Kindergarten Writing Plans Unit 1
Lesson 1
Topic: Families
Read Aloud Book: Building with Dad
Big Book: What Makes a Family?
Companion Piece: Poems about Families
Essential Question: What is the same about all
families?
Target Skills: Main Idea and Genre
Kindergarten Writing Plans Lesson 1
Day 1: Writing in response to read aloud book, Building With Dad
Comprehension Skill Addressed in Writing: Main idea
Before Reading: This week we are going to be reading several stories about families.

This is an informational text about a boy and his dad.

As I read this story, I want you to pay close attention to what the boy and his dad
do together.

Turn and tell your partner what you are going to be listening for as I read. (If they
have difficulty with this, explain again and then have them tell their partners)
After Reading:
Ask the students, “What did the boy get to do with his dad?” (go to work)- this whole
story was about the boy going to work with his father at different times during the year,
that is the main idea or what it was all about.
I’m going to draw a picture and write a sentence about our story.
Model: One way that we can respond to a story is through drawing. I’m going
to draw a picture that shows what the boy did with his dad. This represents
the main idea of the story. I’m going to write a sentence underneath to
describe what my picture is about. Point out the conventions (capital letter at
beginning and period at the end)
Sample:
dad
boy
The boy goes to work and builds with his dad.
Kindergarten Writing Plans Lesson 1
Day 2: Writing in response to the big book, What Makes a Family
Comprehension Skill Addressed in Writing: Main idea
Report Card Skill Addressed: Students will orally contribute a sentence to a related
topic
Before Reading: Today, we’re going to read another informational story about families.

As I read this story, I want you to find out who makes up a family or Who are some
of the people in a family?

Turn and tell your partner what you are going to be listening for as I read. (If they
have difficulty with this, explain again and then have them tell their partners)
After Reading: The students will share who makes up a family and you can create a list on
the board or chart paper.
Make sure they only give you information that was found in
the story. (parents- mother, father, brothers, sisters, aunts, uncles, grandparents,
cousins)
Model: I’m going to give an example from the story. Some families have
grandparents.
Now, you’re going to start your sentence with, “Some families have ______,” and fill
in the blank with a family member we read about in the story.
I’m going to draw a picture of a family and label who each person is. I will then write a
sentence about the family. Leave this up on chart paper.
Sample:
mother
brother
father
sister
There are 4 people in my family.
*Extension: The students can draw the people in their family and label each person using the words
you listed on the chart. They can write a sentence if able.
Kindergarten Writing Plans Lesson 1
Day 3: Writing in response to the big book, What Makes a Family and the
essential question, “What is the same about all families?”
Comprehension Skill Addressed: Compare and Contrast (similarities and
difference)
Report Card Skill Addressed: Students will orally contribute a sentence to a
related topic
Before Reading: Today, we are going to reread the story, What Makes a Family.

As I read it to you today, we are going to be listening for things we can learn
about families.

Turn and tell your partner what you are going to be listening for as I read.
(If they have difficulty with this, explain again and then have them tell their
partners)
After Reading:

Have already printed on sentence strips different characteristics of
families that were found in the story (families are large, families are
small, families live far apart, families live close, families are special, families
do things together)

As we read each sentence strip, tell the students to decide if that is true
about ALL families or SOME families.

You will then place the strip in the appropriate column on the chart paper.

