We’re On Our Wayresources-cf.toolboxforteachers.com/richland1/CI... · Kindergarten Common Core Standards Project-Based Unit of Study Property of Richland County School District

Kindergarten Common Core Standards

Project-Based Unit of Study

Property of Richland County School District One © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION June 2013

We’re On Our Way Kindergarten Unit of Study

Transportation

Richland County School District One

November 18th –December 13th, 2013

Written by Allison Edwards and Melissa Sundstrom

http://www.google.com/url?sa=i&rct=j&q=transportation+clip+art&source=images&cd=&cad=rja&docid=OuY-PlI09tihNM&tbnid=QCJG4tGusqdkyM:&ved=0CAUQjRw&url=http://www.allfreelogo.com/rf-vector/12744385-cars-truck-and-bus-vector.html&ei=E5fdUcK6Oenl4APCi4C4Dw&bvm=bv.48705608,d.dmg&psig=AFQjCNHMpBzHSJLHojAIgGLjUKJcuGxfoA&ust=1373563004430661




Transportation

Grade Kindergarten Literacy:

Unit overview:

This unit is designed to guide students through the process of retelling familiar

stories in sequential order. Students will engage in group reading activities to analyze

characteristics of fiction and nonfiction text by using text provided by Treasures,

Breakthrough to Literacy, as well as text chosen by teachers that will best fit the needs of

their students. Teachers will integrate Social Studies transportation standards and create

hands on learning opportunities that will provide students with an understanding of modes of

transportation. Students will celebrate their learning with a “Box Car Parade” at the end of

the unit. Teacher will conclude transportation unit with a performance task where students

will be retelling a story and using elaborate detail in their writing to describe their box car.

TASK DETAILS

Task Name: Box Car Creations

Grade: Kindergarten

Subject: English Language Arts

Depth of Knowledge:

Identify literary elements. (Level 1) Identify main ideas and generalization of text. (Level 2) Write for specific purpose and focus. (Level 3) Apply concepts of modes of transportation in new context. (Level 3) Develop box car synthesizing information from multiple sources. (Level 3)

Task Description:

Students will respond to literary text and identify character and key details. Students will

design and build a box car applying knowledge gained throughout the unit about modes of

transportation. Students will apply writing strategies to compose descriptive piece about their box

car.




Materials Needed

One tissue box per student

Various craft supplies (paint, glitter, construction paper, glue, etc.)

If I Built a Car by Chris Van Dusen

Tig Can See- Treasures Leveled Text

Student Final Performance Task Assessment Sheet

Pencils

Paper




Table of Contents

INTRODUCTION:

Grade Kindergarten Literacy:

Unit Topic and Length:

Transportation

Three Week Unit (Second Nine Weeks- November 18th- December 13th)

*Breakthrough to Literacy schedule allows for one week of extension activities (not included in unit) using Ship-

a-Sailing as the teacher sees fit based on needs of their individual students.

Common Core Learning Standards:

RL.K.1. With prompting and support, ask and answer questions about key details in a text.

RL.K.2. With prompting and support, retell familiar stories, including key details.

RL.K.3 With prompting and support identify characters, setting, and major events in a story

RL.K.5 Recognize common types of text (e.g., storybooks, poems).

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.7 With prompting and support, describe the relationship between illustrations and the story in

which they appear (e.g., what moment in a story an illustration depicts).

RL.K.10 Actively engages in group reading activities with purpose and understanding.

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

RI.K.7 With prompting and support, describe the relationship between illustrations and the text in

which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.10Actively engages in group reading activities with purpose and understanding.

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and

produce rhyming words.

W.K.3Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to what

happened.

SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

L.K.1F- Produce and expand complete sentence in shared language activities.

L.K.2- Demonstrate command of conventions of Standard English, capitalization, punctuation and spelling

when writing.

Big Ideas/Enduring Understandings:

Students should be able to identify central

ideas, key events, or the sequence of events

Essential Questions

How do I use prior knowledge and experience

when reading?




presented in texts of low complexity.

Students should be able to use explicit details

and information from the text to support

answers or basic inferences in texts of low

complexity.

Students should be able to demonstrate

knowledge of text structures or text features to

explain, interpret, or connect information in

texts of low complexity.

Students should be able to demonstrate

knowledge of text structures or text features to

explain, interpret, or connect information in

texts of low complexity.

Students should be able to relate knowledge of

text structure or text features to obtain,

interpret, or explain information in texts of low

complexity.

Students should provide minimal evidence that

they can identify phonemes in spoken and written

communication

Students should be able to provide minimal

evidence that they can write or revise one

simple-structure paragraph demonstrating

minimal use of narrative techniques, chronology,

appropriate transitional strategies for

coherence, or author’s craft appropriate to

purpose.

Can you tell me 2 key details from the story

Can you tell me what the term character

means?

Who are the characters in the story?

Can you tell me what the term setting means?

What is the setting of the story?

Can you name different types of genres?

Who is the author? What is his/her job?

Who is the illustrator? What is his/her job?

Look at the picture. Tell me what is

happening in the story? How does the picture

help you?

How can my writing show the sequence of

events in a story?

*Skill specific essential questions can be found on

daily learning plans.

Content:

Reading: Literary Texts

Key Details

Character

Setting

Sequence of Events

Reading: Informational:

Text Features

Writing: Narrative

Details

Skills :

Reading: Literary Texts

Identify characters and setting

Describe characters and setting

Retell familiar stories

Respond to text read aloud

Reading Informational:

Identify additional information from text

features

Gain additional information from text

features

Writing: Narrative

Compose descriptive writing using elaborate

detail

Provide reaction to literary text




Vocabulary/Key Terms:

retell author first illustrator next story

last events sequence compare character contrast

setting opinion topic detail fiction nonfiction

poetry predict caption heading fantasy rhyme

ASSESSMENT EVIDENCE AND ACTIVITIES

INITIAL ASSESSMENT:

Genre: Fiction

Read aloud transportation book. Prepare for and read aloud text with particular attention to the following questions:

o What are some modes of transportation you see in the story? o What are some things that happened in the story?

Observe students ability to identify beginning, middle and end of story. Observe students ability to identify genre.

Observe students responses and attentiveness to detail of characters, setting and events.

FORMATIVE ASSESSMENTS

Teacher will complete Quick Check observations throughout Unit of Study. (Unit Appendix) Teacher can choose to use Class Quick Check or Individual Student Check. (Individual Student Check

allows for specific data and observations to be recorded for students who need additional support.)

FINAL PERFORMANCE Task: Teachers will complete unit assessment found in appendix. Teacher will need the book Tig Can See-

Treasures Leveled Text.

Materials Needed

Variety of books on transportation

Duck in the Truck by Jez Alborough

If I Built a Car by Chris Van Dusen

Empowering Writers Simplified Diamond poster

Empowering Writers Simplified Diamond-Students copies

Empowering Writers Who, Where, What poster

Empowering Writers – Getting Ready to Write K-1 Guide

Treasures Teacher’s Edition Unit Three

Treasures Big Book – The Bus for Us and On the Go

Treasures Trade Book- Duck on a Bike Treasures Listening Library Audio CD




Treasures Big Book of Exploration Vol. 1

Treasures Retelling Cards

Treasures Teaching Charts

Treasures Leveled Text

Breakthrough to Literacy Teacher Guides: Dan the Flying Man, Play Day for Trucks, To New York, Ship-a-Sailing

Breakthrough to Literacy Big Books: Dan the Flying Man, Play Day for Trucks, To New York, Ship-a-Sailing

BookFlix- www.bookflix.com Smartboard Breakthrough to Literacy retelling cards Breakthrough to Literacy accompanying poetry written on chart paper Tissue boxes (one per student) Various craft supplies (paint, markers, glitter, buttons, assorted colored paper, etc.)

http://www.bookflix.com/




Learning Plan and Activities:

WEEK 1- DAY 1

LEARNING PLAN:

Lesson Objectives:

Students will use illustrations to make and confirm predictions.

Students will retell key details in a story.

Students will compose a simple sentence using descriptive words.

Essential Questions:

Who is the author? What is his/her job?

Who is the illustrator? What is his/her job?

Look at the picture. Tell me what is happening in the story? How does the picture help you?

How do illustrations help you when reading a story?

How do descriptive words make your writing more interesting?

Lesson Resources and Materials:

Treasures Teacher’s Edition Unit Three Treasures Big Book- The Bus for Us Treasures Teaching Chart 20 Treasures Listening Library Audio CD Treasures Retelling Cards Chart Paper Sticky Notes

Opening Activities:

Introduce Theme- Tell children that for the next three weeks we will be studying different modes of

transportation. On chart paper write the question: What are some ways you can move from place to

place around town? Give each student one sticky note and have them draw/ label a form of

transportation they know. Introduce the word vehicle (a mobile machine used to transport people or

cargo from place to place) and have students add sticky notes to chart paper. Display Teaching Chart 20- Have students discuss the picture: Have you ever ridden on a train? Where

do you think the train is going? What do you notice about the train’s surroundings? Play Treasures Listening Library- The Little Red Caboose

Whole Group/ Direct Instruction:

Display the cover of big book- The Bus for Us. Predict where the children might be going. Tell students




that a bus is a type of vehicle. Read title and name of author and illustrator and discuss roles of each. Tell students that the story is fiction. This is not a true story. It did not happen. Set purpose for reading: We will use the illustrations to help us predict what will happen next in the

story. Read Aloud- The Bus for Us and use prompts provided in Treasures Teaching Edition Unit 3- Pgs 537-

539.

