Iowa Academic Standards 2015 Lesson Plan Alignment Template

Subject(s): Writing and Reading Period(s): Writing Grade(s): Kindergarten

Teacher(s): Mrs. Marisa Bauer School: Hansen Elementary, Cedar Falls

The lesson plan alignment tool provides examples of the instructional elements that should be included in daily planning and practice for the Iowa
Academic Standards. The template is designed as a developmental tool for teachers and those who support teachers. It can also be used to observe
a lesson and provide feedback or to guide lesson planning and reflection.

Lesson Background: In the personal narrative unit, students will recall information from their own experiences to write about an event or several
loosely linked events. In Kindergarten, we begin the year with narrative writing and end the year with narrative writing. This lesson will be a
narrative lesson in the spring. Students will be writing their own personal narrative story to be shared with the class. This unit will focus on
developing a complete narrative with a title, beginning, middle and end.

LESSON ELEMENT
PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE
1. Grade level Iowa Core Standard(s) 2014 the lesson targets include: (Integrate reading, writing, speaking and listening so that students apply and
synthesize advancing literacy skills. Include entire standard, not just the standard number)
Writing Standard- Text types and purposes
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about t he events in the order in which they occurred, and
provide a reaction to what happened. (W.K.3.) (DOK 2,3)
Writing Standard- Production and Distribution of Writing
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (W.K.5.) (DOK 2,3)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6.) (DOK 1,2)

Reading Standards for Literature- Key Ideas and Details

With prompting and support, ask and answer questions about key details in a text. (RL.K.1) (DOK 1)
With prompting and support, retell familiar stories, including key details. (RL.K.2) (DOK 1)
With prompting and support, identify characters, settings, and major events in a story. (RL.K.3) (DOK 1)

Reading Standards for Literature- Craft and Structure

Recognize common types of texts (e.g., storybooks, poems). (RL.K.5) (DOK 1)
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (RL.K.6) (DOK 1)

Speaking and Listening Standards- Comprehension and Collaboration

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting
clarification if something is not understood. (SL.K.2.) (DOK 2)
Speak audibly and express thoughts, feelings, and ideas clearly. (SL.K.6.) (DOK 1,2)
Language Standards- Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (L.K.2.) (DOK 1)

2. Learning Target(s): (What will students know & be able to do as a result of this lesson? Remember to consider the Depth of Knowledge level (DOK))
Writing:
I can write and draw a story about an event (DOK 2- Summarize)
I can put my story in order (DOK 2- Organize)
I can share my thoughts and feelings about my event (DOK 2- Cause/Effect)

Reading:
I can tell about the characters, setting, and major events in the story (DOK 1- Tell, Recall)

3. Relating the Learning to Students: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future
learning? This should be in student friendly terms.)
Kid Talk: Writing is a way of sharing our ideas, stories and information to others. Just like you enjoy talking to your family, friends and teachers about stories of your lives, its important to learn
how to write about those stories to share with others. When people write, they share their events by writing sentences and drawing a picture. We know this as being an author and illustrator.
Today we will be authors and illustrators and begin writing about our own event.
4. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a
successful product/process? What does success on this lessons outcomes look like? Use varied modes of assessment, including a range of pre-,
formative, summative and self-assessment measures. Make sure all assessments are attached to.)
In my Kindergarten class, I have a writing checklist that students will check off when they have completed their writing, which will then get stapled to their final piece of writing. This writing
checklist focuses on the skills that are addressed through writing lessons during various times of the year. (Please see below) The checklist provided is a guide or reminder for students and is used
more as a writing tool than a rubric. When students miss a check off, they are able to edit and fix their writing.

I will assess students writing by following our end of the year grade level expectations: Students write using inventive/phonetic spelling, students spell simple CVC words using short medial vowels,
students write a story including a title, beginning, middle and end.

During this writing process, I will be formatively assessing students through student conferences to make sure they understand what they are learning from the writing process. While I am meeting
with students, we go through what students have started with their writing and discuss what they need to continue to work on so they are able to check off parts of the checklist.

Students also during this time will get a chance to work with their writing partner. The partners have been pre-assigned to students. Students will help each other with ideas for their writing and
simple editing (capital letter, punctuation, finger spaces, sight words spelled correctly, etc.).
5. - Content Area Literacy (How can you assist with getting this into the content area classes? (social studies, science) Does it fit with the content areas?
How will you work with the content area teachers to help support each other with these literacy skills? (If departmentalized)
The narrative writing that students will complete does not fit with a content area simply because students are writing about a personal experience of their own. Our librarian has helped students
learn new digital story creator apps. Students can work with her on trying out a new app to use in class for publishing a digital story.
6. Academic Vocabulary: (Words that will need additional instruction in order to strengthen student understanding in contextual formats.) List the words
you will explicitly instruct on and how you will instruct on them.
Vocabulary words: event (I will explicitly teach the meaning of this word as a thing that happens. I will give the following examples: The bir thday party that I had on Saturday was an important
event. An event that happened over the weekend was I went to the park.)
Students will need to know this definition because they are expected to write about an event, or thing that happened, as their narrative story.

