LESSON PLAN 1

Name: Sarah Jolley

Date: Monday November 30th, 2015

Lesson Title: George Washington Visits Day 1

Centers
Curriculum Standards

Grade/Level: Kindergarten, 2 hour Literacy

Time
Focus Question/Big Idea/Goal
Central Focus: Students will be able to identify
the /Dd/ and /Kk/ letter and sound. Students will
be able to insert adjectives and number words
into given sentences and then illustrate the
sentence. They will use this knowledge along
side the reading and writing skills they have
already gained.

RL.K.3. With prompting and support, identify characters,

settings, and major events in a story.
RL.K.6 With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a
book.
RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text.
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
a. Follow words from left to right, top to bottom, and
page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper- and lowercase letters
of the alphabet.
RF.K.3.c Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
W.K.1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or
the name of the book they are writing about and state an opinion
or preference about the topic or book (e.g., My favorite book is . .
.).
W.K.5 With guidance and support from adults, respond to
questions and suggestions from peers, and add details to
strengthen writing as needed.
SL.K.3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
L.K.1.a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
L.K.2.a. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I
L.K.2.b. Recognize and name end punctuation.
L.K.2.c. Write a letter or letters for most consonant and shortvowel sounds (phonemes)

Lesson Objective(s)
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I

can
can
can
can
can
can
can
can
can
can
can
can
can
can
can
can

identify characters, setting, and major events in a story.

tell who the author and illustrator are and their jobs.
follow the rules my teacher gives for listening.
ask and answer questions about the key details of a text.
identify the front cover, back cover, and title page of a book.
recognize books are read from left-right and top-bottom.
read a text with common sight words.
write, draw, or dictate an opinion about a topic.
answer questions about my writing.
ask and answer a question about what I have heard.
use drawings to add details.
share my thoughts, feelings, and ideas clearly when I speak.
print upper and lowercase letters correctly.
capitalize I and the first word in a sentence.
recognize and name end punctuation.
write the letter for consonant and vowel sounds.

Vocabulary/ Academic Language

The teacher will use academic vocabulary while teaching at the reading center. She will be intentional about using position words,
the sight words for the week, and ordinal words. At the listening station, books are chosen that have vocabulary words that the
students need to know in them. In the writing station, position words are prompted for the students to insert into sentences as
well as other sight words and vocabulary words.

Questions for higher order thinking and assessment

Does the sentence that I write in my journal match the picture that I drew?
Does the picture that I drew match for my listening center show the details that I am trying to convey?
How can the illustrations help me to interpret the story?
Can I use the illustrations in the story to help me figure out a word that I do not know?

Assessment/Evaluation
Informal:
Reading with Teacher Center:
Observation of students during reading Pit Did
Can students provide the three items on the title page orally? (name/title, author, illustrator)
Listening Center:
The teacher will monitor the students to ensure that each student is following along in their book on the correct page and focusing
well.
Computer Center:
The teacher will monitor as students play educational games to make sure that they are staying on task.
Writing Center:
The teacher/aid will monitor as students write their letters and sentences.
Formal:
Reading with Teacher Center:
Letters with Santa Short /Aa/ will be checked and sent home with the students
At the end of the week, a sight word assessment will be given
Listening Center:
The students will illustrate a comprehension question for the story. They will orally tell the teacher the what their picture says. The
teacher will record this as a pass or fail grade.
Computer Center:
The Reading Eggs program is designed with a built in motivation builder that gives the students eggs as they successfully
complete a question. Students can use these egg points to play games on special days of the week (Thursdays).
Writing Center:
Workbook pages 186-187 will be checked and sent home as a grade.
Each student will write in their journal and be required to match their illustration to their description.

Materials
Reading with Teacher Center:
Letters to Santa Short /Aa/ Worksheet copies for each student
4-5 Scissors
4-5 Glue Sticks
Copy of Pit Did for each student
4-5 Pencils
4-5 Erasers
Crayons
Listening Center:
4-5 Headphones
C.D. Player
1-5 copies of The Christmas Blizzard
Copies for each student of the comprehension question worksheet (How did they get the clouds back up into the sky?)
Computer Center:
4-5 Computers
4-5 sets of headphones
Reading Eggs Software
Writing Center:
Writing Journals for each student
Colored trays to organize journals
Copies of pages 185-186 worksheet
Written out copy of The two brown cats _ ran after _ yellow mice
Adjective and number cards
Pencils and erasers for each student
Copies of Drops in the Bucket Worksheet number 51 for each student.

Bell Ringer
Students will complete the two Drops in the Bucket worksheet for that day. Each worksheet provides a spiral review of both
reading and math skills. After they complete the worksheets, they may move to their first center. The teacher should use this time
to take attendance, lunch count, and complete other housekeeping activities.

Anticipatory Set
During the start of the Reading with the Teacher center, the teacher will introduce that weeks letter and sound to the students.
By the end of the week, they should be able to produce the sound of each letter without the teacher modeling it first.

Instruction
Most of the instruction during the literary centers happens in the Reading with the Teacher Center. The teacher should use this
center to model correct reading strategies. At the writing station, the aid/teacher will also model the correct structure of
sentences. At the Listening and Computer station, students generally work independently.

