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 Non-Instructional Days
- from 3/29 – DD4 and PTC
3/15 6.1 Junior W.3 PS3.SS4 *Q3 ENDS 4/5
3/18
- Unit Overview
3/22 6.2 PA.5 NS.7 PS4.SS1 In Unit 6, students will learn about animals that can be found living on the land
3/25 within a variety of habitats, including farms and jungles. In Read Aloud,
- students will continue to learn new vocabulary words as they study nonfiction
3/29 6.3 PS1.SS1 texts and develop and an understanding that books can be used to gain
4/1 - NS.5 information. Students will have more opportunities to make predictions about the
4/5 6.4 PC.5 and 6 PS3.SS4 stories they read. In Shared Reading, students will practice tracking along with
4/8 - pattern texts, both read to them and read independently. In Word Play, students
4/12 6.5 W.4 PS2.SS1 will continue to develop fluency reading high frequency words, and identify letter
names and sounds based on their needs. They will also build upon their
Assessments: understanding of beginning sounds to be able to produce words with a given
2/27 to 3/12: Junior/STEP Cycle 3 beginning sound. In writing, students will begin to focus on their last names,
particularly recognizing them and knowing the letters that compose their last
At-A-Glance names. In addition, they will continue to write words and pictures, applying their
knowledge of letter sounds to their work. In math, students will continue
Unit Morning Math Read Shared Word Writing practicing their number writing skills. During this unit, students should master use
Week Meeting Aloud Reading Play of comparative language and naming "how many" after counting quantities up to
6.1 PS4.SS3 NS.4, RC.8, PC.5 PA.6 W.4 10. During this unit, students will learn how to use ordinal numbers to describe the
NS.6, RC.1 position of people or items in a line. In Math Meeting, students will continue to
NS.9 hone their subitizing skills as well as practice number ID, writing numerals,
6.2 PS4.SS1 NS.7, RC.1, PC.4, PA.6 W.2, counting, and constructing sets. Prep Skills will be practiced according to class
NS.9 RC.3 PC.5 W.4 needs and data.
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 Plays Cooperatively with other children
U6W1 2019 for Oneself the feelings and rights of (not sharing or taking turns). PS3.SS4
others and respond
appropriately (making fun of
others). PS4.SS3
8 March 18, Advocating Uses negotiation to resolve Uses negotiation to resolve conflicts
U6W2 2019 for Oneself conflicts (fighting with friends, (fighting with friends, not talking it out).
not talking it out). PS4.SS1 PS4.SS1
9 March 25, Using Recognizes, describes and Respond positively to directions from the
U6W3 2019 Emotional expresses emotions such as teacher (not following instructions and
Management happiness, surprise, anger, accepting feedback – talking back,
Strategies fear, and sadness, needs, and inappropriate tone, inappropriate body
opinions appropriately language). PS1.SS1
(inappropriate displays of
emotions-tantrums, crying, End of Quarter 3
screaming, etc.) PS5.SS2
*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 Knowing the I can identify I can use beginning I will be able to Uses negotiation to
predictions about difference between beginning sounds of sounds when I write identify numerals 1- resolve conflicts
what might come letters and words words and produce and my words are 10 and draw a set to (fighting with
next in a story using can help me track words with the separate from the represent that friends, not talking
what I know about words. (PC.5) same beginning picture. (W.4) numeral. I can label it out).
story elements. sound. (PA.6) Project: Create own my set by writing
(RC.8) I can learn Focus Text: Big Red (letter and sound Mushroom in the the numeral.
Days 1 – 5

new words by Barn by Margaret focus: W, S, A, T) Rain book PS.NS.4/6/9

asking questions Wise Brown (big Materials: pages for
Materials: number
about the words I book) Materials: picture students’ books,
flashcards, number
don’t know. (RC.1) cards with W, S, A, T mushroom printed
tracing worksheets
beginning sounds on each page
with place to draw
Anchor Text: (students draw own
matching set
Mushroom in the animal and write
(planner note),
Rain by Mirra animal’s name in
Ginsburg prompt)
 RC.1 ask questions When I recognize a I can identify I include the I can write my Recognizes,
for new vocab; RC.3 pattern, I am able to beginning sounds of beginning sounds of numbers 1-10 and describes and
find information track and follow words and produce the words that I tell if a number is expresses emotions
along with the book. words with the write and my bigger or smaller such as happiness,
Anchor Text: Farm
(PC.4, PC.5) same beginning picture is separate than another by surprise, anger,
Animals by Wade
sound. (PA.6) from my words. looking at pictorial fear, and sadness,
Cooper
Days 6 – 10

