PS Unit Plan 5│Imagine That!

Common Assessment Roll Out Instructional Days │ Important Dates │ Unit Overview

27 Instructional Days
Unit Social January 28th - March 8th
Dates Week ELA Math Writing Skills

Non-Instructional Days
1/28 - 2/1 5.1 W.2 2/15 Data Day 3
NS.6 2/18-19 President's Day
(larger
2/4 - 2/8 5.2 PC.5 #'s) PS2.SS1

Unit Overview
2/11 - 2/15 5.3 PS4.SS1
In Unit 5, students are exposed to literature that will spark their imagination and connect to
their learning of being a good friend. The literature read during this unit include modern fiction
2/18 - 2/22 5.4 RC.10 NS.7 PS3.SS4 (Lola Loves Stories and The Adventures of Beekle) and traditional stories (Little Red Hen,
2/25 - 3/1 5.5 W.2 PS1.SS1 Goldilocks and the Three Bears, Little Red Riding Hood, and The Lion and The Little Red Bird).
In read aloud, students will ask and answer questions about the story elements (character,
3/4 - 3/8 5.6 RC.7 NS.9 PS2.SS1 setting, event) of these stories and retell these stories using sequencing vocabulary. In Shared
Reading, students will continue to build their skills in tracking print, specifically in predictable
pattern texts where students can gain more independence in reading. In addition to the sight
Assessment: words they already know (the, and), they will learn “see.” In Word Play, students will work on
letters and sounds as needed and continue to learn new high frequency words. They will also
1/28 to 2/1: CLASS Cycle 3 master identifying beginning sounds and matching words that have the same beginning sounds
out of sets of 3 and 4. In writing students will master writing their first name in order and
2/27 to 3/12: Junior/STEP Cycle 3
begin to apply their knowledge of letters to write letters (or letter-like symbols) to express their
ideas. In math, students will continue working towards mastery of recognizing and naming
numerals up to 10, and writing numerals through 5. The primary focus this unit will be
At-A-Glance exploring and comparing sets using the language of more, less, and equal. Students will use
these comparative words to identify differences between sets up to 10. In Math Meeting,
students will continue to strengthen their subitizing skills as well as practice number ID and
writing. Prep Skills will be practiced according to class needs and data.
Unit Morning Math Read Shared Word Writing
Week Meeting Aloud Reading Play

5.1 PS3.SS4 NS.7 RC.7 PC.5 PA.5 W.2

5.2 PS2.SS4 NS.7 RC.10 PC.4 PA.5 W.2

5.3 PS4.SS1 NS.7 RC.10 PC.4 PA.5 W.2

5.4 PS3.SS4 NS.7 RC.10, PC.4 PA.5 W.2

RC.8

5.5 PS1.SS1 NS.7, RC.7, PC.4 PA.5 W.2

NS.9 RC.10,
RC.8

5.6 PS2.SS3 NS.4, RC.7, PC.4 PA.5 W.2

NS.6 RC.10,
RC.8
 Academic Routines Social Skills
What habits will need to be
taught and reinforced during this
unit?
Week Week of… Prep Skill Social Skill Taught Social Skills Assessed
Number
1 January Contributing to Plays Cooperatively with other children (not
U5W1 28, 2019 Group Activities sharing or taking turns). PS3.SS4
February 4, Persevering on Follows through on a plan or task made by Understand and follow classroom
U5W2 2019 Tasks and Projects self or others (not completing activities or routines and rules, and know what to do
tasks). PS2.SS4 during transitions (breaking classroom
rules). PS2.SS1

3 February Advocating for Uses negotiation to resolve conflicts (fighting Uses negotiation to resolve conflicts
U5W3 11, 2019 Oneself with friends, not talking it out). PS4.SS1 (fighting with friends, not talking it out).
PS4.SS1
4 February Contributing to Plays Cooperatively with other children (not Plays Cooperatively with other children
U5W4 20, 2019 Group Activities sharing or taking turns). PS3.SS4 (not sharing or taking turns). PS3.SS4
5 February Speaking and Respond positively to directions from the Respond positively to directions from the
U5W5 25, 2019 Listening to teacher (not following instructions and teacher (not following instructions and
Others accepting feedback – talking back, accepting feedback – talking back,
inappropriate tone, inappropriate body inappropriate tone, inappropriate body
language). PS1.SS1 language). PS1.SS1
6 March 4, Persevering on Is persistent and displays problem solving Understand and follow classroom
U5W6 2019 Tasks and Projects skills by trying one or more strategies routines and rules, and know what to do
(giving up too easily, lack of effort in during transitions (breaking classroom
learning tasks). PS2.SS3 rules). PS2.SS1
 Weekly Goals and Materials

