Components of a Book Unit Plan Grade: Kindergarten Unit Title: Reading Course/Subject: Reading Approximate Time Required: 1 week

1. Main Purpose: The main purpose of this unit is to help kindergarten students understand how print is organized and read. Once that foundation is laid, students will be able to expand their knowledge of fictional texts that will help them develop critical thinking skills. 2. Behavioral Objectives I. Reading A. Students will be able to understand how print is organized and read by holding materials in the correct position; identifying the front cover, back cover, and title page of a book; distinguishing between print and pictures; and following words from left to right and top to bottom on a printed page. B. Students will be able to demonstrate comprehension of fictional texts in terms of identifying what an author does and what an illustrator does; relating previous experiences to what is read; using pictures to make predictions; beginning to ask and answer questions about what is read; retelling familiar stories using beginning, middle, and end; and discussing characters, settings, and events II. Writing A. The student will be able to print uppercase and lowercase letters of the alphabet independently. 3. Content Outline: I. Reading A. The student will understand how print is organized and read and will demonstrate comprehension of fictional texts. Hold print materials in the correct position. Identify the front cover, back cover, and title page of a book. Distinguish between print and pictures. Follow words from left to right and from top to bottom on a printed page. Identify what an author does and what an illustrator does. Relate previous experiences to what is read. Use pictures to make predictions. Begin to ask and answer questions about what is read.

 Retell familiar stories, using beginning, middle, and end. Discuss characters, setting, and events. II. Writing A. The student will print in manuscript. Print uppercase and lowercase letters of the alphabet independently. 4. Procedures and Activities: Procedures Activities Direct: Lecture Students will pay attention as the teacher describes and demonstrates how to hold a book. They will listen attentively as the teacher shows them how to identify the cover, back cover, and title page of a book. Indirect: Graphic Organizer (on the board After listening to the teacher read, Cat in as a visual) the Hat, the students will share similar Direct: Reflective Questioning experiences they have had, as well as experiences that were a little different than that in the story. *This teaches students how to relate previous experiences to what is read. The teacher says things like, Tell the class about a time that you had to play inside because it was raining. How was it different than what the kids did in the book?* Indirect: Independent Work Teacher gives the students a handmade paper book that is stapled together. Students must color the front cover blue, the back cover red, and the title page green. *This ensures that the students are able to identify the 3 different pages in a book* Indirect: Cooperative Learning Students are paired in groups of two. One student must hold the handmade book in the correct way and read out loud, while the other student moves their finger along the text in the correct order. Direct: Lecture Students will listen as the teacher reads Cat in the Hat and they will watch as she uses her finger to demonstrate how to read the text in the book (top to bottom, left to right). Direct: Didactic Questioning and Guided The teacher will ask students if there is a Instruction picture on the page. If the student says yes and there is a picture on the page, the teacher will ask the student to describe

Indirect: Cooperative Learning

Indirect: Independent Work

Indirect: Compare/Contrast

Direct: Guided Instruction, Probing and Didactic Questioning

what is in the picture. If the student says no and there is no picture on the page, the teacher will describe that some pages in books just have text or print. Students are put into groups of three, and each group has three popsicle sticks with pictures attached; the first one says beginning and there is a picture of a dogs head on the popsicle stick; the second one says middle and there is a picture of a wiener dogs body on the popsicle stick; and the third one says end and there is a picture of a dogs tail on the popsicle stick. As the teacher reads a book aloud to the class, the students with the beginning stick must raise it in the air at the beginning of the book, the students with the middle stick must raise it in the air at the middle of the book, and the students with the end of the stick must raise it in the air at the end of the book. Students are given a folder that says Completed Books with a sheet of paper inside that says Title, Author, and Illustrator. Students write in the blank spaces provided, the title of the book, the author of the book, and the illustrator of the book. Students are then able to draw their favorite picture from the book, or a picture about the book. *This ensures that students are able to print lowercase and uppercase letters of the alphabet independently* The teacher will have a paper cut out of Cat in the Hat, and students will come up with words that describe the character. The teacher will then write those words inside of the paper cut out. The same will be done of the boy and the girl in the story. The teacher will ask students what happened at the beginning, middle and end of the story. Students will tell what events they remember from each part.

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Instructional Aids and Resources: A. Access to printer, copier, and stapler for the make your own book B. Crayons for the students to use in various activities C. Popsicle sticks for the beginning, middle, and end exercise

6. Assessment: I. Reading A. The student will understand how print is organized and read and will demonstrate comprehension of fictional texts Graded: Formal Assessment Ungraded: Informal Assessment Correctly coloring the 10 points Beginning, Middle, End Popsicle Stick front cover, back cover, and title page Exercise (High Stakes) (Low Stakes) Students sharing similar experiences 5 points Questions about what happened at the or how they relate to the book beginning, middle, and end of the (Low Stakes) story (Low Stakes) Cooperative Learning: pairs of two, one holding and reading the book, and the other student using their finger to follow along and guide (Low Stakes) Differentiation between pictures and text (Low Stakes) II. Writing A. The student will print in manuscript Graded: Formal Assessment Correctly writing the authors 10 points name, illustrators name, and title of the book, as well as drawing a favorite picture from the book (High Stakes)

Ungraded: Informal Assessment