Text Set

Emily Kapfer Mora
Text Set
May 16, 2020
EDUC 717
Concept Map
Transportation
(4 days)
Bicycles Airplanes
(4 days) (4 days)
Boats
Trains
(4 days)
(4 days)
Unit Introduction: Transportation
Resource #1: ‘Transportation’ – BrainPOP Jr.

Types of transportation and how transportation has changed over
time is explained.
Ability level: PK-1
Interest level: PK-2
Genre: Non-fiction
Transportation. (n.d.). Retrieved from
https://jr.brainpop.com/socialstudies/communities/transportation/
Resource #2: The Pigeon Loves Things That Go! – Mo Willems

The famous pigeon shows his excitement for different types of
transportation with a twist of humor.
Ability level: PK-K
Interest level: PK-K
Genre: Fantasy
Dewey Decimal notation: 813.6
Willems, M. (2005). The Pigeon loves things that go! New York:
Hyperion Books for Children.
Resource #3: This is the Way We Go to School – Edith Baer

Children all take a different method of transportation to get to
school.
Ability level: PK-K
Genre: Realistic Fiction
Dewey Decimal notation: 388
Baer, E., & Björkman, S. (1990). This is the way we go to school.
New York: Scholastic.
Resource #4: America on the Move (website)

Different modes of transportation used in different cities are
available for exploration.
Ability level: K-5
Interest level: K-5
Genre: Non-fiction
America on the Move. (2019, July 3). Retrieved from
https://americanhistory.si.edu/america-on-the-move
Topic 1: Bicycles
Resource #1: ‘Bicycles’ – PebbleGO

PebbleGO provides an overview on basic facts of the uses of
bicycles.
Ability level: PK-1
Genre: Non-fiction
Airplanes. (n.d.). Retrieved from
https://site.pebblego.com/modules/5/categories/8940/articles/8923
Resource #2: The Paperboy – Dav Pilkey

A paperboy demonstrates another way in which bicycles can be
used: for jobs.
Ability level: PK-2
Interest level: 1-2
Pilkey, D., & Whitaker, F. (2019). The paperboy. Solon, OH:
Findaway World, LLC.
Resource #3: Bicycle Safety – Lisa Herrington

Readers learn tips on how to stay safe when riding a bicycle.
Ability level: PK-1
Genre: Non-fiction
Herrington, L. (2012). Bicycle Safety. Children's Press.
Resource #4: The Red Bicycle – Jude Isabella

A beloved bicycle becomes too small for the owner, so the owner
has to donate it.
Ability level: 3-5
Interest level: K-5
Isabella, J., & Shin, S. (2020). The red bicycle: the extraordinary
story of one ordinary bicycle. Toronto: Kids Can Press.
Topic 2: Trains
Resource #1: ‘Trains’ – PebbleGO

PebbleGO provides an overview on basic facts of trains.
Ability level: PK-1
Genre: Non-fiction
Resource #2: Train – Alex Summers (via Epic)

A young girl walks readers through a trip on a train.
Ability level: J
Genre: Non-fiction
Summers, A. (2017). Train. s.l.: Rourke pub group.
Resource #3: The Little Engine that Could – Watty Piper

A train is personified and shows perseverance.
Ability level: 1-2
Genre: Fantasy
Piper, W. (1930). Little Engine That Could. S.l.: Grosset & Dunlap.
Resource #4: Clickety Clarck – Amy and Rob Spence

The train conductor gets annoyed as more animals board his train.
Ability level: K-2
Genre: Fantasy
Spence, R., Spence, A., & Spengler, M. (2007). Clickety clack.
New York: Macmillan/McGraw-Hill.
Topic 3: Boats
Resource #1: ‘Boats’ – PebbleGO

PebbleGO provides an overview on basic facts of boats.
Ability level: PK-1
Genre: Non-fiction
Resource #2: Blue Boat – Kersten Hamilton

A rhyming story shows examples of how boats can be useful.
Ability level: K-2
Genre: Fantasy
Hamilton, K., & Petrone, V. (2016). Blue Boat. New York: Viking
Books for Young Readers.
Resource #3: Toy Boat – Randall de Sève

