PS Unit Plan 6│ Land Animals!

Common Assessment Roll Out Instructional Days │ Important Dates │ Unit Overview

Unit Social 24 Instructional Days

Dates Week ELA Math Writing Skills March 11th – April 12th , 2018
L1 and
3/11 - L2 from
Non-Instructional Days
3/15 6.1 Junior W.3 PS3.SS4
3/29 – DD4 and PTC
3/18 - *Q3 ENDS 4/5
3/22 6.2 PA.5 NS.7 PS4.SS1
Unit Overview
3/25 -
In Unit 6, students will learn about animals that can be found living on the land within a
3/29 6.3 PS1.SS1
variety of habitats, including farms and jungles. In Read Aloud,
4/1 - NS.5 students will continue to learn new vocabulary words as they study nonfiction texts and
4/5 6.4 PC.5 and 6 PS3.SS4 develop and an understanding that books can be used to gain information. Students will have
4/8 - more opportunities to make predictions about the stories they read. In Shared Reading, students
4/12 6.5 W.4 PS2.SS1 will practice tracking along with pattern texts, both read to them and read independently. In
Word Play, students will continue to develop fluency reading high frequency words, and
Assessments: identify letter names and sounds based on their needs. They will also build upon their
2/27 to 3/12: Junior/STEP Cycle 3 understanding of beginning sounds to be able to produce words with a given beginning sound.
In writing, students will begin to focus on their last names, particularly recognizing them and
At-A-Glance knowing the letters that compose their last names. In addition, they will continue to write words
and pictures, applying their knowledge of letter sounds to their work. In math, students will
Unit Morning Math Read Shared Word Writing continue practicing their number writing skills. During this unit, students should master use of
Week Meeting Aloud Reading Play comparative language and naming "how many" after counting quantities up to 10. During this
6.1 PS4.SS3 NS.4, RC.8, PC.5 PA.6 W.4 unit, students will learn how to use ordinal numbers to describe the position of people or items
NS.6, RC.1 in a line. In Math Meeting, students will continue to hone their subitizing skills as well as
NS.9 practice number ID, writing numerals, counting, and constructing sets. Prep Skills will be
6.2 PS4.SS1 NS.7, RC.1, PC.4, PA.6 W.2, practiced according to class needs and data.
NS.9 RC.3 PC.5 W.4
6.3 PS5.SS2 NS.8 RC.1, PC.4 PA.6 W.3,
RC.3 W.4
6.4 PS2.SS5 NS.8 RC.1, PC.4 PA.6 W.4
RC.3
6.5 PS2.SS1 NS.8 RC.1, PC.4 PA.6 W.4
RC.8
 Academic Routines Social Skills
What habits will need to be taught
and reinforced during this unit?

Week Week of… Prep Skill Social Skill Social Skills Assessed
Number Taught
7 March 11, Advocating Displays empathy; recognizes the Plays Cooperatively with other children (not sharing
U6W1 2019 for Oneself feelings and rights of others and or taking turns). PS3.SS4
respond appropriately (making fun of
others). PS4.SS3
8 March 18, Advocating Uses negotiation to resolve conflicts Uses negotiation to resolve conflicts (fighting with
U6W2 2019 for Oneself (fighting with friends, not talking it out). friends, not talking it out). PS4.SS1
PS4.SS1
9 March 25, Using Recognizes, describes and expresses Respond positively to directions from the teacher (not
U6W3 2019 Emotional emotions such as happiness, surprise, following instructions and accepting feedback –
Management anger, fear, and sadness, needs, and talking back, inappropriate tone, inappropriate
Strategies opinions appropriately (inappropriate body language). PS1.SS1
displays of emotions-tantrums, crying,
screaming, etc.) PS5.SS2 End of Quarter 3

*Use Social Skills data to write the report card

comments/ All social skills data must be updated and
entered into powerschool
 Weekly Goals and Materials