Guided and Independent Writing:

Teacher will remind students that in the book the character saw many types of vehicles. Ask students

to brainstorm and make a list of vehicles they know using ideas from sticky notes. Teacher will compose

list on anchor chart “Vehicles I See”. Teacher will pick one vehicle from list and model writing. Ex. I like big metal submarines that can go

under the deep water. Students will draw a picture of their favorite vehicle and write descriptive sentence(s), including as

many details as possible.

Reflection:

Have students table talk about their writing. Discuss in complete sentences why the vehicle they drew is

their favorite. Remind students they should take turns as the speaker and listener.

Closure:

Gather students back into whole group area. Group students and give each group a Bus for Us retelling card. Have students turn and talk within their group about what clues they see in the illustrations that help

them predict what will happen next. Have groups stand in sequential order to retell story.

Display retelling cards in classroom.

WEEK 1- DAY 2

LEARNING PLAN:

Lesson Objectives:

Students will generate rhyming words.

Students will distinguish between fiction and nonfiction.

Students will compose multiple simple sentences on one topic.





What makes Dan the Flying Man a fantasy story?

How can you tell if words rhyme?

How can your writing show the relationship between an illustration and a story?


Break Through to Literacy - Dan the Flying Man Big Book Break Through to Literacy- Dan the Flying Man Teacher Guide Chart Paper

Opening Activities:

Remind students that you have previously talked about vehicles. Explain to students that vehicles are

not the only way to get from place to place. (walk, run, skip, roll, jump) Teacher will write: I am Dan, the flying man. Tell students that the man rhymes with Dan. Generate a

list of –an words.


Display the cover of big book- Dan the Flying Man. Engage students in discussion: Do you think this is a

true story? Why or why not? Tell students that the story is fantasy. This story is a fantasy because it

can not really happen. Read title and name of author and illustrator and discuss roles of each. Set purpose for reading: Let’s see where Dan flies and what he can see from high in the sky. Read Aloud- Dan the Flying Man and use prompts provided in BTL Teachers Guide. What can Dan do that other people can’t do? Who are some other characters in the book? What kind of

places did Dan fly over? Where did he fly first? What are some things Dan could fly under? Through?

Over?


Teacher will remind students that Dan the Flying Man is fantasy because people cannot fly. Class will

generate list of things that can fly and display on anchor chart. Teacher will tell students they are going to be drawing a picture of what Dan would see from the sky.

They will go through big book as a class and notice how illustrator drew pictures from Dan’s perspective. While modeling writing a sentence, the teacher will focus on characteristics of super sentences

(including capitalization, punctuation, spaces, correct spelling of word wall words and using letter sound

knowledge to spell unknown words.) Students will draw a picture and write about Dan flying over a school. What would he see?

Reflection:

Students will pair share their writing. Discuss how their illustrations are similar and different.

Remind students they should take turns as the speaker and listener.




Closure:

Gather students back into whole group area. Ask students what it might feel like to fly through the

sky? Have students turn and talk within their neighbors.

WEEK 1- DAY 3

LEARNING PLAN:

Lesson Objectives:

Students will retell key detail from story.

Students will respond to expository text read aloud.

Students will identify places signs and symbols are used.

Students will tell what information can be found on traffic signs.


Why are traffic signs and symbols important? How can you tell if words rhyme? Why do we read nonfiction books?


Treasures Teacher’s Edition Unit Three Treasures Big Book of Exploration Vol. 1- Signs in the Park Treasures Listening Library Audio CD Clip boards Graham Crackers Chocolate icing M&M’s Spoons

Opening Activities:

Teacher will play Treasures Listening Library Audio CD- Let’s Ride. (Treasures Teacher’s Edition Pg.

547) Explain that the words ground and around rhyme because they have the same ending sound.

Student’s will then identify words that rhyme with “so”.


Teacher will remind students that in the two previous days we have read fiction and fantasy books




about transportation. Teacher will explain to students that today they will read a nonfiction book. Teacher will explain that nonfiction books are used to gain information. The information in our book

today is about traffic signs and symbols. Students will access prior knowledge by turning and talking with a partner about traffic signs they have

seen on the way to school. Teacher will display Signs in the Park (Big Book of Exploration Vol. 1) Teacher will introduce and discuss vocabulary word- symbol. Read Aloud Signs in the Park and use reading prompts in Treasures Teachers Edition. Students will respond to read aloud- What are some places signs and symbols are used? What are some

things street signs show us? What are some things symbols on a map show us?


Teacher will tell students they are going to walk around their school to see if there are any important

sign or symbols. Students will take clip boards and draw one important sign they see on their walk. Once back in the classroom teacher will model writing. While modeling writing a sentence, the teacher

will focus on characteristics of super sentences (including capitalization, punctuation, spaces, correct

spelling of word wall words and using letter sound knowledge to spell unknown words.) Students will compose informational writing about why they think this sign is important.

Reflection:

Teacher will select several students to share their writing with the class and display work.

Closure:

Teacher will tell students that they are going to make an edible traffic light. (See Unit Appendix) Teacher will provide each student with one graham cracker, one red, green and yellow M&M, and a

spoonful of chocolate icing. Students will spread icing on graham cracker. Then place the M&M’s in the order they appear on traffic

lights. (red, yellow, green)

WEEK 1- DAY 4

LEARNING PLAN:

Lesson Objectives:

Students will sequence events from story. Students will engage in group reading with purpose and understanding. Students will write sentences adding elaborate detail and descriptive words.





Can you tell me two key details from the story? Where did Dan fly first? Last? How do descriptive words make your writing more interesting?


Break Through to Literacy – Dan the Flying Man Teacher’s Guide Break Through to Literacy- Dan the Flying Man Big Book Break Through to Literacy- Dan the Flying Man Retelling Cards Fly Dan Fly- Accompanying Poetry written on chart paper Empowering Writers – Getting Ready to Write Empowering Writers Poster- Who, Where, What Chart paper Wiki Sticks

Opening Activities:

Teacher will display Fly Dan Fly. Students will come up and underline sight words and/ or rhyming words

with Wiki Sticks.


Students will read aloud Dan the Flying Man. Teacher will go back through book noting the sequence of places Dan flew.

Students will use retelling cards to make a sequence chain of events.

Teacher will create a bubble map titled- Where would we fly? Students will brainstorm ideas of where

they would like to fly.


*Teachers should read Empowering Writers- Pg. 74-75 and adapt Story Critical Character lesson based on the

book Duck in the Truck by Jez Alborough.

Teacher will read Duck in the Truck by Jez Alborough and complete Empowering Writers Poster- Who,

Where, What. Teacher will ask the students specific questions about the duck. Teacher will model writing turning one

word student responses into more specific responses adding elaborate detail and descriptive words. For

example: Teacher: What does the duck look like? Student: He has white feathers. Teacher will write:

The duck has white fluffy feathers that look like cotton. Teacher: Tell me about his beak. Student: It

is orange. Teacher will write: His beak is as orange as a carrot. Etc. Teacher will display the last page of the book. Teacher will ask the students to observe the characters

and try to write their own descriptive sentences to describe the goat, sheep or frog.




Reflection:

Students will get into groups based on the characters they wrote their descriptive sentences about.

They will compare words they used.

Closure:

Teacher will choose one student from each reflection group to share his/her writing.

WEEK 1- DAY 5

LEARNING PLAN:

Lesson Objectives:

Students will retell a familiar story. Students will compose writing using beginning, middle, and end model.


Compare two types of vehicles. What is similar? What is different?

What does it mean to put events in sequential order?


Treasures Teacher’s Edition Unit 3 – Pg. 557 Treasures Big Book- The Bus for Us Treasures Listening Library Audio CD Student made bus prop from small group culminating activity (Week 1) Vehicle templates on popsicle sticks (See Unit Appendix) Empowering Writers Simplified Diamond- Student Copies

Opening Activities:

Teacher will beginning lesson by playing the Treasures Listening Library Audio CD- Transportation is the Way. Teacher will remind students that rhyming words have the same ending sounds. Listen to the song

again picking out words that rhyme.


Teacher will reread The Bus for Us.




Teacher will allow students to retell the story using cardboard bus and vehicle Popsicle stick props. Teacher should stress that the illustrator gave us clues about the sequence of events. It is important

to retell the story in the order in which they occurred.