*To Model, you can read the sentence strip, then go back to the text and
read that sentence from the story. Have them listen for whether this is true
about all families or some. (see chart on the following page)
SOME
ALL
Families are special
Families do things together
Families are large
Families are small
Families live close
Families live far apart
Have students turn and tell a partner one thing that is true about all families or
one thing that is true about some families.
*You can model one: All families are special.
Then give students the sentence stem, “Some families ____________.” Or
“All families _______.”
Kindergarten Writing Plans Lesson 1
Day 4: Writing in response to the big book, What Makes a Family
Comprehension Skill Addressed: Using details from a text
Report Card Skill Addressed: Students will orally contribute a sentence to a
related topic
This week we have been reading about families.
Revisit the chart you created yesterday and read the sentences under the “All”
column. (All families are special. All families do things together)
Today, you are going to think about something you like to do with your family that
makes your family special.
MODEL: I will draw a picture about something special I like to do with my family.
After I do, I will write a sentence about what I like to do with my family.
I like to go to the beach with my
family.
*After students have drawn a picture, they can tell a partner a
sentence about their picture using the sentence stem, “I like to _____
with my family.”
*You could also dictate their sentence under their picture.
After they have all finished, you can create a display, “We like to do
special things with our families” and put their pictures underneath.
Kindergarten Writing Plans Unit 1
Lesson 2
Topic: Going to School
Read Aloud Book: Friends at School
Big Book: How Do Dinosaurs go to School?
Companion Piece: My School Bus
Essential Question: Why do we have rules at school?
Target Skills: Understanding Characters and Author’s
Purpose
Kindergarten Writing Plans Lesson 2
Day 1-2: Writing in response to the big book Friends at School
Comprehension Skill Addressed in Writing: Main Idea and Details
Report Card Skill (if applicable): participates, listens and takes turns in
conversation
Before Reading: This week we are going to read several stories about school.
Some stories will be true and contain facts and information and some will be made
up.
Today we will be reading an informational story. The author wrote this to give us
information and facts about a topic. You will also notice real pictures or
photographs.

As I read this story, I want you to listen to find out what the children in
the book do at school.

Turn and tell your partner what you are listening for I read. (if they have
difficulty, explain again, then tell the students to share with partners)- this
will set your purpose for listening
After Reading:
As you listened to the story, you were listening to find out what the children in the
book do at school. We are going to make a chart that lists what they do at school.
Model: “One thing the children in the book did at school was write letters.”
“It also told me that they draw pictures.”
So, I’m going to add write letters and draw pictures to our chart.
Now I want you to turn and tell your partner another thing that the children in this
book do at school. Start your answer with, “The children ________ at school.”
Have each partner give a response.
If children have difficulty, go back and reread starting on page 6.
After students have talked with a partner and shared their response, record
the information on the chart.
At School the Children… (sample responses)
write letters
tell stories
draw pictures
sing songs
play counting games
play in water tub
play grocery store
clean up
talk quietly
do puzzles
have puppet show
read books
Writing Activity:
Have the students draw a picture of at least 3 things the children in the book do
at school.
At the top of the paper, you could have preprinted the following topic sentence:
Children do many things at school.
Underneath the sentence they will illustrate at least 3 things they do.
To Differentiate:

For those who are able, they can label or write about what is taking place in
each picture.

You can also have the student dictate what is happening in the picture and
you can write it underneath.

For those below, they can illustrate 2 things the children do at school.
Kindergarten Writing Plans Lesson 2
Day 3: Writing in response to read aloud book, How Do Dinosaurs Go to School?
Comprehension Skill Addressed in Writing: Understanding Characters
Report Card Skill (if applicable): participates, listens and takes turns in conversation
Before Reading: Today we’re going to read another story about school. Unlike Friends at
School, this story is made up and could not really happen.
The author wrote How Do Dinosaurs Go to School to just tell us a funny story about
dinosaurs going to school. (author’s purpose)
Characters are the people or the animals that are in the story. The main characters in this
story are the dinosaurs.

As I read, I want you to listen to find out what the dinosaurs do at school.

