Unit Plan 36 (Grade PreK ELA): Publishing Celebration & Reflection

Focus: Polished mini-portfolio; short author shares; language for effect

Grade Level: PreK

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

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

I. Introduction

It’s celebration week! Children curate a mini-portfolio of their favorite drawings/writings, polish pieces with labels and “wow words” (including sound words and feelings), and practice giving a short author talk with visuals. We’ll end with a joyful publishing party and reflective close.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Select and assemble a small portfolio of their work and add finishing touches (labels, title page) using classroom or simple digital tools with guidance (W.PK.6).
2. Use language for effect (wow words, sound words, feeling words) when revising or presenting (L.PK.3).
3. Present a short author talk audibly in a complete sentence, show a visual, and respond to a simple question (SL.PK.4–SL.PK.6).
4. Reflect on growth using sentence frames (SL.PK.6; L.PK.3).
5. Listen politely, ask/answer a question after a peer’s share (SL.PK.4–SL.PK.6).

Standards Alignment — PreK

• W.PK.6 With guidance and support, use tools (including digital) to produce/publish writing or explore writing.
• SL.PK.4–SL.PK.6 Describe familiar events with support; add visuals; speak audibly in complete sentences during shares.
• L.PK.3 Use language to express ideas; choose words/phrases for effect (sound, feeling, vividness).

Success Criteria — student language

• “My portfolio has a cover, two pieces, and labels.”
• “I used a wow word like __ / a sound word like __.”
• “I can say my author talk in a complete sentence and show my picture.”
• “I asked/answered one question after the share.”

III. Materials and Resources

Mentor & Student Texts — teacher acquires/curates

• 1–2 favorite mentor pieces from earlier units (poem page, labeled information page, narrative drawing).
• Students’ collected work (choose 2–3 pieces to polish/publish).

Tools & Displays

• Anchor charts:
  • “Author Talk Moves: Look • Loud & Clear • Show Your Picture • Thank Your Audience”
  • “Language for Effect: Wow Words (sparkly, huge), Sound Words (zap, splash), Feeling Words (proud, excited)”
  • “Portfolio Checklist: Cover • Pieces (2–3) • Labels • Byline”
• Publishing tools: page protectors or folders, binder rings or tape spines, stickers, highlighters.
• Optional digital supports: tablet/camera for a photo cover; doc cam/mic for shares.

Organizers

• Portfolio Checklist (icons to trace/check).
• Author Talk Card (Name • Title • “I used __.” • Thank-you line).
• Wow-Word Menu (picture-supported word bank).
• Peer Compliment Card (“I noticed __.” “I felt __.” “My question is __.”).

Preparation — before Session 1

• Sort student work into simple choice stacks (narrative, information, poem/picture).
• Copy Portfolio Checklists, Author Talk Cards, Compliment Cards.
• Set up celebration space: gallery line or floor spots; optional selfie/author photo corner.

IV. Lesson Procedure

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

Session 1: Curate Your Best (W.PK.6)

• Mini-Lesson (8–10 min): Model choosing 2–3 pieces that show effort and growth; add a cover with name/picture.
• Guided (8–10 min): In small groups, students pick pieces and place them in order (cover → piece 1 → piece 2/3).
• Independent/Centers (10–15 min):
  • Assemble & Protect: Slip pages into protectors/folders; add byline (“By __”).
  • Label Station: Add missing labels or a title.
• Share (5 min): “I chose this because __.”
• Exit Ticket: Show your cover and say your name as the author.

Session 2: Language for Effect — Wow & Sound Words (L.PK.3)

• Mini-Lesson (8–10 min): Demonstrate adding wow words (sparkly, giant), sound words (boom, swish), or feeling words to one page.
• Guided (8–10 min): Children select one piece and add 1–2 words/labels that make the page more exciting or clear.
• Independent/Centers (10–15 min):
  • Word Stickers: Choose from the Wow-Word Menu and stick/write near the drawing.
  • Sound-Bubble Center: Add a small speech/sound bubble (teacher scribes as needed).
• Share (5 min): “My wow word is __. It makes my page sound/feel __.”
• Exit Ticket: Point to your new word and say it aloud.

Session 3: Rehearse the Author Talk (SL.PK.4–SL.PK.6)

• Mini-Lesson (8–10 min): Model an author talk using the Author Talk Card:
  • “Hi, I’m __.”
  • “This is my __ page.”
  • “I used a wow word/label: __.”
  • “Thank you for listening.”
• Guided (8–10 min): Trio practice: A presents; B shows the visual; C asks a question. Rotate.
• Independent/Centers (10–15 min):
  • Mic & Doc Cam: Practice speaking into a toy mic or at the doc cam while showing the picture.
  • Question Cards: Choose a question to ask a partner (“What did you add?” “How does it sound?”).
• Share (5 min): 2–3 volunteer author talks.
• Exit Ticket: Say one complete sentence from your talk.

