Teacher Resources for Instructional Planning


Kindergarten, Reading Std Comprehension VC: Comprehension, a meaning making process, is the primary goal of reading and is constructed through the dynamic interaction between reader and text. Demonstrate comprehension of passages heard by retelling stories and by answering questions. (AL COS 5) (SAT 10) C. Respond to stories by asking questions, discussing ideas, and relating events to daily life (AL COS)

Lesson Plans: Maurice Sendak: Imagination and Art Read books written and/or illustrated by Maurice Sendak and write a class book based on one of his stories. Big Bird, Don't Cry After listening to the teacher read Sarah Roberts' story, Big Bird, Don't Cry the students will discuss the story and relate to Big Bird's feelings. Julius, the Baby of the World This lesson supports language development and reading comprehension. I'm Special Books In response to reading books on the “I’m Special” theme, students create their own books and share them with the class. Family Ties: Making Connections to Improve Reading Comprehension Students gain a deeper understanding of a text when they make authentic connections. Starting with a read-aloud of Big Mama’s by Donald Crews, the instructor introduces and models the strategy of making connections. Read-alouds of The Snowy Day by Ezra Jack Keats and The Relatives Came by Cynthia Rylant are followed by activities that help students learn to identify text-to-self, text-to-text, and text-to-world connections and apply them when responding to texts. After sharing and discussing connections in a Think-Pair-Share activity, students plan and write a piece describing a personal connection with one of the texts.

Resources: No, David! Activities for this book include relating David's experiences to students' experiences. Suggestions for English Language Learners (ELLs): (E/B=Entering/Beginning, D=Developing, E=Expanding) E/B: Listen to stories read aloud and respond to comprehension questions by using nonverbal communication or one-or-two word responses. E/B: Respond to meaning and sequence of stories from a variety of sources through pictures and key spoken words or phrases when prompted; D: Respond orally to stories from a variety of sources with simple sentences; E: Respond to stories from a variety of sources by speaking or writing with simple sentences. E/B: Identify the title of a book through visual support; D: Identify and restate the title and author of a book; E: Identify and restate the title, author, and characters of a book. E/B: Convey understanding of basic facts through gesturing (i.e. pointing to pictorial representations), using key words orally, and possibly spoken words and phrases; D: Summarize understanding of basic facts with key spoken phrases or sentences when prompted; E: Summarize plot sequence and main idea with simple sentences and with limited support.
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