Read Aloud Shared Reading Word Play Writing Math Social Skills

I can make predictions Knowing the I can identify I can use beginning I will be able to Uses negotiation to
about what might difference between beginning sounds of sounds when I write identify numerals 1-10 resolve conflicts
come next in a story letters and words can words and produce and my words are and draw a set to (fighting with friends,
using what I know help me track words. words with the same separate from the represent that not talking it out).
about story elements. (PC.5) beginning sound. picture. (W.4) numeral. I can label
(RC.8) I can learn new (PA.6) Project: Create own my set by writing the
words by asking Focus Text: Big Red (letter and sound Mushroom in the Rain numeral. PS.NS.4/6/9
Days 1 – 5

questions about the Barn by Margaret focus: W, S, A, T) book

words I don’t know. Wise Brown (big book) Materials: pages for Materials: number
flashcards, number
(RC.1) Materials: picture students’ books,
cards with W, S, A, T mushroom printed on tracing worksheets
Anchor Text: beginning sounds each page (students with place to draw
Mushroom in the Rain draw own animal and matching set (planner
by Mirra Ginsburg write animal’s name in note),
prompt)

RC.1 ask questions for When I recognize a I can identify I include the beginning I can write my Recognizes, describes
new vocab; RC.3 find pattern, I am able to beginning sounds of sounds of the words numbers 1-10 and tell and expresses
information track and follow along words and produce that I write and my if a number is bigger emotions such as
with the book. (PC.4, words with the same picture is separate or smaller than happiness, surprise,
Anchor Text: Farm
PC.5) beginning sound. from my words. (W.2, another by looking at anger, fear, and
Animals by Wade
(PA.6) W.4) pictorial sadness, needs, and
Days 6 – 10

Cooper
Focus Text: Farmer, (letter and sound representation of the opinions appropriately
Farmer, What do You focus: I, P, N, K) Project: Brochure (Cox numbers. PS.NS.7/9 (inappropriate
See (big book on Farm) displays of emotions-
Sharepoint) Materials: picture Materials: pictures of Materials: Make a tantrums, crying,
cards with I, P, N, K farm animals, pictures number line visual for screaming, etc.)
beginning sounds of a farm, barn, and greater than less than
pen.
 RC.1 ask questions for When I recognize a I can identify I am learning the I know that ordinal Uses adults as
new vocab; RC.3 find pattern, I am able to beginning sounds of letters in my last name numbers tell me resources to answer
information track and follow along words and produce (W.3) and include the where someone or questions, clarify
with the book. (PC.4) words with the same beginning sounds something is in a line information, and
Anchor Text: What do
beginning sound. when I write words. or set. I can look at a demonstrate tasks
you do with a Tail Like
Focus Text: In the Tall, (PA.6) (W.4) line of Preppies and (not asking for help or
Days 11 – 14

This? By Steve Jenkins

Tall Grass by Denise (letter and sound tell what direction permission).
Fleming (big book, focus: E, H, R, M) Project: Create a class they’re going in and
modified on “photo album” of land who is first, second,
Sharepoint) Materials: picture animals with tails and third. PS.NS.8
cards that begin with
Materials: Math
E, H, R, M
Manipulatives Toolbox

RC.1 ask questions for When I recognize a I can produce words When I write, I include I know that ordinal Understand and
new vocab; RC.3 find pattern and that some with the same beginning sounds and numbers tell me follow classroom
information lines repeat, I am able beginning sounds as my writing provides where someone or routines and rules,
to follow along. (PC.4) the words that my information to the something is in a line and know what to do
Anchor Text: Baby
teacher says. reader. or set. I can create a during transitions
Animals, Hannah
Focus Text: We See (letter and sound line of bears and tell (breaking classroom
Wilson
You, Raccoon (poem focus: B, C, J, F) Project: create a map what direction they’re rules).
on Sharepoint, written of zoo going in and who is
Days 15 -19

