Quarter 3 Unit of Study, Kindergarten
Backward Unit Design – Planning Document
Unit Focus
Unit Focus:
This is a 4-week study on geography, where students will learn how their classroom and local community experiences connect to new
experiences around the world.
Reading Focus Standards
RL.K.4
RL.K.6
RI.K.3
RI. K.5
RI. K. 8
Writing Focus
Standards
W. K.1
W. K.8
Language Focus
Standards
L. K.4 a
L. K.5 a
Speaking and
Listening Focus
Standards
Reading
Foundations Focus
Standards
RF. K.2 d
RF. K.3 c
Reading Integrated Standards
RL. 1, 5, 7, 10
RI. 1, 4, 9, 10
Writing Integrated
Standards
W. 5, 7
Language
Integrated
Standards
L. 2a, b, c, d, 5 c, 6
Speaking and
Listening
Integrated
Standards
SL. 1 a, b, 2, 3, 4, 5,
6
Reading
Foundations
Integrated
Standards
RF. 4
Social
Studies/
Science
STRAND:
Geography
K-4
Benchmark IIA&E
Standard Analysis
Standards
Knowledge Needed
(Know)
Learning Targets and Student
Outcomes (Do)
Suggested Integrated Tasks
1
Reading:
RL.K.4
Ask and answer questions about
unknown words in a text
Students must know
how to formulate a
question using
question words.
Students must know
a question has an
answer.
Students must ask and
answer questions about an unknown
word.
Task 1
Close Reading
Students must use pictures and words
from the story to understand new
words.
Students must know
the answer to a
question is a
statement.
Students must know
the answer to a
question will help
them comprehend
the text.
RL.K.6
With prompting and support,
name the author and illustrator
of a story and define the role of
each in telling the story.
With prompting and
support:
Students must know
the author is the
person who writes a
text.
With prompting and support:
Interactive Read Aloud
Students must explain an author tells
the story through the words that he or
she writes.
Students must explain an illustrator
helps to tell the story by creating
2
Students must know illustrations.
the illustrator is the
person who draws or
creates pictures for a
text.
Students must know
illustrations are
picture that match
the meaning of the
words the author has
written.
RI.K.3
With prompting and support,
describe the connection between
two individuals, events, ideas, or
pieces of information in a text.
With prompting and
support:
Students must
identify individuals,
events, ideas, and
pieces of information
in a text.
Students must define
a connection as a
relationship between
two elements.
(compare/contrast)
With prompting and support:
Task I
Close Reading
Students must describe how two
individuals, events, ideas, or pieces of
information in a text are connected.
Students must be able to tell how two
individuals, events, ideas, or pieces of
information are the same and/or
different.
Students must know
that an author
sometimes makes
connections between
two individuals,
events, ideas, or
3
pieces of information
in a text.
RI. K.5
Identify the front cover, back
cover, and title page of a book.
Students must know
a book is a written or
printed work
consisting of
multiple bound
pages.
Students must show the covering that
protects the pages and binds the pages
together.
Students must know
a book has a covering
that protects the
pages and binds the
pages together.
Students must identify the title page of
a book.
Interactive Read Aloud
Students must identify the front and
back cover of a book.
Students must locate the title page at
the front of the book.
Students must know
the front cover of the
book is located on
the front of the book.
Students must know
a book has a back
cover located on the
back of the book.
Students must know
that a title page is at
the front of the book
and contains the title,
author, and
publisher.
RI. K. 8
With prompting and support,
With prompting and
With prompting and support:
Close Reading
4
identify the reasons an author
gives to support points in a text.
support:
Students must know
points are pieces of
information an
author gives the
reader.
Students must know
authors provide
reasons to support
their points.
Writing:
W. K.1
Use a combination of drawing,
dictating, and writing to
compose opinion pieces in which
they tell a reader the topic or the
name of the book they are
writing about and state an
opinion or preference about the
topic or book (e.g., My favorite
book is...).
W. K.8
With guidance and support from
adults, recall information from
experiences or gather
information from provided
sources to answer a question.
Students will be able to locate the main
idea of the text or the author’s
purpose.
Students must identify the reasons an
author gives to support the main idea
or purpose in a text.
Students must explain how the reasons
an author gives support their points.
With adult guidance:
With adult guidance:
Students must know
an opinion states
what one thinks or
feels.
Students must form an opinion or
preference about a topic or book.
Students must know
that a preference is
to like something
better when
comparing two or
more things.
Task 1 & 3
Students must convey their opinion or
preference through a combination of
drawing, dictating, writing.
With guidance and
support from adults:
With guidance and support from
adults:
Students need to
know which
source(s) could
provide information
Students must gather information from
multiple sources to respond to a
question.
Task 1, 2, 3 & 4
Close Reading
5
to answer a question. Students must determine if their past
experiences can help answer a
Students must
question.
recognize that past
experiences can be
Students need to recall from their
relevant.
background knowledge the pieces they
need to answer the research questions.
Students must know
a question is a
Students need to know how to scan the
sentence that asks
information provided (words, pictures,
for information.
digital sources)
Students must know
an answer provides
relevant information
being asked in a
question.
Language
L. K.4
Determine or clarify the meaning
of unknown and multiplemeaning words and phrases
based on kindergarten reading
and content.
a. Identify new meanings for
familiar words and apply them
accurately (e.g., knowing duck is
a bird and learning the verb to
duck).
Students must know
that words have
multiple meanings
by using context
clues to show
understanding.
Students must know
that some familiar
words have different
meanings. (e.g., "I can
bowl." or "I have a
fish bowl.")
Students must use verbal and nonverbal clues to define new meanings
for familiar words. (pictures and
words)
Task 1, 2, 3 & 4
Word Study
Students must represent different
meanings for familiar words that have
multiple meanings.
Students must know
6
that pictures and
phrases support
word meaning.
L. K.5
With guidance and support from
adults, explore word
relationships and nuances in
word meanings.
a. Sort common objects into
categories (e.g., shapes, foods) to
gain a sense of the concepts the
categories represent.
Students know that
objects have
different attributes
(e.g., color, size,
shape).
Students must describe objects
according to its attributes (e.g., color,
size, shape).
Close Reading
Students must sort objects by common
attributes.
Students know that
attributes are used to Students must create categories that
describe objects.
represent what the objects have in
common.
Students know that
additional attributes Student use attributes to describe
clarify and express
objects.
meaning.
Speaking and Listening
Reading Foundations
RF. K.2 d
Isolate and pronounce the initial,
medial vowel, and final sounds
(phonemes) in three-phoneme
(consonant-vowel-consonant, or
CVC) words. (This does not
include CVCs ending with /l/,
/r/, or /x/.)
RF. K.3.c
Read common high-frequency
words by sight (e.g., the, of, to,
Students must know
words are made up
of sounds
(phonemes).
Students must know
words can be
segmented into
individual sounds.
Students must know
high frequency
Students must isolate and pronounce
the initial sound of a CVC word.
Guided Reading
Word Study
Students must isolate and pronounce
the medial vowel sound of a CVC word.
Students must isolate and pronounce
the final sound of a CVC word.
Students can orally read common high
frequency words.
Task 1, 2, 3 & 4
Interactive Read Aloud
Guided Reading
7
you, she, my, is, are, do, does).
words appear
often in text.
Students must know
learning high
frequency words
supports building
automaticity.
Students can write common high
frequency words.
Word Study
Students must know
some high frequency
words cannot be
decoded.
Students must know
high frequency
words are important
for comprehension.
Social Studies/ Science
STRAND: Geography
Content Standard II:
Student understand how
physical, natural, and cultural
processes influence where
people live, the ways in which
people live, and how societies
interact with one another and
their environments.
K-4 Benchmark II-A:
Understand the concept of
location by using and
constructing maps, globes, and
Task 1, 2, 3 & 4
Students must know
that items can be
described by their
physical location.
Students can define relative location of
items in the physical environment in
terms of over, under, near, far, up, and
down.
8
other geographic tools to
identify and derive information
about people, places, and
environments.
K-4 Benchmark II-E:
Describe how economic,
political, cultural, and social
processes interact to shape
patterns of human populations,
and their interdependence,
cooperation, and conflict.
Students must know
direction can be
related to
themselves.
Students can define personal direction
of front, back, left, and right.
Task 4
Students must know
that people can be
organized into
groups based on
similar
characteristics.
Students can identify classroom
population
Big Ideas: Enduring Understandings: (Content Standard Unpacked) This is a 4-week study on geography, where students will learn how
their classroom and local community experiences connect to new experiences around the world. They will understand how people live in
different, yet similar, locations around the world.
Essential Questions (“big umbrella” questions about the content)
How do we, and our environment, fit into the wider world?
Guiding Questions (questions that build to understanding of Essential
Questions)
Week 1:
What are relative direction words? (over, under, near, far, up and
down)
How can I use personal direction words to understand the concept
of location? (front, back, left, and right)
Week 2:
What is a map? How can we understand the concept of location by
using and constructing maps, globes and other geographical tools?
9
Week 3:
Where am I on a map? How can I use a map to locate myself?
Week 4:
How am I the same and/or different to children in different
locations around the world?
What connections can I make to my world?
What connections can I make to the world around me?
Possible Misconceptions (About the content):
 concept of direction and location
 awareness of geographical tools including maps and globes
 egocentricity – there is a world outside of their own
 not seeing the similarities between global communities
Culminating Activity (End of Unit multi-standard and multi-task project): This will be a project based learning activity where students
will create a 4 page thinking map in which one page will be completed each week. At the end of each week, students will use drawing,
dictating or writing to demonstrate their understanding each week.
What will mastery/success look like? (in the content)
Indicators of mastery/success? (criteria expectations with rubric…)
Week 1:
Students will be able to draw, dictate or write using directional
words to create a map of Rosie’s Walk.
Week 2:
Students will be able to draw, dictate or write using geographical
tools to create a map of their classroom.
Week 3:
Students will be able to draw, dictate or write about themselves in
“their” world. (school, home, community, etc.)
10
Week 4:
Students will be able to draw, dictate or write about children in
different locations around the world.
Pre-Post Summative Assessment (Please attach assessment) (Consider student development and time of
school year in your grade level)
*Teachers will develop answer keys/rubrics
1 Passage
1 Multiple Choice A/B Question on Vocab
2 Multiple Choice A/B Question on Evidence
3 Multiple Choice A/B Question on Structure
4 An OE Task
Focus Standards Assessed
DIBELS/IDEL
Integrated Standards Assessed
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.) NOTE: The
same story is used in both Interactive Read Aloud and Shared/Close Reading but each instructional time has different standards and
instructional focus.
Focus Standards: RL. K.6, RI. K.5
Integrated Standards: RL. K. 1, 5, 7, 10; RI. K. 1, 2, 4, 6, 7, 10, SL K. 1 a, b, 2, 3, 4, 5, 6
Check In’s per focus standard:
RL.K.6
Large and small group instruction
Observation: Identify authors and illustrators of books read during group times.
RI.K.5
Large and small group instruction
Observation: Have students use sticky notes to identify parts of a book.
Week 1
Text:
Instructional Focus (Standard and Focus): RL. K.6
Rosie’s Walk
11
Week 2
Week 3
Week 4
Text:
Follow that Map! A First Book of
Mapping Skills
Text:
Me on the Map
Text:
Whoever You Are
Instructional Focus (Standard and Focus): RI. K.5
Instructional Focus (Standard and Focus): RI. K.5
Instructional Focus (Standard and Focus): RI. K.5, RL.K.6
Interactive Read Aloud Structure (K-2)
1. Introduce the book
2. Preview and predict
3. Read Aloud – Pausing for interaction:
Teacher Think Aloud: Model student objective, student think/pair/share, vocabulary discussed
4. Wrap up and relate: students connect teacher modeling and student share out objective.
Turn and Talk with Questioning – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions and prompts such as the ones below to
help move your students’ understanding from character attributes to theme:

Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your thinking about the story?

What is the theme of this text? Can you give specific examples from the text to support your thinking?

Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way.
Narrative: Shared Reading with a Close Reading Focus K-2 Planning Structure
Instructional Practice
Some of the texts will be stories from interactive read aloud. The purpose during interactive read aloud was to model comprehension and
reading strategies where now purpose shifts to revisiting the text for deeper understanding.
Focus Standards: RL. K.4, RI K.3; RI. K.8; L.K.4a, L.K.5a; W.K.8; RF.K.2d, 3c
Integrated Standards: RL.K.1, 5, 7, 10; RI.K.1, 2, 4, 6, 7, 10
Check In’s per focus standard:
RL. K.4 - Vocabulary Organizer
L. K. 5 a - Word Sort
RI. K.3; RI. K.8 – Graphic Organizer: Key Ideas & Details
K-2 Weekly Template Shared Reading with Close Reading Focus:
Week 1
Close Reading Lens: Evidence Lens (What the character does in relation to relative location words) RL.K.4; RF.K.3c; L.K.4a;
W.K.8
12
English Text: Rosie’s Walk by Pat Hutchins
Spanish Text: El paseo de Rosie por Pat Hutchins: traducido por Alma Flor Ada
Instructional Focus
Instructional
Instructional Focus (Standard and
(Standard and Focus):
Focus (Standard and
Focus):
RL.K.4
Focus):
Introduce relative location
RF.K.3c
RL.K.4
words
Reading High
Find evidence of how the author
Frequency Words
used relative location words to
describe Rosie’s walk.
Introduce Text
Vocabulary Development
Foundational
Skills
(Intentionally plan this lesson
based on the Language Standards
and Vocabulary, student needs and
the text you’ve selected.)
(Foundational Skills are
an essential component
in the primary
framework.
Intentionally plan this
lesson based on the RF
standards, student
needs and the text
you’ve selected. )
Day 2 Structure:
Day 1 Structure:




Teacher introduces text
(Options: genre, structure,
summary, predictions)
Teacher reads the text,
modeling fluency while
students follow along pointing
at the text.
Invite students to join in the
reading. (Whole Group)
Teacher models finding



Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
Close Reading
Read for Evidence
Instructional Focus Instructional Focus
(Standard and Focus):
(Standard and Focus):
RL.K.4
How did the author
use relative location
words to describe
Rosie’s walk.
L.K.5a
Categorize location
words based on
Rosie’s actions.
Close Reading
Look For Patterns
RL.K.4 How did the
author use relative
location words to
describe Rosie’s walk.
W.K.8 Recalling
information from the
story to support new
learning.
Close Reading
Developing a new
understanding
(Kinder and 1st grade
students can complete a
text response activity
such as: dramatic
interpretation, artistic
representation, etc)
Read the text, model fluency and point to
words as you read. Invite students to join in
the reading. (Whole Group)
Reread the passage looking for evidence
(lens) of what the character does or what is
happening to the character Have students
highlight text evidence. Chart student
responses in the first column of an anchor
chart.
Read the text, model
fluency and point to
words as you read.
Invite students to join in
the reading. (Whole
group or pairs)
Reread the passage and
the evidence from
yesterday.
Have students work in
pairs and find which
Read the book, model
fluency and point to
words. Invite students to
join in the reading.
(Whole group or pairs.)
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
Student Response –
13



vocabulary within text.
Mini-lesson: Teacher connects
vocabulary to skill
Students turn and talk and
discuss vocabulary.
Together students find more
vocabulary related to skill.