Guided and Independent Practice

All of the students will spend 35-40 minutes at 4 different centers. They will be placed in groups with children of similar learning
abilities. This will allow the teacher to scaffold and model reading strategies more efficiently. She will also be able to adapt the
work to accommodate the needs of the students.
Rotation Schedule:
1st Rotation:
Reading with the Teacher: Blue Group (High Level)
Computer Center: Green Group (Low Level)
Listening Center: Yellow Group (Medium High Level)
Writing Center: Red Group (Medium Low Level)
2nd Rotation:
Reading with the Teacher: Red Group
Computer Center: Blue Group
Listening Center: Green Group
Writing Center: Yellow Group
3rd Rotation:
Reading with the Teacher: Yellow Group
Computer Center: Red Group
Listening Center: Blue Group
Writing Center: Green Group
4th Rotation:
Reading with the Teacher: Green Group
Computer Center: Yellow Group
Listening Center:Red Group
Writing Center: Blue Group

Plans for Each Center: (35-40 mins each)

Reading with the Teacher:
Have students get started on the Letters to Santa Short /Aa/ worksheet. They should each be given scissors, a glue stick and a
pencil. The teacher will use this time to walk around to the other three centers to ensure that they are all running smoothly. (10
mins)
After students have turned in the worksheet, the teacher will read Pit Did with the students. Each student will be given an
opportunity to read a page of the book. When it is a childs turn to read, they will have the talking cone. This signals to the other
students that they are not allowed to speak. (15 mins)
When the group has completed the story, they will be allowed to color it and place it in their backpacks. The teacher should
encourage the students to read the book at home with their parents. (5 mins)
If there is extra time remaining, the teacher will review letter or sight word flash cards, depending on the needs of the students.
Computer Center:
The students are only allowed to go to the computer center after they have completed all of their morning work and worksheets
from other centers.
Students will use the time at this center to play on the Reading Eggs software. This program assesses students at the beginning of
the year to gage where in the program they should begin. Therefore, each student works on a different skill that they need the
most help on.
At the end of the week, students will be allowed to play games on the program with eggs that they earned during the week
completing educational activities.
Listening Center:
Students will listen to The Christmas Blizzard
After they have heard the whole story, students will illustrate a picture for the question How did they get the clouds back up into
the sky? They will take their picture to the teacher and verbally tell the teacher the answer to the question so they can write it
down.
Each student will receive a pass or fail grade depending on their response to the question.
If there is extra time, students will go to the reading area and quietly read books that the class had read in the reading center the
previous week.
Writing Center:
If possible, this center works best when an aid or assistant teacher helps out.
For the first part of the center, students will complete the sentence The two brown cats _ ran after _ mice in their writing journal.
The will insert provided adjectives or number words into the blanks. They must also illustrate their picture to match the sentence.
The teacher/aid will check the students handwriting, illustration, and sentence structure before they are allowed to go on to the
next activity. (20 mins)

The students will then complete workbook pages 185-186. The teacher will ensure that students are following the directions and
help them out when they need it. This will be checked and returned to the students. (15 mins)
If there is extra time, students will be allowed to quietly play literacy games that are in the classroom (alphabet magnets, letter
train, ect.)

Closure
After all of the reading centers are complete, students will go to group time with the teacher. She will read George Washington
Visits. She will prompt students with comprehension questions and listening questions while she reads.

Adaptations to Meet Individual Needs

Each center is designed to be flexible for each students needs. The teacher should use her discretion to change and adapt the
content as needed. For example, in the reading with the teacher center, she will have extra books on hand that are both phonics
books and normal beginner books. She could pull these books out if there was extra time after the instruction time is finished. The
computer center also adapts to students learning needs by evaluating them as they complete the program.

Cross-curricular connections
This week, the group time book George Washington Visits provides students information about George Washington. Although
the story is Historical Fiction, the teacher should use the factual information in the story to teach about Americas first president.

LESSON PLAN 2
Name: Sarah Jolley

Date: Tuesday, December 1st, 2015

Lesson Title: George Washington Visits Day 2

Centers
Curriculum Standards

Grade/Level: Kindergarten, 2 hour Literacy

Time
Focus Question/Big Idea/Goal
Central Focus: Students will be able to identify
the /Dd/ and /Kk/ letter and sound. Students will
be able to insert adjectives and number words
into given sentences and then illustrate the
sentence. They will use this knowledge along

RL.K.3. With prompting and support, identify characters,

settings, and major events in a story.
RL.K.6 With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
RL.K.9 With prompting and support, compare and contrast the

adventures and experiences of characters in familiar stories.

RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a
book.
RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text.
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
a. Follow words from left to right, top to bottom, and
page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper- and lowercase letters
of the alphabet.
RF.K.3.c Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
W.K.1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or
the name of the book they are writing about and state an opinion
or preference about the topic or book (e.g., My favorite book is . .
.).
W.K.5 With guidance and support from adults, respond to
questions and suggestions from peers, and add details to
strengthen writing as needed.
SL.K.3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
L.K.1.a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
L.K.2.a. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I
L.K.2.b. Recognize and name end punctuation.
L.K.2.c. Write a letter or letters for most consonant and shortvowel sounds (phonemes)

side the reading and writing skills they have

already gained.

Lesson Objective(s)
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I

can
can
can
can
can
can
can
can
can
can
can
can
can
can
can
can

identify characters, setting, and major events in a story.

tell who the author and illustrator are and their jobs.
follow the rules my teacher gives for listening.
ask and answer questions about the key details of a text.
identify the front cover, back cover, and title page of a book.
recognize books are read from left-right and top-bottom.
read a text with common sight words.
write, draw, or dictate an opinion about a topic.
answer questions about my writing.
ask and answer a question about what I have heard.
use drawings to add details.
share my thoughts, feelings, and ideas clearly when I speak.
print upper and lowercase letters correctly.
capitalize I and the first word in a sentence.
recognize and name end punctuation.
write the letter for consonant and vowel sounds.

Vocabulary/ Academic Language

The teacher will use academic vocabulary while teaching at the reading center. She will be intentional about using position words,
the sight words for the week, and ordinal words. At the listening station, books are chosen that have vocabulary words that the
students need to know in them. In the writing station, position words are prompted for the students to insert into sentences as
well as other sight words and vocabulary words.

Questions for higher order thinking and assessment

Does the sentence that I write in my journal match the picture that I drew?
Does the picture that I drew match for my listening center show the details that I am trying to convey?
How can the illustrations help me to interpret the story?
Can I use the illustrations in the story to help me figure out a word that I do not know?