Read Aloud Shared Reading Word Play Writing Math Social Skills

I know that the I know the difference I can isolate beginning I can use words and I will be able to Follows through on a
characters, setting, between letters and sounds and select pictures to write compare sets of plan or task made by
and events come words and knowing picture cards that about a story that I am concrete items that self or others (not
reading.(W.2) completing activities
together to create a this helps me track begin with the sound are alike in size and
or tasks).
story. (RC.7) words from left to my teacher produces. color using “more”
Days 1 – 5

Materials: KWL chart right. (PC.5) (PA.5) and “equal.” PS.NS.7

(letter and sound
Anchor Text: Lola Focus Text: The Itsy focus: S, A, T, I) Materials: Math
Manipulatives Toolbox
Loves Stories, Anna Bitsy Spider (nursery
McQuinn rhyme big book) Materials: picture
cards

I can retell a story by Noticing parts of a I can select picture I can use pictures and I will be able to Uses negotiation to
sharing the events book that repeat can cards that begin with words to retell a story compare sets of resolve conflicts
that happened in help me read those the sound my teacher that I have read. (W.2) concrete items that (fighting with friends,
not talking it out).
order. (RC.10) parts. (PC.4) produces. (PA.5) are alike in size and
(letter and sound Project: book report color using “more,”
Days 6 – 10

Anchor Text: Little Red Focus Text: What If? focus: P, N, H) “less,” and “equal.”
Hen, Byron Barton (poem on Sharepoint) PS.NS.7
Materials: picture
cards Materials: Math
Manipulatives Toolbox
 When I retell a story I Knowing the repeating I can identify the I can write to show I will be able to Plays Cooperatively
am able to share what pattern in a text can beginning sounds of what happens first compare sets of with other children
happened in the order help me read it on my words and select a and last in a story. concrete items that (not sharing or taking
turns).
it took place and use own. (PC.4) picture card with the (W.2) are different in size
key words to describe same beginning and color using
the order. (RC.10) Focus Text: The sound. (PA.5) Materials: pictures of “more,” “less,” and
Days 11– 14

Napping House by (letter and sound events from “equal.” PK.NS.7

Anchor Text: Audrey Wood focus: E, R, M) Goldilocks
Goldilocks and the (modified big book - Materials: Math
Three Bears, James on Sharepoint) Materials: picture Manipulatives Toolbox
Marshall cards (one characteristic of
manipulatives are
different each day)

I know that I can make When we listen to a I can match words SWBAT create their I will be able to Respond positively to
predictions about pattern book, we start that have the same own imaginary friend compare sets of items directions from the
what I think might to hear the part that beginning sound. and write to tell about on paper using teacher (not following
instructions and
happen next. (RC.8) I repeats over and over (PA.5) him/her. (W.2) “more,” “less,” and
accepting feedback –
can use what I know again. This helps us to (letter and sound “equal.” PS.NS.7 talking back,
about a story to tell it read the story so we focus: d, g, l, o) Materials: templates
Days 15 -17

inappropriate tone,
to a friend. (RC.10) know what comes (in plans) Materials: Planner
inappropriate body
note: worksheet language).
next. (PC.4) Materials: picture
Anchor Text: The cards (Monday-Friday)
Adventures of Beekle, Focus Text: Polar Bear,
Dan Santat Polar Bear, What do
you Hear? by Bill
Martin, Jr. (big book)
 When I understand I can use what I know I can match pictures of I can write and draw I will be able to label Is persistent and
the story elements, I about the pattern to words that have the to tell how I would the number of items displays problem
can make predictions help me track and same beginning sound respond to events in in each set and then solving skills by trying
one or more strategies
about what might read the book on my (digraphs). (PA.5) Little Red Riding Hood compare the sets
(giving up too easily,
happen. (RC.7, RC.8) I own. (PC.4) (digraphs: ch, sh) (W.2) using “more” and lack of effort in
can retell a story using “less.” PS.NS.7/9 learning tasks).
Days 18-22

story elements. Focus Text: Panda Materials: sets of Project: plan your trip
(RC.10) Bear, Panda Bear, pictures with the to your sick grandma Materials: Planner
same beginning who is not feeling note: worksheet
What do You See? by
sound. well. (Monday-Friday)
Anchor Text: The Little Bill Martin Jr. (big
Mouse, The Red Ripe book)
Strawberry, and The
Big Read Hungry Bear
by Don and Audrey
Wood
I can use what I know I can use what I know I can match pictures I can write and draw I will be able to Displays empathy;
about story elements about the pattern to that have the same to create my own fairy identify numerals 1-10 recognizes the
to make predictions help me track and beginning sound tale. (W.2) and create a set to feelings and rights of
others and respond
and retell a story to a read the book on my (digraphs). (PA.5) represent that
appropriately (making
friend. (RC.7, RC.8, own. (PC.4) (digraphs: ch, sh, th) Project: students numeral. PS.NS.4/6
Days 23-27

fun of others)
RC.10) create their own fairy
Focus Text: It Looked Materials: sets of tale (class fairy tale is Materials: cube “dice”
pictures with the created during the with written numerals
Anchor Text: The Lion Like Spilt Milk by
same beginning model each day) (can be made out of
and the Little Red Bird, Charles G. Shaw (big
sound. paper)
Elisa Kleven book)

