Reading Lesson Planning Guide-Literary | Kindergarten
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Make predictions based on title, cover, illustrations, and text.
 Make/revise/confirm predictions (e.g., text structure, events, action, problem, and solution)
PO2. Derive meaning from books that are highly predictable, use repetitive syntax, and have linguistic redundancy.
GESDPO3. Make text to self and text to text (book to book and within text) connections
GESDPO4. Monitor comprehension (words, sentences, text, and through visualizing).
Instructional Period 2
Topic: Literary Elements – Narrative
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 1: Literary Elements
Students need to identify, analyze, and apply knowledge of the structure and elements of literature.
Big Idea: Basic Building of a Story
Essential Questions: What are the parts of a narrative? Why did the author write this?
Performance
Objective
S2C1PO1.
Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction and poetry are read aloud.
Process Integration
(skills to use)
R-S1C6PO2.
Derive meaning from books that are highly predictable, use repetitive syntax, and have linguistic redundancy.
W-S3C1PO2.
Participate in writing simple poetry, rhymes, songs, or chants.
R-S2C1-LS-R4.
Listen and respond to stories, poems, and non-fiction.
R-S2C1-LS-R5.
Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.
Explanations and Examples
Explanation:
Students should be able to listen to a story and poem. Students should be able to recognize when words and phrases are repetitive.
Key Vocabulary:
Repeat: when a word or phrase appears again in the text
Pattern: when words or phrases are repeated in the text
Example:
During shared reading select a repetitive big book, I Went
Walking. Have the children join in and read along. Highlight the repetitive pattern.
Extend the pattern to a class shared writing experience.
Together write a takeoff of I went walking what did you see?
And list things around the school or classroom.
Resources
Introduction
Lessons:
 Down on the
Farm
Story Town:
Volume 2:
T269
Supplemental
Resources:
 Brown Bear,
Mrs. Wishy
Washy, The
Little Red
Hen, The
Three Little
Pigs,
Jamberry, A
Assessment
Teacher
Observation
1 Glendale Elementary School District 4/15/2020

Reading Lesson Planning Guide-Literary | Kindergarten
A.V.
Poem
Rhyming
S2C1PO3.
Retell or re-enact a story, placing the events in the correct sequence.
W-S3C1PO1.
Participate in a group discussion, based on a literature selection, that identifies the: a.
Characters b.
Setting c.
Sequence of events
R-S2C1-LS-R1.
Tell or retell a personal experience or creative story in a logical sequence.
A.V.
Retell
Sequence
Key events
Explanation:
Students should be able to orally name characters, setting and key events in the story.
Key Vocabulary:
Characters: people or animals in the story
Setting: where the story takes place
Key events: important events - for example if an event is left out does the story retain its meaning
Sequence: put in order (beginning, middle, end)
Retell: orally summarize the sequence of events in a story naming characters and setting
Beginning: what happens first in the story
Middle: main event that happens in the story
End: main event that concludes the story
House is a
House for
Me, Jesse
Bear
 Songs: Down by the Bay, If
You’re
Happy,
Cookie Jar
 Storytown:
Big Book of
Rhymes and
Poems and
Music CD
 Big Book:
Brown Bear,
Brown Bear by Eric Carle
Introduction
Lesson:
 Story Town:
Volume 3
Lesson 17 page T361
 Library Book:
David’s
Drawing
 Story Town:
Snowmen At
Night story retelling sequence cards Volume
3 page T301
 Options:
Make graphic organizer or sequence cards for other stories
 Use any set of sequencing cards 3, 4, 5 steps
 Stick puppets to re-enact story
2 Glendale Elementary School District 4/15/2020

3 Glendale Elementary School District 4/15/2020
Reading Lesson Planning Guide-Literary | Kindergarten
Example:
Use familiar story or classic literature to identify characters, setting, key events at the beginning, middle and end of story.
(examples: The Three Little Pigs, The Little Red Hen,
Goldilocks and The Three Bears)
Reformat the Elements of a Narrative on a graphic organizer to support the retell or re-enactment of a story in sequence highlighting the beginning, middle and end.
Characters Setting
Hint of the Problem
Event
Beginning
Resolution
Event
Middle
Event
End
Lesson Learned
Feeling