Assessment/Evaluation

Informal:
Reading with Teacher Center:
Observation of students during reading Dad Did.
Can students provide the three items on the title page orally? (name/title, author, illustrator)
Listening Center:
The teacher will monitor the students to ensure that each student is following along in their book on the correct page and focusing
well.
Computer Center:
The teacher will monitor as students play educational games to make sure that they are staying on task.
Writing Center:
The teacher/aid will monitor as students write their letters to Santa.
Formal:
Reading with Teacher Center:
Sight words and beginning sounds worksheet will be checked after students complete it
At the end of the week, a sight word assessment will be given
Listening Center:
The students will illustrate a self to text question from the story. They will orally tell the teacher the what their picture says. The
teacher will record this as a pass or fail grade.
Computer Center:
The Reading Eggs program is designed with a built in motivation builder that gives the students eggs as they successfully
complete a question. Students can use these egg points to play games on special days of the week (Thursdays).
Writing Center:
Workbook pages 189-190 will be checked and sent home as a grade.
The students will finish the sentence Dear Santa, Can I please have They must respond in a complete sentence and draw a
picture to match the question.

Materials
Reading with Teacher Center:
Identify beginning sound and sight word worksheet copies for each student
Copy of Dad Did for each student
4-5 Pencils
4-5 Erasers
Crayons
Listening Center:
4-5 Headphones
C.D. Player
1-5 copies of How do Dinosaurs Eat their Food?
Copies for each student of the text to self question worksheet (Illustrate what manners you have been taught to use when you
eat.)
Computer Center:
4-5 Computers
4-5 sets of headphones
Reading Eggs Software
Writing Center:
Copies of pages 189-190 worksheet
Written out copy of Dear Santa, Can I please have...
Pencils and erasers for each student
Letter to Santa Worksheet copies for each student
Copies of Drops in the Bucket Worksheet number 52 for each student.

Bell Ringer
Students will complete the two Drops in the Bucket worksheet for that day. Each worksheet provides a spiral review of both
reading and math skills. After they complete the worksheets, they may move to their first center. The teacher should use this time
to take attendance, lunch count, and complete other housekeeping activities.

Anticipatory Set
During the start of the Reading with the Teacher center, the teacher will introduce that weeks letter and sound to the students.
By the end of the week, they should be able to produce the sound of each letter without the teacher modeling it first.

Instruction
Most of the instruction during the literary centers happens in the Reading with the Teacher Center. The teacher should use this
center to model correct reading strategies. At the writing station, the aid/teacher will also model the correct structure of
sentences. At the Listening and Computer station, students generally work independently.

Guided and Independent Practice

All of the students will spend 35-40 minutes at 4 different centers. They will be placed in groups with children of similar learning

abilities. This will allow the teacher to scaffold and model reading strategies more efficiently. She will also be able to adapt the
work to accommodate the needs of the students.
Rotation Schedule:
1st Rotation:
Reading with the Teacher: Blue Group (High Level)
Computer Center: Green Group (Low Level)
Listening Center: Yellow Group (Medium High Level)
Writing Center: Red Group (Medium Low Level)
2nd Rotation:
Reading with the Teacher: Red Group
Computer Center: Blue Group
Listening Center: Green Group
Writing Center: Yellow Group
3rd Rotation:
Reading with the Teacher: Yellow Group
Computer Center: Red Group
Listening Center: Blue Group
Writing Center: Green Group
4th Rotation:
Reading with the Teacher: Green Group
Computer Center: Yellow Group
Listening Center:Red Group
Writing Center: Blue Group

Plans for Each Center: (35-40 mins each)

Reading with the Teacher:
Have students get started on the beginning sound and sight words worksheet. They should each be given pencils and crayons.
The teacher will use this time to walk around to the other three centers to ensure that they are all running smoothly. (10 mins)
After students have turned in the worksheet, the teacher will read Dad Did with the students. Each student will be given an
opportunity to read a page of the book. When it is a childs turn to read, they will have the talking cone. This signals to the other
students that they are not allowed to speak. (15 mins)
After the story is finished, the teacher will go over position words with the students (above, on, under, around). Many of the ESL
students often struggle with these words. When a word is introduced, the teacher will ask a student to place the reading cone in
that location of another student (Place the cone under Max ect). The teacher will have children that knows what those words
mean place the cone on the ones that do not. (5 mins)
If there is extra time remaining, the teacher will review letter or sight word flash cards, depending on the needs of the students.
Computer Center:
The students are only allowed to go to the computer center after they have completed all of their morning work and worksheets
from other centers.
Students will use the time at this center to play on the Reading Eggs software. This program assesses students at the beginning of
the year to gage where in the program they should begin. Therefore, each student works on a different skill that they need the
most help on.
At the end of the week, students will be allowed to play games on the program with eggs that they earned during the week
completing educational activities.
Listening Center:
Students will listen to How do Dinosaurs Eat their Food?
After they have heard the whole story, students will illustrate a picture for the question What manners have you been taught to
use when you eat? They will take their picture to the teacher and verbally tell the teacher the answer to the question so they can
write it down.
Each student will receive a pass or fail grade depending on their response to the question.
If there is extra time, students will go to the reading area and quietly read books that the class had read in the reading center the
previous week.
Writing Center:
If possible, this center works best when an aid or assistant teacher helps out.
For the first part of the center, students will write a letter to Santa that completes the sentence Dear Santa, Please can I have
a They will illustrate a picture to match what they ask Santa for. The teacher/aid will check the students handwriting,
illustration, and sentence structure before they are allowed to go on to the next activity. (20 mins)
The students will then complete workbook pages 189-190. The teacher will ensure that students are following the directions and
help them out when they need it. This will be checked and returned to the students. (15 mins)
If there is extra time, students will be allowed to quietly play literacy games that are in the classroom (alphabet magnets, letter
train, ect.)

Closure
After all of the reading centers are complete, students will go to group time with the teacher. The class will count bugs to the
100th day, go over the calendar for the month, and/or sing the money songs. She could also re-read George Washington Visits.

Adaptations to Meet Individual Needs

Each center is designed to be flexible for each students needs. The teacher should use her discretion to change and adapt the
content as needed. For example, in the reading with the teacher center, she will have extra books on hand that are both phonics
books and normal beginner books. She could pull these books out if there was extra time after the instruction time is finished. The

computer center also adapts to students learning needs by evaluating them as they complete the program.