Vocabulary/Language:

finding
foundational skill
within text.
Mini-lesson:
Teacher specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other examples
within the text.
pieces of evidence fit
together.
Chart the patterns you
find in the second
column of your anchor
chart.
First I was thinking
______ now I am thinking
_____ because….
Foundational Skill
Focus is:
________________________.
Choose 1 foundational
skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Week 2
Close Reading Lens: Structure Lens (purpose – to develop the readers expertise in using maps) - RI.K.3; RI.K.4, RF.K.2d, L.K.5a,
W.K.8
English Text: Follow that Map!: A First Book of Mapping Skills by Scott Ritchie
Spanish Text:
Instructional Focus
Instructional
Instructional Focus (Standard and
Instructional Focus Instructional Focus
(Standard and Focus):
Focus (Standard and
Focus):
(Standard and Focus):
(Standard and Focus):
14
Focus):
RI.K.4
Introduce map vocabulary
words
RF.K.2d
Locate words to
practice isolating
and pronouncing
initial, medial vowel
and final sounds.
Introduce Text
Vocabulary Development
Foundational
Skills
(Intentionally plan this lesson
based on the Language Standards
and Vocabulary, student needs and
the text you’ve selected.)
(Foundational Skills are
an essential component
in the primary
framework.
Intentionally plan this
lesson based on the RF
standards, student
needs and the text
you’ve selected. )
Day 2 Structure:
Day 1 structure:



Teacher introduces text
(Options: genre, structure,
summary, predictions)
Teacher reads the text,
modeling fluency while
students follow along pointing
at the text.
Invite students to join in the
reading. (Whole Group)


Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
RI.K.3
Find evidence of the components of
a map (What is important about the
different sections of the book. What
does the author say and do in each
section?)
Close Reading
Read for Evidence
L.K.5a
Categorize evidence
of the components of
a map. How does
your evidence fit
together?
Close Reading
Look For Patterns
RI.K.3
Use evidence of the
components of a map
to see how they come
together to make a
map. (In the story the
components help the
students locate
things.)
W.K.8 Recalling
information from the
story to support new
learning.
Close Reading
Developing a new
understanding
(Kinder and 1st grade
students can complete a
text response activity
such as: dramatic
interpretation, artistic
representation, etc.)
Read the text, model fluency and point to
words as you read. Invite students to join in
the reading. (Whole Group)
Reread the passage closely for text
evidence. Read through the evidence lens
for the following: Fact & Photos or Graphics
Have students highlight the textual
evidence. Chart student responses in the
first column of an anchor chart.
Read the text, model
fluency and point to
words as you read.
Invite students to join in
the reading. (Whole
group or pairs)
Reread the passage and
the evidence from
yesterday.
Have students work in
Read the book, model
fluency and point to
words. Invite students to
join in the reading.
(Whole group or pairs.)
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
15




Teacher models finding
vocabulary within text.
Mini-lesson: Teacher connects
vocabulary to skill
Students turn and talk and
discuss vocabulary.
Together students find more
vocabulary related to skill.



Vocabulary/Language:

Teacher models
finding
foundational skill
within text.
Mini-lesson:
Teacher specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other examples
within the text.
pairs and find which
pieces of evidence fit
together.
Student Response –
First I was thinking
______ now I am thinking
_____ because….
Chart the patterns you
find in the second
column of your anchor
chart.
Foundational Skill
Focus is:
________________________.
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Week 3
Close Reading Lens: Structure – Organization of the text lens RI.K.3, 4; RF.K3c; L.K.5a; W.K.8
English Text: Me on the Map by Joan Sweeney
Spanish Text: Me on the Map (Spanish Translation) Traducido por Vanessa Migos
Instructional Focus
Instructional
Instructional Focus (Standard and
Instructional Focus Instructional Focus
(Standard and Focus):
Focus (Standard and
Focus):
(Standard and Focus):
(Standard and Focus):
16
Focus):
RI.K.4
Introduce map vocabulary
words
Introduce Text
Vocabulary Development
(Intentionally plan this lesson
based on the Language Standards
and Vocabulary, student needs and
the text you’ve selected.)
Day 1 structure:





Teacher introduces text
(Options: genre, structure,
summary, predictions)
Teacher reads the text,
modeling fluency while
students follow along pointing
at the text.
Invite students to join in the
reading. (Whole Group)
Teacher models finding
vocabulary within text.
Mini-lesson: Teacher connects
RF.K.3c
Reading High
Frequency Words
Foundational
Skills
(Foundational Skills are
an essential component
in the primary
framework.
Intentionally plan this
lesson based on the RF
standards, student
needs and the text
you’ve selected. )
Day 2 Structure:



Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding
foundational skill
RI.K.3
Looking for evidence of how the text
is organized in sections. (Parts
within the whole.)
Close Reading
Read for Evidence
L.K.5a
Sort evidence of the
sections of the text.
How does your
evidence fit together
into categories?
Close Reading
Look For Patterns
RI.K.3
Use evidence of the
sections of the text
too see how they
come together to
make the whole book.
W.K.8 Recalling
information from the
story to support new
learning.
Close Reading
Developing a new
understanding
(Kinder and 1st grade
students can complete a
text response activity
such as: dramatic
interpretation, artistic
representation, etc.)
Read the text, model fluency and point to
words as you read. Invite students to join in
the reading. (Whole Group)
Reread the passage looking for evidence of
what information goes together. Have
students highlight text evidence.
Chart student responses in the first column
of an anchor chart.
Read the text, model
fluency and point to
words as you read.
Invite students to join in
the reading. (Whole
group or pairs)
Reread the passage and
the evidence from
yesterday.
Have students work in
pairs and find which
pieces of evidence fit
together.
Read the book, model
fluency and point to
words. Invite students to
join in the reading.
(Whole group or pairs.)
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
Student Response –
First I was thinking
______ now I am thinking
17


vocabulary to skill
Students turn and talk and
discuss vocabulary.
Together students find more
vocabulary related to skill.


Vocabulary/Language:

within text.
Mini-lesson:
Teacher specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other examples
within the text.
_____ because….
Chart the patterns you
find in the second
column of your anchor
chart.
Foundational Skill
Focus is:
________________________.
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Week 4
Close Reading Lens: Evidence Lens (descriptions of children) RL.K.4, RI.K.8; RF.K2d; L.K.5a; W.K.8
English Text: Whoever You Are by Mem Fox
Spanish Text: Quienquiera que seas by Mem Fox: traducido por Alma Flor Ada
Instructional Focus
Instructional
Instructional Focus (Standard and
Instructional Focus Instructional Focus
(Standard and Focus):
Focus (Standard and
Focus):
(Standard and Focus):
(Standard and Focus):
Focus):
18
RL.K.4
Introduce vocabulary words
Introduce Text
Vocabulary Development
(Intentionally plan this lesson
based on the Language Standards
and Vocabulary, student needs and
the text you’ve selected.)
Day 1 structure:




Teacher introduces text
(Options: genre, structure,
summary, predictions)
Teacher reads the text,
modeling fluency while
students follow along pointing
at the text.
Invite students to join in the
reading. (Whole Group)
Teacher models finding
vocabulary within text.
RF.K.2d
Locate words to
practice isolating
and pronouncing
initial, medial vowel
and final sounds.
Foundational
Skills
(Foundational Skills are
an essential component
in the primary
framework.
Intentionally plan this
lesson based on the RF
standards, student
needs and the text
you’ve selected. )
Day 2 Structure:



Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding
RI.K.8
Find evidence of how children are
the same and different compared to
you from around the world.
Close Reading
Read for Evidence
L.K.5a
Categorize evidence
of similarities and
differences.
Close Reading
Look For Patterns
RI.K.8
Use evidence of the
similarities and
differences. How do
they connect to the
author’s purpose?
(children are all the
same throughout the
world)
W.K.8 Recalling
information from the
story to support new
learning.
Close Reading
Developing a new
understanding
(Kinder and 1st grade
students can complete a
text response activity
such as: dramatic
interpretation, artistic
representation, etc)
Read the text, model fluency and point to
words as you read. Invite students to join in
the reading. (Whole Group)
Reread the passage closely for text
evidence. Read for evidence that tells you
about children around the world.
Have students highlight the textual
evidence. Chart student responses in the
first column of an anchor chart.
Read the text, model
fluency and point to
words as you read.
Invite students to join in
the reading. (Whole
group or pairs)
Reread the passage and
the evidence from
yesterday.
Have students work in
pairs and find which
pieces of evidence fit
Read the book, model
fluency and point to
words. Invite students to
join in the reading.
(Whole group or pairs.)
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
Student Response –
First I was thinking
19



Mini-lesson: Teacher connects
vocabulary to skill
Students turn and talk and
discuss vocabulary.
Together students find more
vocabulary related to skill.


Vocabulary/Language:

foundational skill
within text.
Mini-lesson:
Teacher specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other examples
within the text.
together.
______ now I am thinking
_____ because….
Chart the patterns you
find in the second
column of your anchor
chart.
Foundational Skill
Focus is:
________________________.
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Writing Calendar
Focus Standards: W. K.1, 8
Integrated Standards: W. 2, 5, 6, 7
Check In’s per focus standard:
W.K.1 Using anecdotal records note student’s ability to recognize their own opinions. Have student complete stems such as “I
like ______”, “I think _______ is _______.” Allow student to illustrate responses when appropriate.
20
Assessment Rubric: Kindergarten Opinion Writing Rubric
Genre: Opinion
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Standard and Focus:
What is an
Opinion?
How To State Your
Opinion
Stretching Words
Expressing Likes
and Dislikes
Spaces Between
Words: Meatballs
W.K.1; L.K.6 L.K.2.c
L.K.2.d.
Mini-Lesson
Teaching Point:
Mini-Lesson
Teaching Point:
Mini-Lesson
Teaching Point:
Mini-Lesson
Teaching Point:
Students will
understand that
an opinion is the
way you think or
feel about
something.
Students will express
their opinion about a
favorite item or
activity.
Students will learn
that they can
express opinions
about things they
like and things they
do not like.
Students will
practice putting
spaces between
words.
Focus: Students will
understand that an
opinion is the way you
think or feel about
something.
Mini-Lesson
Guided Practice
Independent Writing
Share
Mini-Lesson
Guided Practice
Independent Writing
Share
Materials:
Materials:
Visual aid, “What is an
Opinion?” (From
Lesson 1)
NOTE: Teacher
should read the
story to the class
prior to the
lesson.
Sentence strips with
the sentence frames, “I
like_____” and “My
favorite is
_____________.”
Visual aid, “What
is an Opinion?”
Connection:
Red is Best, by
Kathy Stinson, or
“Yesterday we learned
that an opinion is the
way you think or feel
Mini-Lesson
Guided Practice
Independent Writing
Share
Mini-Lesson
Teaching Point:
Writers will learn
how to separate the
many sounds they
hear in words and
write down the
letters that
correspond to those
sounds.
Mini-Lesson
Guided Practice
Independent Writing
Share
Mini-Lesson
Guided Practice
Independent Writing
Share
NOTE: This is
another way to
Materials:
teach spaces
Materials:
between words.
Sentence strips with Using some kind
A drawing that
the sentence frames, of spacing tool
illustrates an
“I like_____” and “My (“spacemen” or
opinion sentence.
favorite is
“meatballs”)
Write, “I like to _____ _____________.” (from
other than fingers
my ____,” with magic Lesson 2)
is helpful for lefthanded students.
lines for the blanks
so the lesson focuses Sentence strip with
on stretching words the sentence frame, Materials:
to replace the magic “I like _______, but I
do not like ________.” Chart paper with
line, not on
illustrating.
the sentence
Eating the Alphabet: squished
21
another book in
which the author
or characters
state an opinion
with a reason.
Connection:
“Writers, we have
now written
stories about
ourselves and
learned how to use
graphic
organizers for
informational
writing. Today we
will begin learning
about opinion
writing.”
Teach
(modeling):
Refer to the visual
aid, “What is an
Opinion?” “An
opinion is the way
you think or feel
about something.
When you say
what you like or
don’t like, you are
expressing an
about something.”
Refer to the visual aid,
“What is an Opinion?”
“Writers, today we will
learn some ways to
state our opinion.”
Teach (modeling):
“First, I want to think
of a topic that I can
share an opinion about
with you. I enjoy being
outside, and I am
thinking about some of
my favorite things to
do outside. I enjoy
gardening, taking
walks, and riding my
bike. Now, I’m ready to
share my opinion with
you. I’m making a
picture in my head of
which one of these I
like best. My favorite
thing to do outside is
gardening.”
Active Engagement
(guided practice):
“Think about
something you like to
do. Now think of
Writing/sound
cards
Fruits and
Vegetables from A
to Z, by Lois Ehlert
White board and dry (or some other
erase markers
visual
representations of
Connection:
food)
together: “I like
apples but I do
not like grapes.”
“Writers we have
been sharing our
opinions about what
we like and we want
people to read them.
We need to write
words in ways so
that people can read
our writing. I have
also noticed that you
have such wonderful
ideas that you do not
want to get stuck
and not write an
idea just because you
are not comfortable
with spelling a word.
When writers need
to spell a word they
say the word slowly,
stretching the word
out, and write all the
sounds that they
hear in that word. I’ll
teach you how to do
this, and then you
Connection:
Marker
“Writers, we have
written opinions
about things we like
to do using the
sentence frames, “I
like_____” and “My
favorite is
_____________.” Today
we will express our
opinions about
things we like and
things we do not
like.”
Wooden sticks
(tongue
depressor or
popsicle stick)
with brown
circles drawn on
the top to
represent a
meatball – class
set
Teach (modeling):
“Opinions are the
way we think or feel
about something,
and sometimes, we
want to say that we
do not like
something. I thought
about this last night,
A piece of dry
spaghetti or
yellow yarn
Connection:
“Writers, I am
noticing that
many of you are so
busy writing, and
concentrating so
hard on what you
are writing about,
that you are
squishing all the
letters together.”
22
opinion. For
example, I’ve
heard many of you
talk about what
foods you like for
lunch, or what you
like to play at
recess. These are
opinions.”
another thing. Now
think of one more.
Then, make a picture
or a movie in your head
of what you like to do
best. Turn and tell your
partner your opinion
about something you
like.”
“At the beginning
of Red is Best, the
little girl states
her opinion by
saying she likes
her red stockings
the best because
she can jump
higher in them.”
I like ___________. My
favorite is ____________.
Active
Engagement
(guided
practice):
Bridge to
Independent
Practice:
Help the students
recall the story by
doing a quick
picture walk.
“Let’s think about
some other
opinions the little
girl expresses.
What are some of
Provide an additional
opportunity to turn
and talk if you feel
students need
additional practice
expressing opinions.
“Today, writers, you
will use one of these
sentence frames to
express your opinion.
Make sure your
pictures match your
words and that you use
the resources around
the room to help you
can write all of your
wonderful ideas so
that people can read
them.”
when I was at my
friend’s house for
dinner. We had so
many different foods
to choose from.
Teach (modeling): There were mashed
potatoes, broccoli,
Show your precorn, and baked
drawn opinion
chicken. Broccoli is
writing and read the one of my favorites,
sentence. Example:
so I took a big
“I like to pet my cat.” spoonful. I don’t like
“I want to write ‘pet.’ mashed potatoes as
Watch how I do it.
much, so I only took
I’m going to listen to a little.”
the sound at the
beginning of pet. Pet. “Today in my
Pp-et. /p/. Now I am writing, I’m going to
going to say it slowly write about the foods
again and write the
I like and don’t like.
letter that makes the In my opinion, I like
sound I hear. P-e-t.
broccoli, but I don’t
Oh! I hear a ‘p’ at the like mashed
beginning. Let’s
potatoes.”
reread what I wrote.
/p/ p (et). Lets say
Model using the
the word slowly
sentence strip, “I
again. I want to hear like ______, but I do
the last sound. P-e-t. not like _______.” first
Pet. Oh! I hear /t/ at verbally, then in
the end of the word.
your writing
notebook.
That’s a ‘t.’ Now I
think I wrote the
Active Engagement
word ‘pet.’ Let me
Teach
(modeling):
“I wrote my
opinion about
apples and
grapes.” Read
squished sample
to the students
and have
“trouble” reading
it. “ This is difficult
to read. I could
make it easier to
read if I split
apart the words
and showed each
individual word.
When I have one
word, the letters
are only a
spaghetti space
apart
(demonstrate).
When I am ready
to start a new
word, I need a
bigger space—a
meatball space—
to show that I’m
finished with one
word and starting
the next word.
Here I have a
23
her other
opinions about
red things?” Refer
back to the pages
of the story as
students discuss
the character’s
opinions.
She likes her red
__________________.
“We can express
our opinions just
like the girl in the
story. Think about
something you like
best. Make a
picture or a movie
in your head of
what you like.
Turn and tell your
partner something
you like best.”
I like ___________
best.
Bridge to
Independent
Practice:
“Writers, today we
learned that an
write.”
Closure:
“Writers, today we
used the sentence
frames, ‘I like ______.”
and ‘My favorite is
____.” to write our
opinions.” Select a few
students to share their
opinion writing with
the class.
TIP: Post the sentence
strips with the visual
aid, “What is an
Opinion?” in your
writing area.
reread it with my
finger under the
word.” Read “pet.”
“Wow! It really
helped me to say the
word slowly and
write the sounds I
hear.” Repeat with
the word cat.
You can also model
segmenting the
words in the same
manner as during
phonemic
awareness lessons
so that a connection
is made between
writing and
phonemic
awareness (why we
work on phonemic
awareness).
Active Engagement
(guided practice):
Distribute markers
and white boards.
“Writers, I want to
write another
sentence but I need
your help to write it.
(guided practice):
“Now it’s your turn
to think about what
foods you like and
don’t like and
express your opinion.
I’ll name a food. If
it’s something you
like, stand up. If it’s
something you do
not like, stay seated.”
Name a variety of
foods so students
can practice
expressing their
opinions. Use Eating
the Alphabet or
other visuals of food
as a reference.
meatball spacer
(show stick) that
will help me make
spaces between
my words.”
Rewrite sentence
and model using
the meatball
space stick.
Reread sentence.
“That is much
easier to read.”
Active
Engagement
(guided
practice):
Pass out set of
space tools.
“Writers, these
Writers, we were just space tools
expressing our
(meatball spacers)
opinions about foods will now be
we like and foods we available during
do not like.
writing time for
Remember how I
you to use if you
wrote, ‘I like
have a hard time
broccoli, but I do not putting spaces
like mashed
between your
potatoes.’ Now it’s
words. We are
time for you to write going to practice
about what foods
using them. I am
you like and don’t
going to add to my
24
opinion is the way
you think or feel
about something.
When you are
working today, try
to include your
opinion about
something in your
writing.”
Closure:
“Today we learned
that an opinion is
the way you think
or feel about
something. If you
included your
opinion in your
writing today,
stand up.” If time
and attention
allows, you can
have a few
students share
the opinions they
wrote today.
TIP: Post the
visual aid in your
writing area.
I want to write, ‘It is
soft.” The first word
is ‘it.’ See if you can
help me write the
word ‘it’ for my next
sentence. Write ‘it’
on your white board.
First we say the word
slowly, i-t. What
sound do you hear at
the beginning of ‘it’?
Listen, and turn and
talk to the person
next to you about the
first sound that you
hear. /i/ Write the
letter that makes the
/i/ sound. Put your
finger under what
you have written and
let’s read it together
/i/. We wrote ‘i.’ Say
the next sound and
write what you hear.
Put your finger
under the letters and
let’s reread it: ‘it.’” As
students finish the
word, add it to the
teacher example.
Write ‘is,’ then
repeat above with
the word “soft.”
like. First, make a
picture in your head
of what you like to
eat. Now, make a
picture in your head
of a food you do not
like very much.”
Have students turn
and talk, using the
sentence frame.
I like ________, but I
do not like _______.
Bridge to
Independent
Practice:
“Today when you
write, you’ll use the
sentence frame to
help you write your
opinions about foods
you like and do not
like. When we come
back together, you
will be able to share
your opinions with
each other.”
Closure:
Have students
return to the carpet
story. Each time
we need a space I
want you to hold
up your stick and
‘put’ the space in
before the next
word starts.”
Write: “Apples are
crunchy.” The
students use their
space tools in the
air between each
word.
Bridge to
Independent
Practice:
“Writers, today
you will make sure
you put spaces
between your
words so that you
and others can
read your
opinions. Please
use the new tools
to make putting
spaces in easier
and more fun.”
Closure:
25
Note: “Is” is a word
wall word at this
point in the year, so
keep the focus on
stretching sounds
for this lesson.
with their writing
and sit in a circle.
Provide students
with an opportunity
to read their opinion
about food aloud.
Bridge to
Independent
Practice:
TIP: Post today’s
sentence strip with
the others from the
previous lesson.
Bring students
together and
show writing
samples that have
used spaces
between the
words, especially
of those you saw
using the new
writing tool.
“As you are writing
your opinion today,
remember the
strategy that we just
practiced. Say the
word, then stretch
the word out by
saying it slowly, and
then write one letter
for each sound.
Reread the word you
have written so far
and then say the rest
of the word slowly,
listening for the next
sound that you hear
and then write down
the letter of that
sound. If you do not
know a sound you
can use a magic line.
Make sure that you
write down all the
26
sounds you hear that
you do know in each
word.”
Note: It is important
to use your
professional
judgment about the
use of magic lines as
the school year
progresses so that
students are actually
writing the letters
for the sounds they
know and not just
relying on magic
lines because it is
easier.
Closure:
Bring students
together and have
them share a word
that they stretched
out in their writing.
“Writers, when you
are writing your
opinion, try to use
this strategy of
stretching words so
that you can keep
writing and people
can read your
27
words.”
Week 2
Class Opinion
Book
Mini Lesson
Teaching Point:
Students will
name a book and
express an
opinion about it.
Materials:
Two books that
the students are
familiar with, to
use for modeling.
Plaidypus Lost, by
Janet Stevens and
Susan Stevens
Crummel, and
Bear Snores On,
by Karma Wilson
are used in this
Facts and Opinions
Mini Lesson
Teaching Point:
Students will classify
and categorize
statements as facts or
opinions.
Materials:
Visual aid, “What is an
Opinion?” (Opinion—
Winter, Lesson 1)
Chart paper and a
marker
Fact and Opinion
Statements, (follows
this lesson) with each
statement cut apart
ahead of time
More Ways To State
Your Opinion
Mini Lesson
Teaching Point:
Students will
explore additional
ways to state their
opinion.
Opinions Are
Stronger With a
Reason
Mini Lesson
Teaching Point:
Students will begin
to provide a reason
for their opinion.
Materials:
Materials:
My Lucky Day, by
Keiko Kasza, or any
other book already
familiar to the
students
Red is Best, by
Kathy Stinson, or
another book in
which the author or
characters state an
opinion with a
reason (Reread
prior to this lesson)
Vocabulary for
Stating An Opinion
visual aid (follows
this lesson)
My School Year
Book, Part 1:
Writing Your
Opinion
Vocabulary for
Stating An Opinion
visual aid, for
Mini Lesson
Teaching Point:
Students will
express a variety
of opinions and
state the reasons
for their opinions.
TIP: You may
need to spread
this lesson out
over several days
to provide
adequate time for
students to write
two or more
opinions for their
28
example.
Tape or glue
A small collection
of books. Eric
Carle is used in
the example, but
any set of books
the students are
familiar with will
work.
Connection:
Connection:
“Writers, yesterday
we talked about the
“Writers, when we
difference between
were researching
facts and opinions.
information for our
Now we will focus on
animal riddles, we
opinions. Earlier
were looking for facts, this year, we learned
or information that is
that we can state our
true, about animals.
opinion by writing, ‘I
Sentence strips
We have also learned
like _____.’ ‘My
from previous
that opinions are the
favorite _____.’ and ‘I
Opinion lessons
way you think or feel
like _____, but I do not
(for reference)
about something. Facts like ____.’ Today we
and opinions are two
will learn more ways
Writing paper, at
different kinds of
to state our
least one page per writing, and it is
opinion.”
student (choose
important as writers to
any template from know the difference
Teach (modeling):
the Teacher
between them. Today
Resources section we will categorize and “I was thinking
of this binder)
classify, or sort, facts
about the story, My
and opinions.”
Lucky Day. I
Connection:
remembered how
Teach (modeling):
much fun it was to
“Writers, we have
read it together. I
learned that an
Refer to the visual aid, recall how...” Take a
opinion is the way “What is an Opinion?” picture walk
you think or feel
“An opinion is the way through the story to
about something.
you think or feel about help students recall
We have shared
something. When you
what happened,
our opinions about say what you like or
pointing out a few
our favorite things don’t like, you are
key moments. “I
reference (see
Lesson 2)
‘because’ written on
a sentence strip, the
word wall, or
somewhere else in
the classroom
books.
Materials:
“What is an
Opinion?” visual
aid, for reference
(Opinion—
Winter, Lesson 1)