Session 4: Final Polish & Program (W.PK.6; L.PK.3)

• Mini-Lesson (8–10 min): Show a finished mini-portfolio and a simple program (order of readers). Review Author Talk Moves.
• Guided (8–10 min): Students add last stickers, thank-you line, and practice holding their portfolio to show pictures.
• Independent/Centers (10–15 min):
  • Cover Photo/Sketch: Take a quick author photo (or draw a self-portrait) for the cover.
  • Name Card Table: Make a tent card with author name for the celebration.
• Share (5 min): “I’m ready to share this page tomorrow.”
• Exit Ticket: Place portfolio in the “Ready to Publish” bin.

Session 5: Publishing Party & Reflection (Assessment) (SL.PK.4–SL.PK.6; W.PK.6; L.PK.3)

• Warm-Up (3–5 min): Chant: “Author Talk Moves: Look—Loud—Show—Thank you!”
• Task (20–25 min): Author Chair presentations. Each child:
  1. States name;
  2. Shows one page;
  3. Names a wow/sound/feeling word used;
  4. Thanks the audience;
  5. Responds to one question.
• Peer Compliments (5–7 min): Listeners complete Compliment Cards.
• Exit Ticket (Reflection): “I am proud of __. Next I want to try __.”

V. Differentiation and Accommodations

Advanced Learners

• Present two pages; include both a wow word and a sound word.
• Add a brief because clause: “I chose this page because __.”

Targeted Support

• Provide two-choice word stickers (e.g., big/fast; boom/splash).
• Teacher scribe for labels and Author Talk Card; student points and repeats.
• Rehearse with call-and-response frames.

Multilingual Learners

• L1 planning permitted; teacher recasts in English frames.
• Pair picture + word icons; practice aloud with choral repetition of the sentence starters.
• Gesture supports for thank-you and showing the visual.

IEP/504 & Accessibility

• Larger print organizers; visual step cards.
• Accept AAC for name/thank-you; peer can hold/show the visual.
• Break into micro-steps: show → say one sentence → answer yes/no → add a word sticker.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Check Portfolio Checklists (W.PK.6) and word additions (L.PK.3).
• Observe rehearsals for audible voice and complete sentence (SL.PK.4–SL.PK.6).
• Note question/answer turns during practice.

Summative Snapshot — Celebration Day; 0–2 per criterion, total 10

1. Portfolio Completeness (W.PK.6)
   • 2: Cover + 2–3 pieces + labels/byline assembled.
   • 1: Missing one element or with prompt.
   • 0: Not yet.
2. Language for Effect (L.PK.3)
   • 2: Adds at least one wow/sound/feeling word and can name it.
   • 1: With prompt/choice card.
   • 0: Not yet.
3. Visual Support (W.PK.6)
   • 2: Uses drawing/label or photo as part of share.
   • 1: With help.
   • 0: Not yet.
4. Author Talk Delivery (SL.PK.4–SL.PK.6)
   • 2: Audible, complete sentence, shows picture, thanks audience.
   • 1: With prompts.
   • 0: Not yet.
5. Listening & Q/A (SL.PK.6)
   • 2: Asks or answers one simple question appropriately.
   • 1: With cue.
   • 0: Not yet.

Feedback Protocol

• One glow (“You used the sound word ‘splash!’”) + one grow (“Next time, speak a bit louder at the start.”).
• Micro-goals: “Name your wow word,” “Use one complete sentence,” “Show your picture while you speak.”

VII. Reflection and Extension

Reflection Prompts

• “Which piece shows your best effort? Why?”
• “What word made your page sound or feel exciting?”
• “What will you try next as an author?”

Extensions

• Class Anthology: Bind scanned pages into a simple booklet or slide deck for families (W.PK.6).
• Thank-You Notes: Dictate a class note to caregivers/guests using two wow words.
• Author Wall: Display covers and Compliment Cards under each author’s name.

Standards Trace — When Each Standard Is Taught/Assessed

• W.PK.6 taught Sessions 1–2, 4; assessed Session 5 Criteria 1 & 3.
• SL.PK.4–SL.PK.6 taught Sessions 3–5; assessed Session 5 Criteria 4–5.
• L.PK.3 taught Sessions 2–4; assessed Session 5 Criterion 2.