Cross-curricular connections
This week, the group time book George Washington Visits provides students information about George Washington. Although
the story is Historical Fiction, the teacher should use the factual information in the story to teach about Americas first president.

LESSON PLAN 3
Name: Sarah Jolley

Date: Wednesday December 2nd, 2015

Lesson Title: George Washington Visits Day 3

Centers
Curriculum Standards

Grade/Level: Kindergarten, 2 hour Literacy

Time
Focus Question/Big Idea/Goal
Central Focus: Students will be able to identify
the /Dd/ and /Kk/ letter and sound. Students will
be able to insert adjectives and number words
into given sentences and then illustrate the
sentence. They will use this knowledge along
side the reading and writing skills they have
already gained.

RL.K.3. With prompting and support, identify characters,

settings, and major events in a story.
RL.K.6 With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a
book.
RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text.
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
a. Follow words from left to right, top to bottom, and
page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper- and lowercase letters
of the alphabet.
RF.K.3.c Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
W.K.1 Use a combination of drawing, dictating, and writing to

compose opinion pieces in which they tell a reader the topic or

the name of the book they are writing about and state an opinion
or preference about the topic or book (e.g., My favorite book is . .
.).
W.K.5 With guidance and support from adults, respond to
questions and suggestions from peers, and add details to
strengthen writing as needed.
SL.K.3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
L.K.1.a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
L.K.2.a. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I
L.K.2.b. Recognize and name end punctuation.
L.K.2.c. Write a letter or letters for most consonant and shortvowel sounds (phonemes)

Lesson Objective(s)
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I

can
can
can
can
can
can
can
can
can
can
can
can
can
can
can
can

identify characters, setting, and major events in a story.

tell who the author and illustrator are and their jobs.
follow the rules my teacher gives for listening.
ask and answer questions about the key details of a text.
identify the front cover, back cover, and title page of a book.
recognize books are read from left-right and top-bottom.
read a text with common sight words.
write, draw, or dictate an opinion about a topic.
answer questions about my writing.
ask and answer a question about what I have heard.
use drawings to add details.
share my thoughts, feelings, and ideas clearly when I speak.
print upper and lowercase letters correctly.
capitalize I and the first word in a sentence.
recognize and name end punctuation.
write the letter for consonant and vowel sounds.

Vocabulary/ Academic Language

The teacher will use academic vocabulary while teaching at the reading center. She will be intentional about using position words,
the sight words for the week, and ordinal words. At the listening station, books are chosen that have vocabulary words that the
students need to know in them. In the writing station, position words are prompted for the students to insert into sentences as
well as other sight words and vocabulary words.

Questions for higher order thinking and assessment

Does the sentence that I write in my journal match the picture that I drew?
Does the picture that I drew match for my listening center show the details that I am trying to convey?
How can the illustrations help me to interpret the story?
Can I use the illustrations in the story to help me figure out a word that I do not know?

Assessment/Evaluation
Informal:
Reading with Teacher Center:
Observation of students during reading Dan Can, Fun with Gram, or Pam at Bat
Can students provide the three items on the title page orally? (name/title, author, illustrator)
Student discussion during multiple meaning word ball
Listening Center:
The teacher will monitor the students to ensure that each student is following along in their book on the correct page and focusing
well.
Computer Center:
The teacher will monitor as students play educational games to make sure that they are staying on task.
Writing Center:
The teacher/aid will monitor as students write their letters and sentences.
Formal:
Reading with Teacher Center:
Multiple Meaning Word ball Worksheet will be taken up for a grade
At the end of the week, a sight word assessment will be given
Listening Center:
The students will illustrate a comprehension question for the story. They will orally tell the teacher the what their picture says. The

teacher will record this as a pass or fail grade.

The students will tell the teacher why the author wrote this story (for us to enjoy it or for us to learn something). This will be
recorded as a pass or fail grade.
Computer Center:
The Reading Eggs program is designed with a built in motivation builder that gives the students eggs as they successfully
complete a question. Students can use these egg points to play games on special days of the week (Thursdays).
Writing Center:
Workbook pages 191-192 will be checked and sent home as a grade.
Each student will write a letter to Santa that will contain an illustration to match their sentences.

Materials
Reading with Teacher Center:
Multiple Meaning Word Ball Worksheet copies for each student
Copy of Fun with Gram, Pam at Bat, and Dan Can for each student
4-5 Pencils
4-5 Erasers
Crayons
Listening Center:
4-5 Headphones
C.D. Player
1-5 copies of Caps for Sale
Copies for each student of the comprehension question worksheet (Illustrate what the monkey did in the story. Why did the author
write this story?)
Computer Center:
4-5 Computers
4-5 sets of headphones
Reading Eggs Software
Writing Center:
Copies of pages 191-192 worksheet
Copies of Letter to Santa worksheet (that students had worked on the day before)
Written out copy of Dear Santa, Please can I have
Pencils and erasers for each student
Copies of Drops in the Bucket Worksheet number 53 for each student.

Bell Ringer
Students will complete the two Drops in the Bucket worksheet for that day. Each worksheet provides a spiral review of both
reading and math skills. After they complete the worksheets, they may move to their first center. The teacher should use this time
to take attendance, lunch count, and complete other housekeeping activities.

Anticipatory Set
During the start of the Reading with the Teacher center, the teacher will introduce that weeks letter and sound to the students.
By the end of the week, they should be able to produce the sound of each letter without the teacher modeling it first.

Instruction
Most of the instruction during the literary centers happens in the Reading with the Teacher Center. The teacher should use this
center to model correct reading strategies. At the writing station, the aid/teacher will also model the correct structure of
sentences. At the Listening and Computer station, students generally work independently.