Story vocabulary words: releases (to let go, or set free), jerks (quick push), dizzy (to feel like you are spinning, may lose your balance), wobbly ( weak, unsteady or not balanced)
7. Examples/Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products
as formative assessment opportunities? Provide a balance of on-demand and process writing opportunities for students to draw evidence from the texts
to produce a clear and coherent writing that informs, explains, or makes an argument in various written forms. Include all rubrics, graphic organizers, or
notes.)
Lesson Background: This lesson is part of my spring narrative unit. Students will be writing their own personal narrative story to be shared with the class. The writing will focus on including a title,
beginning, middle and end pages to be put in correct order to make a book. I will be using this book multiple times during this unit to discuss on different parts of the story (beginning, middle, end)
and to use as a model for students own writing.

I will begin this writing lesson by reading the fiction book Roller Coaster as a whole group. During reading, we will be stopping for discussion of vocabulary words. After reading, we will ask and
answer questions about the text, discuss the characters, setting and main events, and discuss the beginning, middle and end. I will then model to students how I begin my own narrative writing.
Students will offer suggestions as to what a narrative writing is (this should be a review of narrative wri ting as we had done it earlier in the year). If students are unable to identify what narrative
writing is, I will provide them with the definition (writing about an event, or thing that has happened, in your life). Writers, you have learned so much this year about writing! Over the next few
days you will be working on creating a narrative story about an event in your own life. You will then be able to share your story with others. Before I begin writing, I have to think about all that I
know about my story (point to what writers do anchor chart). I now have an idea for my story!! I am making a picture in my head of my story, I am telling myself who all of the characters are and
where the story happens, the setting. Now, I am telling myself other details, like what happened, what things looked like, any feeling I might have had. I am going to write about the time I went to
the Sturgis Falls parade with my friend. (I chose this event because many students have a connection with going to Sturgis Fa lls themselves from the summer) My friend Alison and I went to Sturgis
Falls to watch the parade. I was excited to watch the floats and listen to the marching bands. When the parade was finished, we decided to walk around the park for a little while and get
something to eat. We both got a delicious strawberry smoothie and corndog. After we finished eating we left to go back home. I now will begin modeling my own narrative writing. Because there
is a large amount to cover while writing a narrative story, I am only going to focus on writing the beginning part of my stor y today. Some students will be able to write more than the beginning and
that is okay if they continue. For other students, just thinking thoughtfully of an event and beginning the first part of the writing is more than enough to accomplish in 1 writers workshop. Now
that I have an idea of an event that I am going to write about, I am going to begin writing what happened first. (While modeling, I will talk aloud as I am focusing on the writing conventions-
Capital letter at the beginning of the sentence, finger spaces, punctuation, writing is on topic) As I draw my pictures, I am not going to draw but I am going to make a quick sketch. (I do this so
students know that I have not drawn or made my picture as neat as theirs should be. I do this also so I am not wasting my students writing time with me drawing nice pictures also Im not a very
good artist so students think its my sketch, but really its probably one of my better drawings! ;) ) After my beginning page is written, students will turn and talk to their carpet partner to discuss
their own ideas of an event they will be writing about. I will listen in and call on a few students to share with the class what they will be writing about. Before sending students back to get started, I
will remind students of the book we read and to focus today on getting their beginning written. After all student questions have been addressed, students will then begin their own narrative writing
at their table spots. During this time, I will go around and formatively assess how students are doing with their writing and begin student conferencing. Students who need additional guidance
with their writing to organize their story and structure would benefit from using a graphic organizer. This will be provided to students as necessary. I will also have students begin to work with
their writing partners for help with ideas, sequencing and simple editing. At the closure of this lesson, students will conference with me again on their writing checklist and share their writing with
the class in the authors chair. While students are sharing their story, it will be projected on our document camera so students are able to see it better. Students will be able to give compliments
and suggestions to the author.

