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

Focus: Routines, centers, partner talk, book love, share rules

Grade Level: PreK

Subject Area: English Language Arts (Read-Aloud Comprehension • Emergent Writing • Speaking/Listening • Foundational Concepts • Language)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session (use two short blocks if needed)

I. Introduction

This week builds a joyful community of readers and storytellers. Children learn how we gather, how we handle books, how we talk with partners, and how we share. We launch simple literacy centers (library, writing, listening) and practice group reading habits with songs, chants, and predictable texts. Students also draw and dictate about something they love—our first tiny “author moment.”

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Engage in group reading with purpose (look, listen, join in repeated lines) and follow classroom reading routines (RL.PK.10).
2. Draw and dictate to tell about a familiar event or favorite thing (W.PK.3).
3. Participate in collaborative conversations: listen, take turns, and respond to a partner with adult support (SL.PK.1).
4. Demonstrate basic print concepts during shared reading: front/back of book, page turning, left-to-right sweep (RF.PK.1).
5. Use spoken language conventions during routines: greetings, please/thank you, complete-idea sentences with support (L.PK.1).

Standards Alignment — PreK

• RL.PK.10 Actively engage in group reading activities with purpose and understanding.
• W.PK.3 Use a combination of drawing, dictating, and emergent writing to narrate a single event or several loosely linked events.
• SL.PK.1 Participate in collaborative conversations with diverse partners and adults in small and larger groups.
• RF.PK.1 Demonstrate understanding of the organization and basic features of print.
• L.PK.1 Demonstrate command of the conventions of standard English when speaking (developmentally appropriate).

Success Criteria — student language

• “I can sit, look, and listen when we read together.” (RL.PK.10)
• “I can turn pages the right way and find the front of a book.” (RF.PK.1)
• “I can talk with a partner: My turn, your turn.” (SL.PK.1)
• “I can draw and tell about something I like.” (W.PK.3)
• “I can use kind words and a complete idea when I share.” (L.PK.1)

III. Materials and Resources

Mentor & Student Texts — teacher acquires/curates

• 2–3 predictable read-alouds with repeated lines/chorus (big book or enlarged pages).
• 1 wordless picture book (for talk and page-turning practice).
• Class-made name cards (photos + names) for turn-taking.

Tools & Displays

• Anchor charts: “Our Reading Rug Rules (Sit • Look • Listen • Think • Share),” “How to Hold a Book (Front • Back • Turn pages),” “Partner Talk (Eyes • Ears • Take Turns).”
• Visual schedule and center rotation cards (icons for Library, Writing, Listening).
• Attention signal (call-and-response or chime), pointer wand, book baskets.

Organizers

• Turn-and-Talk Tents (picture cues: mouth/ear arrows for talk/listen).
• Book Handling Mat (front/back/title; arrow path left→right).
• My Reading Heart page (draw + dictate template).
• Share Strip sentence frames (I like ___. It is ___.) with picture icons.

Preparation — before Session 1

• Label classroom library bins by theme (animals, trucks, families).
• Pre-teach the attention signal to paraprofessionals; place icons at child eye level.
• Copy My Reading Heart pages and Share Strips; assemble name cards.

IV. Lesson Procedure

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

Session 1: Welcome to the Reading Rug (RL.PK.10; SL.PK.1)

• Mini-Lesson (8–10 min): Introduce the rug rules with pictures; practice the attention signal. Preview a predictable read-aloud; invite kids to echo the refrain.
• Guided (8–10 min): Choral reading of repeated lines; model turn-and-talk (“What did you notice?”).
• Independent/Centers (10–15 min): Explore Library Center (soft open): choose a book, sit on a dot; teacher roves to coach page-turns.
• Share (5 min): 3 volunteers hold a book and show the front cover.
• Exit Ticket: Point to the front of your book before you put it away.

Session 2: Partner Talk & Share Rules (SL.PK.1; L.PK.1)

• Mini-Lesson (8–10 min): Model partner talk with a puppet: eye contact, one sentence, switch turns; teach frames “I notice…” / “I like…”
• Guided (8–10 min): Practice with Turn-and-Talk Tents using a familiar page from yesterday’s book.
• Independent/Centers (10–15 min): Listening Center (picture playlist/story audio); teacher pulls a small group to rehearse share rules (name, one idea, thank you).
• Share (5 min): Call on 4 students to try a one-sentence share using a frame.
• Exit Ticket: Give a thumbs-up when it’s your turn; thumbs-to-heart when it’s partner’s turn.

Session 3: Book Love & Print Concepts (RF.PK.1; RL.PK.10)

• Mini-Lesson (8–10 min): Use a wordless book: model left-to-right sweep, page turn, and talking about pictures.
• Guided (8–10 min): Small groups use the Book Handling Mat; each child turns one page and says one word about the picture.
• Independent/Centers (10–15 min): Writing Center launch: draw “a book I love” or “something I like.” Teacher prompts for dictation (child says; adult scribes).
• Share (5 min): “Show the page you drew” and say one word/idea.
• Exit Ticket: Touch the arrow path on the mat (left→right).