Turn and tell your partner what you are listening for as I read. (if they have
difficulty, explain again, then tell the students to share with partners)- this will set
your purpose for listening
After Reading:
I have printed some of the dinosaurs’ behaviors on sentence strips.
As I read each one, I want you to think about whether or not this behavior would be a
good choice for the dinosaur to make or a poor (bad) choice.
A good choice would be something that would help them or the others around them. A
poor choice might hurt them or others and would not be helpful.
After we decide, we will place the behavior in the appropriate column on our chart.
Model: If I hold up the sentence strip, “The Dinosaur raised his hand.” I might say, “If
the dinosaur raised his hand rather than roared out of turn, then that would be a good
choice and wouldn’t disrupt the class.” I would then place it under the good choice side of
my chart.
Guided Practice: Let’s try one together. Look at this sentence, “The Dinosaur was
running up the stairs.” Would this be a good choice or a poor choice? Why? Turn and tell
your partner what you think. Start your answer with, “This would be a good choice
because… or This would be a poor choice because…”
Sample:
Good Choices
The Dinosaur raises his hand.
The Dinosaur helps
Poor Choice
The Dinosaur was running up the stairs.
The Dinosaur was taking lunches.
classmates with projects.
The Dinosaur interrupts show and tell.
The Dinosaur plays with
friends on playground.
The Dinosaur growls at bullies.
The Dinosaur was playing rough on playground.
The Dinosaur yells.
The Dinosaur growls and roars out of turn.
The Dinosaur tidies his desk.
The Dinosaur plays the drums.
Continue to add the behaviors to the chart until you have sorted all of them.
Writing Activity:
Every student selects one of the Dinosaurs’ behaviors from each column. They will
illustrate the behavior and complete the sentence stem. The sentence stems could be
preprinted under each column or the students can copy.
If students are unable to complete the sentence stem, they can dictate to you – their
illustration should reflect something from the story and should correlate with a good
choice/poor choice.
The Dinosaur made a poor choice by _____________________.
The Dinosaur made a good choice by _____________________.
Kindergarten Writing Plans Unit 1
Lesson 3
Topic: Pets
Read Aloud Book: I Have a Pet!
Big Book: Please, Puppy, Please
Companion Piece: Different Kinds of Dogs
Essential Question: Why do people take care of their
pets?
Target Skills: Story Structure and Conclusions
Kindergarten Writing Plans Lesson 3
Day 1-2: Writing in response to read aloud book, I Have a Pet!
Comprehension Skill Addressed in Writing: using details from the text
Report Card Skill Addressed: Students will orally contribute a sentence to a
related topic. Students will dictate or write using pictures and words.
Before Reading: This week we will be reading about pets.

As I read the story, I Have a Pet, I want you to listen for the different
ways the children take care of their pets.

Turn and tell your partner what you are listening for as I read.
After Reading: In this story we read about a dog, a cat, a bird and a hamster. We
are going to create a chart that lists the ways the children took care of their pets.
Reread the section on the dog. Model your thinking: “One way the girl took care
of the dog was by taking him for a walk.” I’m going to add that to our chart under
the word dog.
Now I want you to think of another way the girl took care of her dog.
Turn and tell your partner one way she took care of her dog.
Start your sentence with: She took care of her dog by ________________.
Sample Chart
dog




taking him for a walk
teaching him to sit
shaking
giving him a bath
bird
*Follow this procedure for each pet.
cat
hamster
Writing activity: Now you are going to select one of the pets and illustrate
one way to take care of that pet.
*To Differentiate:

The student can dictate what they have illustrated and the teacher can
write under illustration.

The student can label their illustration. The student can write a sentence
using the sentence stem: I would take care of my ________ by
_________.
Kindergarten Writing Plans Lesson 3
Day 3: Writing in response to read aloud book, Please, Puppy, Please
Comprehension Skill Addressed in Writing: Story Structure
Report Card Skill Addressed: Students will orally contribute a sentence to a
related topic. Students will verbally retell story events including beginning, middle
and end. Students will ask and answer questions about a text.
Before Reading: Good readers pay attention to important parts of the story.
They think about the characters (the people or animals in the story), where the
story takes place (the setting), and what happens.

As I read I want you to pay attention to 3 things.

First, I want you to listen to find out who the story is about (the
characters)

Turn and tell your partner one thing you are listening for as I read.

Next, I want you to listen to find out where the story is taking place.
(setting)

Turn and tell your partner another thing you are listening for as I read.