on chart paper) – add Materials: first, second, third,

images to chart paper Materials: blank map fourth, and last.
of zoo (kid friendly PS.NS.8
map)
Materials: Math
Manipulatives Toolbox
and directionality mat
(planner note)
 RC.1 ask questions for When I recognize a I can produce words When I write, I include I know where to place Understand and
new vocab; RC.8 make pattern, I am able to with the same beginning sounds of items in a line by follow classroom
predictions track and follow along beginning sounds as my words and I can listening to directions routines and rules,
with the book. (PC.4) the pictures shown by read my work back. using ordinal and know what to do
Anchor Text: Giraffes
my teacher. numbers. PS.NS.8 during transitions
Can’t Dance by Giles
Focus Text: On Safari (letter and sound Project: write a journal (breaking classroom
Andraea Materials: Math
(big book on focus: G, L, O, W) to document safari rules).
Sharepoint) trip Manipulatives Toolbox
and directionality mat
Materials: picture
Days 20-24

cards that begin with Materials: journal (planner note),

sounds G, L, O, W entry template

Unit Texts
Read Aloud Text Vocabulary Words Shared Reading Text HFW Focus

Mushroom in the Rain 1. Crowded: A lot of things together. Big Red Barn by Margaret Wise Brown The
Days 1 – 5

by Mirra Ginsburg 2. Drenched: Soaking wet. (big book) And

3. Huddled: Getting together in a group

Farm Animals by 1. Shear: when farmers cut the wool off of Farmer, Farmer, What do You See (big You*
Days 6 –

Wade Cooper the sheep. book on Sharepoint) See

2. Gallop: a fast run of a horse pounce: A The
10

sudden jump or spring onto something

What do you do with 1. Pesky – annoying, bothersome In the Tall, Tall Grass by Denise The
Days 11 –

a Tail Like This? By 2. Warn – let someone know something Fleming (big book, modified on
Steve Jenkins before it happens Sharepoint)
3. Capture – catch
14
 Baby Animals, Hannah 1. Scaly – covered with scales or flakes We See You, Raccoon (poem on You*
Wilson (scales are thin plates that cover the Sharepoint, written on chart paper) – The
bodies of some animals, like snakes) add images to chart paper And
2. Feathery – covered with feathers
See
Days 15 -19

(feathers are light growths on the outside

of birds)
3. Furry – covered in fur (soft and thick coat
of an animal)
Giraffes Can’t Dance 1. Sneered – to smile or look at someone in On Safari (big book on Sharepoint) And
by Giles Andraea a mean way See
Days 20 –

2. Swaying – rocking from side to side

3. Entranced – to almost cast a spell on, to
24

watch with wonder

Unit 6 Objectives Calendar

Read Aloud Shared Reading Word Play Writing Math

SWBAT identify the SWBAT explain the
characters and setting in difference between letters
this story through a and words.
picture walk. SWBAT identify the first
and last letter in each
word of the title, and
count how many words
are in the title.
Day 1
SWBAT identify the SWBAT recognize their Objective: SWBAT look
beginning sound of a last name and identify at a number flashcard,
word said by a teacher letters in their last name the numeral, and
(/w/, /s/) and produces name. (W.3) create a matching set
a word with the same (possible supports: through drawing
beginning sound. tracing last name, pictures (focus on 1-5).
circling last name when PS.NS.4/6
(letter and sound focus: presented with other
SMP Focus: #1 "When

W, S ) names/words, using
Connection question: model to write last given a problem, I can
What kinds of farm name) make a plan to solve it
animals did we see and and check my answer.”
read about in this book? Assessment Stem:
model: ID HFWs, book Teacher shows number
handling, directionality, flashcard to class.
tracking 1:1 Students create the set
by drawing a matching
set as teachers rotate to
 inquire what numeral
was shown.