The author describes in detail the differences among types of boats.
Ability level: 1-3
Interest level: K-3
Genre: Fantasy
Sève Randall de, & Long, L. (2014). Toy boat. Place of publication
not identified: Philomel/Penguin.
Resource #4: Boats – Julie Murray (Epic)

Different types of boats are explained with the uses of each type.
Ability level: M
Interest level: K-2
Genre: Non-fiction
Murray, J. (2017). Boats. North Mankato: Capstone Press.
Topic 4: Airplanes
Resource #1: ‘Airplanes’ – PebbleGO

PebbleGO provides an overview on basic facts of airplanes.
Ability level: K-3
Genre: Non-fiction
Resource #2: The Big Book of Airplanes - Caroline Bingham

Large, real-life images of multiple types of aircrafts are
accompanied by in-depth descriptions of parts and purposes of
each plane.
Ability level: 4-6
Interest level: 2-6
Genre: Non-fiction
Bingham, C. (2001). Dk big book of airplanes. London: Dorling
Kindersley Pub.
Resource #3: Planes Fly – George Ella Lyon

Everything one would experience on an airplane is written in child-
friendly language.
Ability level: K-1
Genre: Poetry
Lyon, G. E., & Wiggins, M. (2013). Planes fly! New York:
Atheneum Books for Young Readers.
Resource #4: A Picture Book of Amelia Earhart – David Adler

A biography describes the first woman to fly an airplane, showing
the significance to the aviation world.
Ability level: 2-5
Interest level: K-5
Genre: Non-fiction
Adler, D. A., & Fisher, J. (2018). A picture book of Amelia
Earhart. New York: Holiday House.
Model Instructional Plan
Grade: Kindergarten
Maryland State Curriculum Standards:
Language
L.K.5 With guidance and support from adults, explore word relationships and nuances in word
meanings.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
Reading: Foundational Skills
RF.K.2a Recognize and produce rhyming words.

RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make
new words.
Reading: Informational Text
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
Reading: Literature
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.4 Ask and answer questions about unknown words in a text.
Speaking and Listening
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten

topics and texts with peers and adults in small and larger groups.
SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional
detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Writing
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about the
topic.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
AASL National School Library Standards:
Inquire
Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or
a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
Learners engage with new knowledge by following a process that includes: 1. Using evidence to
investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating
products that illustrate learning.
Learners adapt, communicate, and exchange learning products with others in a cycle that
includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 3.
Acting on feedback to improve. 4. Sharing products with an authentic audience.
Include
Learners adjust their awareness of the global learning community by: 1. Interacting with learners
who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning
activities. 3. Representing diverse perspectives during learning activities.
Learners exhibit empathy with and tolerance for diverse ideas by: 1. Engaging in informed
conversation and active debate. 2. Contributing to discussions in which multiple viewpoints on a
topic are expressed.
Collaborate
Learners identify collaborative opportunities by: 1. Demonstrating their desire to broaden and
deepen understandings. 2. Developing new understandings through engagement in a learning
group. 3. Deciding to solve problems informed by group interaction.
Learners participate in personal, social, and intellectual networks by: 1. Using a variety of
communication tools and resources. 2. Establishing connections with other learners to build on
their own prior knowledge and create new knowledge.
Learners actively participate with others in learning situations by: 1. Actively contributing to
group discussions. 2. Recognizing learning as a social responsibility.
Explore
Learners construct new knowledge by: 1. Problem solving through cycles of design,
implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and
making.
Learners engage with the learning community by: 1. Expressing curiosity about a topic of
personal interest or curricular relevance. 2. Co-constructing innovative means of investigation. 3.
Collaboratively identifying innovative solutions to a challenge or problem.
Learners develop through experience and reflection by: 1. Iteratively responding to challenges. 2.
Recognizing capabilities and skills that can be developed, improved, and expanded. 3. Open-
mindedly accepting feedback for positive and constructive growth.
Engage
Learners follow ethical and legal guidelines for gathering and using information by: 1.
Responsibly applying information, technology, and media to learning. 2. Understanding the
ethical use of information, technology, and media. 3. Evaluating information for accuracy,
validity, social and cultural context, and appropriateness for need.
Topic: Transportation
Day 1
Student Learning Objective: Students will be able to define the term ‘transportation’.
Instructional Plan:
1. Students will turn and talk to brainstorm what the term ‘transportation’ means. After a
few minutes, students will have the opportunity to share out with the class.
2. The teacher will record student responses on a Popplet (virtual graphic organizer) on the
Promethean board.
3. The class will watch the BrainPOP Jr. video: Transportation.
4. After the video, students will have a chance to answer the BrainPOP quiz questions
orally.
Day 2
Student Learning Objective: Students will be able to list types of transportation.
Instructional Plan:
1. In groups of 3, students will brainstorm “things that go” or different types of
transportation. Students can have an opportunity to share their ideas with the class.
2. The teacher will read The Pigeon Loves Things That Go!
3. Students will return to their tables with one large piece of chart paper per table and
several markers. They will discuss and write/draw as many types of transportation as
possible.
4. After about 10 minutes, students will take a gallery walk around the room to observe
what peers had written and drawn on their papers.
Day 3
Student Learning Objective: Students will be able to write and illustrate the transportation they
take to get to school.
Instructional Plan:
1. Each student will receive a sticky note and draw the transportation they take to get to
school. Students will place their sticky note on a large piece of chart paper to make a
graph of how the class gets to school.
2. The teacher will read This is the Way We Go to School.
3. Students will illustrate and write a sentence about which type of transportation they use to
arrive at school.
Day 4
Student Learning Objective: Students will be able to identify modes of transportation used in
history.
Instructional Plan:
1. Students will think-pair-share about what they think transportation was like back in the
day, knowing advanced technology did not exist long ago.
2. The teacher will model how to get to the website America on the Move.
3. Students will work in partners on Chromebooks to explore the website (i.e., different
cities that used different modes of old-school transportation). Students will be challenged
with the discussion question: What transportation do we now use in place of the older
transportation?
Topic: Bicycles
Day 5
Student Learning Objective: Students will be able to brainstorm and share a fact about bicycles.
Instructional Plan:
1. Students will think-pair-share about what they know about bicycles (i.e., different types,
uses for bicycles, other prior knowledge/connections).
2. The teacher will teach the information on PebbleGO about bicycles. Students can read the
text aloud for the class and discuss the images. Students will learn new vocabulary words
such as “recumbent bicycles” and “ebikes”.
3. Students will participate in a stand up, hand up, pair up with a peer and share one new
fact they learned about bicycles.
Topic: Bicycles
Day 6
Student Learning Objective: Students will be able to list jobs that require transportation to be
used.
Instructional Plan:
1. Students will work in small groups to brainstorm jobs that use transportation. Students
can share out with this class.
2. The teacher will read The Paperboy.
3. Students will work with their tablemates to list jobs that require transportation to be used
on a large piece of chart paper. After 10 or so minutes, students will share what they
came up with with the class.
Topic: Bicycles
Day 7
Student Learning Objective: Students will be able to list ways to be safe when riding bicycles.
Instructional Plan:
1. The teacher will have a prepared KWL chart. Students will brainstorm and share what
they know about bicycle safety and what they wonder.
2. The teacher will read Bicycle Safety.
3. After the book, students will discuss what they learned with an elbow partner, then share
out to fill in the ‘learned’ part of the KWL chart.
Topic: Bicycles
Day 8
Student Learning Objective: Students will be able to illustrate and write about a time they