Unit Texts
Read Aloud Text Vocabulary Words Shared Reading Text HFW Focus

Lola Loves Stories, 1. Library- a place where people are able to The Itsy Bitsy Spider (nursery rhyme the
Days 1 – 5

Anna McQuinn borrow books. big book) and

2. Fierce – very powerful
3. Busy – full of people, things, or activity
Days 6 – Little Red Hen, Byron
Barton
10
Goldilocks and the
Days 11 –
Three Bears, James
Marshall
14
The Adventures of
Days 15 -17
Beekle, Dan Santat
The Little Mouse, The
Days 18 – 22
Red Ripe Strawberry,
and The Big Read
Hungry Bear by Don
and Audrey Wood
The Lion and the Little
Day 23-27
Red Bird, Elisa Kleven
Read Aloud
SWBAT define character,
setting, and events.
SWBAT use illustrations
from Lola Loves Stories
Day 1
(during a picture walk) to
tell what they know and
want to know about the
characters, setting, and
illustration.
1. Hen – a female chicken What If? (poem on Sharepoint) and
2. Thresh – to separate seeds from the plant the
3. Grind – to crush or break into very small pieces
1. Naughty – a child who does not behave or The Napping House by Audrey Wood the
listen to adults (modified big book - on Sharepoint) and
2. Porridge - oatmeal see
3. Parlor – a room in a house, like a living room
1. Imaginary – not real; existing only in your mind Polar Bear, Polar Bear, What do you And
2. Courage – the ability to do something that you Hear? by Bill Martin, Jr. (big book)
know is difficult or scary
3. Familiar – something that you have seen or
heard frequently
1. Ripe: fully grown and developed and ready to Panda Bear, Panda Bear, What do You And
be eaten pg. 4 See? by Bill Martin Jr. (big book) See
2. Tromp: walking heavily pg. 13
3. Disguised: cover up or hide in appearance pg.
19
1. Unusual- different or strange It Looked Like Spilt Milk by Charles G. the
2. Magician – a person who performs tricks Shaw (big book)
3. Wondered – to think about something with
curiosity
Unit 5 Objectives Calendar
Shared Reading Word Play Writing Math
SWBAT identify where to SWBAT select the SWBAT write their Objective: SWBAT define
start reading and show the picture card that has name. equal as having the
correct way to read (left to the beginning sound /s/ (offer levels of same amount and that
right). when shown a series of differentiation on name they need to count to
cards and isolate the writing: trace all the determine it. PS.NS.7
letters in their first
Connection question: What beginning sound of the
name, trace the letters SMP Focus: #1 "When
do you know about word. that they do not know
spiders? given a problem, I can
in their first name,
model: ID HFWs, tracking trace the letters in their
1:1, ID letters versus words
 (1 master KWL chart, three
sections: characters,
setting, events; fill out K
and W on Monday for
each story element)
Read Aloud
SWBAT tell what they
learned about the
characters and setting
(related to what they said
they wanted to know
yesterday) after hearing
Day 2
Lola Loves Stories
(L of characters and
setting)
Read Aloud
SWBAT tell what they
learned about the events
Day 3
(related to what they said
they wanted to know
yesterday) after hearing
Lola Loves Stories
Shared Reading
SWBAT explain the
difference between letters
and words and point to
the first and last letter of a
word.
Connection question:
Who is the character in
this nursery rhyme?
supported at-bats: echo
read
Shared Reading
SWBAT count the number
of letters in a word.
Connection question:
(letter and sound focus: last name, write their make a plan to solve it
S) last name) and check my answer.”
Assessment Stem:
Students name whether
two sets are equal.
Word Play Writing Math
SWBAT select the SWBAT use words and Objective: SWBAT count
picture card that has pictures to tell about two sets of like items
the beginning sound /a/ the character Lola. less than 5 and name if
when shown a series of (use three step the sets are equal.
cards and isolate the process) PS.NS.7
beginning sound of the
SMP Focus: #1 "When
word.
(use short /a/ - apple, given a problem, I can
make a plan to solve it
alligator, ant,
astronaut, antler, ax) and check my answer.”
(letter and sound focus: Assessment Stem:
A) Students name whether
two sets are equal or not
equal.
Word Play Writing Math
SWBAT select the SWBAT use words and Objective: SWBAT name
picture card that has pictures to tell about that two sets are not
the beginning sound /t/ the library that Lola equal when they do not
when shown a series of goes to with her Dad. have the same amount
cards and isolate the (use three step
process)
 Imagine you were a spider, beginning sound of the and that they need to
(L of events) how would you feel this word. count to check. PS.NS.7
happened to you?
student heavy lifting and (letter and sound focus: SMP Focus: #1 "When
at-bats: choral read after T) given a problem, I can
teacher model make a plan to solve it
and check my answer.”