Focus Text: Farmer, (letter and sound (W.2, W.4) representation of needs, and opinions
Farmer, What do focus: I, P, N, K) the numbers. appropriately
You See (big book Project: Brochure PS.NS.7/9 (inappropriate
on Sharepoint) Materials: picture (Cox Farm) displays of
Materials: Make a
cards with I, P, N, K Materials: pictures emotions-tantrums,
number line visual
beginning sounds of farm animals, crying, screaming,
for greater than less
pictures of a farm, etc.)
than
barn, and pen.

RC.1 ask questions When I recognize a I can identify I am learning the I know that ordinal Uses adults as
for new vocab; RC.3 pattern, I am able to beginning sounds of letters in my last numbers tell me resources to answer
find information track and follow words and produce name (W.3) and where someone or questions, clarify
along with the book. words with the include the something is in a information, and
Anchor Text: What
(PC.4) same beginning beginning sounds line or set. I can look demonstrate tasks
do you do with a
sound. (PA.6) when I write words. at a line of Preppies (not asking for help
Tail Like This? By
Focus Text: In the (letter and sound (W.4) and tell what or permission).
Days 11 – 14

Steve Jenkins
Tall, Tall Grass by focus: E, H, R, M) direction they’re
Denise Fleming (big Project: Create a going in and who is
book, modified on Materials: picture class “photo album” first, second, and
Sharepoint) cards that begin of land animals third. PS.NS.8
with E, H, R, M with tails
Materials: Math
Manipulatives
Toolbox
 RC.1 ask questions When I recognize a I can produce words When I write, I I know that ordinal Understand and
for new vocab; RC.3 pattern and that with the same include beginning numbers tell me follow classroom
find information some lines repeat, I beginning sounds as sounds and my where someone or routines and rules,
am able to follow the words that my writing provides something is in a and know what to
Anchor Text: Baby
along. (PC.4) teacher says. information to the line or set. I can do during
Animals, Hannah
(letter and sound reader. create a line of transitions (breaking
Wilson
Focus Text: We See focus: B, C, J, F) bears and tell what classroom rules).
You, Raccoon (poem Project: create a direction they’re
on Sharepoint, Materials: map of zoo going in and who is
Days 15 -19

written on chart first, second, third,

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

(planner note),
W entry template

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

Mushroom in the 1. Crowded: A lot of things together. Big Red Barn by Margaret Wise The
Rain by Mirra 2. Drenched: Soaking wet. Brown (big book) And
Days 1 – 5

Ginsburg 3. Huddled: Getting together in a group

Farm Animals by 1. Shear: when farmers cut the wool off Farmer, Farmer, What do You See You*
Days 6 – 10

Wade Cooper of the sheep. (big book on Sharepoint) See

2. Gallop: a fast run of a horse pounce: A The
sudden jump or spring onto
something
What do you do 1. Pesky – annoying, bothersome In the Tall, Tall Grass by Denise The
Days 11 –

with a Tail Like 2. Warn – let someone know something Fleming (big book, modified on
This? By Steve before it happens Sharepoint)
3. Capture – catch
14

Jenkins
 Baby Animals, 1. Scaly – covered with scales or flakes We See You, Raccoon (poem on You*
Hannah Wilson (scales are thin plates that cover the Sharepoint, written on chart The
bodies of some animals, like snakes) paper) – add images to chart And
2. Feathery – covered with feathers
paper See
Days 20 – 24 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 1. Sneered – to smile or look at On Safari (big book on Sharepoint) And
Dance by Giles someone in a mean way See
Andraea 2. Swaying – rocking from side to side
3. Entranced – to almost cast a spell on,
to watch with wonder