Guided and Independent Practice

All of the students will spend 35-40 minutes at 4 different centers. They will be placed in groups with children of similar learning
abilities. This will allow the teacher to scaffold and model reading strategies more efficiently. She will also be able to adapt the
work to accommodate the needs of the students.
Rotation Schedule:
1st Rotation:
Reading with the Teacher: Blue Group (High Level)
Computer Center: Green Group (Low Level)
Listening Center: Yellow Group (Medium High Level)
Writing Center: Red Group (Medium Low Level)
2nd Rotation:
Reading with the Teacher: Red Group
Computer Center: Blue Group
Listening Center: Green Group
Writing Center: Yellow Group
3rd Rotation:
Reading with the Teacher: Yellow Group
Computer Center: Red Group
Listening Center: Blue Group
Writing Center: Green Group
4th Rotation:

Reading with the Teacher: Green Group

Computer Center: Yellow Group
Listening Center:Red Group
Writing Center: Blue Group

Plans for Each Center: (35-40 mins each)

Reading with the Teacher:
Have students get started on the Multiple Meaning Word Ball worksheet. They should each be given crayons and a pencil.
Before leaving the students, the teacher will have a small discussion about the two meanings of the word ball (toy ball and fancy
dance). Afterwards, the teacher will walk around to the other three centers to ensure that they are all running smoothly. (10 mins)
After students have turned in the worksheet, the teacher will read Fun with Gram with the Blue Group, Pam at Bat with the
Yellow and Red Group, and Dan Can with the Green Group. Each of these books are designed to meet the needs of readers on
the level of each group. These books generally have more content and contain both sight words and blends in addition to words
that students can sound out. Each student will be given an opportunity to read a page of the book. When it is a childs turn to
read, they will have the talking cone. This signals to the other students that they are not allowed to speak. (20 mins)
If there is extra time remaining, the teacher will review letter or sight word flash cards, depending on the needs of the students.
Computer Center:
The students are only allowed to go to the computer center after they have completed all of their morning work and worksheets
from other centers.
Students will use the time at this center to play on the Reading Eggs software. This program assesses students at the beginning of
the year to gage where in the program they should begin. Therefore, each student works on a different skill that they need the
most help on.
At the end of the week, students will be allowed to play games on the program with eggs that they earned during the week
completing educational activities.
Listening Center:
Students will listen to Caps for Sale
After they have heard the whole story, students will illustrate a picture for the question Illustrate what the monkey did in the
story They will take their picture to the teacher and verbally tell the teacher the answer to the question so they can write it
down. The teacher will also ask the students why the author wrote this story (for us to enjoy or for us to learn something).
Each student will receive a pass or fail grade for both questions depending on their responses.
If there is extra time, students will go to the reading area and quietly read books that the class had read in the reading center the
previous week.
Writing Center:
If possible, this center works best when an aid or assistant teacher helps out.
For the first part of the center, students will finish writing and illustrating their letters to Santa. They must also illustrate their
picture to match the sentence. The teacher/aid will check the students handwriting, illustration, and sentence structure before
they are allowed to go on to the next activity. (20 mins)
The students will then complete workbook pages 191-192. The teacher will ensure that students are following the directions and
help them out when they need it. This will be checked and returned to the students. (15 mins)
If there is extra time, students will be allowed to quietly play literacy games that are in the classroom (alphabet magnets, letter
train, ect.)

Closure
After all of the reading centers are complete, students will go to group time. The teacher will re-read George Washington Visits
to the students, emphasizing important facts that will be on the comprehension test. Afterwards, she will give the students their
comprehension test for the week. This will be recorded as a grade.

Adaptations to Meet Individual Needs

Each center is designed to be flexible for each students needs. The teacher should use her discretion to change and adapt the
content as needed. For example, in the reading with the teacher center, she will have extra books on hand that are both phonics
books and normal beginner books. She could pull these books out if there was extra time after the instruction time is finished. The
computer center also adapts to students learning needs by evaluating them as they complete the program.

Cross-curricular connections
This week, the group time book George Washington Visits provides students information about George Washington. Although
the story is Historical Fiction, the teacher should use the factual information in the story to teach about Americas first president.

LESSON PLAN 4
Name: Sarah Jolley

Date: Thursday December 3rd, 2015

Lesson Title: George Washington Visits Day 4

Centers
Curriculum Standards

Grade/Level: Kindergarten, 2 hour Literacy

Time
Focus Question/Big Idea/Goal
Central Focus: Students will be able to identify
the /Dd/ and /Kk/ letter and sound. Students will
be able to insert adjectives and number words
into given sentences and then illustrate the
sentence. They will use this knowledge along
side the reading and writing skills they have
already gained.

RL.K.3. With prompting and support, identify characters,

settings, and major events in a story.
RL.K.6 With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a
book.
RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text.
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
a. Follow words from left to right, top to bottom, and
page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper- and lowercase letters
of the alphabet.
RF.K.3.c Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
W.K.1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or
the name of the book they are writing about and state an opinion
or preference about the topic or book (e.g., My favorite book is . .
.).
W.K.5 With guidance and support from adults, respond to
questions and suggestions from peers, and add details to
strengthen writing as needed.
SL.K.3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
L.K.1.a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
L.K.2.a. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I
L.K.2.b. Recognize and name end punctuation.
L.K.2.c. Write a letter or letters for most consonant and short-

vowel sounds (phonemes)

Lesson Objective(s)
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I

can
can
can
can
can
can
can
can
can
can
can
can
can
can
can
can

identify characters, setting, and major events in a story.

tell who the author and illustrator are and their jobs.
follow the rules my teacher gives for listening.
ask and answer questions about the key details of a text.
identify the front cover, back cover, and title page of a book.
recognize books are read from left-right and top-bottom.
read a text with common sight words.
write, draw, or dictate an opinion about a topic.
answer questions about my writing.
ask and answer a question about what I have heard.
use drawings to add details.
share my thoughts, feelings, and ideas clearly when I speak.
print upper and lowercase letters correctly.
capitalize I and the first word in a sentence.
recognize and name end punctuation.
write the letter for consonant and vowel sounds.