Read Aloud Shared Reading Word Play Writing Math

SWBAT make predictions SWBAT identify HFWs on SWBAT select a picture SWBAT draw and write Objective: SWBAT look
about the events in the each page (counting the card that begins with to show a small animal at a number flashcard,
story as they read and letters and pointing the /w/ and /s/ (as told by that hid under a name the numeral, and
explain what they used to first and last letters in teacher) and produce a mushroom in the rain. create a matching set
make predictions. those words: and, the). word with the same through drawing
(first half of story) beginning sound. Prompt: I see a ____ pictures (focus on 6-10).
Connection question: under the mushroom. PS.NS.4/6
What are the animals (letter and sound focus:
doing in this story? W, S ) SMP Focus: #1 "When
Day 2

supported at-bats: echo given a problem, I can

read make a plan to solve it
and check my answer.”

Assessment Stem:
Teacher shows number
flashcard to class.
Students create the set
by drawing a matching
set as teachers rotate to
inquire what numeral
was shown.

Read Aloud Shared Reading Word Play Writing Math

SWBAT make predictions SWBAT identify words and SWBAT identify the SWBAT draw and write Objective: SWBAT look
about the events in the spaces in a given line of beginning sound of a to show an animal that at a number on their
Day 3

story as they read and text and count how many word said by a teacher was too big to hide worksheet, name and
explain what they used to words are on a page. (/a/, /t/) and produces under the mushroom in practice writing the
make predictions. the rain. numeral, and create a
 (second half of story) Connection question: a word with the same matching set through
What sounds do the beginning sound. Prompt: The ____ is too drawing pictures (focus
animals make? big to fit under the on 1-5). PS.NS.4/6/9
scaffolded at-bats: choral (letter and sound focus: mushroom.
read after teacher model A, T) SMP Focus: #1 "When
given a problem, I can
make a plan to solve it
and check my answer.”

Assessment Stem:
Students writes the
number on the
worksheet. Students
create the set by
drawing a matching set
as teachers rotate to
inquire what number
they are practicing
writing.

Read Aloud Shared Reading Word Play Writing Math

SWBAT track their own SWBAT select a picture SWBAT draw and write Objective: SWBAT look
SWBAT identify events in copy of one of the pages, card that begins with /a/ to show if their pet at a number on their
the story from the counting how many words and /t/ (as told by and or favorite animal worksheet, name and
beginning, middle, and
they see. teacher) and produce a is too big or too small practice writing the
end.
word with the same to hide under the numeral, and create a
Connection question: beginning sound. mushroom in the rain matching set through
Day 4

Have you ever seen any of drawing pictures (focus

these animals before? (letter and sound focus: on 6-10). PS.NS.4/6/9
Where? A, T)
student heavy lifting and SMP Focus: #1 "When
at-bats: choral read given a problem, I can
make a plan to solve it
and check my answer.”

Read Aloud Shared Reading
SWBAT retell story events SWBAT track their own copy of
in order using first, next, a different page, counting how
last. many words they see and how
many letters are in a given
word.
Connection question:
If you could pick any of these
animals to take home as your
Day 5
pet, which would you choose?
Why?
independent application and
practice
Word Play
SWBAT work with a partner to
produce a word with the same
beginning sound as the picture
shown by the teacher.
(letter and sound focus: W, S,
A, T)
Assessment Stem:
Students writes the
number on the
worksheet. Students
create the set by
drawing a matching set
as teachers rotate to
inquire what number
they are practicing
writing.
Writing Math
Objective: SWBAT look at two
numbers and identify the
numeral named. Students will
write that numeral and create
a matching set through
drawing pictures (1-10).
PS.NS.4/6/9
SMP Focus: #1 "When given a
problem, I can make a plan to
solve it and check my
answer.”
Assessment Stem: Students
listen to the number the
teacher names. Student
writes the number on the
worksheet. Students create
the set by drawing a
matching set as teachers
rotate to inquire what