Unit 6 Objectives Calendar

Read Aloud Shared Reading Word Play Writing Math

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

are in the title. circling last name PS.NS.4/6

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

doing in this story? focus: W, S )

given a problem, I can
supported at-bats: echo
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 SWBAT identify words SWBAT identify the SWBAT draw and Objective: SWBAT
predictions about the and spaces in a given beginning sound of a write to show an look at a number on
events in the story as line of text and count word said by a animal that was too their worksheet,
they read and explain how many words are on teacher (/a/, /t/) and big to hide under the name and practice
what they used to make a page. produces a word with mushroom in the writing the numeral,
predictions. the same beginning rain. and create a matching
(second half of story) Connection question: sound. set through drawing
What sounds do the Prompt: The ____ is pictures (focus on 1-
animals make? (letter and sound too big to fit under 5). PS.NS.4/6/9
scaffolded at-bats: focus: A, T) the mushroom.
SMP Focus: #1 "When
choral read after
Day 3

given a problem, I can

teacher model
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 SWBAT draw and Objective: SWBAT
SWBAT identify events copy of one of the picture card that write to show if look at a number on
in the story from the pages, counting how begins with /a/ and their pet and or their worksheet,
beginning, middle, and
many words they see. /t/ (as told by teacher) favorite animal is name and practice
end.
and produce a word too big or too small writing the numeral,
Connection question: with the same to hide under the and create a matching
Have you ever seen any beginning sound. mushroom in the set through drawing
of these animals rain pictures (focus on 6-
before? Where? (letter and sound 10). PS.NS.4/6/9
student heavy lifting focus: A, T)
and at-bats: choral read SMP Focus: #1 "When
Day 4

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.
D

Read Aloud Shared Reading Word Play Writing Math

5
a
y
 SWBAT retell story SWBAT track their own
events in order using copy of a different page,
first, next, last. counting how 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 pet, which would
you choose? Why?
independent application
and practice
Read Aloud Shared Reading
SWBAT understand SWBAT identify the pattern
that some books are that repeats and the parts
Day 6
read to learn new that change in the text.
information that is
true. Connection question:
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)
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.
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 number they are
practicing writing.
Writing Math
SWBAT design the cover Objective: SWBAT write a
of their Cox Farm number when prompted
brochure by using and make a set to show
beginning sounds,
how many that number
writing their first and
last name, and drawing represent (1-5). PS.NS.9
 SWBAT ask questions Tell me about a time you
about unfamiliar visited a farm.
words. 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
(list on chart paper) word solve the words that
change in the text.
Connection question:
Which of these animals
have you seen before?
Day 7
Where?
supported at-bats: echo
read
(letter and sound focus: I, P
) make a plan to solve it and
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
)
a picture of a farm SMP Focus: #1 "When
animal. given a problem, I can
check my answer.”
Assessment Stem: Teacher
verbally names a number.
Students write that
number and tell “how
many” that number is
through drawing.
Writing Math
SWBAT draw a picture of Objective: SWBAT write a
an animal that lives on a number when prompted
farm, write the name of and a make a set to show
the animal (focus on how many that number
beginning sound), and represent (6-10). PS.NS.9
write the beginning
SMP Focus: #1 "When
sound of farm.
given a problem, I can
make a plan to solve it
Prompt: There is a _____
and check my answer.”
on the _arm.
Assessment Stem:
Teacher verbally names a
number. Students write
that number and tell
“how many” that number
is through drawing.
 Read Aloud Shared Reading
SWBAT use what they SWBAT choral read the
hear in the text to pattern and track in the air.
learn 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 Math
SWBAT draw a picture of Objective: SWBAT write a
an animal that lives in a number when prompted
barn, write the name of and make a set to show
the animal (focus on how many that number
beginning sound), and represents. SWBAT
write the beginning compare their number
sound of barn. with another students’
and name if their
Prompt: There is a _____ numbers are more, less,
in the _arn. 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.
D

Read Aloud Shared Reading Word Play Writing Math

9
a
y
SWBAT share 1 new SWBAT track with 1:1 SWBAT work with a partner SWBAT draw a picture of Objective: SWBAT write
piece of information correspondence and read to produce a word with the an animal that lives in a a number when
they learned from their own copy of the text same beginning sound as pen, write the name of prompted and make a
reading this text.
independently. the picture shown by the the animal (focus on set to show how many
teacher. beginning sound), and that number represents.
Connection question: write the beginning sound SWBAT compare their
How might these animals (letter and sound focus: I, P, of pen. number with another
change if it was a N, K) students’ and name if
zookeeper instead of a Prompt: There is a _____ their numbers are more,
farmer? in the _pen. less, or equal to one
independent application another (6-10).
and practice 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.
D

