UNIT OVERVIEW
This unit consists of 10 lessons that focus on literacy at the beginning of the second semester of kindergarten. The central theme of this unit is an author study of Jan Brett. The following books by Jan Brett are used during this unit: The Mitten, The Hat, Trouble with Trolls, and Annie and the Wild Animals. The lessons consist of two sections that address reading and phonemic awareness. This unit could last two to three weeks.
Who are the main characters in a story?
What is the problem in the story?
What do you notice about how the book is written and illustrated?
To promote a focus on higher-order thinking skills (e.g., information processing, communicating, problem solving, and decision making), this unit incorporates the Missouri Show-Me Process Standards. The Show-Me Content Standards are reflected in the GLEs addressed. The goals for the unit and related GLEs appear below.
Show-Me Standard Goal 1. The student will gather, analyze, and apply information and ideas
1.5 comprehend and evaluate written, visual, and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas and structures
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Lesson 1a |
The Mitten § Literature: The Mitten by Jan Brett § Supplies: Copy of The Mitten by Jan Brett § Handouts: None § Formative Assessment: provided |
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Lesson 1b |
The Three Little Kittens § Literature: The Three Little Kittens who Lost Their Mittens nursery rhyme § Supplies: Sentence strips with the nursery rhyme The Three Little Kittens who Lost Their Mittens § Handouts: None § Formative Assessment: provided |
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Lesson 2a |
Re-read The Mitten § Literature: The Mitten by Jan Brett § Supplies: Large mitten cut from paper, bed sheet or cloth; masks of animals, plastic animals or paper animals; chart paper; a copy of The Mitten § Handouts: None § Formative Assessment: provided |
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Lesson 2b |
Where are the Mittens? § Literature: The Three Little Kittens who Lost Their Mittens nursery rhyme § Supplies: Supplies: Sentence strips with the nursery rhyme The Three Little Kittens; chart paper § Handouts: None § Formative Assessment: provided |
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Lesson 3a |
Re-enact The Mitten § Literature: The Mitten by Jan Brett § Supplies: Large mitten cut from paper, bed sheet or cloth; masks of animals, plastic animals or paper animals; copy of The Mitten by Jan Brett § Handouts: None § Formative Assessment: provided |
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Lesson 3b |
Produce Rhyming Words § Literature: The Three Little Kittens who Lost Their Mittens nursery rhyme § Supplies: Sentence strips with “Three little ______ lost their _______”; chart paper; sentence strips with the nursery rhyme The Three Little Kittens; drawing paper § Handouts: None § Formative Assessment: provided |
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Lesson 4a |
Read Trouble with Trolls § Literature: Trouble with Trolls by Jan Brett § Supplies: Copy of book Trouble with Trolls by Jan Brett § Handouts: None § Formative Assessment: provided |
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Lesson 4b |
Tr in Trolls, Trouble and Treva § Literature: Trouble with Trolls by Jan Brett § Supplies: Copy of book Trouble with Trolls by Jan Brett; student names on cards in a pocket chart; “tr” written on a post-it note; chart paper § Handouts: None § Formative Assessment: provided |
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Lesson 5a |
Write a Class Book § Literature: Trouble with Trolls by Jan Brett § Supplies: Copy of book Trouble with Trolls by Jan Brett; website – www.janbrett.com; drawing paper § Handouts: None § Formative Assessment: provided |
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Lesson 5b |
Working with the tr Onset § Literature: Trouble with Trolls by Jan Brett § Supplies: Copy of the book Trouble with Trolls by Jan Brett; chart from previous lesson with troll, Treva, and trouble; chart paper; drawing paper § Handouts: None § Formative Assessment: provided |
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Lesson 6a |
Read The Hat § Literature: The Hat by Jan Brett § Supplies: Copy of the book The Hat by Jan Brett § Handouts: None § Formative Assessment: provided |
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Lesson 6b |
Working with “at” § Literature: The Hat by Jan Brett § Supplies: Onset and rime cubes or magnet letters; copy of the book The Hat by Jan Brett; chart paper § Handouts: None § Formative Assessment: provided |
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Lesson 7a |
Compare The Hat and The Mitten § Literature: The Hat and The Mitten by Jan Brett § Supplies: Copy of each book The Hat and The Mitten by Jan Brett; Venn diagram; chart paper § Handouts: Venn diagram § Formative Assessment: provided |
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Lesson 7b |
Making Words with at § Literature: None § Supplies: Supplies from Lesson 6b; chart from previous lesson § Handouts: None § Formative Assessment: provided |
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Lesson 8a |
Comparing Two Books § Literature: The Hat by Jane Brett; Animals Should Definitely not Wear Clothes by Judi Barrett § Supplies: Copy of The Hat by Jane Brett; copy of Animals Should Definitely not Wear Clothes by Judi Barrett; chart paper § Handouts: None § Formative Assessment: provided |
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Lesson 8b |
Making More Words with at § Literature: None § Supplies: Supplies from Lesson 6b; chart from previous lesson; chart paper; white board § Handouts: None § Formative Assessment: provided |