Connection:
“Writers, I have been
reading the opinions
you have written,
and I want to know
more about them. I
want to know why
you think or feel the
way you do.
Writers make their
opinions stronger
when they write a
reason for their
opinion. A reason
tells others why
someone feels or
thinks a certain way.
Today we will write
an opinion and give
a reason for our
opinion.”
“Vocabulary for
Stating An
Opinion” visual
aid, for reference
(see Lesson 2)
‘because,’ posted
in the classroom,
for reference
Chart paper and a
marker
“My Favorites”
book template
(follows this
lesson)
o Cover page, one
per student (to be
used in Lesson 6,
Part 3)
o Blank page, two
or more per
student
29
to do, and about
what foods we like
and do not like.
Today we will
express our
opinions about
books we have
read this year.”
expressing an opinion.
A fact is information
that is true, something
you can prove using
research.”
would like to share
my opinion about My
Lucky Day with you. I
could write, ‘I like it
when Mr. Fox passes
out from exhaustion,’
On chart paper, make
but I’d like to try
a T-chart and label one something new.”
column “fact” and the
Refer to Vocabulary
other “opinion.”
Teach
for Stating An
(modeling):
Opinion visual aid.
“Listen to this sentence: “Here are some other
“Writers, we have ‘I like spotted
ways I can start my
been talking about cheetahs.’ I hear the
sentence.” Read the
all kinds of
words, ‘I like,’ and I
sentence starters
favorites. That has know that when you
aloud. “I want to try
me thinking about say what you like, you
this one, ‘I think.’ ‘I
all the books we’ve are expressing an
think it is funny
been reading this
opinion, so I’ll put ‘I
when Mr. Fox passes
year.” Hold up
like spotted cheetahs.’
out from
Plaidypus Lost
here, under the word
exhaustion.’”
and Bear Snores
opinion.” Glue or tape
On. “I’m thinking
the sentence in the
“Now I want to
opinion column.
about Plaidypus
express my opinion
Lost and Bear
about another part
“Now listen to this
Snores On. In
of the story. I
Plaidypus Lost, I
statement: ‘Cheetahs
remember how
like how the little
have spots.’ I could look frightened the piglet
at a book about
girl keeps losing
looked when Mr. Fox
cheetahs and see that
Plaidypus and
answered the door. I
finding him again. cheetahs do have spots. could write, ‘I feel
In Bear Snores On, That is something I can worried that Mr. Fox
prove, so I know
I like how Bear
will eat the piglet.’”
‘Cheetahs have spots.’ is Point to “I feel” on
keeps sleeping
Teach (modeling):
“I was thinking
about the story, Red
Is Best. In the story,
the main character
likes her red things
best, and gives a
reason for each
different item. For
example, she says, ‘I
like my red stockings
the best.’ Her reason
is, ‘I can jump higher
in my red stockings.’
Another example
where she gives a
reason for her
opinion is after she
says, ‘I like my red
jacket the best.’ On
the next page, we
read that the reason
she likes it best is
because she can
pretend to be Red
Riding Hood in it.”
“Writers, I used the
word, ‘because,’
when I gave the
reason for the main
character’s opinion.
‘Because’ is one way
o Conclusion
page, one per
student (to be
used in Lesson 6,
Part 3)
Teacher-made
example of one
page in the book
(i.e. “My favorite
field trip was the
zoo because I saw
lions.” with a
simple
illustration.)
Connection:
“Writers, we have
learned so much
about sharing our
opinions. We
know that an
opinion is the way
you think or feel
about something.
We learned many
different ways to
express our
opinion, and that
we can make our
opinions stronger
when we give a
reason, or tell
30
while his friends
have a party. I like
them both, but I
think I like Bear
Snores On best.”
“Today I’m going
to use some
special paper to
write my opinion
about the book. I’ll
write, “I like Bear
Snores On.” Model
copying “I like”
from the sentence
strip and copying
the title from the
book. “I could
draw a picture of
the cover but I
think I will draw a
picture of my
favorite page.”
Sketch out the
picture. “I will go
back and finish my
illustration later.”
Note: Different
books are used
for modeling than
for Active
Engagement so
that students
a fact.” Glue or tape
the sentence in the
fact column.
Active Engagement
(guided practice):
the visual aid.
Active Engagement
(guided practice):
“Let’s try some of
these together. First,
“Now I’d like your help. let’s reread the ways
Listen to this sentence
we can start our
and help me decide if it opinion sentences.”
is a fact or an
Have students read
opinion.” Read aloud
the sentence
another sentence.
starters from the
“Let’s think, is this
visual aid with you.
sentence telling us an
“You can use one of
opinion, how you think these to help you
or feel about
state your opinion
something, or is it a
about My Lucky Day.
fact, something you
Make a picture in
can prove? If you
your head of a part
believe the sentence is
of the story you want
a fact, stand up. If you
to share an opinion
believe it is an opinion, about. Now, think of
stay sitting.” Post the
a sentence that
sentence in the
begins with one of
appropriate column,
the ideas on the
and continue with the poster.” Have
remaining statements students turn and
(or as long as student
talk, then share out
attention allows).
a few ideas with the
whole group.
TIP: If you feel
students would benefit Bridge to
from additional
Independent
writers can help the
reader understand
that they are giving
a reason for their
opinion. I’ll write the
word here to help us
remember it.” Write
and post the word,
‘because’ in your
writing area.
Active Engagement
(guided practice):
why. Today, we
will use all the
information we’ve
learned about
stating our
opinions to write
a book about our
experiences in
school this year.”
Teach
(modeling):
“Writers, we have
done so many
things in school
this year. We have
learned about
[animals, trees,
friendship]. We
have [gone on
field trips to ____,
played at recess,
worked on math
Work Places].”
Record some
ideas with a quick
sketch on chart
ELD: She likes _______ paper.
because ________.
“One of the things
“Now I want you to
I really enjoyed
make a picture in
this year was
your head of
going to the zoo. I
“Let’s look through
the rest of the book.
What other red
things does the main
character like and
why, what is her
reason for her
opinion?” Lead a
discussion, using the
sentence frame
below and referring
to the text as
support.
31
come up with
their own
opinions about
their favorite
book rather than
copying the
teacher.
Active
Engagement
(guided
practice):
practice, you can
include a fact/opinion
sentence sort in a
literacy center.
Bridge to
Independent
Practice:
“Writers, today you
may choose what you
would like to write.
However, whatever you
are writing, pay
attention to whether
you’re writing facts or
opinions.”
Practice:
“Writers, today when
you are writing, you
may want to write
an opinion. If you do,
you could use one of
these ways to start
your sentence.”
Closure:
“Writers, today we
“Now, writers, we
learned more ways
are going to look
to express our
opinions. I noticed
at these books by
many of you used
Eric Carle that we
these ideas to begin
have read this
year. As I show you Closure:
your opinion
sentences.” Read
each book I want
you to recall what “Writers, if you wrote a through the visual
fact, information that
aid again with the
happened in the
is true, touch your nose. students. “I will put
story, something
If you wrote an
you liked or
this poster in our
opinion about how you writing center so you
something you
think or feel about
can use it whenever
remember.” Hold
up each book one something, tickle your
you are writing your
ears.” If time allows,
at time, and call
opinion.” Post the
have a few students
visual aid in your
on a few
share their facts and
writing center for
individuals to
opinions.
reference.
share what they
remember.
“Tell yourself
something you like
best, something that
is special to you or
your favorite. Maybe
it’s a stuffed animal,
something to wear,
or a place you like to
be. Now think about
a reason why you
like it. Writers, you
can begin your
sentences with, ‘I
like,’ or any of the
other new ways
you’ve learned to
state your opinion.
Turn and talk to
your partner about
what you like best
and the reason for
your opinion.”
Bridge to
Independent
Practice:
remember how
much fun I had
seeing the
different animals
with you. I
especially liked
seeing the lions—I
was so excited to
see the cuddly
cubs! I decided to
write my first
opinion about the
zoo. I wrote, ‘My
favorite field trip
was the zoo
because I saw
lions.’ and drew a
picture of the lion
cubs. See how I
made my opinion
stronger by
writing ‘because’
and giving a
reason why it was
my favorite.”
Show students
the teacher-made
example.
“Today, writers, you
will write your
opinion and give a
reason for it.
Remember you can
If additional
modeling is
needed: “I want to
make another
page in my book.
I like ______ because
_______.
32
which book, in
your opinion, is
your favorite.
Then, make a
picture in your
head of what you
will draw from the
story.” Have kids
turn and tell their
partner which
book they like
best, referring to
the sentence
frames.
“I like
____________.” “My
favorite is
___________.”
Writers, today we
will be making a
class book about
our favorite Eric
Carle books. You
will make a page
for the book by
writing your
opinion on this
special writing
paper. Make sure
you use spaces
between your
words and copy
use any of the ways
we’ve learned to
start your sentence,
and the word,
‘because’ is here to
help you spell it.”
Closure:
At the end of this
lesson, have the
students get in
groups of 5-6.
“Writers, today we
learned that our
opinions are
stronger when we
give a reason. In
your small groups,
please share the
opinions and reasons
you wrote with each
other.” Circulate
through the groups
to support students
as needed.
This time I’ll write
an opinion about
something I like to
do at recess. I’m
making a picture
in my head of
what I like doing
at recess. I really
enjoy crossing the
monkey bars. I
want to write, ‘I
think the monkey
bars are fun
because I can
cross them.’”
Model writing the
sentence,
including using
classroom
resources,
stretching
sounds, and
including spaces
and end
punctuation.
Draw a quick
sketch to
illustrate.
Active
Engagement
(guided
practice):
33
the title from the
book so that your
writing is readable
to others.”
Closure:
“Writers, before
you clean up
today, please
share your writing
with a partner.”
As they finish,
collect student
writing to publish
as a class book,
remembering to
celebrate the new
work with a read
aloud or other
publishing
celebration when
it is finished.
“Writers, I need
your help
remembering
some of the other
things we have
done in school this
year. Make a
picture of
something you
remember doing
this year. Now
think of another.
Now think of
another. Turn and
tell your partner
what you
remember from
school this year.”
Provide students
time to talk, then
share ideas aloud
with the class and
add to the chart
paper. Reread the
list together
aloud. (List may
include: science
topics, lunch
foods, playground
activities, favorite
books, math
activities, field
trips, special
34
events, etc.)
“Let’s write
another opinion
about this school
year together.”
Choose another
topic from the
chart paper to
write about. “I
remember how
excited you always
are when pizza is
on the lunch
menu. Let’s write,
‘My favorite lunch
is pizza.’” Write
the sentence with
student input,
being sure to use
classroom
resources, stretch
sounds, and
include spaces.
“We can make our
opinion even
stronger if we add
a reason. Why is
pizza a favorite
lunch item?” Have
a few students
briefly share a
reason to include.
“Help me add this
35
reason to my
opinion.” Utilize
student input to
expand the
sentence by
adding the reason
using the word
‘because.’ “I will
go back and finish
my picture later.”
Bridge to
Independent
Practice:
“Now it is time for
you to begin
writing your
opinion book. You
will use one piece
of this special
paper for each
opinion.
Remember that
we have learned
many different
ways to state our
opinion and that
opinions are
stronger with a
reason. We will
want others to
read our books, so
make sure you use
36
resources to help
you spell, use
lowercase letters,
and put spaces
between your
words.”
“Choose a topic
from the list and
make a picture in
your head. Think
about how you
want to start your
sentence and state
a reason for your
opinion.” Provide
time for students
to turn and talk,
then send them
off to write.
“I like _______
because _______.”
“My favorite ______
because _______.”
Make additional
pages available
for students to
use as they finish
each page.
Closure:
Have students
37
partner share
work. “Writers,
today you wrote
at least one
opinion of
something that
happened this
school year and
gave the reason
for your opinion.”
Collect student
pages to continue
working on
subsequent days.
Week 3
Continue to
work on Opinion
Writing using
the Writing
Process.
The process of
writing can be
taught through
Modeled
Writing, Guided
Writing,
Interactive
Writing and
Independent
wiring
Continue to work on
Opinion Writing
using the Writing
Process.
The process of
writing can be taught
through
Modeled Writing,
Guided Writing,
Interactive Writing
and Independent
wiring
Continue to work
on Opinion Writing
using the Writing
Process.
The process of
writing can be
taught through
Modeled Writing,
Guided Writing,
Interactive Writing
and Independent
wiring
Continue to work
on Opinion Writing
using the Writing
Process.
The process of
writing can be
taught through
Modeled Writing,
Guided Writing,
Interactive Writing
and Independent
wiring
Continue to
work on Opinion
Writing using
the Writing
Process.
The process of
writing can be
taught through
Modeled
Writing, Guided
Writing,
Interactive
Writing and
Independent
wiring
38
Week 4
Continue to
work on Opinion
Writing using
the Writing
Process.
The process of
writing can be
taught through
Modeled
Writing, Guided
Writing,
Interactive
Writing and
Independent
wiring
Continue to work on
Opinion Writing
using the Writing
Process.
The process of
writing can be taught
through
Modeled Writing,
Guided Writing,
Interactive Writing
and Independent
wiring
Continue to work
on Opinion Writing
using the Writing
Process.
The process of
writing can be
taught through
Modeled Writing,
Guided Writing,
Interactive Writing
and Independent
wiring
Continue to work
on Opinion Writing
using the Writing
Process.
The process of
writing can be
taught through
Modeled Writing,
Guided Writing,
Interactive Writing
and Independent
wiring
Continue to
work on Opinion
Writing using
the Writing
Process.
The process of
writing can be
taught through
Modeled
Writing, Guided
Writing,
Interactive
Writing and
Independent
wiring
Word Study (RF. RF. 2d, 3 c; L.K.4 a, b; L.K.5 a, b) Follow LCPS Phonics Scope & Sequence
Word study should be included in guided reading, shared reading, read aloud, and/or mini lesson section as part of writer’s workshop.
Word work skills can then become part of independent center work the following week.
Focus Standards: RF. K. 2 d, 3 c, 4
Integrated Standards:
Check In’s per focus standard:
RF. K. 2 d – DIBELS/ IDEL Phoneme Segmentation
RF. K 3 c – Sight Word List (Dolch/ Jan Richardson)
RF. K 4 – Fluency Rubric
Optional Resources
1. Words Their Way
http://mypearsontraining.com/pdfs/tg_wtw_wsinaction.pdf PDF document that explains step by step process for word sorts
Day 1
Day 2
Day 3
Day 4
Day 5
Introduce the word
Students sort their
Students do a Blind
Students do a Word
Assessment:
sort in small groups
words, check with self, Sort or…
Hunt in their guided
Teacher gives students
39
partner or teacher
Students do a Speed
Sort
reading book looking
for words that contain
the spelling feature.
a writing sort with a
few words from the
sort and a few words
that follow the pattern,
but are not in the sort.
Students can glue the
sort into a journal
2. Florida Center for Reading Research
http://www.fcrr.org/for-educators/sca_cc_rfs_2.asp
Website organizes activities by reading foundation standards. These activities can be used to supplement word study instruction and/or
as independent centers once students have master phonics and fluency skills.
3. Recipe for Reading (see IS for manual)
Phonics program based on the Orton-Gillingham methodology including systematic, direct instruction which targets struggling readers
but is useable for all students.
Assessment: Qualitative Spelling Inventory
Word Study Activities
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Elementary Word Wall pdf A word wall is an organized collection of words prominently displayed in a classroom. This display is used
as an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see
patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference
support for children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.
http://www.christina.k12.de.us/LiteracyLinks/elemresources/inventories/elem_spelling_inventory.pdf
40
Guided Reading
(In your weekly lesson plans list: Groups, student names,
book, level, and instructional focus)
Focus Standards:
Integrated Standards:
Check In’s per focus standard:
Students participate in small group differentiated instruction. Text
is determined based on student reading level and strategy needs.
Pre A – Transitional
Resources
http://www.janrichardsonguidedreading.com
Jan Richardson website includes many resources including
printable lesson plans, visuals, word work activities, videos, and
student work samples.
Literacy Stations / Differentiated Centers
(Planning should be driven by your guided reading, word study and student
needs)