Read Aloud Shared Reading
SWBAT understand that SWBAT identify the pattern
some books are read to that repeats and the parts that
learn new information change in the text.
that is true.
SWBAT ask questions Connection question:
about unfamiliar words. Tell me about a time you
Day 6
visited a farm.
model: ID HFWs, book
handling, directionality,
tracking 1:1
Read Aloud Shared Reading
SWBAT use pictures to SWBAT use the illustrations
learn new information. and beginning sounds to word
(list on chart paper) solve the words that change in
the text.
Day 7
Connection question:
Which of these animals have
you seen before? Where?
supported at-bats: echo read
Word Play
SWBAT identify the beginning
sound of a word said by a
teacher (/i/, /p/) and produces
a word with the same
beginning sound.
(letter and sound focus: I, P )
Word Play
SWBAT select a picture card
that begins with /i/ and /p/ (as
told by teacher) and produce a
word with the same beginning
sound.
(letter and sound focus: I, P )
Writing
SWBAT design the cover of
their Cox Farm brochure
by using beginning sounds,
writing their first and last
name, and drawing a
picture of a farm animal.
Writing
SWBAT draw a picture of an
animal that lives on a farm,
write the name of the
animal (focus on beginning
sound), and write the
beginning sound of farm.
Prompt: There is a _____
on the _arm.
number they are practicing
writing.
Math
Objective: SWBAT write a
number when prompted and
make a set to show how
many that number represent
(1-5). PS.NS.9
SMP Focus: #1 "When given a
problem, I can make a plan to
solve it and check my
answer.”
Assessment Stem: Teacher
verbally names a number.
Students write that number
and tell “how many” that
number is through drawing.
Math
Objective: SWBAT write a
number when prompted and
a make a set to show how
many that number represent
(6-10). PS.NS.9
SMP Focus: #1 "When given
a problem, I can make a plan
to solve it and check my
answer.”