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Lesson 9a |
Read Annie and the Wild Animals § Literature: Annie and the Wild Animals by Jan Brett § Supplies: Copy of the book Annie and the Wild Animals by Jan Brett § Handouts: None § Formative Assessment: provided |
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Lesson 9b |
Short Vowel “a” as in Annie § Literature: Annie and the Wild Animals by Jan Brett § Supplies: Copy of the book Annie and the Wild Animals by Jan Brett; chart paper § Handouts: None § Formative Assessment: provided |
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Lesson 10a |
Let’s Make Cornbread § Literature: Annie and the Wild Animals by Jan Brett § Supplies: Copy of the book Annie and the Wild Animals by Jan Brett; ingredients to make cornbread; oven; post-it notes; website – www.janbrett.com § Handouts: None § Formative Assessment: provided |
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Lesson 10b |
Make a Short “a” Book § Literature: None § Supplies: Paper, chart paper with short a words § Handouts: None § Formative Assessment: provided |
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Attends to sounds in language. (Missouri Early Childhood Literacy Standards)
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R1B: Develop ability to hear and say separate sounds (phonemes) in words (phonemic awareness)
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Demonstrate ability to hear and say separate sounds in words
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R1E: Develop vocabulary by listening to and discussing unknown words in stories |
Develop vocabulary through text, using
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R1F: Develop and apply with assistance, pre-reading strategies to aid comprehension
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Develop and apply, with assistance, prereading strategies to comprehension
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R1H: Develop and demonstrate with assistance, post-reading skills after reading or read-alouds to respond to text
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Develop and apply post-reading skills to respond to text
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R1I: Identify connections, with assistance, between
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Identify connections between
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R2A: Locate and apply information in title, pictures, and names of author and illustrator, with assistance
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Locate and apply information in title, pictures and names of author and illustrator |
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Attends to sounds in language. (Missouri Early Childhood Literacy Standards)
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R2B: Respond to rhythm, rhyme and alliteration in oral reading of poetry and prose |
Read and respond to rhythm, rhyme and alliteration in poetry and prose |
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R2C: Uses details from text to identify story elements (main characters and problem) |
Use details from text to identify
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Listens for different purposes. (Missouri Early Childhood Literacy Standards)
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LS1A: Listens
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Listens
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Applies early reading skills. (Missouri Early Childhood Literacy Standards)
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R1F: Develop and apply with assistance, pre-reading strategies to aid comprehension
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Develop and apply, with assistance, prereading strategies to comprehension
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This unit can be implemented in a two- to three week period. However, this time frame will be affected by the following factors:
§ the amount of time a teacher allocates in the school day for communication arts (e.g., the number of times he or she reads aloud each day)
§ the depth, of students’ prior knowledge and the need for additional mini-lessons (i.e., systematic direct instruction for an individual, small group, or whole class) that focus on specific communication arts skills
Classroom Arrangement
Careful consideration should be given to designing a classroom environment for kindergarten. While no two teacher’s rooms will look exactly the same there are essential areas that need to be present in all classrooms for them to function efficiently.
§ These areas could include:
§ A large group area to accommodate whole-group instruction, including space arrangements so that students can gather around the teacher (Many classrooms use a carpeted area for this purpose, a place where students can sit on the carpet as they gather around the teacher for a read-aloud, shared reading, interactive writing and mini-lessons.)
§ A small group area that will allow the teacher to meet with small groups of students for guided reading and literature discussions.
§ Centers that will allow students to engage in literacy learning experiences
§ A word wall that has been organized alphabetically and is located in the room so that children can see and manipulate the words easily (words will be added as children become familiar with them during the year)
§ A safe spot in which a child who is experiencing difficulty maintaining self control may go to regain composure
§ Places in the classroom for students to work independently. Example: clipboards to work on the floor, tables in different parts of the classroom, etc.