Kindergarten Literacy Block
Unit 1 Week 3
Time
15
min.
Day 1
Reading
Build Background
for the story
~Using Your
Sense
Introduce oral
vocabulary in
context
explore/senses
Day 2
Reading
Build Oral
Language
~ vocabulary in
context:
explore/senses
~category words:
see, taste, smell,
touch, hear,
Day 3
Reading
Build Oral
Language
~ vocabulary in
context:
explore, senses,
feast, kneads,
finished
Day 4
Reading
Build Oral
Language
~ vocabulary in
context:
explore, senses,
feast, kneads,
finished
~category words:
see, taste, smell,
touch, hear,
High Frequency
Word: see
15
min.
Listening
Comprehension:
~Genre:
Informational Text
Strategy Minilesson:
~Ask and Answer
Questions
15
min.
Listening
Comprehension:
Reread Big Book
~Genre:
Informational Text
Strategy Minilesson:
~Ask and Answer
Questions
Skill: Key Details
Listening
Comprehension:
Read Interactive
Read Aloud:
“A Feast of the
Senses”
Word Work
Phonemic
Awareness:
High Frequency
Word: see
Word Work
Phonemic
Awareness:
Strategy Minilesson:
~Ask and Answer
Questions
~Make
Connections
Word Work
Phonemic
Awareness:
~Phoneme
Isolation
~Introduce /s/s
~Handwriting - Ss
~Phoneme
Blending
~Blend words with
/s/s
~Phoneme
Categorization
~Identify words
with /s/s
Listening
Comprehension:
Read Poetry
Strategy Minilesson:
~Ask and Answer
Questions
~Sensory Words
~Key details
~Retell/Respond
~Make
Connections
Word Work
Phonemic
Awareness:
~Phoneme
Blending
~Blend words with
s, m, and short a
~High Frequency
Day 5
Integrate Ideas
Mini-lesson:
Research and
Inquiry
~Children with
work with a
partner to make a
display about
their senses
~choose a topic
~find resources
~keep track of
ideas
Day 6
Integrate Ideas
Research and
Inquiry:
Wrap up the
Project
~Students will
share their part of
the senses
display showing
their
picture/telling
what sense they
used to explore
their chosen
object
Integrate Ideas
Mini-lesson:
Text to Text
~Text to Self
~Text to World
Talk About
Reading:
~Becoming
Readers
Day 7
Assessment
Choices:
Weekly
assessment
OR
Unit
assessment
AND/OR
Text
Connections
(Connect to
essential
question)
AND/OR
Write About
Reading (using
their senses)
Word Work
Phonemic
Awareness:
~Phoneme
Categorization
~Read words with
s, m, and short a
~High Frequency
Word Study
Assessment
15
min.
15
min.
Word Study:
Introduction of
word list, initial
sort, written sort
Shared Writing:
~Writing trait:
Ideas
~Make a picture
web
Grammar:
~Nouns
Word Study:
Introduction of
word list, initial
sort, written sort
Interactive
Writing:
~Writing trait:
Ideas
~Make a picture
web
Grammar:
~Nouns
Word: see
Word: see
Small Group
Instruction and
Independent
Practice Stations
(Next 4 rotations
are happening
simultaneously)
Small Group
Instruction and
Independent
Practice Stations
(Next 4 rotations
are happening
simultaneously)
Small Group
Instruction and
Independent
Practice Stations
(Next 4 rotations
are happening
simultaneously)
Small Group
Instruction and
Independent
Practice Stations
(Next 4 rotations
are happening
simultaneously)
~With Teacher
Depending on
student needsleveled readers,
skill, strategy,
vocabulary, word
study, writing
~With Teacher
Depending on
student needsleveled readers,
skill, strategy,
vocabulary, word
study, writing
~With Teacher
Depending on
student needsleveled readers,
skill, strategy,
vocabulary, word
study, writing
~With Teacher
Depending on
student needsleveled readers,
skill, strategy,
vocabulary, word
study, writing, or
LEVEL UP
Independent
Writing:
~Writing trait:
Ideas
~First Draft: Make
a picture web
using their senses
on what they have
observed in the
park; try to use
nouns to label the
pictures.
Independent
Writing:
~Writing trait:
Ideas
~Revise their
picture web to
make sure they
used their senses
about a park
~use Nouns to
label their pictures
(check spelling)
Independent
Writing:
~Writing trait:
Ideas
~Presenting their
picture webs on
their observations
about a park
using their
senses and
nouns to label.
Read to
Self/Read to
Someone
Grammar:
~Naming nouns
Grammar:
~Naming nouns:
create a list of
things you see on
your way to
school.
Strategy Practice
15
min.
Read to
Self/Read to
Someone
Shared Reading
“Sam Can See”
~Model Skills and
strategies
Strategy practice
Reading/Writing
Workshop
~Small groups:
Rereading
Word Work:
Independent
picture sort,
practice with
Nouns, or High
Frequency words
Word Work:
~Partners will
work to do a
picture
hunt/cut/label
Grammar:
~practice with a
partner by
describing an
object using their
senses so that the
partner can guess
what the object is
using nouns
Shared Reading
“I Can See”
~Model Skills and
strategies
Reading/Writing
Workshop
~Small groups:
Rereading
~Word Work:
Partners will do a
word hunt with
Read-to-Self
books: write them
in their Word
Study Journal.
Assessment
for each cycle
must include:
A weekly
assessment
OR a word
study
assessment