Independent Reading
Writing About Reading
Word Sorts (Words Their Way)
Sight Words Fluency Games
Lexia
Resources
Jan Richardson, The Next Steps in Guided Reading, chapter. 1 pp. 637
Chapter explains how before small group instruction you must set
up independent practices through center rotations.
http://www.theschoolbell.com/Links/Dolch/Contents.html Sight
Word Fluency Games and Activities
https://www.thedailycafe.com/daily-5
The website introduce the Daily 5 structure for center rotation:
http://teacher.scholastic.com/reading/bestpractices/guidedreadin Read to Self, Read to Someone, Work on Writing, Word Work, and
Listening/Technology
g.htm
Scholastic website authored by Gay Su Pinnel, leading researcher in
Scholastic differentiated center ideas:
guided reading. Provide background information, leveled book
http://www.scholastic.com/teachers/collection/differentiatedrecommendations, and classroom structure.
literacy-centers
First Grade Centers:
“Guided reading is a teaching approach designed to help individual http://www.billings.k12.mt.us/literacy/firstgrade/first_grade_cent
students learn how to process a variety of increasingly challenging ers.html
texts with understanding and fluency.” Fountas and Pinnell
For guided reading presentations and more resources go to
lcps.blackboard.comlog in go to LCPS all elementary PD 
Click on left menu “Elementary PD”  Click on “Guided Reading”
Assessment:
 Bi-Weekly Running Records
 Anecdotal Notes
41
and see all the available resources.