outgrew something.
Instructional Plan:
1. Students will brainstorm a time they outgrew something, then share with two elbow
partners.
2. The teacher will read The Red Bicycle.
3. After the story, students will write about a time they outgrew a favorite – toy, article of
clothing, etc. Students will illustrate a picture to accompany the sentence.
Topic: Trains
Day 9
Student Learning Objective: Students will be able to Students will be able to brainstorm and
share a fact about trains.
Instructional Plan:
1. Students will think-pair-share about what they know about trains (i.e., different types,
uses for trains, other prior knowledge/connections).
2. The teacher will teach the information on PebbleGO about trains. Students can read the
such as “trams” and “locomotives”.
fact they learned about trains.
Topic: Trains
Day 10
Student Learning Objective: Students will be able to act out the events that happen on a train
after reading about train experiences.
Instructional Plan:
1. Students will share any prior knowledge they have about what it is like to ride on a train.
2. The teacher will read Train on Epic!. Students are encouraged to read in place of the
teacher, as well.
3. After the book, students will work in small groups to perform a skit about riding on a
train. They will have time to prepare, and then all groups will present in front of the rest
of the class.
Topic: Trains
Day 11
Student Learning Objective: Students will be able to answer comprehension questions about The
Little Engine That Could.
Instructional Plan:
1. The teacher will ask students to think about a time they have had to do something
difficult but never gave up. Students will have an opportunity to share their personal
story.
2. The teacher will read The Little Engine That Could. Students will be encouraged to ask
questions or share connections during the story.
3. After the story, students will move into small groups to discuss comprehension questions
such as “How did the other trains treat the little train?” and “What was the problem the
little train had?” Students will discuss in their small groups and each group will be able to
share for each question.
Topic: Trains
Day 12
Student Learning Objective: Students will be able to identify rhymes in the book Clickety Clack.
Instructional Plan:
1. The teacher will explain the game “Snap and Say.”
2. As the teacher reads the book Clickety Clack, students will snap and say aloud words that
rhyme with “back” (the book includes many of these).
3. After the story, students will use whiteboards to practice replacing the first letter to create
different _ack words.
Topic: Boats
Day 13
share a fact about boats.
Instructional Plan:
1. Students will think-pair-share about what they know about boats (i.e., different types,
uses for boats, other prior knowledge/connections).
2. The teacher will teach the information on PebbleGO about boats. Students can read the
such as “dugouts” and “canvas”.
fact they learned about boats.
Topic: Boats
Day 14
Student Learning Objective: Students will be able to write a song or poem about a boat.
Instructional Plan:
1. Play the rhyme game: students will talk in small groups and say words that rhyme with
the given word. (Ex. Teacher says “tug” and students come up with “rug, mug, slug,
bug”.) Repeat with several different word families.
2. The teacher will read Blue Boat. Students can point out rhyming words they hear in the
story.
3. After hearing the story, students will work in small groups to produce either a poem or
song about a boat. Students are given much freedom but are encouraged to use rhyming
words as heard in the book.
Topic: Boats
Day 15
Student Learning Objective: Students will be able to work in groups to design their own type of
boat.
Instructional Plan:
1. Students will participate in a class discussion about the purposes that boats serve.
2. The teacher will read Toy Boat.
3. Students will work with their tablemates to design their own type of boat on a large piece
of chart paper. The group will have to discuss the functions of the parts of their boat and
the purpose their boat would serve.
Topic: Boats
Day 16
Student Learning Objective: Students will be able to match definitions with new vocabulary
words.
Instructional Plan:
1. Students will have a few minutes to think with a partner about the vocabulary they have
learned so far about boats.
2. The teacher will read Boats. Students will be encouraged to play close attention to the
new vocabulary words they learn for the activity afterward.
3. After the book, students will work in groups of 3 to complete a scavenger hunt around the
room. The students will have the definitions and will have to search for the vocabulary
words to match them.
Topic: Airplanes
Day 17
share a fact about airplanes.
Instructional Plan:
1. Students will think-pair-share about what they know about airplanes (i.e., different types,
uses for airplanes, other prior knowledge/connections).
2. The teacher will teach the information on PebbleGO about airplanes. Students can read
the text aloud for the class and discuss the images. Students will learn new vocabulary
words such as “propellers” and “aviation”.
fact they learned about airplanes.
Topic: Airplanes
Day 18
Student Learning Objective: Students will be able to label parts of an airplane.
Instructional Plan:
1. Students will brainstorm the important parts of an airplane and why these parts are
important. Students will share in small groups and then have a chance to share with the
whole class.
2. The teacher will read The Big Book of Airplanes.
3. The teacher will have a large airplane drawing on the board with empty label spaces.
Students will have the opportunity to come up and label parts of the airplane and share
the importance of those parts (i.e., wings, jets, cabin, etc.)
Topic: Airplanes
Day 19
Student Learning Objective: Students will be able to write a sentence about flying on an airplane.
Instructional Plan:
1. Open a class discussion about previous experiences with flying on an airplane. Some
students will have experience while others will not.
2. The teacher will read Planes Fly.
3. After the story, students will have an idea about what happens when you are a passenger
on an airplane. Students will write a sentence with an illustration about where they would
like to travel to on an airplane and/or what they would look forward to about flying on an
airplane.
Topic: Airplanes
Day 20
Student Learning Objective: Students will be able to identify character traits about Amelia
Earhart.
Instructional Plan:
1. Students will review examples of character traits by describing their peers. Each student
will pull a stick and tell a trait about the classmate they choose.
2. The teacher will read A Picture Book of Amelia Earhart.
3. After the story, students will turn and talk with a neighbor and discuss some character
traits of Amelia Earhart. Then, each student will receive a blank body template paper.
They will write character traits to describe Amelia Earhart and can design the body to
look like her, including what she might need to be a pilot.
Topic: Transportation Summative Assessment