Teacher will conduct picture walk of Dan the Flying Man to remind students of some of the place he

flew. Teacher will compose bubble map with illustrations of places Dan saw. Teacher will tell students that it is their turn to retell Dan the Flying Man by drawing the sequence of

events on beginning, middle and end Empowering Writers Simplified Diamond. Teacher will give each

student copy of diamond and they will work independently to complete the diamond. Teacher will use this

assessment as a quick check of student’s understanding of sequence of events.

Reflection:

Students will bring sequencing chart to carpet and turn and talk with a neighbor about their favorite

event in Dan the Flying Man.

Closure:

Teacher will remind students that all fiction stories have events in the beginning, middle and end.

Small Group Culminating Weekly Activity- Week 1: *This should be implemented at teacher discretion. This is not to take the place of guided reading. *

Supplies for project:

Large cardboard box

Yellow butcher paper

Scissors

Various colors of construction paper

Glue sticks/ Tape

Popsicle sticks (6)

Vehicle templates (found in back of unit)

Crayons/ markers

Introduction: This project is aligned with the book The Bus for Us. (Treasures Big Book) Each small group will

create and design a different part of the bus.

Monday: Cut squares of yellow butcher paper and cover large cardboard box.

Tuesday: Create windows and doors to add to bus.

Wednesday: Create wheels to add to bus.

Thursday: Create people to add in windows of bus.

Friday: As a whole group, tell students they will use their bus and vehicle props to retell the story The Bus for Us. Students will act out/ retell story as teacher re-reads text.




WEEK 2- DAY 1

LEARNING PLAN:

Lesson Objectives:

Students will identify features of nonfiction text.

Students will write caption for photographs.


How can you tell when a text is nonfiction? What information can you get from photographs and captions? How is travel different across the world?


Treasures Teacher’s Edition Unit Three Treasures Big Book – On the Go Treasures Teaching Chart 22 Sticky notes

Opening Activities:

Teacher will introduce the word journey and travel. Write the following question on the board: Where

do you like to go when you travel? Allow students to draw and label sticky notes to answer the question. Teacher will display teaching chart 22. Talk about photograph- Why does the family need to cross the

river? What are some other ways they could get across the river? Ask students about some places they

could walk or hike.


Explain to children that this text is nonfiction. It gives facts about real people and places. Set purpose of reading- Classify and categorize ways people can travel in the air, water or on land. Display big book- On the Go. Follow teacher prompts on Pgs. 620-623 of Treasures Teachers Edition 3. Teacher will create a three column chart and label- land, water, air. Go through the text On the Go page

by page and add ideas to the list.


Teacher will explain that nonfiction books often have photographs rather than illustrations, just like the




ones in On the Go. Teacher will explain that sometimes photographs have captions that describe or

explain the picture or provide additional information. Teacher will display image of stagecoach on smart board (United Streaming Image Search or See Unit

Appendix) Teacher will model how to write descriptive caption- The wooden stagecoach was used long ago to carry

mail. While modeling writing a sentence, the teacher will focus on characteristics of super sentences


knowledge to spell unknown words.) Teacher will display image of a hot air balloon (United Streaming Image Search or See Unit Appendix).

Students will write caption describing picture.

Reflection:

Students will share captions with their classmates.

Closure:

Today we explored nonfiction text features. What are some things you know about nonfiction text?

WEEK 2- DAY 2

LEARNING PLAN:

Lesson Objectives:

Students will distinguish between fiction and nonfiction. Students will write sentence using adverb sentence starters.


How do adverbs make your writing more interesting? How do you use prior knowledge about trucks when reading Play Day for Trucks?


Break Through to Literacy Teacher’s Guide- Play Day for Trucks Break Through to Literacy big book- Play Day for Trucks My Friend’s Truck – Accompanying Poetry written on chart paper Wiki Sticks

Opening Activities:




Teacher will display My Friend’s Truck. Students will come up and underline sight words and/ or rhyming

words with Wiki Sticks.


Display the cover of big book- Play Day for Trucks. Engage students in discussion: Do you think this is a

true story? Why or why not? Tell students that the story is fiction. Read title and name of author and illustrator and discuss roles of each. Set purpose for reading: Let’s see what job each truck has. Read Aloud- Play Day for Trucks and use prompts provided in BTL Teachers Guide. What truck from the story would you like to see up close? Why? Why would it be fun to ride in a truck?

Who would you take with you to see the trucks? Teacher will tell students that a lot of vehicles have to make lots of stops to do their job. A bus is one

of those vehicles. Class will generate a ‘T’ Chart of vehicles and jobs. Examples: mail carrier/ garbage

trucks/ ice cream truck/ taxi/ etc.


*Teachers should read Empowering Writers- Pg. 135. Cut out adverb cards- happily, cautiously, quickly, and

slowly.

Teacher will tell children to pretend they are walking down the street and see the giant trucks making

an ice cream sundae. Ask students what they would do if the saw this in real life. Explain to students

that in our writing we can use words to specifically describe our movements and actions. Have students

act out movements on Adverb cards (happily, cautiously, quickly, and slowly)

Teacher will model writing a sentence using one of these adverbs. Ex. I walked cautiously up to the big

and loud trucks. While modeling writing a sentence, the teacher will focus on characteristics of super sentences


knowledge to spell unknown words.) Teacher will direct students to think about something else that they would be cautious walking up to.

Ex. tiger, spider, haunted house, etc. Students will draw picture and write sentence (s) using the sentence starter: I cautiously _______.

Reflection:

Students will turn and talk about their writing. Teacher should remind students to speak in complete

sentences using their sentence starters.

Closure:

Teacher will call out various adverbs cards from the Empowering Writers Guide and allow students to

act out.




WEEK 2- DAY 3

LEARNING PLAN:

Lesson Objectives:

Students will identify alliterations.

Students will write alliterations.


What elements does poetry have to help you better enjoy the poem? What are ways I can making my writing exciting?


Treasures Teacher’s Edition Unit Three Treasures Big Book of Exploration Vol.1 Treasures Listening Library Audio CD sentence strips Alliteration Writing Cards (See Unit Appendix)

Open Activities:

Teacher will play Treasures Listening Library Audio CD- Take a Trip. Explain that the words train and

plane rhyme because they have the same ending sound. Students will then identify words that rhyme.


Teacher will explain to students that there is a special type of writing called poetry. Some poetry has

words that rhyme and end with the same sound. Some poetry has groups of words with the same

beginning sound- this is called alliteration. Teacher will display Riding the Subway Train (Big Book of Exploration Vol. 1) Discuss what a subway is- a railroad below ground. Teacher will show video segment “Transportation in the City”- United Streaming

(http://app.discoveryeducation.com/search?Ntt=transportation+in+the+city) Read Aloud Riding the Subway Train and use reading prompts in Treasures Teachers Edition pg 632. Students will identify examples of alliteration in the poem.


Teacher will display picture of a skateboard. Teacher will model writing her own alliteration- Ex.

http://app.discoveryeducation.com/search?Ntt=transportation+in+the+city




speeding striped skateboard (See Unit Appendix)

Teacher will display picture of motorcycle. Teacher will ask students to come up with ‘m’ words to make

alliteration. Ex. moving motorcycle machine (See Unit Appendix)

Teacher will explain to students that now they will have a chance to work with a small group to write

their own transportation alliteration. Teacher will give each group a picture of a mode of transportation (See Unit Appendix) Groups will work together to compose alliterations on sentence strips.

Reflection:

Groups will share their transportation alliteration.

Closure:

Teacher will read aloud My Bike (Big Book of Exploration)

WEEK 2- DAY 4

LEARNING PLAN:

Lesson Objectives:

Students will retell a familiar story. Students will order events on sequencing chain. Students will compose simple sentences.


Why is it important to notice sequence while you read? How can an author and/ or illustrator show you a character’s feelings?


Break Through to Literacy – Play Day for Trucks Teacher’s Guide Break Through to Literacy- Play Day for Trucks Big Book Break Through to Literacy- Play Day for Trucks Retelling Cards Treasure Listening Library Audio CD Empowering Writers Simplified Diamond poster Chart paper

Opening Activities:




Teacher will play Transportation is the Way. (Treasures Listening Library Audio CD- Treasures

Teacher’s Edition Pg. 535)


Students will read aloud Play Day for Trucks. Teacher will go back through book noting the sequence of the trucks building the ice cream sundae.

Students will then use retelling cards to make a sequence chain of events.

Teacher will create a bubble map titled- Things trucks can carry. Students will brainstorm ideas.


*Teachers should read Empowering Writers- What feelings look like- pg. 91

Teacher will remind students that all fiction stories have a beginning, middle and end. Teacher will read aloud Duck in the Truck. Class will discuss and complete beginning and middle portions of the Empowering Writers Simplified

Diamond. Teacher will ask the class how the ending would change if the duck could not get out of the muck. How

do you think the duck would feel? Teacher will model writing a sentence about the ducks feelings. Ex. It started to get very dark. The

duck was still stuck in the muck. Tears started to fall down his cheeks. He had never been so scared

and lonely. Teacher will give students a scenario- You are walking down the street and hear the music of the ice

cream truck. How do you feel? Student: happy Teacher: What does happy look like. Students will

pantomime various body movements and expressions (smile, skipping to truck, waving hands, clapping,

etc.) Students will draw a picture and describe their body movements and expressions.