Additional lessons: Writing the middle, writing the ending, writing a title to their story, adding details and feelings (I will be using the mentor text Roller Coaster as a guide for these lessons as well)

8. Resources/Materials: (Focus students on reading a progression of complex texts drawn from the grade-level band. What technology and media tools
will be used in this lesson to deepen learning? Include links to the media tools as well as titles of mentor text.)
Roller Coaster by Marla Frazee
Anchor Charts (See below)
Writing Checklist (See below)
Narrative Graphic Organizer (See attached)

9. Access and Engagement for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all
 aspects of student diversity and learning preferences. What kind of feedback will you give students during the learning and at the end of the learning?
Do not forget your upper level students!
Many of my students will still be at different levels of development with their writing, even at the end of the year. I will work to ensure that all students are engaged with this lesson by providing
the necessary guidance through teacher conferencing and student writing partners. I will offer feedback while they are working on their writing and use the writing checklist as a guide. At the end
of the unit, I will be expecting the skills on the wri ting checklist to be evident, inventive/phonetic spelling being used, simple CVC words using short medial vowels are spelled and students have
written a complete narrative with a title, beginning, middle and end.

Students with IEPs for writing and reading will receive their main instruction in our Kindergarten classroom before going to the special education resource room to receive additional help and
guidance. I will be following the accommodations and modifications on their IEPs in the general education classroom. Students may benefit from the use of a graphic organizer to organize the order
of their story.

Using technology in a meaningful and developmentally appropriate way helps students become excited and engaged in their learning! Students who are fast finishers or students who go with our
TAG instructor may begin to work on a digital story. Students have learned how to use these apps through Kindergarten library/media. Shadow Puppet Edu, Chatterpix, Little Story Creator, Story
Kit , Vocaroo , Little Bird Tales Students may also begin to work on a new narrative story.

10. Differentiation/Accommodations: (What differentiation and/or classroom accommodations will you make for English learners, students with high ability
and students with disabilities in your class? What evidence-based strategies for differentiation for all students can be provided? Be as specific as
possible.)
I will provide students with time extensions, preferential seating, graphic organizers, leveled writing paper (lines, no lines, small 3 lines, big 3 lines), and alternative ways of completing assignments
(Tiered assignments)
I will be following the accommodations and modifications with students with IEPs in writing and reading. (Some of my students are able to write in their graphic organizer only, as it is difficult to
transfer their writing then to their writing pages)

The product of this lesson could be differentiated as well. Students will be able to show what they have written in multiple ways. Students who finish early may then produce a digital book. Other
students may show their story using the graphic organizer. All students will be doing a narrative writing piece, some in different ways!

Students who need to strengthen their fine motor skills will be using a triangular pencil grip.
Students who receive instruction through ELL services could work with the EL teacher on this story sentence starter:
My story is about ____________________________. My characters are _____________________ and my setting is ___________________________________. This is
what happened ______________________________________________.

In addition, please answer all questions below to respond to teaching the lesson OR create your own question and respond to it.
1. How did this lesson support 21st Century Skills?

Many of the processes and activities during writing workshop include 21 st century skills. When students are conferring about their writing they are collaborating and working appropriately with
their writing partner to complete their task (21.K-2.ES.1). Students are also revising and editing their own work and their writing partners. Their role and responsibility changes as they work during
conferencing (21.K-2.ES.2). Creating and innovating is a part of any piece that a student writes, they can also use technology to create their narrative piece (21.K-2.TL.1). Each and every time that
we allow students to experience the writing process we are allowing them to practice a variety of 21st century skills that they will need to further succeed in their future.

2. How did this lesson reflect academic rigor?

This lesson is part of our revisit to the personal narrative unit. Unlike our personal narrative unit in the fall, students will focus on developing a complete narrative with a title, beginning, middle
and end. Also, students are expected to provide a reaction to what happened in their story. This can be written as a sentence in their story or drawn on the faces of their characters. Adding this
extra reaction to their narratives can be challenging for students. Also, students are beginning to use transition words (first, next, last) in their narrative. At the end of the year, there is a n
improvement in the use of conventions including spelling, punctuation and capitalization.
 3. How did this lesson cognitively engage students?

My Kindergarteners always have a story to share! They LOVE telling about what they did last night, what game they played at recess or which Disney Frozen song is the most popular Let it Go or
Do you want to build a snowman? ;) Students will be engaged with writing their own personal narrative about an event in their life because they do have so many stories to share! My students
get very excited when I tell them we will be making books at the end of the year. It has been a long year of writing growth and writing a book like a real author and illustrator is fascinating to them!
The stories that they write are so fun to read also!

4. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?

Students will be working collaboratively with their writing partner and me. Students will revise their stories and recei ve feedback and suggestions of ways to add detail, feelings, etc. to their
writing.
5. What did you learn as you were creating this unit/lesson?

While creating this unit, I learned its important to break a part the lessons and to not expect students to write a beginning, middle and ending to their story in just 1 or 2 weeks. With this mentor
text, Im able to use it for addressing the different parts of a story. Students will connect with this text and be able to apply it to their own writing.
Anchor Chart used during writers workshop to help with writing about an event Anchor chart used to help students come up with an event to write about

Narrative writing checklist used during student conferences and

with writing partners