Assessment Stem:
Students name whether
two sets are not equal.

Read Aloud Shared Reading Word Play Writing Math

SWBAT answer questions SWBAT count the number SWBAT identify the SWBAT use words and Objective: SWBAT define
to show understanding of of words in a line of text beginning sounds of pictures to tell about more as having a greater
the story elements. while tracking in the air picture cards and select one of the books that amount and that they
(questions specified in from left to right and top the picture card that has Lola reads. need to count to
lesson plan; variety of to bottom. the beginning sound /i/ (use three step determine it. PS.NS.7
levels – factual, critical and isolate the process)
thinking, inferential) SMP Focus: #1 "When
Connection question: beginning sound of the
Day 4

Where do spiders live? word. given a problem, I can

student heavy lifting and (use short /i/ -insect, make a plan to solve it
at-bats: choral read itch, iguana, igloo, and check my answer.”
invitation) Assessment Stem:
Students define more as
(letter and sound focus: having a greater
I) amount.
 Read Aloud
SWBAT talk about the
story with a friend and
tell them about the
characters, setting, and at
least one thing that
Day 5
happened.
Read Aloud
SWBAT use the
illustrations and what
they hear to identify the
characters in the story.
Day 6
Shared Reading
SWBAT use their own copy of a
page in The Itsy Bitsy Spider to
point to each word as they
choral read.
Connection question:
What kinds of things do you
think spiders like to do?
independent application and
practice
Shared Reading
SWBAT define a pattern text as
one that has words that repeat
over and over.
Connection question: What
familiar characters do you hear
in this poem?
model: ID and repeat pattern,
ID HFWs, using pics as clues
Word Play
SWBAT select the picture card
that has the target beginning
sound.
(pictures that begin with /s/,
/t/, /a/, and /i/ shown, teacher
produces sound and students
select appropriate card)
(letter and sound focus: S, A)
Word Play
SWBAT isolate the beginning
sounds of words that begin
with /p/ and select a picture
card that has the same
beginning sound when shown
a series of cards (representing
many beginning sounds).
(letter and sound focus: p)
Writing
Writing
SWBAT write their first
name on the cover of their
book report.
SWBAT draw a picture of
the characters in The Little
Red Hen and label them
with words (pig, duck, cat,
hen, chicks).
(1st page of book report)
(offer levels of
differentiation on name
writing: trace all the
letters in their first name,
trace the letters that they
do not know in their first
name, trace the letters in
their last name, write their
last name)
Math
Objective: SWBAT name
which set of like items has
more. PS.NS.7
SMP Focus: #1 "When given a
problem, I can make a plan to
solve it and check my
answer.”
Assessment Stem: Students
name which of two sets has
more.
Math
Objective: SWBAT define less
as having a smaller amount
and that they need to count
to determine it. PS.NS.7
SMP Focus: #1 "When given a
problem, I can make a plan to
solve it and check my
answer.”
Assessment Stem: Students
define less as having a smaller
amount.
 Read Aloud Shared Reading Word Play Writing Math
SWBAT define the SWBAT identify the parts in SWBAT isolate the beginning SWBAT draw a picture and Objective: SWBAT name
beginning of the story as the story that they hear repeat sounds of words that begin use words to show the which set of like items has
what comes first. SWBAT (the pattern). with /n/ and select a picture setting of The Little Red less. PS.NS.7
identify and record
card that has the same Hen.
events of the beginning SMP Focus: #1 "When given
Connection question: beginning sound when shown (2nd page of book report)
Day 7

of the story on chart a problem, I can make a plan

paper. How do the characters named
in this story feel about each
other?
supported at-bats: echo read
a series of cards (representing
many beginning sounds).
(letter and sound focus: n)
(use 3 step process)
to solve it and check my
answer.”
Assessment Stem: Students
name which of two sets has
less.