Vocabulary/ Academic Language

The teacher will use academic vocabulary while teaching at the reading center. She will be intentional about using position words,
the sight words for the week, and ordinal words. At the listening station, books are chosen that have vocabulary words that the
students need to know in them. In the writing station, position words are prompted for the students to insert into sentences as
well as other sight words and vocabulary words.

Questions for higher order thinking and assessment

Does the sentence that I write in my journal match the picture that I drew?
Does the picture that I drew match for my listening center show the details that I am trying to convey?
How can the illustrations help me to interpret the story?
Can I use the illustrations in the story to help me figure out a word that I do not know?

Assessment/Evaluation
Informal:
Reading with Teacher Center:
Observation of students during reading Pam at Bat
Can students provide the three items on the title page orally? (name/title, author, illustrator)
Listening Center:
The teacher will monitor the students to ensure that each student is following along in their book on the correct page and focusing
well.
Computer Center:
The teacher will monitor as students play educational games to make sure that they are staying on task.
Writing Center:
The teacher/aid will monitor as students write their letters and sentences.
Dog craft
Formal:
Reading with Teacher Center:
Identifying Sight Words Worksheet will be grades
At the end of the week, a sight word assessment will be given
Spelling Test on ot words
Listening Center:
The students will illustrate a comprehension question for the story. They will orally tell the teacher the what their picture says. The
teacher will record this as a pass or fail grade.
The students will analyze why the author wrote the story
Computer Center:
The Reading Eggs program is designed with a built in motivation builder that gives the students eggs as they successfully
complete a question. Students can use these egg points to play games on special days of the week (Thursdays).
Writing Center:
Workbook pages 193-194 will be checked and sent home as a grade.
Verbs for past and present will be checked for a grade
Each student will write what they like and draw a picture to match their sentence.

Materials
Reading with Teacher Center:
Identifying Sight Words Worksheet copies for each student
Copy of Pam at Bat for each student
4-5 Pencils
4-5 Erasers
Crayons
Listening Center:
4-5 Headphones
C.D. Player

1-5 copies of Nutty Nut Chase

Copies for each student of the comprehension question worksheet (Why could they not eat the nut that they had found? Why did
the author write the story?)
Computer Center:
4-5 Computers
4-5 sets of headphones
Reading Eggs Software
Writing Center:
Copies of pages 193-194 worksheet
Verbs for past and present worksheet
folded brown construction paper (to make dog)
Pencils and erasers for each student
Copies of Drops in the Bucket Worksheet number 54 for each student.

Bell Ringer
Students will complete the two Drops in the Bucket worksheet for that day. Each worksheet provides a spiral review of both
reading and math skills. After they complete the worksheets, they may move to their first center. The teacher should use this time
to take attendance, lunch count, and complete other housekeeping activities.

Anticipatory Set
During the start of the Reading with the Teacher center, the teacher will introduce that weeks letter and sound to the students.
By the end of the week, they should be able to produce the sound of each letter without the teacher modeling it first.

Instruction
Most of the instruction during the literary centers happens in the Reading with the Teacher Center. The teacher should use this
center to model correct reading strategies. At the writing station, the aid/teacher will also model the correct structure of
sentences. At the Listening and Computer station, students generally work independently.

Guided and Independent Practice

All of the students will spend 35-40 minutes at 4 different centers. They will be placed in groups with children of similar learning
abilities. This will allow the teacher to scaffold and model reading strategies more efficiently. She will also be able to adapt the
work to accommodate the needs of the students.
Rotation Schedule:
1st Rotation:
Reading with the Teacher: Blue Group (High Level)
Computer Center: Green Group (Low Level)
Listening Center: Yellow Group (Medium High Level)
Writing Center: Red Group (Medium Low Level)
2nd Rotation:
Reading with the Teacher: Red Group
Computer Center: Blue Group
Listening Center: Green Group
Writing Center: Yellow Group
3rd Rotation:
Reading with the Teacher: Yellow Group
Computer Center: Red Group
Listening Center: Blue Group
Writing Center: Green Group
4th Rotation:
Reading with the Teacher: Green Group
Computer Center: Yellow Group
Listening Center:Red Group
Writing Center: Blue Group

Plans for Each Center: (35-40 mins each)

Reading with the Teacher:
Have students get started on the identifying sight words worksheet. They should each be given crayons and a pencil. The teacher
will use this time to walk around to the other three centers to ensure that they are all running smoothly. (10 mins)
The teacher will give the students a spelling test over ot words. This will be taken for a grade. (10 mins)
After students have turned in the worksheet, the teacher will read Pam at Bat with the students. Each student will be given an
opportunity to read a page of the book. When it is a childs turn to read, they will have the talking cone. This signals to the other
students that they are not allowed to speak. (15 mins)
If there is extra time remaining, the teacher will review letter or sight word flash cards, depending on the needs of the students.
Computer Center:
The students are only allowed to go to the computer center after they have completed all of their morning work and worksheets
from other centers.
Students will use the time at this center to play on the Reading Eggs software. This program assesses students at the beginning of
the year to gage where in the program they should begin. Therefore, each student works on a different skill that they need the
most help on.
At the end of the week, students will be allowed to play games on the program with eggs that they earned during the week

completing educational activities.

Listening Center:
Students will listen to Nutty Nut Chase
After they have heard the whole story, students will illustrate a picture for the question Why could they not eat the nut that they
had found? They will take their picture to the teacher and verbally tell the teacher the answer to the question so they can write it
down.
They will also tell the teacher why the author wrote the story (for us to enjoy it or for us to learn something).
Each student will receive a pass or fail grade depending on their responses to the questions.
If there is extra time, students will go to the reading area and quietly read books that the class had read in the reading center the
previous week.
Writing Center:
If possible, this center works best when an aid or assistant teacher helps out.
For the first part of the center, students will complete the worksheet about past and present verbs. They will fill in the ending to
verbs to make them past or present (10 mins)
The students will then complete workbook pages 193-194. On this page students will describe something that they like and
illustrate it. The teacher will ensure that students are following the directions and help them out when they need it. This will be
checked and returned to the students. (15 mins)
If there is extra time, students will be allowed to quietly play literacy games that are in the classroom (alphabet magnets, letter
train, ect.)

