Unit Plan 1 (Grade K ELA): Launching Our Reading–Writing Community

Focus: Routines, stamina, partner talk, group reading habits

Grade Level: Kindergarten

Subject Area: English Language Arts (Reading • Writing • Speaking/Listening • Foundational Skills • Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Welcome to Kindergarten ELA! This launch week builds a joyful reading–writing community. Students learn how to participate in group reading, practice partner talk, handle books using concepts of print, and begin a simple draw–label writing routine. The emphasis is on predictable structures, short practice bursts to build stamina, and clear classroom norms that make literacy time calm, kind, and productive.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Engage in whole- and small-group reading with purpose, following modeled routines (RL.K.10).
2. Demonstrate print concepts (front/back, page turns left→right, 1:1 finger-tracking in big books; letters vs. words vs. spaces) (RF.K.1a–d).
3. Participate in turn-and-talk with a partner using listening/response moves (SL.K.1a–b).
4. With support, add or clarify a detail in a drawing/label during share time (W.K.5).
5. Use grade-appropriate spoken language (nouns, simple verbs, complete short sentences during routines) (L.K.1).

Standards Alignment — CCSS Kindergarten

• RL.K.10 Actively engage in group reading activities with purpose and understanding.
• RF.K.1 Demonstrate understanding of the organization and basic features of print (a–d).
• SL.K.1 Participate in collaborative conversations with peers and adults in small and larger groups (a–b).
• W.K.5 With guidance and support, respond to feedback and strengthen writing.
• L.K.1 Demonstrate command of English grammar/usage when speaking (e.g., nouns/verbs; complete sentences).

Success Criteria — student language

• I can sit, see, and track during group reading.
• I can turn pages the right way and point under words as the class reads.
• I can talk with a partner: I listen, I share, we take turns.
• I can add one detail (a label or word) to make my picture clearer.
• I can say a complete sentence about my book or picture.

III. Materials and Resources

Mentor & Student Texts — teacher acquires/curates

• 2–3 big books or oversized picture books with repeated phrases and clear print (for tracking).
• 8–10 sturdy picture books in baskets (wordless or very simple patterned text).
• Alphabet chart/strip, name cards, environmental print samples (labels, signs).

Tools & Displays

• Anchor charts: “We Are Readers (eyes on text, sit spot, track, think)”; “Partner Talk (face, listen, speak)”; “Book Handling (front/back, turn pages, care)”; “Three Ways to Read (read pictures • read words • retell)”; “Writers’ Workshop Norms (draw • label • add)”.
• Pointers (popsicle-stick wands), seat spots, name tags, book bins.
• Visual timers; signal for transitions; gentle chime.

Organizers

• Stamina Tracker (minutes of focused reading/writing).
• Partner Talk Mats (👂 listen • 🗣️ speak • 🔁 take turns).
• Picture–Label Paper (space for drawing + lines for 1–3 labels).
• Feedback Stickers (star = “great effort”, arrow = “add here”).

Preparation — before Session 1

• Post anchor charts; place books into labeled baskets; assign carpet/desk spots.
• Pre-select pages to model finger-tracking and page turns.
• Copy picture–label pages; set up Stamina Tracker.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent/Partner Practice → Share → Exit Ticket

Session 1: Our Reading Circle & Book Handling (RL.K.10; RF.K.1a–b; SL.K.1)

• Mini-Lesson (10–12 min): Model how to sit in the reading circle; introduce “We Are Readers” chart. Use a big book to show front/back, title page, and left→right page turns.
• Guided (10 min): Choral “echo-read” one page; students use pointer fingers to track under the words in the air.
• Independent (10–15 min): Explore baskets: pick one book; practice holding and turning pages at spots.
• Share (5 min): Two students show the front cover and how to turn a page.
• Exit Ticket: Show a partner the title page in your book.

Session 2: Concepts of Print & 1:1 Tracking (RF.K.1c–d; RL.K.10)

• Mini-Lesson (8–10 min): Big-book finger-tracking: teacher points under words; students chant “one tap, one word.” Highlight spaces between words.
• Guided (10 min): Invite volunteers to track a short line; class praises careful pointing.
• Independent (10–15 min): In pairs, students “read pictures” then track one patterned page together.
• Share (5 min): “I tracked this line because I saw spaces.”
• Exit Ticket: Touch a space in a class sentence strip.

Session 3: Partner Talk Routine (SL.K.1; RL.K.10; L.K.1)

• Mini-Lesson (8–10 min): Teach Partner Talk: face the partner, listen, say one sentence (“I see…”, “This page shows…”).
• Guided (10 min): Practice with a projected picture; sentence frame: “I see a ___.”
• Independent (10–15 min): Pick a page from your book; turn-and-talk using the frame; partners switch.
• Share (5 min): 2–3 pairs demonstrate; class gives a thumbs-up for complete sentences.
• Exit Ticket: Tell the teacher one sentence about your book.