Read Aloud Shared Reading Word Play Writing Math

SWBAT define the end of SWBAT choral read the pattern SWBAT isolate the beginning SWBAT draw a picture and Objective: SWBAT count two
the story as what comes parts of the story. sounds of words that begin use words to show an event sets of like items less than 5
last. SWBAT identify and with /h/ and select a picture from The Little Red Hen. and name if the sets are or
record events of the end
Connection question: card that has the same (3rd page of book report) are not equal. If they are not
of the story on chart
paper. How would you feel if you beginning sound when shown (use 3 step process) equal, they will name which
were characters? a series of cards (representing set has more. PS.NS.7
scaffolded at-bats: choral read many beginning sounds).
Day 8

after teacher model SMP Focus: #1 "When given

a problem, I can make a plan
(letter and sound focus: h)
to solve it and check my
answer.”

Assessment Stem: Students

name whether two sets are
equal or not equal. If not
equal, they will name which
set has more.
 Read Aloud Shared Reading
SWBAT talk about the SWBAT track the pattern text
story with their friend, independently.
including the character,
setting, and an event Connection question:
from the beginning and How do you think these stories
end. would change?
independent application and
practice
Day 9
Read Aloud Shared Reading
SWBAT identify the SWBAT define a pattern text as
characters in the story one that has words that repeat
and identify/record all of over and over and explain that
the events that happen in it helps you read the words.
Day 10
the story. Note: read entire story
(chart events Connection question: What
connections can you make to
this story?
model: ID and repeat pattern,
ID HFWs, using pics as clues
Word Play
SWBAT select the picture card
that has the target beginning
sound.
(pictures that begin with /p/,
/n/, /h/ shown, teacher
produces sound and students
select appropriate card)
(letter and sound focus: p, n,
h)
Word Play
SWBAT select a picture card
that begins with the sound /e/
when shown a series and
skywrite an E.
(focus on words that begin
with short /e/: egg, elephant,
elk, engine, eggplant, elevator)
(letter and sound focus: e )
Writing
SWBAT write the title of the
front cover and share their
book report with a friend.
Writing
SWBAT draw and write
(using the three step
process) to convey one thing
that Goldilocks did in the
story.
Math
Objective: SWBAT count
two sets of like items less
than 5 and name if the sets
are equal or not equal. If
they are not equal, they will
name which set has less.
PS.NS.7
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
name whether two sets are
equal or not equal. If not
equal, they will name which
set has less.
Math
Objective: SWBAT explain
why size/color doesn’t
affect quantity. PS.NS.7
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Student
pairs given two sets (1-3)
with items varying in

Read Aloud
SWBAT listen to the story
and use the list of events
from the previous lesson
to say which of 2 events
in a story happened
first/in the beginning, and
respond by saying “First,
Day 11
____.”
(sort events charted
yesterday, use
beginning/middle/end
heading as headers)
Read Aloud
SWBAT listen to an event
from the beginning of the
story and answer “what
Day 12
happened next” to retell
2 events from middle of
the story in order, and
respond by saying “Next,
____.”
Shared Reading
SWBAT identify the words that
repeat (the pattern) in the story
and which words change.
Note: up to pg. 16
Connection question: What
happens in the beginning of this
story?
supported at-bats: echo read
Shared Reading
SWBAT identify the words that
repeat (the pattern) in the
story and which words change.
Note: rest of the book
Connection question: What
happens at the end of this
story?
Word Play
SWBAT select a picture card
that begins with the sound /r/
when shown a series and
skywrite an R.
(letter and sound focus: r)
Word Play
SWBAT select a picture card
that begins with the sound /m/
when shown a series and
skywrite an M.
(letter and sound focus: m )
Writing
SWBAT select the picture
from Goldilocks that
happened first and and
label it as first.
Writing
SWBAT select the picture
from Goldilocks that
happened last and and label
it as last.
size/color. Students name if
their sets are equal or which
has more/less.
Math
Objective: SWBAT look at
two sets (of under 3) of
concrete items different in
size/color and name if the
set is equal to, more than, or
less than the other. PS.NS.7
SMP Focus: #1 "When given
a problem, I can make a plan
to solve it and check my
answer.”
Assessment Stem: Student
pairs given two sets (1-3).
Students name if their sets
are equal or which has
more/less.
Math
Objective: SWBAT look at
two sets (of 1-5 items) of
concrete items different in
size/color and name if the
set is equal to, more than,
or less than the other.
PS.NS.7
 (sort events scaffolded at-bats: voice fade SMP Focus: #1 "When given
charted yesterday, use a problem, I can make a
beginning/middle/end plan to solve it and check
heading as headers)
my answer.”

Assessment Stem: Student

pairs given two sets (1-5).
Students name if their sets
are equal or which has
more/less.

