. First, they dug in the dirt. Then, they sifted the dirt. Next, they brushed off the bones. Finally, they took pictures of the bones. If not, have them just illustrate, then retell the events in the order in which they occurred.Kindergarten Writing Plans Lesson 20Day 4: Writing in response to the companion piece, Exploring Land and WaterComprehension Skill Addressed in Writing: Using details from a textReport Card Skill Addressed: Students will use a combination of drawing, dictating, and writing Before Reading: Today, we’re going to read an informational text about different places to explore. Some are made of land and some are made of water. As I read, I want you to listen to find out the different land and water areas that we can explore. After Reading: Have students share the different land and water areas that were mentioned in the text. After they have identified all 4, tell them you are going to reread the information about each area to find out if it is made of land or water and also find out any other features of that particular area. Record the information on the chart after discussing each one. Sample: OceanRiverMountainIslandwaterBigPeople swim in itWaterAlways movingLandCold at topSnow doesn’t melt on topLand, but water all around itGet there by boatStudents can write sentences about 2 of the land or water areas and illustrate. Example: The ocean is big. Kindergarten Writing Plans Lesson 20Day 5: Writing in response to the read aloud book, Duck and Goose and the big book, Curious George’s Dinosaur DiscoveryComprehension Skill Addressed in Writing: Compare and Contrast (similarities among stories)Report Card Skill Addressed: Students will use a combination of drawing, dictating, and writing to tell about a narrative storyBefore Reading: We’re going to read a story about two animals that make a discovery. As I read, I want you to listen to find out what Duck and Goose discover. Turn and tell your partner what you are listening for as I read. After Reading: Have students share with their partners what Duck and Goose discovered in the story. Think back to the story we read in our big book, Curious George’s Dinosaur Discovery. What did George discover in the story? (Share with partner)Now we are going to write about these two stories. You are going to write 1 sentence about what George discovered and another sentence about what Duck and Goose discovered. They can then illustrate each sentence. ................
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