DRA at the end of the 9 week period
Integrated Tasks
These tasks are based on the content of social studies, integrating ELA standards and building toward the Culminating Task.
These tasks contribute to the students overall understanding. Students will have opportunities to explore, research, discuss,
write and publish about the topic.
Task 1 – Make a map based on Rosie’s Walk (Page 1 of culminating task)
Focus Standards: W.K.8; W.K.1; L.K.4a; RF.K.3c; Geography K-4 Benchmark II-A&E;
Integrated Standards: SL. 1 a, b, 2, 3, 4, 5, 6; RI. 1, 2, 7; L. K.2 a, b, c, d, 6
With drawing, dictating or writing students can add a description of Rosie’s walk. Include a word bank each day to support your writers.
Include words from the story, as well as relative and personal direction words.
Students can add an opinion piece using the following sentence frames:
My favorite part was _________________ because __________________.
I thought the story was ___________________ because _____________________.
I like ___________________ because ___________________________.
42
Task 2 – Make a classroom map using the components of a map (Page 2 of culminating task)
Focus Standards: W.K.8; L.K.4a; RF.K.3c; Geography K-4 Benchmark II-A&E;
Integrated Standards: SL. 1 a, b, 2, 3, 4, 5, 6; RI. 1, 2, 7; L. K.2 a, b, c, d, 6
With drawing, dictating or writing students can add a description to their map. Include a word bank each day to support your writers.
Include location words, as well as classroom labels.
Students can add directions for how to go from one part of the classroom to another.
43
Task 3 – Make a map of me and my room (Page 3 of culminating task)
Focus Standards: W.K.8; W.K.1; L.K.4a; RF.K.3c; Geography K-4 Benchmark II-A&E;
Integrated Standards: SL. 1 a, b, 2, 3, 4, 5, 6; RI. 1, 2, 7; L. K.2 a, b, c, d, 6
With drawing, dictating or writing students can add a description of their room. Include a word bank each day to support your writers.
Students can write an opinion piece using the following sentence frames:
My favorite part of my room is ___________________ because ______________________.
I like my room because _________________________________.
I wish my room had ___________________________ because ____________________________.
44
Task 4 -Culminating task: As a class, make a mural of the world including labels of similarities and differences to the children
from other parts of the world. Students can use this mural for the last page of their four page thinking map.
Focus Standards: W.K.8; Geography K-4 Benchmark II-A&E;
Integrated Standards: SL. 1 a, b, 2, 3, 4, 5, 6; RI. 1, 2, 7; L. K.2 a, b, c, d, 6
With drawing, dictating or writing students describe a connection or connections they made to children around the world or to their
world. Include a word bank each day to support your writers.
45
Resources for Student Research:
Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL
instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
 Presentation Plan
 Project Presentation Audience Feedback
 My Thoughts
PBL Rubrics
 Collaboration Rubric
46

Presentation Rubric
47