Day 1

Standards:
CCSS.ELA-LITERACY.RLK.1 With prompting and support, ask and answer questions about key details in a text.

Understandings/Big Ideas Essential Questions/Terms to Know

Students will be able to answer questions

about key details in the story The Wish Tree. Toboggan-a type of sled

What do you think a wish tree is?

Why do you think Boggan has that name?

What animals did Charles see on his

adventure?

Assessment Evidence

Pre Assessment Post Assessment

Observations from previous read alouds will be A checklist will be marked at the end of the story
used to determine the students’ abilities to answer to record questions the students asked and
questions about key details in a text. answers that they gave.

Learning Activities

 Ask, “What do you think a wish tree is?”

 Introduce the term toboggan
 Read The Wish Tree by Kyo Maclear
 Ask key questions during the read aloud
 After the story, ask questions to check for comprehension. Record responses on a checklist.
o Ex: What animals did Charles see on his adventure? Why do you think Boggan was given that
name? Now that we’ve read the story, what do you think a wish tree is?
 Day 2

Standards:
*CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text.

Understandings/Big Ideas Essential Questions/Terms to Know

Students will be able to identify what life

was like on the Mayflower.  Pilgrim: A person who came to
America so they could follow God their
own way.
 Mayflower: A ship that took the
pilgrims to America

Assessment Evidence

Pre Assessment Post Assessment

I will make a KWL chart on the whiteboard to see On our KWL chart I will fill in the column of
what the students know and what they want to what the students learned.
know.

Learning Activities

 Fill out the K & W portions of the KWL chart as a class about Pilgrims
 Read the story Life on the Mayflower by Jessica Gunderson
 As the book is being read, pause for words that the students might not know: Pilgrim, Mayflower, cargo,
doomed, etc.
 At the end of the story, fill in the L portion of the KWL chart
 Day 3

Standards:
*CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and
the story in which they appear.

Understandings/Big Ideas Essential Questions/Terms to Know

Students will be able to identify what seeds

need to grow Pear: A green fruit
Pair: A group of two
Students will be able to look at the Stage: The setting for a play
illustrations and determine that the setting of Play: A type of performance
the book is a stage and that the characters are
putting on a play
Why does the pear keep asking if it is a pear
yet?

Assessment Evidence

Pre Assessment Post Assessment

Ask the students what they see in the pictures as Ask: What did you notice about the pictures in
the reader takes a picture walk before reading the the story? Provide supporting details if needed.
story. Have a class discussion and use observation as
an assessment.

Learning Activities

 Complete a picture walk before reading the story. Ask the students about what they see in the pictures.
 Read the story Are We Pears Yet? By Miranda Paul
 As the reader reads, ask supporting questions throughout such as, “Why does the pear keep asking if it is
a pear yet?”
 After the story, ask the students what they noticed about the pictures now that they know what the story
was about. Provide supporting comments as needed.
 Day 4

Standards:
*CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.

Understandings/Big Ideas Essential Questions/Terms to Know

Students will be able to participate actively

in group discussions during the read aloud. Drama: Creating a fuss for no reason

Students will be able to make text to world

connections.
Are there times when it is hard for you to be
patient?

Assessment Evidence

Pre Assessment Post Assessment

I will use observations from previous read alouds Have the students draw a picture of a time when
to see how well my students engaged in group it was hard to be patient.
reading activities.

Learning Activities

 Read Llama Llama Red Pajama by Anna Dewdney

 As the story is being read, pause to ask engaging questions and to check for understanding of the
vocabulary words
 After the story, have the students recap the story with a neighbor.
 As a whole group, discuss if the llama was being patient or not
 Have the students draw a picture of a time when it was hard for them to be patient.
 Day 5

Standards:
* CCSS.ELA-LITERACY.RLK.3 With prompting and support, identify characters, settings, and major events in a
story.

Understandings/Big Ideas Essential Questions/Terms to Know

Students will be able to accurately identify

the characters, setting, and major events in What are you thankful for?
the story The Thank You Book by Mo
Willems.

Assessment Evidence

Pre Assessment Post Assessment

Using the story Are We Pears Yet? From the Have the students draw the characters, setting, and
other day, ask students to draw the characters, major events from The Thank You Book.
setting, and major events to see what level of
understanding they have.

Learning Activities

 Have the students complete the pre assessment

 Come together as a group and read The Thank You Book by Mo Willems.
 After the story have the students complete the post assessment.
 Come together as a group and share results.