Read Aloud Shared Reading
SWBAT use what they SWBAT choral read the pattern
hear in the text to learn and track in the air.
new information.
(list on chart paper) Connection question:
Which of these animals is your
favorite? Why?
scaffolded at-bats: choral read
after teacher model
Day 8
Word Play
SWBAT identify the beginning
sound of a word said by a
teacher (/n/, /k/) and produces
a word with the same
beginning sound.
(letter and sound focus: N, K )
Writing
SWBAT draw a picture of an
animal that lives in a barn,
write the name of the
animal (focus on beginning
sound), and write the
beginning sound of barn.
Prompt: There is a _____ in
the _arn.
Assessment Stem: Teacher
verbally names a number.
Students write that number
and tell “how many” that
number is through drawing.
Math
Objective: SWBAT write a
number when prompted and
make a set to show how
many that number
represents. SWBAT compare
their number with another
students’ and name if their
numbers are more, less, or
equal to one another (1-5).
PS.NS.7/9
SMP Focus: #1 "When given
a problem, I can make a plan
to solve it and check my
answer.”
Assessment Stem: Teacher
verbally names a number to
each student. Students write
that number and tell “how
many” that number is
through drawing. They will
compare their numbers,
using comparative language,
with a partner.
 Read Aloud Shared Reading
SWBAT share 1 new piece SWBAT track with 1:1
of information they correspondence and read their
learned from reading this own copy of the text
text.
independently.
Connection question:
How might these animals
change if it was a zookeeper
instead of a farmer?
independent application and
practice
Day 9
Read Aloud Shared Reading
SWBAT understand that SWBAT identify the words that
non-fiction books give repeat on each page as the
Day 10
information and teach us pattern.
something
Word Play
SWBAT work with a partner to
produce a word with the same
beginning sound as the picture
shown by the teacher.
(letter and sound focus: I, P, N,
K)
Word Play
SWBAT identify the beginning
sound of a word said by a
teacher (/e/, /h/) and
produces a word with the
same beginning sound.
Writing
SWBAT draw a picture of an
animal that lives in a pen,
write the name of the animal
(focus on beginning sound),
and write the beginning
sound of pen.
Prompt: There is a _____ in
the _pen.
Writing
SWBAT recognize their last
name and identify letters in
their last name. (W.3)
(possible supports: tracing
last name, circling last name
when presented with other
Math
Objective: SWBAT write a
number when prompted
and make a set to show
how many that number
represents. SWBAT
compare their number with
another students’ and
name if their numbers are
more, less, or equal to one
another (6-10). PS.NS.7/9
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
verbally names a number to
each student. Students
write that number and tell
“how many” that number is
through drawing. They will
compare their numbers,
using comparative
language, with a partner.
Math
Objective: SWBAT name
that ordinal numbers (first,
second, third, fourth, and
last) tell us where someone
 Connection question: What
kinds of animals did you read
about in this text?
model: ID HFWs, track 1:1,
book handling, ID pattern
Read Aloud Shared Reading
SWBAT ask questions SWBAT identify the words that
about unfamiliar words to change in each sentence and
learn new vocabulary. use the illustrations and
beginning sounds to word
solve.
Day 11
Connection question:
Which of these animals have
you seen in the grass before?
supported at-bats: echo read
(letter and sound focus: E, H )
(use short vowel e words: egg,
elephant, elbow, eggplant, elk,
emperor, experiment)
Word Play
SWBAT select a picture card
that begins with /e/ and /h/ (as
told by teacher) and produce a
word with the same beginning
sound.
(letter and sound focus: E, H )
names/words, using model
to write last name)
Writing
SWBAT generate a class list
of land animals that have
tails and supply the first
sound of these animals.
(Shared Writing)
or something is in a line or
set. PS.NS.8
(name what direction the
line is going in and how
they know)
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students to look at
5 Preppies in a line and
name their position in the
line with ordinal numbers.
Math
Objective: SWBAT create a
line of Preppies and name
who is first in the line and
how they know. PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a plan
to solve it and check my
answer.”
Assessment Stem: Teacher
prompts students to create a
line asking “Who is first?”
and “How do you know?”
 Read Aloud Shared Reading
SWBAT take a picture SWBAT identify the pattern
walk and use the pictures break on the last pages.
to learn new information.
(list on chart paper) Connection question:
What happens to the animals
at night?
Day 12
scaffolded at-bats: choral read
after teacher model
Read Aloud Shared Reading
SWBAT use what they SWBAT choral read the pattern
hear in the text to learn text and track in the air.
new information.
(list on chart paper) Connection question:
Which of these animals would
you want to sneak up on you if
Day 13
you were laying in the grass?
Why?
student heavy lifting and at-
bats: choral read
Word Play
SWBAT identify the beginning
sound of a word said by a
teacher (/r/, /m/) and
produces a word with the
same beginning sound.
(letter and sound focus: R, M)
Word Play
SWBAT select a picture card
that begins with /r/ and /m/
(as told by teacher) and
produce a word with the same
beginning sound.
(letter and sound focus: R, M)
Writing
SWBAT label a photograph
of an animal with a tail by
writing the name of the
animal (focus on beginning
sound).
Note: Students should
receive the widest range or
pictures
(students also write their
names on their work)
Writing
SWBAT ask and answer
questions about the photo
album the class created and
tell information learned
from the photographs.
(Shared Writing)
(whole class “read” of photo
album)
Math
Objective: SWBAT create a
line of Preppies and name
who is second in the line
and how they know.
PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students to create
a line asking “Who is
second?” and “How do you
know?”
Math
Objective: SWBAT create a
line of Preppies and name
who is third in the line and
how they know. PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students to create
a line asking “Who is
third?” and “How do you
know?”
 Read Aloud Shared Reading Word Play Writing Math
SWBAT share 1 new piece SWBAT read their own SWBAT work with a partner to Objective: SWBAT create a
of information they photocopies of some of the produce a word with the same line of Preppies and name
learned from reading this pages and track the pattern beginning sound as the picture who is fourth in the line and
text.
while they read it shown by the teacher. how they know. PS.NS.8
independently.
SMP Focus: #1 "When given
(letter and sound focus: E, H,
Day 14

Connection question: R, M) a problem, I can make a

How might these animals plan to solve it and check
change if it was “in the my answer.”
ocean”? Assessment Stem: Teacher
independent application and prompts students to create
practice a line asking “Who is
fourth?” and “How do you
know?”