Day 21
Student Learning Objective: Students will be able to demonstrate their knowledge of 4 types of
transportation by creating a captioned illustration on Pixie.
Instructional Plan:
1. Students will choose their favorite mode of transportation that was studied.
2. Every student will work independently on a Chromebook to virtually paint an illustration
on Pixie of their chosen mode of transportation.
3. Students will receive help typing a caption about their transportation type; they must
dictate the sentence and the sentence must be a new fact learned about the type of
transportation.
Students will be assessed on if they are able to dictate a fact about transportation and create a
corresponding illustration.
References
AASL National Library Standards. (2019, November 7). Retrieved from https://standards.aasl.org/
BrainPOP Jr. (n.d.). Retrieved April 1, 2020, from https://jr.brainpop.com/
Epic! (n.d.). Harriet Tubman. Retrieved April 1, 2020, from
https://www.getepic.com/app/read/62705
MD College and Career-Ready Standards. (n.d.). Retrieved from
http://mdk12.msde.maryland.gov/INSTRUCTION/commoncore/Pages/index.aspx
PebbleGO. (n.d.). Retrieved April 1, 2020, from

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Emily Kapfer Mora

Resource #1: ‘Transportation’ – BrainPOP Jr.

Resource #2: The Pigeon Loves Things That Go! – Mo Willems

Resource #3: This is the Way We Go to School – Edith Baer

Resource #4: America on the Move (website)

Resource #1: ‘Bicycles’ – PebbleGO

Resource #2: The Paperboy – Dav Pilkey

Resource #3: Bicycle Safety – Lisa Herrington

Resource #4: The Red Bicycle – Jude Isabella

Resource #1: ‘Trains’ – PebbleGO

Resource #2: Train – Alex Summers (via Epic)

Resource #3: The Little Engine that Could – Watty Piper

Resource #4: Clickety Clarck – Amy and Rob Spence

Resource #1: ‘Boats’ – PebbleGO

Resource #2: Blue Boat – Kersten Hamilton

Resource #3: Toy Boat – Randall de Sève

Resource #4: Boats – Julie Murray (Epic)

Resource #1: ‘Airplanes’ – PebbleGO

Resource #2: The Big Book of Airplanes - Caroline Bingham

Resource #3: Planes Fly – George Ella Lyon

Resource #4: A Picture Book of Amelia Earhart – David Adler

Maryland State Curriculum Standards:

Reading: Foundational Skills

RF.K.2a Recognize and produce rhyming words.

Reading: Informational Text

Speaking and Listening

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory

AASL National School Library Standards:

Topic: Transportation Summative Assessment

BrainPOP Jr. (n.d.). Retrieved April 1, 2020, from https://jr.brainpop.com/

Epic! (n.d.). Harriet Tubman. Retrieved April 1, 2020, from

MD College and Career-Ready Standards. (n.d.). Retrieved from

PebbleGO. (n.d.). Retrieved April 1, 2020, from

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