Session 4: Writers’ Workshop — Draw & Label (W.K.5; L.K.1)

• Mini-Lesson (10–12 min): Model a small-moment picture (you reading on the carpet). Add labels: me, book, mat. Show using nouns/verbs orally: “I read.”
• Guided (10 min): Class suggests one more label and where to place it.
• Independent (15–20 min): Students draw a classroom reading moment and add 1–3 labels (initial sound ok). Teacher confers: “What can you add?”
• Share (5 min): Author’s chair—one student adds a label after feedback.
• Exit Ticket: Circle your newest label/detail.

Session 5: Routines Review & Mini-Celebration (All standards, emphasis RL.K.10/W.K.5/SL.K.1)

• Warm-Up (5 min): Revisit charts; quick quiz: “Show me a space.”
• Task (25–30 min):
  1. Group Reading: choral-read a favorite big-book page with tracking.
  2. Partner Share: tell one sentence about the page.
  3. Writing Polish: add one more label or detail to yesterday’s drawing.
  4. Wall Display: post pages under “Our Reading–Writing Community.”
• Share (5–7 min): Clap for 3 authors; each names the detail they added.
• Exit Ticket: Point to front cover on the teacher’s book and say, “I’m ready to read!”

V. Differentiation and Accommodations

Advanced Learners

• Track two lines accurately; explain where sentences start/end.
• Add a speech bubble to the drawing using a simple verb (e.g., “I read!”).
• Lead a partner in echo-reading a patterned page.

Targeted Support

• Provide book-handling cue cards (front/back icons).
• Hand-over-hand finger-tracking with a pointer; enlarge print on sentence strips.
• Label choices with pictures (me/book/mat) for quick selection.

Multilingual Learners

• Bilingual/visual word bank: book, page, title, space, read.
• Allow home language rehearsal; share in English using frames (“I see ___.”).
• Model gestures (tap space, sweep left→right) during read-aloud.

IEP/504 & Accessibility

• Flexible seating/visual supports; reduce crowding at the carpet.
• Shorter intervals (2–3 minutes) with frequent movement breaks.
• Option to dictate label to an adult while placing a sticker label.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Book Handling/RL.K.10: seating, focus, choral participation.
• RF.K.1: checks for front/back, page turn, 1:1 tracking, spaces.
• SL.K.1: partner-talk observations (listens, takes turns, uses a sentence).
• W.K.5/L.K.1: writing share—added label/detail; sentence used to describe.

Summative Snapshot — End of Week; 0–2 per criterion (total 10)

1. Group Reading Engagement (RL.K.10)
   • 2: Follows routines, participates appropriately.
   • 1: Inconsistent participation.
   • 0: Rarely participates.
2. Print Concepts (RF.K.1)
   • 2: Demonstrates page turns, title page, and 1:1 tracking with spaces.
   • 1: Partial mastery.
   • 0: Not yet evident.
3. Partner Talk (SL.K.1)
   • 2: Uses a complete sentence and takes turns.
   • 1: Needs prompts.
   • 0: Not yet participating.
4. Writing Growth (W.K.5)
   • 2: Adds a clear label/detail after feedback.
   • 1: Minimal change with support.
   • 0: No change.
5. Language Use (L.K.1)
   • 2: Uses nouns/verbs in a complete oral sentence.
   • 1: Partial sentence or single-word responses.
   • 0: Not yet evident.

Feedback Protocol

• One glow (“You tracked each word with your finger—great focus.”) + one grow (“Add one more label to show the mat.”).
• Micro-goals: find one space, add one label, say one full sentence to a partner.

VII. Reflection and Extension

Reflection Prompts

• “What helps you focus during group reading?”
• “Show a space—why does it matter?”
• “What label made your picture clearer?”

Extensions

• Take-Home Talk: Teach a family member how to point under words while you read pictures.
• Library Walk: Practice book handling by choosing one new basket book for tomorrow.
• Routine Remix: Student leaders model “ready-to-read” in 10 seconds.

Standards Trace — When Each Standard Is Taught/Assessed

• RL.K.10 taught Sessions 1–3 & 5; assessed Summative Criterion 1.
• RF.K.1 (a–d) taught Sessions 1–2 & reinforced 5; assessed Criterion 2.
• SL.K.1 taught Sessions 1 & 3; assessed Criterion 3.
• W.K.5 taught Sessions 4–5; assessed Criterion 4.
• L.K.1 embedded throughout speaking/writing; assessed Criterion 5.