Last, I want you to listen for what happens or the events in the story.
After Reading:
Ask the students, “Who (people and animals) was the story about?” (characters)
“Where were the kids and puppy in this story?” (setting)
“What did the children want the puppy to do at the beginning of the story?”
“What did they do in the middle of the story?”
“How did the children feel about their puppy at the end of the story?”
Use a story map to record student responses.
Sample: Story Map
Title: Please, Puppy, Please
Characters: boy, girl, puppy
Setting: house, yard
Beginning:
Middle:
End:
The children wanted
to stay in and the
puppy wanted to go
out.
The puppy didn’t
listen to the children.
The puppy finally
listened.
Kindergarten Writing Plans Lesson 3
Day 4: Writing in response to read aloud book, Please, Puppy, Please
Comprehension Skill Addressed in Writing: Story Structure
Report Card Skill Addressed: Students will orally contribute a sentence to a
related topic. Students will dictate or write using pictures and words.
Before Reading: Today we will reread the story Please, Puppy, Please. Yesterday
we talked about the events that happened in the beginning, middle and end of the
story. (Refer back to chart)
In a story, the characters usually have a problem. In this story, the problem was
that the puppy wasn’t listening.

As I read today, pay attention to how the author shows us the puppy
wasn’t listening.

Turn and tell your partner what you are listening for as I read.
After Reading: Have the students turn to a partner and share one way that the
puppy wasn’t listening to the children. They can start their answers with, “The
puppy didn’t listen when he _____.”
As students share their partner’s response record the information on the chart.
See sample below.
*If students have trouble, go back and read and model looking at picture to see
what the puppy is doing.
Sample: chart
In the middle of the story the puppy didn’t listen to the
children.
 ran out in the yard
 rolled in the mud
 jumped out of the bath
 chased the cat
 shook the water off
Writing Activity: Now you are going to select one of the things that the puppy
did and illustrate or draw a picture.
To Differentiate:
The teacher records what the student dictates. The student can label their
illustration.
The student can write a sentence using the sentence stem: The puppy did not listen
when he __________.
Alternate Plan or Extension
Day 4: Writing in response to read aloud book, Please, Puppy, Please
Comprehension Skill Addressed in Writing: Story Structure; Understanding Characters
Report Card Skill Addressed: Students will orally contribute a sentence to a related
topic. Students will dictate or write using pictures and words.
Before Reading: Today we will reread the story Please, Puppy, Please. Yesterday we
talked about the events that happened in the beginning, middle and end of the story.
(Refer back to chart)

Today, I want you to think about how the puppy acted at the beginning and how
he acted at the end.

Turn and tell your partner what you are listening for as I read.
After Reading: Have the students turn to a partner and share how puppy acted at the
beginning and even the middle of the story. OR How did the kids feel about the puppy in
the beginning?
They can start their answer with, “At the beginning of the story, the puppy was
_____.”
How did the puppy act at the end of the story? OR How did they feel about the puppy at
the end of the story?
They can start their answer with, “At the end of the story, the puppy was ______.”
Writing Activity: Students can fold paper in half and on one side illustrate how the
puppy acted at the beginning. On the other side, they can illustrate how the puppy acted
at the end of the story.
If they can, they can write a sentence to go along with their sentence or they can dictate
to you and you can write it underneath the picture.
Kindergarten Writing Plans Unit 1
Lesson 4
Topic: Jobs
Read Aloud Book: Pizza at Sally’s
Big Book: Everybody Works
Companion Pieces: The Elves and the Shoemaker and
The Lion and the Mouse
Essential Question: What kind of work do people do?
Target Skills: Text and Graphic Features and Genre
Kindergarten Writing Plans Lesson 4
Day 1: Writing in response to read aloud book, Pizza at Sally’s
Comprehension Skill Addressed in Writing: Retelling steps in a process; Text
and Graphic Features
Report Card Skill (if applicable): participates, listens, and takes turns in
conversations
Before Reading: Many people in a community have jobs. This week we’re going to
read about some of the jobs that people in the community can do. In our story
today, we’re going to read about a pizza maker named Sally.

Today, as I read this story, I want you to listen for the steps Sally follows
to make the pizza. Pay close attention to the pictures as well as the
words I read.