Read Aloud Shared Reading Word Play Writing Math

1
0
a
y
 SWBAT understand SWBAT identify the words
that non-fiction books that repeat on each page as
give information and the pattern.
teach us something
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
about unfamiliar words that change in each
Day 11
to learn new sentence and use the
vocabulary. illustrations and beginning
sounds to word solve.
SWBAT identify the
beginning sound of a word
said by a teacher (/e/, /h/)
and produces a word with
the same beginning sound.
(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.
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)
Writing
SWBAT generate a class
list of land animals that
have tails and supply the
first sound of these
animals. (Shared Writing)
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
(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
 Connection question:
Which of these animals have
you seen in the grass
before?
supported at-bats: echo read
Read Aloud Shared Reading
SWBAT take a picture SWBAT identify the pattern
walk and use the break on the last pages.
pictures to learn new
information. Connection question:
(list on chart paper) What happens to the
animals at night?
Day 12
scaffolded at-bats: choral
read after teacher model
D
Read Aloud Shared Reading
1
3
a
y
(letter and sound focus: E,
H)
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
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?”
Writing Math
SWBAT label a Objective: SWBAT create
photograph of an animal a line of Preppies and
with a tail by writing the name who is second in
name of the animal (focus the line and how they
on beginning sound). know. PS.NS.8
SMP Focus: #1 "When
Note: Students should
given a problem, I can
receive the widest range
make a plan to solve it
or pictures
and check my answer.”
(students also write their Assessment Stem:
names on their work) Teacher prompts
students to create a line
asking “Who is second?”
and “How do you know?”
Writing Math
 SWBAT use what they SWBAT choral read the
hear in the text to pattern text and track in the that begins with /r/ and /m/
learn new information. air.
(list on chart paper)
Connection question:
Which of these animals
would you want to sneak up (letter and sound focus: R,
on you if you were laying in M)
the grass? Why?
student heavy lifting and at-
bats: choral read
Read Aloud Shared Reading
SWBAT share 1 new SWBAT read their own
piece of information photocopies of some of the
they learned from pages and track the pattern
reading this text.
while they read it
independently.
Day 14
Connection question:
How might these animals
change if it was “in the
ocean”?
independent application
and practice
SWBAT select a picture card
(as told by teacher) and
produce a word with the
same beginning sound.
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: E,
H, R, M)
SWBAT ask and answer Objective: SWBAT create
questions about the a line of Preppies and
photo album the class name who is third in the
created and tell line and how they know.
information learned from PS.NS.8
the photographs. (Shared
SMP Focus: #1 "When
Writing)
given a problem, I can
make a plan to solve it
(whole class “read” of
and check my answer.”
photo album)
Assessment Stem:
Teacher prompts
students to create a line
asking “Who is third?”
and “How do you know?”
Writing Math
Objective: SWBAT create
a line of Preppies and
name who is fourth 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 fourth?”
and “How do you know?”

Read Aloud Shared Reading Word Play Writing Math

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

using model to write last given a problem, I can

ID pattern name) 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?”

Read Aloud Shared Reading Word Play Writing Math

SWBAT ask questions SWBAT choral read the SWBAT produce a word SWBAT label an area of Objective: SWBAT create
about unfamiliar words lines that repeat as the
Day 16

that has the same the zoo with the name of a line of 5 counting bears
to learn new teacher reads the poem. beginning sound as the the animal kept in the on their mat, making
vocabulary.
word said by the teacher cage/pen/tank. sure the line is going in
Connection question: (sounds: /b/, /c/).
 What is the raccoon in this
poem doing?
scaffolded at-bats: choral
read after teacher model
Read Aloud Shared Reading
SWBAT use pictures SWBAT choral read the
and text to learn new poem as a class while
information. tracking in the air.
(list on chart paper)
Connection question:
What have you learned
Day 17
about raccoons from
reading this poem?
student heavy lifting and at-
bats: choral read
(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)
(focus on the beginning the direction of the door.
sounds) 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
of counting bears asking
“Where are they going?”
and “How do you know?”
Writing Math
SWBAT label an area of Objective: SWBAT create
the zoo with the name of a line of 5 counting bears
the animal kept in the on their mat, making
cage/pen/tank. sure the line is going in
the direction of the door,
(focus on the beginning naming who is first and
sounds) last. 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
 of counting bears asking
“Who is first? Last?” and
“How do you know?”