Closure
After all of the reading centers are complete, students will go to group time with the teacher. She will go over flash cards that
show pictures beginning with the /Dd/ and /Kk/ sounds. She will emphasize how to say the sounds out loud.

Adaptations to Meet Individual Needs

Each center is designed to be flexible for each students needs. The teacher should use her discretion to change and adapt the
content as needed. For example, in the reading with the teacher center, she will have extra books on hand that are both phonics
books and normal beginner books. She could pull these books out if there was extra time after the instruction time is finished. The
computer center also adapts to students learning needs by evaluating them as they complete the program.

Cross-curricular connections
This week, the group time book George Washington Visits provides students information about George Washington. Although
the story is Historical Fiction, the teacher should use the factual information in the story to teach about Americas first president.

LESSON PLAN 5
Name: Sarah Jolley

Date: Friday December 4th, 2015

Lesson Title: George Washington Visits Day 5

Centers
Curriculum Standards

Grade/Level: Kindergarten, 2 hour Literacy

Time
Focus Question/Big Idea/Goal
Central Focus: Students will be able to identify
the /Dd/ and /Kk/ letter and sound. Students will
be able to insert adjectives and number words
into given sentences and then illustrate the
sentence. They will use this knowledge along
side the reading and writing skills they have
already gained.

RL.K.3. With prompting and support, identify characters,

settings, and major events in a story.
RL.K.6 With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a
book.
RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text.
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
a. Follow words from left to right, top to bottom, and
page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper- and lowercase letters
of the alphabet.
RF.K.3.c Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
W.K.1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or
the name of the book they are writing about and state an opinion
or preference about the topic or book (e.g., My favorite book is . .
.).
W.K.5 With guidance and support from adults, respond to
questions and suggestions from peers, and add details to
strengthen writing as needed.
SL.K.3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
L.K.1.a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
L.K.2.a. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I
L.K.2.b. Recognize and name end punctuation.
L.K.2.c. Write a letter or letters for most consonant and shortvowel sounds (phonemes)

Lesson Objective(s)
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I

can
can
can
can
can
can
can
can
can
can
can
can
can
can
can
can

identify characters, setting, and major events in a story.

tell who the author and illustrator are and their jobs.
follow the rules my teacher gives for listening.
ask and answer questions about the key details of a text.
identify the front cover, back cover, and title page of a book.
recognize books are read from left-right and top-bottom.
read a text with common sight words.
write, draw, or dictate an opinion about a topic.
answer questions about my writing.
ask and answer a question about what I have heard.
use drawings to add details.
share my thoughts, feelings, and ideas clearly when I speak.
print upper and lowercase letters correctly.
capitalize I and the first word in a sentence.
recognize and name end punctuation.
write the letter for consonant and vowel sounds.

Vocabulary/ Academic Language

The teacher will use academic vocabulary while teaching at the reading center. She will be intentional about using position words,
the sight words for the week, and ordinal words. At the listening station, books are chosen that have vocabulary words that the
students need to know in them. In the writing station, position words are prompted for the students to insert into sentences as
well as other sight words and vocabulary words.

Questions for higher order thinking and assessment

Does the sentence that I write in my journal match the picture that I drew?
Does the picture that I drew match for my listening center show the details that I am trying to convey?
How can the illustrations help me to interpret the story?
Can I use the illustrations in the story to help me figure out a word that I do not know?

Assessment/Evaluation
Informal:
Reading with Teacher Center:
Observation of students during their reading assessments
Listening Center:
The teacher will monitor the students to ensure that each student is following along in their book on the correct page and focusing
well.
Computer Center:
The teacher will monitor as students play educational games to make sure that they are staying on task.
Writing Center:
The teacher/aid will monitor as students write their letters and sentences.
Formal:
Reading with Teacher Center:
Sight word Assessment
Letters to Santa Short /Oo/ worksheet
Sight word Worksheet
Listening Center:
The students will illustrate a comprehension question for the story. They will orally tell the teacher the what their picture says. The
teacher will record this as a pass or fail grade.
Computer Center:
The Reading Eggs program is designed with a built in motivation builder that gives the students eggs as they successfully
complete a question. Students can use these egg points to play games on special days of the week (Thursdays).
Writing Center:
Coloring Sight Words Worksheet
Each student will write in their journal and be required to match their illustration to their description.

Materials
Reading with Teacher Center:
Letters to Santa Short /Oo/ Worksheet copies for each student
Sight word worksheet
4-5 Scissors
4-5 Glue Sticks
Reading Benchmark Assessment for each student
4-5 Pencils
4-5 Erasers
Crayons
Listening Center:
4-5 Headphones
C.D. Player
1-5 copies of The Night Before Christmas
Copies for each student of the comprehension question worksheet (Who caught Santa delivering the presents?)
Computer Center:
4-5 Computers
4-5 sets of headphones
Reading Eggs Software
Writing Center:
Writing Journals for each student
Colored trays to organize journals
Written out copy of The four boys have _ blue toys
Number cards
Pencils and erasers for each student
Copies of Drops in the Bucket Worksheet number 55 for each student.

Bell Ringer
Students will complete the two Drops in the Bucket worksheet for that day. Each worksheet provides a spiral review of both
reading and math skills. After they complete the worksheets, they may move to their first center. The teacher should use this time
to take attendance, lunch count, and complete other housekeeping activities.

Anticipatory Set
During the start of the Reading with the Teacher center, the teacher will introduce that weeks letter and sound to the students.
By the end of the week, they should be able to produce the sound of each letter without the teacher modeling it first.

Instruction
Most of the instruction during the literary centers happens in the Reading with the Teacher Center. The teacher should use this
center to model correct reading strategies. At the writing station, the aid/teacher will also model the correct structure of
sentences. At the Listening and Computer station, students generally work independently.