Turn and tell your partner what you are listening for I read. (if they have
difficulty, explain again, then tell the students to share with partners)- this
will set your purpose for listening
After Reading: As I read the story, you were to be listening for the steps Sally
followed when making the pizza. We’re going to go back and look closely at the
illustrations to help us as we identify what steps she followed.
Refer students back to page 11.
Prompt the students to identify what is happening by asking, What did Sally on
this page? (making tomato sauce) I will list that as the first step in making a
pizza. (see sample chart)- this allows students to get information from the
text/graphic features
Refer back to pages 12-17 (discuss what is happening in the illustrations)
Prompt students to identify what is happening based on the illustrations in the
text. What does Sally do next to make the pizza? (makes the dough – kneads
it, tosses it into the air) Add a sentence to the chart.
Refer back to pages 18-22 (discuss what is happening in the illustrations)
Prompt students to identify what is happening based on the illustrations in the
text. What does last thing Sally does when making pizza? (adds the toppings
and bakes it in oven) Add a sentence to the chart.
Sample: (feel free to change sentences)
First
Sally makes tomato
sauce for pizza.
Next
Last
She makes dough Sally puts toppings
and tosses it into
on pizza and
the air.
bakes it in oven.
Writing Activity:
Tell students that just as we used the text and the graphic features (the
illustrations) to identify what steps Sally took to make the pizza, they will be using
illustrations to show their understanding as well.
Students will be illustrating the steps in the process. They can do this on a trifold
sheet of paper or you can give them a chart similar to the one you just made that
contains a box for first, next, and last
Their illustrations should reflect the steps in the process.
To Differentiate:

For those above- Students could illustrate and write a sentence for each
step.
Kindergarten Writing Plans Lesson 4
Day 2: Writing in response to the big book, Everybody Works
Comprehension Skill Addressed in Writing: Main Idea; Using Details from Text
to Support; Text and Graphic Features
Report Card Skill (if applicable): participates, listens, and takes turns in
conversations
Before Reading: Yesterday we read about a pizza maker. Today we will continue to
read about other people who work in a community.

As I read this story, I want you to listen to find out some different jobs
people may have in the community. Pay close attention to the pictures as
well as the words I read.

Turn and tell your partner what you are listening for I read. (if they have
difficulty, explain again, then tell the students to share with partners)- this
will set your purpose for listening
After Reading: As I read the story, you were to be listening to find out some of
the jobs that people could have in a community. We learned about a lot of the jobs
from the photographs in the story.
Turn and tell your partner one type of work or job people in a community might
have. (have each partner share) You can start your answers with, “One job people
may have is _____________.” *If they have difficulty, refer back to the
beginning of the story and identify several
After students have shared with a partner, have them share some of the
responses while you construct a chart. (see sample below)
Everyone Works in a Community

Police officer

Fireman

Farmer
(Continue until most students have had a chance to respond)
Writing Activity:
Provide students with the topic sentence “There are many jobs in a community” (or
something similar)
The students will then illustrate and if able write the name of at least 3 jobs that
were mentioned or shown in the text.
*You could also have students work in groups and create a poster about the
different jobs in a community. They could all contribute illustrations of some of
the different jobs that were shown in the text.
Kindergarten Writing Plans Unit 1
Lesson 5
Topic: Helping
Read Aloud Book: The Little Red Hen
Big Book: The Handiest Things in the World
Companion Piece: Stone Soup
Essential Question: How do tools help us do things
with our hands?
Target Skills: Details and Cause and Effect
Kindergarten Writing Plans Lesson 5
Day 1: Writing in response to read aloud book, “Little Red Hen”
Comprehension Skill Addressed in Writing: Cause and Effect
Report Card Skill Addressed: Students will dictate or write using pictures and words.
Before Reading: When we all work together we can accomplish more and help each other.
For example, if one student cleaned the room alone it would take much longer than if we all
worked together.

Today we will read The Little Red Hen. In this story we have some animals that
don’t want to work together.

As I read listen to see what happens when they don’t help each other.