Session 4: My Reading Heart — Draw & Dictate (W.PK.3; L.PK.1)

• Mini-Lesson (8–10 min): Model the My Reading Heart page: draw something you like to read/see in books; dictate one sentence.
• Guided (8–10 min): Teacher confers: prompt fuller language (“Tell me more… who/where?”).
• Independent/Centers (10–15 min): Students complete drawing + Share Strip; peer helps add a label (kid-spelling welcome).
• Share (5 min): Two-by-two author chair; peers practice “Thank you, Author!”
• Exit Ticket: Point to your name on your page.

Session 5: Our First Author Circle (Assessment) (RL.PK.10; W.PK.3; SL.PK.1; RF.PK.1; L.PK.1)

• Warm-Up (3–5 min): Review signals and partner talk.
• Task (20–25 min):
  1. Group rereads the predictable text; join the refrain (RL.PK.10).
  2. Each student shows their My Reading Heart drawing, dictates/reads one sentence (W.PK.3; L.PK.1).
  3. Student points to the front of the paper/book and tracks left→right on their caption if present (RF.PK.1).
  4. Peers give one clap and say “Thank you, ___” (SL.PK.1; L.PK.1).
• Exit Ticket: Point to where reading starts on a page (top-left cue).

V. Differentiation and Accommodations

Advanced Learners

• Add a second idea to the dictation (“I like animal books because the pictures are funny.”).
• Lead partner talk; model asking a “What do you think?” question.
• Sort two books by type (story vs. informational) and tell one reason.

Targeted Support

• Use choice boards with icons for partner frames (“I like… / I see…”).
• Provide hand-over-hand support for page turning; use dot stickers to mark start points.
• Shorten share: child says one word; adult expands to a sentence.

Multilingual Learners

• Allow L1 rehearsal; provide bilingual picture cards (read, book, page, turn).
• Teacher restates the child’s idea in clear English and invites echo.
• Gesture + routine words: look, listen, turn, share.

IEP/504 & Accessibility

• Offer seating supports, visual timers, and reduced-stimulus spaces.
• Use AAC (single-message buttons: “My turn,” “Thank you”).
• Visual “first-then” card for transitions to and from centers.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Group reading engagement: echoes refrain, eyes on text (RL.PK.10).
• Print concepts: front/back, page turns, left→right sweep (RF.PK.1).
• Partner talk: waits, listens, takes a turn with support (SL.PK.1).
• Language use: complete-idea sentence during share, courteous words (L.PK.1).
• Drawing/dictation: child conveys a familiar topic/event (W.PK.3).

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

1. Group Reading Participation (RL.PK.10)
   • 2: Joins refrain/actions; attends throughout.
   • 1: Joins with prompts; brief attention.
   • 0: Rarely attends.
2. Print Concepts (RF.PK.1)
   • 2: Identifies front/back; turns pages; tracks left→right with cue.
   • 1: Completes some steps with help.
   • 0: Not yet.
3. Partner Talk (SL.PK.1)
   • 2: Takes a turn and responds to partner with support.
   • 1: One-word or gesture turn only.
   • 0: Not yet.
4. Draw & Dictate Narrative (W.PK.3)
   • 2: Drawing + dictated sentence tell about a familiar topic/event.
   • 1: Drawing only or partial dictation.
   • 0: Not yet.
5. Language Conventions in Speech (L.PK.1)
   • 2: Uses polite words and a complete idea with support.
   • 1: Attempts; needs modeling.
   • 0: Not yet.

Feedback Protocol

• One glow (“You turned every page carefully!”) + one grow (“Next time, try a full sentence: ‘I like trucks.’”).
• Micro-goal cards: “My turn/Your turn”, “Front/Back”, “I like ___.”

VII. Reflection and Extension

Reflection Prompts

• “Which book page was your favorite and why?”
• “How do we show we’re ready on the rug?”
• “What did your partner say today?”

Extensions

• Family shelfie: Send a note inviting families to share a photo of the child reading at home; place on a “We Are Readers” wall.
• Class library job: Two helpers sort books back into labeled bins.
• Routine song: Create a short “Read, Talk, Share” chant for transitions.

Standards Trace — When Each Standard Is Taught/Assessed

• RL.PK.10 taught Sessions 1 & 3; assessed Session 5 Criterion 1.
• W.PK.3 taught Sessions 3–4; assessed Session 5 Criterion 4.
• SL.PK.1 taught Sessions 1–2; assessed Session 5 Criterion 3.
• RF.PK.1 taught Sessions 3 & 5; assessed Session 5 Criterion 2.
• L.PK.1 taught Sessions 2 & 4–5; assessed Session 5 Criterion 5.