Read Aloud Shared Reading Word Play Writing Math

SWBAT tell what they SWBAT identify the lines that SWBAT recognize their last Objective: SWBAT create a
already know about the repeat in the poem. name and identify letters in line of 3 counting bears on
animals on the pages of their last name. (W.3) their mat, making sure the
Baby Animals, while going
Connection question: (possible supports: tracing line is going in the direction
on a picture walk of the
Have you ever seen a raccoon? last name, circling last name of the door. PS.NS.8
text.
What was it doing? when presented with other
names/words, using model SMP Focus: #1 "When given
model: ID HFWs, track 1:1, ID
to write last name)
Day 15

a problem, I can make a

pattern
plan to solve it and check
my answer.”

Assessment Stem: Teacher

prompts students to create
a line of counting bears
asking “Where are they
going?” and “How do you
know?”
 Read Aloud Shared Reading
SWBAT ask questions SWBAT choral read the lines
about unfamiliar words to that repeat as the teacher
learn new vocabulary. reads the poem.
Connection question:
What is the raccoon in this
poem doing?
Day 16
scaffolded at-bats: choral read
after teacher model
Read Aloud Shared Reading
SWBAT use pictures and SWBAT choral read the poem
text to learn new as a class while tracking in the
information. air.
(list on chart paper)
Connection question:
Day 17
What have you learned about
raccoons from reading this
poem?
student heavy lifting and at-
bats: choral read
Word Play
SWBAT produce a word that
has the same beginning sound
as the word said by the
teacher (sounds: /b/, /c/).
(letter and sound focus: B, C)
Word Play
SWBAT write (or draw) a word
that has the same beginning
sound as the word said by the
teacher (sounds: /b/, /c/).
(letter and sound focus: B, C)
Writing Math
SWBAT label an area of the Objective: SWBAT create a
zoo with the name of the line of 5 counting bears on
animal kept in the their mat, making sure the
cage/pen/tank. line is going in the direction
of the door. PS.NS.8
(focus on the beginning
sounds) SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students to create
a line of counting bears
asking “Where are they
going?” and “How do you
know?”
Writing Math
SWBAT label an area of the Objective: SWBAT create a
zoo with the name of the line of 5 counting bears on
animal kept in the their mat, making sure the
cage/pen/tank. line is going in the direction
of the door, naming who is
(focus on the beginning first and last. PS.NS.8
sounds)
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”

