Kindergarten Writing Plans Unit 3

Kindergarten Writing Plans Unit 3

Lesson 11

Topic: Seasons

Read Aloud Book: Every Season

Big Book: Jump into January

Companion Piece: Holidays All Year Long

Essential Question: How does the weather change in different months and seasons?

Target Skills: Text and Graphic Features; Compare and Contrast

Kindergarten Writing Plans Lesson 11

Days 1 and 2: Writing in response to read aloud book, Every Season

Comprehension Skill: Text and Graphic Features

Report Card Skill (if applicable): dictates or writes using pictures or words/using details to describe familiar people, places, things, or events/acquires and uses increasingly difficult vocabulary.

Before Reading: A few weeks ago, we read a story titled, Listen, Listen about the sounds we might hear in the different seasons. Today, we’re going to read a story that will show us what we might see during the different seasons.

· As I read about each season, I want you to use the text and the photographs to find out what happens or what you may see in each season. We’ll stop after each season and discuss. (this could be split over 2 days- you could read about 2 seasons each day)

· Turn and tell your partner what you will be listening for as I read.

After Reading about Each Season:

· What are some things we might see in the spring? Start your answer with “In the spring you could see…” You may want to model one for them. Prompt them to use the pictures and the words you read to help them remember what happens during that particular season. After they have shared with their partner, you can add the information to the chart (see samples below)

· Repeat with summer, fall, and winter.

· Explain that we used the information from the text and the pictures to identify the different sounds of each season.

Spring / Summer / Autumn/Fall / Winter
Flowers blooming
Bird nests with eggs
Animals
Rain showers
Gardens and people planting / Sun shining
Ocean waves
Children splashing and swimming
Yummy treats like ice cream and watermelon
Shorebirds
Bare feet in the grass / Winds blowing
Leaves changing colors
Seeds scattering
Pumpkins
Geese heading south
Chipmunks preparing for winter
Jackets
Leaves falling / Icicles and snowflakes
Hot chocolate
Animals with thick coats to stay warm
Birds searching for food
Tracks in the snow
Hats, coats, mittens

Sample Chart:

Writing Activity:

The students could fold paper into 4 squares (or you could have 4 boxes preprinted) and label each square with a different season. They can illustrate at least 2 things that they might see during each season. Their illustrations should reflect the information that was in the text. They can refer to the chart as needed.

Extension:

As an extension, students could write about their favorite season. They could use information from this story as well as Listen, Listen (refer back to chart from that story) to tell/show why it is their favorite.

They could finish the following sentence:

My favorite season is ______. Then underneath they can draw pictures that show why it is their favorite.

To differentiate: For those who are able, they can write a sentence that tells about their picture. Students can also dictate what is taking place in their pictures.

Kindergarten Writing Plans Lesson 11

Day 3: Writing in response to the big book, Jump into January

Comprehension Skill: Text and Graphic Features; Compare and Contrast

Before Reading: We’ve read several stories recently about the different seasons. Today, we’re going to be reading a story about the months in the year. I have each month listed on the chart and we’re going to stop after I read a few pages and write down things we might see or what that you could do during the month.

· As I read, I want you to pay close attention to the pictures and the words I read across the bottom to find out what you could do or what you might see each month. We’ll stop after I read about 3 months and discuss.

· Turn and tell your partner what you will be listening for as I read.

After Reading about Each Season:

· As I read, you were to be paying close attention to the illustrations and the words that represent each month. Let’s go ahead and start filling in some of the information about each month on our chart. Turn back to the beginning and ask: What might you see or do in January? Have students turn and share with partner, then after they have shared, record their responses on the chart. (make sure their responses represent information they saw in the pictures or that you read to them)

Sample Chart:

Months:
January: snow, ice skates, frozen pond, scarfs, mittens, hats, coats, hockey, skating
February: snow, snowman, skis, sleds, bare trees, rabbit
March: wind blowing, kites, frisbees, playing outside, snow has melted
April: rain, umbrellas, rain coats, boots, green grass,
May: planting, watering cans, hoses, sprinklers, flowers. gardens, seeds
June: green grass, picnics, bicycles, skateboards, playing outside, shorts/short sleeves
July:
August:
September:
October:
November:
December:

Kindergarten Writing Plans Unit 3

Lesson 12

Topic: Weather

Read Aloud Book: Storm is Coming

Big Book: Snow

Companion Piece: How Water Changes

Essential Question: What do animals do when the weather changes?

Target Skills: Conclusions; Understanding Characters

Kindergarten Writing Plans Lesson 12

Day 1: Writing in response to read aloud book, Storm is Coming

Comprehension Skill: Conclusions; Understanding Characters

Report Card Skill (if applicable): dictates or writes using pictures or words/using details to describe familiar people, places, things, or events/acquires and uses increasingly difficult vocabulary.

Before Reading: This week we are going to read several stories about weather and different parts of weather. In the story, Storm is Coming, we are going to read about how different animals respond to a storm that is coming their way.

· As I read this story, I want you find out how the different animals act when they hear that the storm is coming.

· Turn and tell your partner what you will be listening for as I read.

After Reading about Each Season:

· As I read this story, I asked you to listen to find out how the different animals acted when they found out that a storm was coming. Let’s start by first identifying the different characters (animals) that we read about in the story.