Guided and Independent Practice

All of the students will spend 35-40 minutes at 4 different centers. They will be placed in groups with children of similar learning
abilities. This will allow the teacher to scaffold and model reading strategies more efficiently. She will also be able to adapt the
work to accommodate the needs of the students.
Rotation Schedule:
1st Rotation:
Reading with the Teacher: Blue Group (High Level)
Computer Center: Green Group (Low Level)
Listening Center: Yellow Group (Medium High Level)
Writing Center: Red Group (Medium Low Level)
2nd Rotation:
Reading with the Teacher: Red Group
Computer Center: Blue Group
Listening Center: Green Group
Writing Center: Yellow Group
3rd Rotation:
Reading with the Teacher: Yellow Group
Computer Center: Red Group
Listening Center: Blue Group
Writing Center: Green Group
4th Rotation:
Reading with the Teacher: Green Group
Computer Center: Yellow Group
Listening Center:Red Group
Writing Center: Blue Group

Plans for Each Center: (35-40 mins each)

Reading with the Teacher:
Since Fridays are used as assessment days, each student will get their Letters to Santa Short /Oo/ worksheet and their sight word
worksheet. They will take it to their desks to complete while the teacher works one-on-one with each student. She will call up
each student and have them read out their sight words for the week. She will also use this time to make up the spelling and
comprehension assessments if students were absent.
Computer Center:
The students are only allowed to go to the computer center after they have completed all of their morning work and worksheets
from other centers.
Students will use the time at this center to play on the Reading Eggs software. This program assesses students at the beginning of
the year to gage where in the program they should begin. Therefore, each student works on a different skill that they need the
most help on.
At the end of the week, students will be allowed to play games on the program with eggs that they earned during the week
completing educational activities.
Listening Center:
Students will listen to The Night Before Christmas
After they have heard the whole story, students will illustrate a picture for the question Who caught Santa delivering the
presents? They will take their picture to the teacher and verbally tell the teacher the answer to the question so they can write it
down.
Each student will receive a pass or fail grade depending on their response to the question.
If there is extra time, students will go to the reading area and quietly read books that the class had read in the reading center the
previous week.
Writing Center:
If possible, this center works best when an aid or assistant teacher helps out.
For the first part of the center, students will complete the sentence The four boys have _ blue toys in their writing journal. The
will insert a number word into the blanks. They must also illustrate their picture to match the sentence. The teacher/aid will check
the students handwriting, illustration, and sentence structure before they are allowed to go on to the next activity. (20 mins)
The students will complete the identifying sight words worksheet on their own. (15 mins)
If there is extra time, students will be allowed to quietly play literacy games that are in the classroom (alphabet magnets, letter
train, ect.)

Closure

After all of the reading centers are complete, students will go to group time with the teacher. She will do enrichment activities
such as counting bugs to the 100th day, money songs, or the calendar update.

Adaptations to Meet Individual Needs

Each center is designed to be flexible for each students needs. The teacher should use her discretion to change and adapt the
content as needed. For example, in the reading with the teacher center, she will have extra books on hand that are both phonics
books and normal beginner books. She could pull these books out if there was extra time after the instruction time is finished. The
computer center also adapts to students learning needs by evaluating them as they complete the program.

Cross-curricular connections
This week, the group time book George Washington Visits provides students information about George Washington. Although
the story is Historical Fiction, the teacher should use the factual information in the story to teach about Americas first president.

Unit Plan: George Washington Visits (/Dd/ and /Kk/ letters and sounds)
Name: Sarah Jolley

Date: November 30th- December 4th 2015

Subject/Content: Literacy

Grade Level: Kindergarten, 2 hours

Curriculum Standards

Unit Goals

RL.K.3. With prompting and support, identify characters,

settings, and major events in a story.

I
I
I
I
I

RL.K.6 With prompting and support, name the author and

illustrator of a story and define the role of each in telling the

can
can
can
can
can

identify characters, setting, and major events in a story.

tell who the author and illustrator are and their jobs.
follow the rules my teacher gives for listening.
ask and answer questions about the key details of a text.
identify the front cover, back cover, and title page of a

story.
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a
book.
RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text.
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
a. Follow words from left to right, top to bottom, and
page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of letters.
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper- and lowercase letters
of the alphabet.
RF.K.3.c Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
W.K.1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or
the name of the book they are writing about and state an opinion
or preference about the topic or book (e.g., My favorite book is . .
.).
W.K.5 With guidance and support from adults, respond to
questions and suggestions from peers, and add details to
strengthen writing as needed.
SL.K.3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
L.K.1.a. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
L.K.2.a. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I
L.K.2.b. Recognize and name end punctuation.
L.K.2.c. Write a letter or letters for most consonant and shortvowel sounds (phonemes)

book.
I can recognize books are read from left-right and top-bottom.
I can read a text with common sight words.
I can write, draw, or dictate an opinion about a topic.
I can answer questions about my writing.
I can ask and answer a question about what I have heard.
I can use drawings to add details.
I can share my thoughts, feelings, and ideas clearly when I
speak.
I can print upper and lowercase letters correctly.
I can capitalize I and the first word in a sentence.
I can recognize and name end punctuation.
I can write the letter for consonant and vowel sounds.

Activities Planned
Each day, the students will participate in four different literacy centers to further their reading, writing, listening, and speaking skills.
Two days of the week, students will also listen to the story George Washington Visits during whole group time with the teacher.
There will also be a reading, comprehension, and spelling assessment given during the week.

Assessment
Informal: The teacher will observe students during the reading and writing stations. She will give constructive feedback to the
students, allowing them to make mistakes and kindly pointing out why they were incorrect in their reasoning. While students are
reading out loud at the reading station, the teacher will model for students how to correctly sound out words when needed. She will
also correct students when they read a word inaccurately.

Formal: Graded worksheets taken up each day from the Writing and Reading Centers, Comprehension Test (Wednesday), Spelling
Test (Thursday), and Reading Benchmark (Friday)