Read Aloud Shared Reading Word Play Writing Math

SWBAT share 1 new SWBAT read their own SWBAT produce a word SWBAT label an area of Objective: SWBAT works
piece of information copies of the poems with a that has the same the zoo with the name of with a partner. One
they learned from partner. beginning sound as the the animal kept in the friend creates a line of 5
reading this text.
word said by the teacher cage/pen/ tank. counting bears on their
Connection question: (sounds: /j/, /f/). mat, making sure the line
What would you do if you (focus on the beginning is going in the direction
saw a raccoon in front of (letter and sound focus: J, F) sounds) of the door. The other
your home? friend points to the
Day 18

independent application designated bear. PS.NS.8

and practice
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.
D

Read Aloud Shared Reading Word Play Writing Math

1
9
a
y
 SWBAT engage in SWBAT read their own
discourse using the copies of the poems
content of the text. independently.
Connection question:
What do you think the
raccoon would do if you
walked up to it?
independent application
and practice
Read Aloud Shared Reading
SWBAT identify the SWBAT identify the words
characters and setting that repeat on each page as
Day 20
in this story through a the pattern.
picture walk.
SWBAT write (or draw) 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 produce a word
that has the same
beginning sound as the
word said by the teacher
(sounds: /g/, /l/).
Writing
SWBAT recognize their
last name and identify
letters in their last name.
(W.3)
(possible supports: tracing
last name, circling last
Objective: SWBAT works
with a partner (swap
roles from previous day).
One friend creates a line
of 5 counting bears on
their 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
 Connection question: What (letter and sound focus: G,
kinds of animals did you L)
read about in this text?
model: ID HFWs, track 1:1,
book handling, ID pattern
Read Aloud Shared Reading
SWBAT make SWBAT identify the words
predictions about the that change in each
events in the story as sentence and use the
they read and explain illustrations and beginning
what they used to sounds to word solve.
Day 21
make predictions.
(first half of story) Connection question:
Where do these animals
live? What is a safari like?
supported at-bats: echo
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)
name when presented something is in a line or
with other names/words, set. PS.NS.8
using model to write last
SMP Focus: #1 "When
name)
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.
Writing Math
(introduce students to Objective: SWBAT put a
concept of journal) designated color bear
first in line. PS.NS.8
SWBAT draw a picture
SMP Focus: #1 "When
and write to show an
given a problem, I can
animal they saw on their
make a plan to solve it
safari.
and check my answer.”
(beginning sound should
be present) Assessment Stem:
Prompt: I saw a _____. Teacher prompts
students create a line of
bears, specifying what
color bear should be first.
 Read Aloud Shared Reading
SWBAT make SWBAT choral read the
predictions about the pattern text and track in the that has the same
events in the story as air.
they read and explain
what they used to Connection question:
make predictions. Which of these animals
Day 22
(second half of story) have you seen before?
Where?
student heavy lifting and at-
bats: choral read
Read Aloud Shared Reading
SWBAT identify events SWBAT read their own copy
in the story from the of the text with a partner,
beginning, middle, and applying the pattern and
Day 23
end.
using illustrations to word
solve the parts that change.
Connection question:
Word Play
SWBAT produce a word
beginning sound as the
word said 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: /o/, /w/).
(letter and sound focus: O,
W)
Writing Math
SWBAT draw a picture Objective: SWBAT put a
and write to show how designated color bear
they felt on the safari. second or third in line.
(temperature) PS.NS.8
(beginning sound should
SMP Focus: #1 "When
be present)
given a problem, I can
Prompt: I felt ____.
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
second or third in line.
Writing Math
SWBAT draw a picture Objective: SWBAT put a
and write to show the designated color bear
biggest animal they saw fourth or last in line.
on the safari. PS.NS.8
(beginning sound should
SMP Focus: #1 "When
be present)
given a problem, I can
Prompt: The biggest
animal I saw was a ____.
 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 SWBAT read their own copy
events in order using of the text independently,
first, next, last. applying the pattern and
using illustrations to word
solve the parts that change.
Day 24
W.4 Assessment
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)
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
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.