Kindergarten Writing Plans Unit 4
Lesson 16
Topic: Testing Ideas
Read Aloud Book: Dear Mr. Blueberry
Big Book: What is Science?
Companion Piece: Benjamin Franklin, Inventor
Essential Question: What kinds of things do
scientists study?
Target Skills: Main Idea; Details
Kindergarten Writing Plans Lesson 16
Day 2: Writing in response to the read aloud, Dear Mr. Blueberry
Comprehension Skill Addressed in Writing: Using details from a text
Before 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 water
 Are too big
 Migrate great distances
 Live in oceans
The 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 needed
This writing focuses on using details from the text to support the
main idea that whales cannot live in ponds.
Kindergarten Writing Plans Lesson 16
Day 3: Writing in response to the big book, What is Science?
Comprehension Skill Addressed in Writing: Main idea and using details from a
text
Report 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
Before 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:




Stars
Rocks
Fossils
Soil
ETC……
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 16
Day 5: Writing in response to the companion piece, Benjamin Franklin,
Inventor
Comprehension Skill Addressed in Writing: Main idea and using details from a
text
Report 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 words
Before 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 4
Lesson 17
Topic: Nature All Around
Read Aloud Book: It is the Wind
Big Book: From Caterpillar to Butterfly
Companion Piece: Anansi and Grasshopper
Essential Question: How do living things grow and
change?
Target Skills: Sequence of Events; Author’s Word
Choice
Kindergarten Writing Plans Lesson 17
Day 2: Writing in response to the big book, From Caterpillar to Butterfly
Comprehension Skill Addressed in Writing: Sequence of Events
Before 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 differentiate

For 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 17
Day 4: Writing in response to the trade book, The Tiny Seed (not found in
Harcourt)
Comprehension Skill Addressed in Writing: Sequence of Events
Report Card Skill Addressed: Students will use a combination of drawing,
dictating, and writing using informational text
Before 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 Grow




Seed becomes full and round
Roots grow down into the soil
Stems and leaves grow up
toward the sun and air
The flower grows
After 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 growth
 Illustrate the 4 stages and write a sentence with each
Kindergarten Writing Plans Unit 4
Lesson 18
Topic: Oceans and Waterways
Read Aloud Book: One-Dog Canoe
Big Book: Atlantic
Companion Piece: Poems about the Sea
Essential Question: In what ways is the Atlantic
Ocean special?
Target Skills: Author’s Purpose; Figurative Language
Kindergarten Writing Plans Lesson 18
Day 2: Writing in response to the big book, Atlantic
Comprehension Skill Addressed in Writing: Using details from the text
Report Card Skill Addressed: Students will use a combination of drawing,
dictating, and writing using informational text
Before 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 18
Day 4: Writing in response to the big book, Atlantic
Before 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 does
2 adjectives that describe the ocean
Noun (Atlantic)
Sample:
Atlantic
gigantic, cobalt, enormous
moving, growing, changing
salty, blue
Atlantic
Kindergarten Writing Plans Unit 4
Lesson 19
Topic: Outdoor Adventures
Read Aloud Book: Nicky and the Rainy Day
Big Book: Sheep Take a Hike
Companion Piece: The Three Billy Goats Gruff
Essential Question: What kinds of things could
happen on a hike?
Target Skills: Cause and Effect; Sequence of Events
Kindergarten Writing Plans Lesson 19
Day 2: Writing in response to the read aloud book, Nicky and the Rainy Day
Comprehension Skill Addressed in Writing: Using details from the text
Before 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:
Places
desert
jungle
Reasons NOT to Visit
hot, nothing to drink, might get lost
Students 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 19
Day 4: Writing in response to the big book, Sheep Take a Hike
Comprehension Skill Addressed in Writing: Sequence of events
Before 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 writing
Kindergarten Writing Plans Unit 4
Lesson 20
Topic: Making Discoveries
Read Aloud Book: Duck and Goose
Big Book: Curious George’s Dinosaur Discovery
Companion Piece: Exploring Land and Water
Essential Question: What do scientists do when they
discover something new?
Target Skills: Sequence of Events; Conclusions
Kindergarten Writing Plans Lesson 20
Days 2 and 3: Writing in response to the big book, Curious George’s Dinosaur
Discovery
Comprehension Skill Addressed in Writing: Sequence of events
Before 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 dirt

Sifted the dirt

Brushed off the bones

Took pictures of the bones
Students 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 20
Day 4: Writing in response to the companion piece, Exploring Land and Water
Comprehension Skill Addressed in Writing: Using details from a text
Report 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:
Ocean
water
Big
People swim in it
River
Water
Always moving
Mountain
Land
Cold at top
Snow doesn’t melt
on top
Island
Land, but water
all around it
Get there by
boat
Students can write sentences about 2 of the land or water areas and
illustrate.
Example: The ocean is big.
Kindergarten Writing Plans Lesson 20
Day 5: Writing in response to the read aloud book, Duck and Goose and the
big book, Curious George’s Dinosaur Discovery
Comprehension 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 story
Before 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.