Read Aloud Shared Reading Word Play Writing Math

SWBAT listen to an event SWBAT listen and repeat lines SWBAT select the picture card Objective: SWBAT create a
from the middle of the from a pattern text after being that has the target beginning set with mixed concrete
story and tell what read aloud. sound. manipulatives and name
happened last/at the end (pictures that begin with who has more/less and how
of the story by saying Connection question: /e/,/r/,/m / shown, teacher they know (1-5). PS.NS.7
“Last, ___.” Can you imagine what it would produces sound and students
SMP Focus: #1 "When given
Day 13

be like to sleep like that? select appropriate card)

(sort events charted a problem, I can make a
yesterday, use independent application and (letter and sound focus: e, r, plan to solve it and check
beginning/middle/end practice m) my answer.”
heading as headers)
Assessment Stem: Student
works with partner. Both
creates their own set
between 1-5. Students
name whose set has more.

Read Aloud Shared Reading Word Play Writing Math

SWBAT define a SWBAT identify the words that SWBAT identify the beginning SWBAT write their first name Objective: SWBAT look at
Day 14

prediction as what repeat (the pattern) in the sound of a word produced by on the cover of their book. two sets of like items on a
someone thinks might story and where the words the teacher (/d/) and select a SWBAT draw a picture of piece of paper (1-3) and
happen in a story using change. word with the same beginning their imaginary friend.
 the pictures, words and sound when the teacher says (1st page of book report) name which set has more.
what they know; and use Connection question: two more words. PS.NS.7
the title and front cover What kinds of animals are in (offer levels of
to make predictions this book? (letter and sound focus: d ) differentiation on name SMP Focus: #1 "When given
about the book. model: ID and repeat pattern, writing: trace all the letters a problem, I can make a
(DO NOT OPEN BOOK) ID HFWs, using pics as clues in their first name, trace the plan to solve it and check
letters that they do not my answer.”
know in their first name, Assessment Stem: Students
trace the letters in their last use worksheet name which
name, write their last name) set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math

SWBAT make predictions SWBAT listen and repeat lines SWBAT identify the beginning SWBAT draw a picture and Objective: SWBAT look at
about what Beekle will do from a pattern text after being sound of a word produced by use words to show where two sets of different items
when he decides to take read aloud. the teacher (/g/) and select a they go with their imaginary that are the same size but
action, rather than word with the same beginning friend. different objects on a piece
waiting. Connection question: sound when the teacher says (2nd page of book report) of paper (1-3) and name
(make prediction based Which animal comes first __ or two more words. (use 3 step process) which set has less. PS.NS.7
Day 15

on what they have heard __?

so far and what they scaffolded at-bats: echo read (letter and sound focus: g) SMP Focus: #1 "When given
know) a problem, I can make a
plan to solve it and check
(stop reading at page 8) my answer.”

Assessment Stem: Students

use worksheet name which
set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math

SWBAT make a prediction SWBAT choral read the pattern SWBAT identify the beginning SWBAT draw a picture and Objective: SWBAT look at
Day 16

about what Beekle will do aloud while the teacher reads. sound of a word produced by use words to show what two sets of like items that
and see when he gets to the teacher (/o/) and select a they do with their imaginary are different in size on a
the real world. Connection question: Which word with the same beginning friend. piece of paper (1-5) and
animal do you like best? (3rd page of book report)
 (make prediction based student heavy lifting and at- sound when the teacher says (use 3 step process) name which set has more.
on what they have heard bats: choral read two more words. PS.NS.7
so far and what they
know) (letter and sound focus: o) SMP Focus: #1 "When given
a problem, I can make a
(stop reading at page 14) (use words that begin with plan to solve it and check
short /o/: octopus, ostrich, my answer.”
otter, October, octagon) Assessment Stem: Students
use worksheet name which
set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math

SWBAT identify the SWBAT read the pattern in a SWBAT identify the beginning SWBAT write the title of the Objective: SWBAT look at
characters, setting and text independently. sound of a word produced by front cover and share their two sets of like items that
event. the teacher (/l/) and select a book report with a friend. are different in size and
Connection question: Which word with the same beginning type on a piece of paper (1-
(read whole book) animal do you like the least? sound when the teacher says 5) and name which set has
independent application and two more words. less. PK.NS.7
Day 17

practice
(letter and sound focus: l) SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students

use worksheet name which
set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math