Reflection:

Students will complete a writing self evaluation. (See Unit Appendix)

Closure:

Teacher reads Empowering Writers scenario cards and students pantomime movements and expressions.

(pg- 95-99 Empowering Writers Guide)




WEEK 2- DAY 5

LEARNING PLAN:

Lesson Objectives:

Students will identify modes of transportation. Students will categorize modes of transportation. Students will compare and contrast two modes of transportation.


Do all modes of transportation have the same characteristics? What are some ways you can improve your writing?


Treasures Teacher’s Edition Unit Three Treasures big book- On the Go Treasures teaching chart- Venn Diagram Treasures Big Book of Exploration Destination Cards (See Unit Appendix) Green and blue butcher paper

Opening Activities:

Students will read aloud My Bike (Big Book of Exploration pg. 37)


Teacher will reread On the Go. Students will revisit anchor chart- land, air and water. Students will create a landscape that will display their modes of transportation made during the small

group throughout the week (Small Group Culminating Activity- Week 2) Groups will come up and add designs to the landscape. Teacher will create a Venn diagram to show similarities and differences between airplane and bus.

Ex. Similarities- have large number of passengers, pay to travel, many windows, and must stay seated.

Differences- wings, wheels, ground, air, seatbelts


Teacher will tell students they are going to take an imaginary journey.




Teacher will pick a destination out of a jar (See Unit Appendix) Teacher will model sentence starter: I am going to ________. I will get there on a __________. Students will then pick their own destination and complete sentences and draw illustrations.

Reflection:

Students will share their destination writing.

Closure:

Teacher will display destination writing and tell students they will continue their learning journey next

week.



Two large pieces of blue butcher paper

One large piece of green butcher paper

Scissors

Various colors of construction paper

Glue sticks/ Tape

Crayons/ markers

Introduction: This project is aligned with the book On the Go. (Treasures Big Book) Each small group will create

and design modes of transportation that go with each setting.

Monday: Group will create and design modes of ground transportation.

Tuesday: Group will create and design modes of ground transportation.

Wednesday: Group will create and design modes of air transportation.

Thursday: Group will create and design modes of water transportation.

Friday: As a whole group, tell students they will create a landscape that will display their modes of

transportation.

*Example of finished product can be found in Unit Appendix.




WEEK 3- DAY 1

LEARNING PLAN:

Lesson Objectives:

Students will identify modes of transportation that use wheels.

Students will describe story setting.

Students will compose sentence on setting using sentence starters.


What is a setting? How can the author and illustrator draw your attention to details in the setting?


Treasures Teacher’s Edition Unit Three Treasures Trade Book- Duck on a Bike Treasures Teaching Chart 25 Treasures Big Book of Exploration Empowering Writers Poster- Who, Where, What? Empowering Writers Teacher’s Guide Chart Paper Sticky Notes

Opening Activities:

Introduce vocabulary words- wheels and adventure. Students will access prior knowledge- How do wheels help us get around? How can wheels help you go on

an adventure? Display Teaching Chart 24- Have students discuss picture: Why do you think this is called a wheelchair?

How is a wheelchair like a bike? Write question on the board- Where can we go on wheels? Students will respond on sticky notes.


Display the cover of big book- Duck on a Bike. Predict where the duck might be going. Read title and name of author and illustrator and discuss roles of each. Tell students that the story is a type of fiction called a fantasy. This story is a fantasy because it can

not really happen. How can you tell from the cover that this could not happen? Set purpose for reading: Pay close attention to the setting in the story. Read Aloud- Duck on a Bike and use prompts provided in Treasures Teaching Edition Unit 3- Pgs 704-




708. Teacher will complete Empowering Writers Poster- Who, Where, What?


*Teachers should read Empowering Writers-pg. 80

Teacher will explain that today class will focus their writing on the setting of the story, Duck on a Bike. Teacher will generate questions to focus student’s attention on setting details. What kinds of buildings

do you see? Do you see any plants? What animals do you see? Where are they? What sounds would you

hear? What do you think you would smell? Teacher will display sentence starter- My eyes popped when I saw__________. While modeling writing a sentence the teacher will focus on characteristics of super sentences

(including capitalization, punctuation, spaces, correct spelling of word wall words, and using letter sound

knowledge to spell unknown words.) Students will complete sentence starter independently.

Reflection:

Students will pair share and give their partner a writing compliment.

Closure:

Reread the poem My Bike (Big Book of Exploration pg. 37)

WEEK 3- DAY 2

LEARNING PLAN:

Lesson Objectives:

Students will identify characteristics of fantasy stories. Students will compose detailed description of story setting.


Why are details important in your writing?

What are some characteristics of fantasy stories?


Break Through to Literacy Teacher’s Guide- To New York Break Through to Literacy big book- To New York




Empowering Writers Teachers Guide Sticky Notes Hey Diddle Diddle written on chart paper (See Unit Appendix) Break Through to Literacy accompanying poetry- City Talking

Opening Activities:

Teacher will read the nursery rhyme- Hey Diddle Diddle. Teacher will ask students where a dish and a

spoon might want to run? Students will respond on sticky notes.


Display the cover of big book- To New York. This story is a fantasy. We will find out where the dish

and spoon from Hey Diddle Diddle ran. Take a picture walk through the book. Ask students to discuss

what they notice. Read title and name of author and illustrator and discuss roles of each. Set purpose for reading: Think about why this story is a fantasy. Read Aloud- To New York and use prompts provided in BTL Teachers Guide. How did the illustrator make the objects look like people? Why do you think they are traveling to New

York in pairs? Why do you think they are running? What are some other ways they could travel? What

do you think they will do when they get to New York? What do you think they are saying to each other

on during the trip? How can you tell they are tired? Teacher will create graphic organizer titled- Ways to travel to New York. Students will brainstorm and

generate bubble map. Teacher will show BookFlix- New York City


*Teachers should read Empowering Writers Guide - pg. 78

Teacher will explain that today class will focus their writing on the character of the story. Teacher will generate questions to focus student’s attention on character details. What color, texture

was the cup? What color are his eyes? How did cup move? What is the shape is the cup? Describe the

cup’s nose. Describe the cup’s arms and legs. Teacher will display sentence starter- When I look at cup I noticed his__________. While modeling writing a sentence the teacher will focus on characteristics of super sentences

(including capitalization, punctuation, spaces, correct spelling of word wall words, and using letter sound

knowledge to spell unknown words.) Students will complete sentence starter independently.

Reflection:

Student will use self evaluation to assess their own writing. (See Unit Appendix)




Closure:

Read BTL accompanying poetry- City Talking.

WEEK 3- DAY 3

LEARNING PLAN:

Lesson Objectives:

Students will retell story. Students will describe character’s feelings. Students will compose simple sentences.


How does the author and illustrator let you know what characters are feeling? How do details make your writing better?


BookFlix on Smartboard (Curious George Rides a Bike)

Curious George Scenario Cards (See Unit Appendix)

Empowering Writers Teachers Guide

Treasures Big Book of Exploration Vol.1

Opening Activities:

Class will re-read poem- My Bike (Big Book of Exploration pg. 37)


Teacher will ask students what they know about the character Curious George. Explain that Curious

George often gets into trouble and has wild adventures. Have students turn and talk to predict what adventure Curious George will have in Curious George Rides

a Bike. Let students share predictions with the class. Teacher will show the BookFlix- Curious George Rides a Bike. Teacher will ask students to recall events from the story and think about how the characters felt.

Teacher will pick Curious George Scenario Cards (See Unit Appendix) and have children pantomime and

describe how the event made the characters feel. (Ex. The man in the yellow hat could not find George.

Students will pretend to look for Curious George- worried face, wide eyes, looking under things, etc.)





*Teachers should read Empowering Writers- Read pg. 83

Teacher will explain that today class will focus their writing on an object from the story. Teacher will generate questions to focus student’s attention on the bike. What color is the bike? What

do you think the bike is made out of? What kind of seat does it have? What makes it move? Teacher will display sentence starter- It is as ________ as a __________. Teacher will model written response. Students will complete sentence starter independently.

Reflection:

Students will pair share and give their partner a writing compliment. Students will share their

compliment with the class.

Closure:

Teacher will praise students for their writing and remind them that good authors always use details to

help the reader visualize the objects in the story.

WEEK 3- DAY 4

LEARNING PLAN:

Lesson Objectives:

Students will identify nonfiction text features.

Students will locate nonfiction text features.


What are some features of nonfiction books and why are they important?

How will your “Vehicle planning guide” be useful?