Turn and tell your partner what you are listening for as I read.
After Reading:
As I read the story, I wanted you to listen to find out what happened when the animals
didn’t want to work together.
Turn and tell your partner what happened when they didn’t help out or work together.
They can start their answers with, “They didn’t help out so _________.”
Complete the sentence on the left side of the chart identifying the effect of not working
together. (see sample below)
Now turn and tell your partner what happens now when the Hen wants help. “When the
hen asks for help now, _________.” You can complete the sentence on the right side of
the chart.
This is showing cause/effect relationships
Sample: chart
When the animals did not
work together they did not
eat cake. (fill in the blank
after students have
responded)
Now when the hen asks the
animals for help they help her.
Writing activity:
Now on your paper you have two columns like we do on this
chart. On one side the students will illustrate what happened in the story when
the animals did not work together or help out.
On the other side the students will illustrate what happens when the animals work
and help out. (It would help to have this preprinted with the headings)
When the Animals Did Not Help
When the Animals Helped
To show mastery, the student’s illustrations should represent the effects of each
heading. Example: for the first column, the animals would not be eating and the
Hen would
To Differentiate:
For those that are able, have them write a sentence that represents their picture.
Kindergarten Writing Plans Lesson 5
Days 2 and 3: Writing in response to read aloud book “Stone Soup”
Comprehension Skill Addressed in Writing: Story Structure, Main Idea and
Understanding Characters
Report Card Skill Addressed: Students will dictate or write using pictures and words.
Before Reading: Yesterday we read a story about working together and sharing
responsibilities. Today we’re going to read a folktale, titled Stone Soup. In this story, a
traveler visits a village and teaches the villagers an important lesson.

As we read Stone Soup I want you to think about the lesson the village people
learn about sharing and working together.

Turn and tell your partner what you are listening for as I read.
After Reading: To lead them to the lesson the villagers learned, have them think about
how they acted in the beginning, middle, and end. Prompt them by asking:
How did the villagers act towards the traveler at the beginning of the story? Have
students turn and talk- they can start their answers with, “At the beginning of the
story…” After they have shared with their partners, have them share out and record
response on chart- if they have difficulty understanding, then you can model- “At the
beginning of the story, the villagers told the traveler they didn’t have any food to
share.”
What did the villagers do in the middle of the story to help make the stone soup?
Have students turn and talk- they can start their answers with, “In the middle of the
story, the villagers…”- record response on chart
What did the villagers do at the end? Have students turn and talk- they can start their
answers with, “At the end of the story, the villagers…”- record response on chart
Sample Chart:
Beginning
The villagers said they didn’t
have food to share.
Middle
The villagers each brought
food or ingredients to add
to the stone soup.
End
The villagers enjoyed the
soup that they had worked
together to make.
Day 3: Revisit chart from yesterday.
At the end of the story, the traveler said, “Each one shared just a little, but
together we made a feast for all.” What do you think the villagers learned about
sharing? Have them turn and talk and start their answers with, “I think the villagers
learned that…” If they have difficulty, you could scaffold this or model a response
such as, “I think they learned that it is better to work together and share.”
Writing activity:
Think about a time when you have worked with a friend to
accomplish a goal. For example: building a castle with blocks
Draw a picture about what you did by working together. (student’s illustration
should reflect something that was done by working together)
To Differentiate:

Teacher will record what the student dictates.

Student can label their picture.

Student can complete the sentence stem: Together we _______.
Kindergarten Writing Plans Lesson 5
Day 4: Writing in response to read aloud book “Stone Soup”
Comprehension Skill Addressed in Writing: Compare and Contrast and Understanding
Characters
Report Card Skill Addressed: Students will compose a written piece using a combination
of drawing, dictating and writing. Students will identify basic similarities and differences
between two texts on the same topic.
Today we will revisit “The Little Red Hen” and “Stone Soup” to compare how the
characters changed throughout the story.
Review the cause and effect chart from The Little Red Hen and discuss how they changed.
Review the chart from Stone Soup and discuss how they changed.
Turn and tell your partner how the characters in both stories changed. You can start your
answer with, “In the beginning they…” (did not work together or share) and “In the end
they…” (worked together and shared)
After they have shared with partners, have students respond or share out.
Writing Activity: Students will complete the following sentences.
In the beginning of the stories, the characters _________________________.
At the end of the stories, the characters _____________________________.
You could have these preprinted on their paper to make it easier for them to
complete.
The students could then illustrate each sentence. Their pictures should represent
what happened in both stories.