· Turn and tell your partner one animal that was in the story. “One animal we read about was…” Continue until both partners have had an opportunity to share. After partners have discussed, select students to share out as you create a chart like the sample below, listing only the animals.

· After students have identified the animals, have them discuss how each one responded to the news that the storm was coming. They can discuss in partners, then you can have them share out. If needed, you can go back and use the pictures and the actual text to help them. (reread that particular section to provide more details) Fill in the information on the chart.

Character
Animal in the Story / How That Animal Responded to the Storm
Dog / Helped the farmer round up the animals and led them to barn
Sheep / Frightened; ran towards the barn
Ducks / Flapped wings and flew to barn
Cows / Herded together and joined the stampede to the barn
Cat / Meowed and yawned

· How can we tell that dog is helpful to the farmer? (rounded up the other animals, led them all to the farm)

· How can we tell, from the pictures and the text, that most of the animals were frightened or scared of the storm? Turn and talk. (should be able to tell because they all ran/flew to the barn and when you go in a hurry, you are probably scared)

· How is cat different from the other animals? Turn and talk

Writing Activity:

Select 2 animals from the story and illustrate how they responded to the storm. The pictures should include evidence that the storm is coming (dark clouds, etc) and how the animal acted.

After they have drawn their pictures, they can then write to describe what the animals are doing. If students aren’t able to write a sentence, they can label the picture with the name of the animal and maybe a word that describes the animal such as frightened or scared.

Kindergarten Writing Plans Lesson 12

Days 2 and 3: Writing in response to the big book, Snow

Comprehension Skill:

Report Card Skill (if applicable): dictates or writes using pictures or words/using details to describe familiar people, places, things, or events/acquires and uses increasingly difficult vocabulary.

Before Reading: Today we are going to read a story about animals that are waiting for the first snow of the season. The animals in the forest respond to the snow in different ways.

· As I read this story, I want you listen to find out what the animals do when the weather changes.

· Turn and tell your partner what you will be listening for as I read.

After Reading about Each Season:

· As I read this story, I asked you to listen to find out what the animals did when the weather changed? We’re going to focus specifically on the bunnies, the bear, and the geese. What did they do when the snow started to fall? Turn and tell your partner. Students can take turns sharing. After they have finished sharing, you can record the information they shared on a chart like the sample.

Animal / When the snow fell, they…
Bunnies / Fur turned white
Bear / Went to sleep for the winter
Geese / Flew south for the winter

Writing Activity:

Students will illustrate what the animals did when the weather changed. You can help students come up with a topic sentence, such as, “The animals did several things when the snow started to fall.” (feel free to change it- you can also have something preprinted at the top of their paper)

Have 3 columns for them to illustrate what the bunnies, the bear, and the geese do when the weather changes.

For those who are able, they can write a sentence describing what they do such as, “The bear goes to sleep.”

Example:

The animals respond in different ways when the snow starts to fall.
(picture of what bunnies do) / (picture of what bear does) / (picture of what geese do)

Kindergarten Writing Plans Lesson 12

Day 4: Writing in response to the companion piece, How Water Changes

Comprehension Skill: Using Details from the Text

Report Card Skill (if applicable): dictates or writes using pictures or words/using details to describe familiar people, places, things, or events/acquires and uses increasingly difficult vocabulary.

Before Reading: Today we are going to read an informational story about water and how it changes. Water can take on different forms depending on the weather.

· As I read this story, I want you listen to find out the 3 different forms of water.

· Turn and tell your partner what you will be listening for as I read.

After Reading about Each Season:

· As I read this story, I asked you to listen to find out the three different forms of water. Turn and tell your partner one form of water. If needed, you can prompt them by asking what happens to water when it gets really cold.

· Continue sharing until they have identified the 3 forms of water. Prompting each time as needed.

· Create a chart that contains the 3 forms of water and how it relates to the weather- see example

Form of Water / Weather would be…
solid (ice) / really cold
liquid / warm
Gas / hot

· Ask guiding questions to apply understanding- what would happen to a snowman if the weather warmed up and the sun was out?

· What would happen to the water on the ground as the weather gets even warmer?

Writing Activity:

To relate to our theme of weather, you could have students write/illustrate to the following: Water changes with the weather. (feel free to change)

The students could pick one change to illustrate.

They would illustrate what would happen to water in that weather. Example: They would draw ice cubes and label “solid”

To extend, they could then write about what happens to water when it is cold, warm, and hot. Example: When it is cold water turns to ice (or is a solid)

Kindergarten Writing Plans Unit 3

Lesson 13

Topic: Animal Bodies

Read Aloud Book: Zebra’s World

Big Book: What Do You Do With a Tail Like This?

Companion Piece: Poems About Animals

Essential Question: How do animals use their different body parts?

Target Skills: Author’s Purpose; Text and Graphic Features

Kindergarten Writing Plans Lesson 13

Day 1: Writing in response to A Zebra’s World

Comprehension Skill Addressed in Writing: sequencing

Report Card Skill Addressed: Using details, describes familiar people, places, things, or events

Before Reading: We will be reading about zebras today.

· I want you to listen for how a baby zebra grows and changes in our story.