Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Kindergarten Shared Reading Plan
Parts of a Flower
By: Dr. Jean
Exploration Question: What do plants need to live?
Theme 1 Unit 3
Primary Standard:
SL.K.3. Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
Supporting Standards:
RF.K.1.B Recognize that spoken words are represented in written language by specific
sequences of letters.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
Review outcome for the lesson
I can ask and answer questions to learn new information.
Pre-Reading
Introduce the book and set the purpose for reading
Today we will be reading a song called, “Parts of a
Flower”. (Use pointer, to point to words in title as you
read them aloud) This song teaches us about all of the
different parts of a flower. It also teaches us about how
plants grow.
Introduction
Today we will be reading a…
(based on focus of day)
Link book to other books or topics familiar to
students
Do you remember when we sang “This is the way we
Wash our Hands?” This song reminds us of that one
because they both have words that repeat. They also
both teach us something.
Ask “wh” questions that call for student
understanding .
Kindergarten Curriculum
Theme 1 | Shared Reading
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
When you look at this flower (show picture and/or actual
flower), what are some different parts that you see?
Students will recognize words that repeat often in the
song: and, a, it, is
(RF.K.1.b)
Word Work
High frequency words and/or sound
patterns needed to read the text with
fluency
Vocabulary
Vocabulary Word (location in text):
Choose a word that holds meaning in
the text that a student must know to
comprehend the story, but could not
figure out through context, prior
knowledge, or decoding
DI/UDL Option #1
Frame each word, one a time, using a word framer. Or,
index card with hole cut out approximately same size as
the word. Once words are located students can practice
writing the words in the air as they spell them aloud.
DI/UDL Option #2
Use “Word Wall Chants” to spell each word. Have
students use hand motions to represent each letter
spelled in the word. Then a separate motion to orally
state the whole word. (Example: basketball motions for
“and”- students pretend to bounce a ball as they chorally
say each letter, they then pretend to shoot the ball as the
say the whole word. “A-N-D, and”)
Suggested Vocabulary: flower, stem, leaves, roots
“Today we will find some words in the song that are
important to understanding the song. One of these words
is _____. (Point to the word with your pointer) Watch me
read the word _____. Now say the word _____ with me.
Invite students to come up and highlight (using
highlighter tape or Smart Board technology) vocabulary
words in the song.
DI/UDL Option #1
Show diagram of a flower with arrows pointing to different
parts. Have students match the word to the
corresponding part of flower on chart paper, or using
Smart Board technology.
DI/UDL Option #2
Use clip art images to represent vocabulary words
(flower parts). Invite students to match the picture with
the word, and place image above word on Smart Board
or chart paper.
Comprehension Support
Teaching points within this text level,
focus on one or two items to address
that benefit ALL students in the
Kindergarten Curriculum
Theme 1 | Shared Reading
Listening Comprehension: Students read/sing the song
to respond to a think aloud.
When we read the song today, we will learn about the
different parts of a flower, and how plants change as they
grow.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
group (may be an unknown concept
in the text)
(RI.K.2)
DI/UDL Option #1: Use a flow map and pictures of a
flower starting as a seed, then growing into a seedling, a
small plant, and then a plant with a flower. Have
students work in pairs discuss the order in which to
arrange the pictures on the flow map.
DI/UDL Option #2: If a student is struggling with the
concepts of plant parts vs. plant needs, have the student
sort pictures using a tree map into plant parts/plant
needs categories.
DI/UDL Option #3: Use real life objects to demonstrate
different plant parts. (flower=broccoli, stem=celery,
leaves=spinach leaves, carrots=roots). Have students
work in small groups to sort the objects into categories
and discuss why they sorted that way.
Students will read with attention to the song in order to
ask and answer questions.
During Reading
Thinking Job
Standard based question that sets
students up to master the primary
standard. This is what the student
needs to be thinking/doing while
reading. Set purpose for reading
Reading Plan
Plan for how the text will be read
(teacher modeling, choral reading
etc.)
Kindergarten Curriculum
Theme 1 | Shared Reading
Let’s read/sing to find out about the different parts of a
flower, and what plants need to help them grow. While
we’re reading/ singing, we’re going to be pretending we
are a plant, and pretend that our body parts are like the
different parts of the plant.
The teacher will model reading/singing the song and
making motions as he/she reads. The teacher will read
the first section, and model movements/motions.
Students will echo the first section and practice making
the movements/motions with the teacher. Once students
have had the chance to practice, students will chorally
read/sing and make motions with the teacher.
(RI.K.2)
DI/UDL Option:
Students that are having difficulty reading/singing the
song and doing motions at the same time can instead be
given the option to point to the different parts of the
flower on an individual copy of the diagram as he/she
sings along.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Teacher poses the following questions to students:
What are some different parts of a plant?
What are some things a flower needs to grow?
How does a flower change as it grows?
(SL.K.3 and RI.K.2)
Invite students to turn and talk to develop a question they
have about plant parts, how plants change as they grow,
or what plants need to grow? Have students share
questions, and allow other students to answer them.
Unanswered questions can be recorded on a chart for
later research.
(SL.K.3)
Post-Reading
Discussion Questions
Choose questions that support
Common Core Standards from the
grade level standards in which the
book level falls to enhance
comprehension of the text
DI/UDL Option #1
Provide students with verbal cloze sentences if they are
having difficulty developing a question of their own.
(Example: “I wonder why a plant has a _______?” or “I
wonder what would happen if a plant didn’t have
______?”
Extension
Suggestions
DI/UDL Option #2
Provide students with short statements about plants
(paired with pictures). Use some that are true, and some
that are not true. Work together to sort the statements
into categories (true and not true). Invite students to ask
a partner to clarify if they are unsure. Model how to turn
the statement into a question to seek clarification.
(Example: If statement says, “Plants do not need
sunshine to grow.” The student might ask the class, “Do
plants need sunshine to grow?”
Related Tasks
Optional Extensions that may occur
during the Literacy Centers/Guided
Block or Developmental Centers
Examples: Writing/drawing to source
prompt, Arts Integration lesson, retell the story, sequence the story,
create a Thinking Map, sketch a
prediction, dramatize selection
Kindergarten Curriculum
Theme 1 | Shared Reading
Plant seeds in class. Make predictions about how plants
will grow. Invite students to draw pictures of a prediction
of what the plant/flower will look like. Students can use
targeted vocabulary words to label plant parts from
drawings in their journals. Individuals can have the
opportunity to show and describe their
drawings/predictions on document cameras. Encourage
classmates to ask clarifying questions about student
predictions.
(SL.K.3)
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