Treasures Teacher’s Edition Unit Three Treasures Big Book of Exploration Vol. 1 Collection of nonfiction transportation books

Sticky notes

Vehicle Planning Guide (See Unit Appendix)- student copies

Vehicle Planning Guide (See Unit Appendix) – displayed on Smartboard

Opening Activities:




Remind students that we have read many transportation books. Display titles or book covers of text

read. Remind students that they have seen fiction and nonfiction text. Students will discuss books and

justify whether they are fiction or nonfiction and why.


Teacher will tell students that they will be reading a nonfiction text. Ask students to tell you what

they know about reading nonfiction. “We read to nonfiction to gain information.” We may see

photographs instead of illustrations.” “Photographs have captions that give extra information.” Teacher will explain to students that today they will focus on a nonfiction text with captions and

headings. Read Aloud- Time For Kids- How Do You Go to School. Point out captions and headings throughout the

text. Teacher will tell students that not all nonfiction books have captions, heading and photographs. Teacher

will pass out various nonfiction texts. In pairs students will search nonfiction texts for captions, heading and photographs and use sticky

notes to mark pages where they finds these features. Students will share there findings.


Teacher will point out the unicycle in Time For Kids- How Do You Go to School. Explain that not all

modes of transportation look like we would expect them to. Tell students that tomorrow is a learning

celebration, to celebrate everything they have learned about transportation. Students will be building

their own vehicle using an empty tissue box and various craft supplies of their choosing. Teacher will show students the “Vehicle Planning Guide” Template on Smartboard. Students will each complete a “Vehicle Planning Guide”.

Reflection:

Students will share with the class some supplies they plan to use in their vehicle design.

Closure:

Remind students that tomorrow is the “Box Car Parade”.

WEEK 3- DAY 5

LEARNING PLAN:

Celebration of Learning:

Teacher will read the book – If I Built a Car by Chris Van Dusen Students will use “Vehicle Planning Guide” to create tissue box car.




Students will present completed car to the class. Students will compose sentences describing their car using elaborate details. Teacher will complete Final Performance Task (Unit Appendix) Students will participate in a Box Car Parade! Students will make Teddy Bear Car Snack. (Unit Appendix)



Red, yellow, white, black paint

paint brushes

road sign examples (See Unit Appendix)

scissors

aprons/ smocks

Introduction: The signs made during this project will be used at the Learning Celebration “Box Car Parade”.

Each small group will paint road signs.

Monday: Group will paint stops signs and write how stop signs keep us safe.

Tuesday: Group will paint a yield sign and write about where you might see a yield sign and need to slow down.

(school, park, bus crossing, exits)

Wednesday: Group will paint a railroad crossing sign and write about why they are important.

Thursday: Group will paint a speed limit sign and write about why it is important to obey speed limit.

Friday: “Box Car Parade!” (Signs will be displayed along parade route)




Suggested Developmental Centers:

Writing Center- Stamp/ build transportation words Create a plane ticket Using suitcase template draw and label the things you would need on a long journey Label bus template Design and create and invitation to a “Box Car Parade”

*Templates (ticket, suitcase, bus) See Unix Appendix

Block Center- Use blocks to create road where cars would travel Use blocks to design a vehicle Use fabric denim roads to drive toy cars (See Unit Appendix for example)

Dramatic Play Center- Pretend to pack a suitcase for a long journey Use small classroom chairs and pretend to be on a bus or plane

Art Center- Create a car using a toilet paper roll and craft supplies Create a bus using egg carton and paint Design your own vehicle using an empty tissue box Create a clothes pin plane Cut picture out of magazines to create transportation collage

*Pictures of art projects can be found in Unit Appendix

Sensory Center- Put plastic boats in water center Build a car using playdoh Draw a road in the sand table




Support for Diverse Learners: *These are suggestions for guided reading leveled text. Check your school’s book room for additional titles.

Approaching Learners:

Reading A-Z Titles- o Go, Go, Go (Level AA) o The Trip (Level AA) o The City (Level AA) o He Runs (Level A) o Going Places (Level A)

Treasures Leveled Readers- o Bear Goes to Town o Pig’s Trip o See It Go Up

On Grade Learners:

Reading A-Z Titles o Go Animals Go (Level B) o Taking the Bus (Level B)

Treasures Leveled Readers- o Tig Can See o Pigs on Wheels o Fast or Slow?

Beyond Level Learners:

Reading A-Z Titles o Going Away (Level C) o How Many Wheels (Level C) o Getting Around the City (Level D) o What’s in the Box (Level E)

o Trucking (Level F)

o Many Roads (Level F) Treasures Leveled Readers-

o How They Go o Chip Likes Nuts o The Train Trip




Appendix Graham Cracker Stoplight Snack

(Week 1- Day 3)

Materials: Graham Crackers

Chocolate Icing

M&M’s

Spoons

Teddy Bear Car Snack

(Celebration of Learning- Week 3- Day 5)

Materials:

Bite size candy bar (Snickers, Three

Musketeers)

Teddy Grahams

M&M’s




Small Group Culminating Activity- Week Two

Example of finished product.

http://pinterest.com/pin/281897257897094956/




The Bus for Us Retelling Props

Teacher will cut out and glue to Popsicle sticks for students to use Week 1- Day 5

to retell story.

Taxi

Tow Truck

http://www.google.com/imgres?imgurl=http://www.clipartlord.com/wp-content/uploads/2012/10/taxi-cab.png&imgrefurl=http://www.clipartlord.com/free-cartoon-yellow-taxi-cab-clip-art/&usg=__-lcz8Ep7gasuQytfJCEX_EKmNt8=&h=1200&w=1600&sz=136&hl=en&start=1&zoom=1&tbnid=lJWMirK7Fny92M:&tbnh=113&tbnw=150&ei=qZPcUbTzOM6i4APWqIHoAg&prev=/images?q=taxi+clipart&sa=X&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://us.123rf.com/400wm/400/400/rocket400/rocket4001103/rocket400110300353/9133415-tow-truck.jpg&imgrefurl=http://www.123rf.com/photo_9133415_tow-truck.html&usg=__1ZPpVn5b06VkYRiVmd01LkS5Km0=&h=1200&w=1200&sz=103&hl=en&start=17&zoom=1&tbnid=V68v4DGsLopmaM:&tbnh=150&tbnw=150&ei=zpPcUYr0INLd4AOG4YDYCw&prev=/images?q=blue+tow+truck+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CE4QrQMwEA




Fire Engine

Ice Cream Truck

http://www.google.com/imgres?imgurl=http://www.clker.com/cliparts/9/6/1/6/126832208287448028fire-engine.svg.hi.png&imgrefurl=http://www.clker.com/clipart-52296.html&usg=__ad2NLVP1UfnuaUwxA4EtjjV9uiE=&h=416&w=600&sz=44&hl=en&start=6&zoom=1&tbnid=QgnN7RBFLcWzZM:&tbnh=94&tbnw=135&ei=U5TcUY-kDLO44AOd5YCADQ&prev=/images?q=fire+truck+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDYQrQMwBQ

http://www.google.com/imgres?imgurl=http://www.theclipartdirectory.com/clipart/Transportation/Trucks/Summer_Ice_Cream_Truck_000041_tnb.png&imgrefurl=http://www.theclipartdirectory.com/clipart/Transportation/Trucks/Summer_Ice_Cream_Truck_000041_tnb.html&usg=__EVkH6SgTGjwDwz8kTvUrVyKjaNc=&h=318&w=350&sz=105&hl=en&start=3&zoom=1&tbnid=Kw6dnqREpLS3YM:&tbnh=109&tbnw=120&ei=mZTcUZ6KEs7B4APQwYG4Cg&prev=/images?q=ice+cream+truck+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDAQrQMwAg




Garbage Truck

Backhoe

http://www.google.com/imgres?imgurl=http://thumbs.dreamstime.com/z/garbage-truck-14799386.jpg&imgrefurl=http://www.dreamstime.com/royalty-free-stock-image-garbage-truck-image14799386&usg=__b-6iHu8uOkhjTytua-p5sxgJ4wA=&h=522&w=800&sz=44&hl=en&start=12&zoom=1&tbnid=WsplXNj2N2HRAM:&tbnh=93&tbnw=143&ei=4JTcUdu4Eo-o4AOwiYHwDg&prev=/images?q=green+garbage+clipart&sa=N&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CEIQrQMwCw

http://www.google.com/imgres?imgurl=https://www.madison.k12.al.us/Schools/hes/facultystaff/yepp/PublishingImages/construction_clipart_backhoe.gif&imgrefurl=https://www.madison.k12.al.us/Schools/hes/facultystaff/yepp/default.aspx&usg=__hutuvr2MvJhHc3OPGMzu9Uz72GU=&h=143&w=200&sz=8&hl=en&start=5&zoom=1&tbnid=96R98qB8RyNsCM:&tbnh=74&tbnw=104&ei=HZXcUZ3SLtS44APCmYDYAg&prev=/images?q=backhoe+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDQQrQMwBA




Alliteration Teach Modeling Pictures

Teacher will display pictures and model writing alliterations. (Week 2- Day 3)

Ex. Speeding striped skateboard and Moving motorcycle machine

http://www.google.com/imgres?imgurl=http://thumbs.dreamstime.com/z/boy-skateboard-25457249.jpg&imgrefurl=http://www.dreamstime.com/royalty-free-stock-images-boy-skateboard-image25457249&usg=__vcDNO26sM47cNwvXFGTeaa6c6R0=&h=884&w=800&sz=73&hl=en&start=33&zoom=1&tbnid=ZpRflQhrnYat7M:&tbnh=146&tbnw=132&ei=Y5ncUbDTKNOt4APBoYBQ&prev=/images?q=skateboard+clipart&start=20&sa=N&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CEQQrQMwDDgU

http://www.google.com/imgres?imgurl=http://www.free-clipart-pictures.net/free_clipart/motorcycle_clipart/motorcycle_clipart_4.gif&imgrefurl=http://www.free-clipart-pictures.net/motorcycle_clipart.html&usg=__gpMV6TOyBTm34rhneWWhDPtF2Ao=&h=170&w=200&sz=10&hl=en&start=7&zoom=1&tbnid=zSBGDV-Nao-_LM:&tbnh=88&tbnw=104&ei=lZncUZ3eA8_j4APOw4CQDA&prev=/images?q=motorcycle+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDgQrQMwBg




Alliteration Writing Cards

Teacher will pass cards out to writing groups. Each group will write alliterations on

sentence strips. (Week 2- Day 3)

Train

Plane

Bike

Space Shuttle

Scooter

Hot Air Balloon

Bus

Helicopter

Jeep

http://www.google.com/imgres?imgurl=http://bestclipartblog.com/clipart-pics/train-clipart-2.gif&imgrefurl=http://bestclipartblog.com/28-train-clip-art.html&usg=__6hrhklB8C2pI_29nRWusD5EFeSs=&h=578&w=490&sz=8&hl=en&start=1&zoom=1&tbnid=ujQ9YXu8vWJAiM:&tbnh=134&tbnw=114&ei=spbcUZGjLu2z4APsm4CwDw&prev=/images?q=train+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://www.prosportstickers.com/product_images/g/airplane_clip_art_free__26066.jpg&imgrefurl=http://car-pictures.feedio.net/aircraft-clipart-diecut-decal-15-aircraft-car-window-decal-air-plane/prosportstickers.com*product_images*l*aircraft_clipart_diecut_decal_15__01450.gif/&usg=__Lq6wkqMlYbQfKjIYACsgzMZMiOE=&h=416&w=800&sz=170&hl=en&start=1&zoom=1&tbnid=9Izt05fMXXLS4M:&tbnh=74&tbnw=143&ei=QZbcUaWfObPA4AOa34DoAQ&prev=/images?q=plane+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://www.clker.com/cliparts/Q/0/s/S/b/C/mountain-bike.svg&imgrefurl=http://www.clker.com/clipart-mountain-bike-.html&usg=__0iFipZss5aBFYfkmJSA-4RH35fY=&h=735&w=1254&sz=92&hl=en&start=5&zoom=1&tbnid=wGGSYA0hYss86M:&tbnh=88&tbnw=150&ei=8pbcUbW6NNip4AOE-YCYCw&prev=/images?q=bike+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDQQrQMwBA

http://www.google.com/imgres?imgurl=http://www.clker.com/cliparts/e/6/8/j/x/i/rocket-md.png&imgrefurl=http://www.clker.com/clipart-rocket-7.html&usg=__hE5SyeSwZKhXsZohumm-Oe_TZAQ=&h=297&w=298&sz=25&hl=en&start=3&zoom=1&tbnid=n2b2dBObgrr5MM:&tbnh=116&tbnw=116&ei=GJfcUaGKC-2w4APYxICICw&prev=/images?q=rocket+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDAQrQMwAg

http://www.google.com/imgres?imgurl=http://school.discoveryeducation.com/clipart/images/scooter-boy-color.gif&imgrefurl=http://school.discoveryeducation.com/clipart/clip/scooter-boy-color.html&usg=__nyr_WF8TQ_zLYSovtbKp078z8tU=&h=360&w=341&sz=23&hl=en&start=2&zoom=1&tbnid=X8hkIcu8PP7NqM:&tbnh=121&tbnw=115&ei=UZfcUZ6IFpTD4APY14DwAw&prev=/images?q=scooter+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CC4QrQMwAQ

http://www.google.com/imgres?imgurl=http://sweetclipart.com/multisite/sweetclipart/files/hot_air_balloon_striped_3.png&imgrefurl=http://sweetclipart.com/neon-striped-hot-air-balloon-333&usg=__yZ1t48IhQQ3paORf0kFzX_rrMqo=&h=5559&w=4114&sz=571&hl=en&start=2&zoom=1&tbnid=AR6Fgjv79vRIkM:&tbnh=150&tbnw=111&ei=d5fcUZ3mGojB4APz4YG4Dg&prev=/images?q=hot+air+balloon+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDAQrQMwAQ

http://www.google.com/imgres?imgurl=http://bestclipartblog.com/clipart-pics/-school-bus-clipart-3.jpg&imgrefurl=http://bestclipartblog.com/32-school-bus-clip-art.html/school-bus-clipart-3&usg=__gbRu24ic9vvydSrV70IQ3FFfTvc=&h=229&w=320&sz=20&hl=en&start=1&zoom=1&tbnid=PiBGXqqfSreZVM:&tbnh=84&tbnw=118&ei=rJfcUdj2FoWr4APigoGIBQ&prev=/images?q=bus+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://0.tqn.com/d/webclipart/1/0/9/3/5/Helocopter.png&imgrefurl=http://webclipart.about.com/od/Hobbies_and_Interests_Clip_Art/ss/Toys_16.htm&usg=__vXGGbirYPc2ba5nTf0p1L6KQKjI=&h=1239&w=1845&sz=270&hl=en&start=1&zoom=1&tbnid=vDdJEs7HHz0l3M:&tbnh=101&tbnw=150&ei=0ZfcUZPWNZP94APFvgE&prev=/images?q=helicopter+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://cdn-0.freeclipartnow.com/d/42916-1/jeep.jpg&imgrefurl=http://www.freeclipartnow.com/transportation/jeeps/jeep.jpg.html&usg=__g_ro1b2uNnMApIRtIprLvLquoeg=&h=221&w=350&sz=22&hl=en&start=4&zoom=1&tbnid=DRrIRTfLtuJFdM:&tbnh=76&tbnw=120&ei=CpjcUd3QDper4AOszIGYDg&prev=/images?q=jeep+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDIQrQMwAw




Destination Cards

Teacher will let each students pick a destination card. (Make copies as needed)

Student will use card to complete writing prompt.

I am going ___________. I will get there _______________.

(Week 2- Day 5)

Zoo

Island

Mountains

McDonald’s

Space

Desert

Farm

City

Park

http://www.google.com/imgres?imgurl=http://www.animaatjes.de/cliparts/unterhaltung/zoo/clipart_dierentuin_animaatjes-111.jpg&imgrefurl=http://www.animaatjes.de/cliparts/zoo/&p=8/&usg=__Zg0wSm2uI8T7EU0PeBiTYCm4cM8=&h=656&w=1015&sz=195&hl=en&start=1&zoom=1&tbnid=nR9CFYKxXiECmM:&tbnh=97&tbnw=150&ei=lZvcUZGqJpin4AObkoDQBw&prev=/images?q=zoo+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://dir.coolclips.com/Travel/Beaches/Islands/desert_island_CoolClips_natu0010.jpg&imgrefurl=http://dir.coolclips.com/Travel/Beaches/Islands/Desert_island_natu0010.html&usg=__hzSArn1j2HVDU9m1XhmkNOJzWO8=&h=272&w=375&sz=50&hl=en&start=15&zoom=1&tbnid=b1JDFBm4oxuX5M:&tbnh=88&tbnw=122&ei=zpvcUYrrCIb64AOYyYHYBw&prev=/images?q=island+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CEgQrQMwDg

http://www.google.com/imgres?imgurl=http://www.clipartheaven.com/clipart/landscapes/mountains_11.gif&imgrefurl=http://www.clipartheaven.com/show/clipart/landscapes/mountains_11-gif.html&usg=__6Lq9zhuBQSueRJcg_99MzCJSDQs=&h=374&w=490&sz=11&hl=en&start=3&zoom=1&tbnid=DgdITlR2T2xcUM:&tbnh=99&tbnw=130&ei=9JvcUaPSJ-XA4AP3zICABA&prev=/images?q=mountains+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDAQrQMwAg

http://www.google.com/imgres?imgurl=http://chinabevnews.files.wordpress.com/2013/01/mcdonalds.jpg&imgrefurl=http://chinabevnews.wordpress.com/category/mcdonalds-china/&usg=__A_BIVSuFTWnUTcv54xZBrXNjG1c=&h=872&w=1024&sz=85&hl=en&start=4&zoom=1&tbnid=eJ-Sz-7hfep4WM:&tbnh=128&tbnw=150&ei=FpzcUbCxDfGg4AOzqIGYCA&prev=/images?q=mcdonalds&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDIQrQMwAw

http://www.google.com/imgres?imgurl=http://bestclipartblog.com/clipart-pics/space-clip-art-4.gif&imgrefurl=http://bestclipartblog.com/25-space-clip-art.html/space-clip-art-4&usg=__2JJWfWGBH4vF54rPFvtAfbTidn8=&h=457&w=490&sz=12&hl=en&start=1&zoom=1&tbnid=rI18YIJp3ZiOHM:&tbnh=121&tbnw=130&ei=apzcUfnFLKni4AOvtICACw&prev=/images?q=space+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://us.123rf.com/400wm/400/400/dmstudio/dmstudio1102/dmstudio110200041/8926591-vector-cactus-in-desert-clip-art.jpg&imgrefurl=http://www.123rf.com/photo_8926591_vector-cactus-in-desert-clip-art.html&usg=__K--QJtEoV8rqdgXGMi1xAe2JtEU=&h=304&w=400&sz=29&hl=en&start=1&zoom=1&tbnid=x0sYWXsJdxHSCM:&tbnh=94&tbnw=124&ei=05zcUYn4Jajj4AO4rYCgBA&prev=/images?q=desert+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CCwQrQMwAA

http://www.google.com/imgres?imgurl=http://sweetclipart.com/multisite/sweetclipart/files/farm_scene.png&imgrefurl=http://sweetclipart.com/cute-farm-barn-and-silo-1355&usg=__yopgJxGFvNwgS_8AlQWx5wIX45w=&h=5242&w=7933&sz=226&hl=en&start=6&zoom=1&tbnid=ny1J7iMxLfPZAM:&tbnh=99&tbnw=150&ei=8pzcUfG6Gtb84APetoCoCg&prev=/images?q=farm+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDYQrQMwBQ

http://www.google.com/imgres?imgurl=http://abkldesigns.com/hs14.gif&imgrefurl=http://abkldesigns.com/buildings6.html&usg=__UKvTd-uBuLeeR9cVA45nXRfaNeI=&h=214&w=353&sz=6&hl=en&start=3&zoom=1&tbnid=fno88ZMDPCrsoM:&tbnh=73&tbnw=121&ei=M53cUb39JLi64AO2i4HwBg&prev=/images?q=city+clipart&sa=N&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CDAQrQMwAg

http://www.google.com/imgres?imgurl=http://www.clipsahoy.com/clipart3/as5911.gif&imgrefurl=http://www.clipsahoy.com/webgraphics4/as5911.htm&usg=__p79UGf2jqVsfNMoxKZy7adVv0HA=&h=243&w=250&sz=27&hl=en&start=12&zoom=1&tbnid=QgdENkKcVkoT5M:&tbnh=108&tbnw=111&ei=V53cUYq7MLe14APU7YGoBA&prev=/images?q=park+clipart&hl=en&gbv=2&tbm=isch&itbs=1&sa=X&ved=0CEIQrQMwCw




Curious George Scenario Cards

Week 3- Day 3

Cut into pieces and have students pantomime and describe how the event made the

characters feel.

Curious George sees the

large box and wonders

what is inside.

Curious George opens

the box and sees a shiny

new bicycle.

Curious George is tired

of doing tricks on his

new bicycle.

The man with the yellow

hat does not know where

George went.

Curious George fell off

his bicycle when he hit a

rock.

The circus director

fussed at Curious

George for feeding the

ostrich.

Curious George’s bugle

got stuck in the ostrich’s

throat.

Curious George was

proud to help the paper

boy deliver papers.

Curious George had to

carry his bike because

the wheel was bent.

Curious George saved

the bear stuck high in

the tree.




http://www.google.com/url?sa=i&rct=j&q=hey+diddle+diddle+rhyme&source=images&cd=&cad=rja&docid=gHZeCLqemBb99M&tbnid=isxGgUUsGdGRsM:&ved=0CAUQjRw&url=http://www.reading-with-kids.com/nursery-rhymes.html&ei=0qPdUfzwCczE4AOak4D4DA&bvm=bv.48705608,d.aWc&psig=AFQjCNEmS0CVoQE2lHNVEpEiuLr176f5jw&ust=1373566284898215




Writing Evaluation: Name:

_______________

Capital letters at the

beginning of sentences?

Finger spaces between

words?

Punctuation marks?

. ! ?

Used word wall words?

http://www.google.com/url?sa=i&rct=j&q=abcclipart&source=images&cd=&cad=rja&docid=LNgh2XyCmR_pnM&tbnid=pv6cNKuzM_OjiM:&ved=0CAUQjRw&url=http://www.gograph.com/stock-illustration/letter-c.html&ei=2jrcUe2YA4na9QTJ64HYDg&bvm=bv.48705608,d.eWU&psig=AFQjCNG-rURY-fqOOXMh0F6lTWNLXG9Kkg&ust=1373473857475968

http://www.google.com/url?sa=i&rct=j&q=smiley+faces+black+and+white&source=images&cd=&cad=rja&docid=bysDuIFI5hkKwM&tbnid=LKL3igSO2kIE5M:&ved=0CAUQjRw&url=http://lamsmith0609.wordpress.com/2009/10/18/god-clouds/&ei=RDncUfKAN4Xe8ASlmoCADg&bvm=bv.48705608,d.eWU&psig=AFQjCNHs33ejiVD5T6Ox-qtVvYbAdIQGPw&ust=1373473472532433

http://www.google.com/imgres?q=smiley+faces+black+and+white&safe=active&sa=X&biw=1280&bih=902&tbm=isch&tbnid=8yAEoRGfnGJ7fM:&imgrefurl=http://kootation.com/happy-face-clip-art-black-and-white-1.html&docid=oytL5TntV9eH9M&imgurl=http://holytibetour.com/wp-content/uploads/2012/unhappy-face-black-and-white-i14.png&w=512&h=512&ei=djncUc7HMoXc8wTbqIGoDg&zoom=1&ved=1t:3588,r:56,s:0,i:257&iact=rc&page=2&tbnh=185&tbnw=204&start=26&ndsp=31&tx=62&ty=90

http://www.google.com/imgres?q=finger+clipart&safe=active&biw=1280&bih=902&tbm=isch&tbnid=F9cXhBqyFq0NTM:&imgrefurl=http://www.clker.com/clipart-pointer-finger-2.html&docid=TnbK82FRnGt4vM&imgurl=http://www.clker.com/cliparts/y/j/f/m/0/e/pointer-finger-md.png&w=192&h=299&ei=djrcUaW5LIKo9gT2y4DwDA&zoom=1&ved=1t:3588,r:44,s:0,i:219&iact=rc&page=2&tbnh=189&tbnw=121&start=27&ndsp=36&tx=55&ty=88





http://www.google.com/imgres?q=chalkboard+with+words+clipart&safe=active&biw=1280&bih=902&tbm=isch&tbnid=ExHweAjnh0ZtyM:&imgrefurl=http://www.clipartpal.com/clipart_pd/education/chalkboard_10428.html&docid=VgNLOKb1ugEAzM&imgurl=http://www.clipartpal.com/_thumbs/pd/education/teacher_pointing_at_blackboard.png&w=230&h=170&ei=wjvcUdCqO5D29gSywIHIDQ&zoom=1&ved=1t:3588,r:78,s:0,i:321&iact=rc&page=4&tbnh=136&tbnw=170&start=75&ndsp=29&tx=99&ty=61






Spelled words using

sounds heard?