SWBAT talk about the SWBAT track and read using Objective: SWBAT look at
Day 18

story with their friend, copies of pages of the pattern SWBAT identify the beginning three sets of items on a
including the character, text. sound of a word produced by paper and name which has
setting, and an event the teacher (/o/, /d/, /g/, /l/) more, which has less, and if
and select a word with the
 from the beginning and Connection question: Let’s
end. pretend to be these animals.
(act out)
independent application and
practice
Read Aloud Shared Reading
SWBAT read the first half SWBAT identify the pattern in
of the story (up to pg. 8) the story and track the pattern
and identify the as it is read aloud by the
character, setting, and
teacher.
events.
Connection question:
Day 19
What kinds of animals are in
this book?
model: ID and repeat pattern,
ID HFWs, using pics as clues
Read Aloud Shared Reading
SWBAT make a prediction SWBAT identify the words that
about what will happen in change and use the
Day 20
the second half of the illustrations to solve for those
story and check their
words.
predictions after reading.
same beginning sound when
the teacher says two more
words.
(letter and sound focus: d, g, l,
o)
Word Play
SWBAT identify the beginning
sound of a word shown on a
picture card (/ch/) when the
teacher says the word first and
select another picture card
with the same beginning
sound when the teacher
shows two more cards.
(letter and sound focus: ch )
Word Play
SWBAT identify the beginning
sound of a word shown on a
picture card (/ch/) (teacher
does not say the word first)
and select another picture
Writing
SWBAT write their name.
(Options: trace all the letters
in their first name, trace the
letters that they do not
know in their first name,
trace the letters in their last
name, write their last name)
Focus: following the lines
and curves to form letters
correctly; keep letters on the
line
Writing
SWBAT “pack” the basket
that they would take to their
grandma by writing and
drawing using the 3 step
process.
any sets are equal (1-5).
PK.NS.7
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
use worksheet to name
which set has more, less, or
which two are equal to one
another.
Math
Objective: SWBAT look at
sets on a paper (of 1-2
items) and label the sets
with the correct numeral.
PS.NS.9
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
use worksheet to label
quantity of given sets (focus
on sets of 1 and 2)
Math
Objective: SWBAT look at
sets on a paper (of 3-4
items) and label the sets
with the correct numeral.
PS.NS.9
 Connection question:
What are some of the things
the animals are doing?
supported at-bats: echo read
Read Aloud Shared Reading
SWBAT chart events of SWBAT choral read the pattern
the beginning, middle, text and track in the air.
and end of the story.
Connection question:
Which animal came first __ or
___?
Day 21
scaffolded at-bats: choral read.
Read Aloud Shared Reading
SWBAT retell 3 events in SWBAT use photocopies of
order using sequencing pages of the book to track the
language. words while choral reading.
Day 22
Connection question:
Which animal do you like the
most/least?
independent application and
practice
card with the same beginning
sound when the teacher
shows two more cards.
(letter and sound focus: ch )
Word Play
SWBAT identify the beginning
sound of a word shown on a
picture card (/sh/) when the
teacher says the word first and
select another picture card
with the same beginning
sound when the teacher
shows two more cards.
(letter and sound focus: sh)
Word Play
SWBAT identify the beginning
sound of a word shown on a
picture card (/sh/) (teacher
does not say the word first)
and select another picture
card with the same beginning
sound when the teacher
shows two more cards.
(picture of basket on
students’ papers)
Writing
SWBAT write and draw to
show what they would do if
they came across a wolf on
their way to Grandma’s.
(use 3 step process)
(OR: write and draw to show
what they would do if a
stranger talked to them)
Writing
SWBAT write and draw to
show how they would take
care of their grandma who is
not feeling well.
(use 3 step process)
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
use worksheet to label
quantity of given sets (focus
on sets of 3 and 4)
Math
Objective: SWBAT look at
sets on a paper (of 1-5
items) and label the sets
with the correct numeral.
PS.NS.9
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
use worksheet to label
quantity of given sets (focus
on sets of 1-5)
Math
Objective: SWBAT look at
their sheet from Tuesday
and determine which set
has more by circling the
numeral and name how
they knew. PS.NS.7
SMP Focus: #1 "When given
a problem, I can make a

Read Aloud Shared Reading
SWBAT retell 3 events in SWBAT use photocopies of
order by acting it out. pages of the book to track the
words while reading
independently.
Connection question:
Let’s pretend to be these
Day 23
animals (act out).
independent application and
practice
Read Aloud Shared Reading
SWBAT use the SWBAT identify and repeat the
illustrations during a pattern in the story as it is
picture walk to identify
Day 24
read aloud by the teacher.
and ask/answer questions
about the characters in
the story. Connection question:
Have you ever spilt your milk?
What did it look like?
(letter and sound focus: sh )
Word Play
SWBAT identify the beginning
sound of a word shown on a
picture card (/sh/, /ch/) and
select another picture card
with the same beginning
sound when the teacher
shows two more cards.
(letter and sound focus: ch, sh)
Word Play
SWBAT identify the beginning
sound of a word produced by
the teacher (/ch/) and select a
word with the same beginning
sound when the teacher says
two more words.
plan to solve it and check
my answer.”
Assessment Stem: Students
use worksheet from earlier
in the week, naming which
set has more and how they
knew.
Writing Math
Objective: SWBAT look at
their sheet from
Wednesday and determine
which set has less by
circling the numeral and
name how they knew.
PS.NS.7
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
use worksheet from earlier
in the week, naming which
set has less and how they
knew.
Writing Math
SWBAT create the cover of Objective: SWBAT role a
their fairy tale. die, name the numeral, and
(include student’s name, create a corresponding set
picture of character) from concrete items (focus
on 1-6). PS.NS.4/6
 model: ID and repeat pattern, (letter and sound focus: ch ) (during shared writing, SMP Focus: #1 "When given
ID HFWs, using pics as clues create list of characters to a problem, I can make a
be in class fairy tale) plan to solve it and check
my answer.”