Read Aloud Shared Reading
SWBAT share 1 new piece SWBAT read their own copies
of information they of the poems with a partner.
learned from reading this
text.
Connection question:
What would you do if you saw
a raccoon in front of your
home?
Day 18
independent application and
practice
Read Aloud Shared Reading
SWBAT engage in SWBAT read their own copies
discourse using the
Day 19
of the poems independently.
content of the text.
Connection question:
Word Play
SWBAT produce a word that
has the same beginning sound
as the word said by the
teacher (sounds: /j/, /f/).
(letter and sound focus: J, F)
Word Play
SWBAT write (or draw) a word
that has the same beginning
sound as the word said by the
teacher (sounds: /j/, /f/).
Assessment Stem: Teacher
prompts students to create
a line of counting bears
asking “Who is first? Last?”
and “How do you know?”
Writing Math
SWBAT label an area of the Objective: SWBAT works
zoo with the name of the with a partner. One friend
animal kept in the cage/pen/ creates a line of 5 counting
tank. bears on their mat, making
sure the line is going in the
(focus on the beginning direction of the door. The
sounds) other friend points to the
designated bear. PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students “Point to
the third bear… second…”
etc using ordinal language.
Writing Math
Objective: SWBAT works
with a partner (swap roles
from previous day). One
friend creates a line of 5
counting bears on their
 What do you think the raccoon (letter and sound focus: J, F)
would do if you walked up to
it?
independent application and
practice
Read Aloud Shared Reading
SWBAT identify the SWBAT identify the words that
characters and setting in repeat on each page as the
this story through a pattern.
picture walk.
Connection question: What
kinds of animals did you read
about in this text?
Day 20
model: ID HFWs, track 1:1,
book handling, ID pattern
Word Play
SWBAT produce a word that
has the same beginning sound
as the word said by the
teacher (sounds: /g/, /l/).
(letter and sound focus: G, L)
Writing
SWBAT recognize their last
name and identify letters in
their last name. (W.3)
(possible supports: tracing
last name, circling last name
when presented with other
names/words, using model
to write last name)
mat, making sure the line is
going in the direction of the
door. The other friend
points to the designated
bear. PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students “Point to
the third bear… second…”
etc using ordinal language.
Math
Objective: SWBAT name
that ordinal numbers (first,
second, third, fourth, and
last) tell us where someone
or something is in a line or
set. PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students to look at
5 Preppies in a line and
name their position in the
line with ordinal numbers.
 Read Aloud Shared Reading
SWBAT make predictions SWBAT identify the words that
about the events in the change in each sentence and
story as they read and use the illustrations and
explain what they used to beginning sounds to word
make predictions. solve.
Day 21
(first half of story)
Connection question:
Where do these animals live?
What is a safari like?
supported at-bats: echo read
Read Aloud Shared Reading
SWBAT make predictions SWBAT choral read the pattern
about the events in the text and track in the air.
story as they read and
explain what they used to Connection question:
make predictions. Which of these animals have
Day 22
(second half of story) you seen before? Where?
student heavy lifting and at-
bats: choral read
Word Play
SWBAT produce a word that
has the same beginning sound
as the picture shown by the
teacher (sounds: /g/, /l/).
(letter and sound focus: G, L)
Word Play
SWBAT produce a word that
has the same beginning sound
as the word said by the
teacher (sounds: /o/, /w/).
(letter and sound focus: O, W)
Writing
(introduce students to
concept of journal)
SWBAT draw a picture and
write to show an animal they
saw on their safari.
(beginning sound should be
present)
Prompt: I saw a _____.
Writing
SWBAT draw a picture and
write to show how they felt
on the safari. (temperature)
(beginning sound should be
present)
Prompt: I felt ____.
Math
Objective: SWBAT put a
designated color bear first
in line. PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students create a
line of bears, specifying
what color bear should be
first.
Math
Objective: SWBAT put a
designated color bear
second or third in line.
PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Teacher
prompts students create a
line of bears, specifying

Read Aloud Shared Reading
SWBAT identify events in SWBAT read their own copy of
the story from the the text with a partner,
beginning, middle, and applying the pattern and using
end.
illustrations to word solve the
parts that change.
Day 23
Connection question:
Which of these animals would
you want take home as a pet?
Why?
student heavy lifting and at-
bats: choral read
Read Aloud Shared Reading
SWBAT retell story events SWBAT read their own copy of
in order using first, next, the text independently,
last. applying the pattern and using
Day 24
illustrations to word solve the
parts that change.
Word Play
SWBAT produce a word that
has the same beginning sound
as the picture shown by the
teacher (sounds: /o/, /w/).
(letter and sound focus: O, W)
Word Play
SWBAT produce a word that
has the same beginning sound
as the picture shown by the
teacher (sounds: /g/, /l/, /o/,
/w/)
(letter and sound focus: G, L,
O, W)
what color bear should be
second or third in line.
Writing Math
SWBAT draw a picture and Objective: SWBAT put a
write to show the biggest designated color bear
animal they saw on the fourth or last in line.
safari. PS.NS.8
(beginning sound should be
present) SMP Focus: #1 "When given
Prompt: The biggest animal I a problem, I can make a
saw was a ____. plan to solve it and check
W.4 Assessment my answer.”
Assessment Stem: Teacher
prompts students create a
line of bears, specifying
what color bear should be
fourth or last in line.
Writing Math
Objective: SWBAT order
their counting bears based
on teacher instructions.
PS.NS.8
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Teacher

prompts students create a
line of bears, specifying
what color bear should be
first-last in line.