Vehicle Planning Guide

If I built a car…

Supplies:

__________________ __________________

__________________ __________________

__________________ __________________

Design:

http://www.google.com/imgres?q=listening+clipart&safe=active&biw=1280&bih=902&tbm=isch&tbnid=oEVukgr-5dEg-M:&imgrefurl=http://www.acclaimimages.com/_gallery/_image_pages/0110-0907-1808-5015.html&docid=HjqhvyTzjggUfM&imgurl=http://www.acclaimimages.com/_gallery/_images_n300/0110-0907-1808-5015_cute_little_boy_with_a_big_ears.jpg&w=203&h=300&ei=fTvcUbLKCIH48gTF8ICQAQ&zoom=1&ved=1t:3588,r:70,s:0,i:297&iact=rc&page=3&tbnh=191&tbnw=129&start=61&ndsp=34&tx=68&ty=61



http://www.google.com/url?sa=i&rct=j&q=car+clipart&source=images&cd=&cad=rja&docid=TUyfYTBGQDGjWM&tbnid=2ZdabraoMfYFpM:&ved=0CAUQjRw&url=http://www.carsandracingstuff.com/library/images/cars.php&ei=rkXcUaejLYjo9AS22IDwCw&bvm=bv.48705608,d.eWU&psig=AFQjCNHNbcRWBOLH9KcSLe0VOGFQd8ej9w&ust=1373476628196676

http://www.google.com/url?sa=i&rct=j&q=car+clipart&source=images&cd=&cad=rja&docid=TUyfYTBGQDGjWM&tbnid=2ZdabraoMfYFpM:&ved=0CAUQjRw&url=http://historiccharlesstreet.com/new-life-at-800-n-charles-street&ei=wkXcUZO3Dojo8wTzrID4DA&bvm=bv.48705608,d.eWU&psig=AFQjCNHNbcRWBOLH9KcSLe0VOGFQd8ej9w&ust=1373476628196676

http://www.google.com/url?sa=i&rct=j&q=car+clipart&source=images&cd=&cad=rja&docid=CzVzWzEKdtY-sM&tbnid=cM-WR0JGydtsFM:&ved=0CAUQjRw&url=http://car-pictures.feedio.net/man-driving-car-clip-art-vector-clip-art-online-royalty-free/clker.com*cliparts*d*e*2*8*11949846071340700778car_ride_ganson.svg.hi.png/&ei=4EXcUbjiPImc9QT-moGgDQ&bvm=bv.48705608,d.eWU&psig=AFQjCNHNbcRWBOLH9KcSLe0VOGFQd8ej9w&ust=1373476628196676




Vehicle designed by:

________________________

Caption Writing Activity

Week 2- Day 1




Road Sign Examples:




Small Group Culminating Activity Week 3

Road Sign Examples:


http://www.google.com/url?sa=i&rct=j&q=road%20sign%20templates&source=images&cd=&cad=rja&docid=2tlTpY_5dqdxIM&tbnid=1bGWyZ6fxRoZ_M:&ved=0CAUQjRw&url=http://www.educationworld.com/tools_templates/sign_STOP.pdf&ei=yEfcUdnIAoSc9gScr4HYDQ&bvm=bv.48705608,d.eWU&psig=AFQjCNFPrGcsyt_Nz_M4E-Wnbd3aCsBlcg&ust=1373477187925786




http://www.google.com/url?sa=i&rct=j&q=yield%20sign&source=images&cd=&cad=rja&docid=GeelDddMFjt8nM&tbnid=pDlWL64r0z-OAM:&ved=0CAUQjRw&url=http://etc.usf.edu/clipart/74500/74541/74541_75_r1-2_c.htm&ei=HUjcUcTaM5LC9QTn5oAQ&bvm=bv.48705608,d.eWU&psig=AFQjCNEp_p8WadhiWNP_24xV__DyZLsrIw&ust=1373477240437767

http://www.google.com/url?sa=i&rct=j&q=yield%20sign&source=images&cd=&cad=rja&docid=GeelDddMFjt8nM&tbnid=pDlWL64r0z-OAM:&ved=0CAUQjRw&url=http://etc.usf.edu/clipart/74500/74541/74541_75_r1-2_c.htm&ei=HUjcUcTaM5LC9QTn5oAQ&bvm=bv.48705608,d.eWU&psig=AFQjCNEp_p8WadhiWNP_24xV__DyZLsrIw&ust=1373477240437767




Road Sign Examples:


http://www.google.com/url?sa=i&rct=j&q=railroad+crossing+sign&source=images&cd=&cad=rja&docid=OaTal2mq9L5_JM&tbnid=PPf5dpK8ltvA5M:&ved=0CAUQjRw&url=http://www.sssmre.org/r-heralds.html&ei=OkjcUYTPOYvC9QT4noHADQ&bvm=bv.48705608,d.eWU&psig=AFQjCNHwDqVHuHpDhm934XgXaZnWs6bvyA&ust=1373477298462404




Road Sign Examples:


Art Center Suggestions

Toilet Paper Roll Car

http://www.google.com/url?sa=i&rct=j&q=speed+limit+sign&source=images&cd=&cad=rja&docid=J361SwCF-_poSM&tbnid=yA7xLqvl-UxqiM:&ved=0CAUQjRw&url=http://www.pbp1.com/Parking/Product/Signs-And-Posts/Aluminum/Speed-Limit/SNR20&ei=fEjcUbz8PIbo8gTa0IHQDQ&bvm=bv.48705608,d.eWU&psig=AFQjCNEOTT001KFvfvH_ewo62iUo0B_zbw&ust=1373477357678314




Egg Carton Bus

Clothes Pin Plane

Writing Center- Suitcase Template

Have students draw and label what they would pack for a long journey.






Writing Center- Bus Labeling Template

http://www.google.com/imgres?q=suitcase+clipart&safe=active&sa=X&biw=1280&bih=902&tbm=isch&tbnid=-ibfLzGjFfMAWM:&imgrefurl=http://how.to-draw.co.uk/?s=suitcase%20template&docid=3OrnwmQ414iJmM&imgurl=http://3.bp.blogspot.com/-J-hkjViJR6c/T1QmiyPNcUI/AAAAAAAAHpI/R8jpowpf720/s1600/PLAIN+Suitcase+United+Kingdom.jpg&w=1155&h=981&ei=sEzcUd-IKIO88ASvuICoDQ&zoom=1&ved=1t:3588,r:48,s:0,i:233&iact=rc&page=2&tbnh=175&tbnw=204&start=24&ndsp=31&tx=89&ty=99




Name: Boarding Pass

Destination: What do you think you will see on the plane?

ST

AP

LE

HE

RE

Draw what you see out the window:

Seat Number

Insert

your

Text here

http://www.google.com/imgres?q=black+and+white+bus+clip+art&safe=active&biw=1280&bih=902&tbm=isch&tbnid=v5a-Dor354Vt6M:&imgrefurl=http://www.dreamstime.com/stock-photos-school-bus-children-black-white-image9818583&docid=kKWYpQBehBmNRM&imgurl=http://thumbs.dreamstime.com/z/school-bus-children-black-white-9818583.jpg&w=800&h=444&ei=S03cUZSrC4a49gTJnYGYDQ&zoom=1&ved=1t:3588,r:40,s:0,i:207&iact=rc&page=2&tbnh=164&tbnw=302&start=20&ndsp=28&tx=136&ty=70




Additional Ideas and craft directions can be found on

transportation Pinterest page:




http://pinterest.com/aedwards0697/transportation-

unit/

Build Classroom Jeeps

Denim Roads for block center.

Milk Jug Boat

Final Performance Task:

http://pinterest.com/aedwards0697/transportation-unit/

http://pinterest.com/aedwards0697/transportation-unit/







Student name: _________________________

Teacher will read Tig Can See (Treasures Leveled Readers)

Teacher will say, “Tell me about the story”.

Teacher will say, “Tell me about the character”.

Teacher will say, “Tell me about the setting”.

Teacher will ask students to name two words that rhyme with ‘Tig”

Teacher will ask students to name two words that rhyme with ‘can’.

Teacher will collect box car descriptive writing from learning celebration.

1

Needs more time

and support to

understand skill.

2

Developing

understanding of

concepts and

beginning to

apply skills with

support.

3

Frequently

understands

concepts and can

apply the skill

with guidance.

4

Consistently

understands

concepts and can

apply skill.

Can the student

recall key details

from the story?

Can the student

identify and

describe the

character?

Can the student

use illustrations

to describe the

setting?

Can the student

produce two

words that rhyme

with ‘Tig’ and

‘can’’?

Can students

compose

descriptive

writing about

their box car?

Teacher observations and notes:




Class Quick Observation Check List:

*Teacher will check boxes as students display proficiency in skill.

Student Name: RL.K.2

Student

can retell

story in

sequential

order.

RL.K.3

Student

can

identify

character.

W.K.3

Student

can

describe

character

using

elaborate

detail.

RL.K.3

Student

can

identify

setting.

W.K.3

Student

can

describe

setting

using

elaborate

detail.

RF.K.2a

Student

can

produce

rhyming

words.

SL.K.4

Student

responds

to

question

about

text.

RL.K.5

Student

can

distinguish

between

different

types of

text.

RI.K.7

Student

can

identify

nonfiction

text

features.




Student Quick Check Observation Checklist

Student Name: _________________________

Skill Assessed: Date: Observations:

RL.K.2: Student can retell story in

sequential order.

RL.K.3: Student can identify

character.

W.K.3: Student can describe

character using elaborate detail.

RL.K.3: Student can identify

setting.

W.K.3: Student can describe

setting using elaborate detail.

RF.K.2a: Student can produce

rhyming words.

SL.K.4: Student responds to

question about text.

RL.K.5: Student can distinguish

between different types of text.

RI.K.7: Student can identify

nonfiction text features.

Documents

We’re On Our Wayresources-cf.toolboxforteachers.com/richland1/CI... · Kindergarten Common Core Standards Project-Based Unit of Study Property of Richland County School District