Assessment Stem: Teacher

roles the die for the class.
Students create the set with
concrete items as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
1-5.

Read Aloud Shared Reading Word Play Writing Math

SWBAT make predictions
about characters and
events as they read the
first half of the story, and
check their predictions as
they read.
(stop on pg. 14)
Day 25
SWBAT identify the words that
do not repeat and use the
pictures as clues to world solve
for the change in a pattern
text.
Connection question:
Have you ever looked up in the
SWBAT identify the beginning
sound of a word produced by
the teacher (/th/) and select a
word with the same beginning
sound when the teacher says
two more words.
(letter and sound focus: th )
SWBAT write and draw
about an event in the
beginning of their fairy tale.
(use 3 step process)
Objective: SWBAT role a
die, name the numeral, and
create a corresponding set
from concrete items (focus
on 6-10). PS.NS.4/6
SMP Focus: #1 "When given
a problem, I can make a

sky at the different shaped plan to solve it and check

clouds? my answer.”
supported at-bats: echo read Assessment Stem: Teacher
roles the die for the class.
Students create the set with
concrete items as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
6-10.
D

Read Aloud Shared Reading Word Play Writing Math

2
6
a
y
 SWBAT make predictions SWBAT track a pattern text as
about characters and the teacher reads and identify
events as they read the the pattern break on the last
second half of the story, page as the teacher reads it
and check their aloud.
predictions as they read.
(start on pg. 15) Connection question:
What kinds of things have you
noticed in the sky?
scaffolded at-bats: echo read
after teacher model
Read Aloud Shared Reading
SWBAT identify events in SWBAT track and choral read a
the beginning middle, pattern text.
and end of the story.
Day 27
Connection question:
What kinds of things have you
seen a cloud look like?
student heavy lifting and at-
bats: choral read
SWBAT identify the beginning
sound of a word produced by
the teacher (/sh/) and select a
word with the same beginning
sound when the teacher says
two more words.
(letter and sound focus: sh)
Word Play
SWBAT identify the beginning
sound of a word produced by
the teacher (/ch/ /sh/ /th/)
and select a word with the
same beginning sound when
the teacher says two more
words.
SWBAT write and draw
about an event in the middle
of their fairy tale.
(use 3 step process)
Writing
SWBAT write and draw
about an event at the end of
their fairy tale.
SWBAT share their fairy tale
with a friend.
(use 3 step process)
Objective: SWBAT work
with a partner. One partner
will role a die. The other
partner must then name
the numeral. Both students
create a corresponding set
on paper (focus on 1-5) and
check that their sets are
equal. PS.NS.4/6
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
work in partners with one
die per pair. Students create
the set on paper as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
1-5 but can be
differentiated depending on
students paired together.
Math
Objective: SWBAT work
with a partner. One partner
will role a die. The other
partner must then name
the numeral. Both students
create a corresponding set
on paper (focus on 6-10)

Read Aloud Shared Reading
SWBAT retell 3 events SWBAT track a pattern text
from the story to a friend and pattern break as they read
in order. it independently.
Connection question:
What do you think would be
really cool to see a cloud
Day 28
shaped like?
independent application and
practice
(letter and sound focus: ch, sh,
th)
Word Play
SWBAT identify the beginning
sound of a word produced by
the teacher (/ch/ /sh/) and
select a word with the same
beginning sound when the
teacher says two more words.
(letter and sound focus: ch, sh)
and check that their sets
are equal. PS.NS.4/6
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
work in partners with one
die per pair. Students create
the set on paper as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
6-10 but can be
differentiated depending on
students paired together.
Writing Math
Objective: SWBAT work
with a partner. Each will roll
their own die and complete
their own set with like
concrete items. Students
name who has more and
who has less in their set (1-
10). PS.NS.4/6
SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”
Assessment Stem: Students
work in partners, but each
student has their own die.
Students create the set with
like concrete items as
teachers rotate to inquire
what numerals were rolled.
Students will then use
comparative language to
name whose set has
more/less.