Kindergarten LA Lesson

Lesson Theme: Transportation Week 13 – (Treasures Unit 3 Week 3)

Objective: TLW apply knowledge of various modes of transportation and their attributes to begin to create a new adventure.
Language Objectives: The child will be able to identify characters and key events in a story.
Standards(Texas Essential Knowledge and Skills):
K.6A Identify elements of a story including setting, character and key events
K.13A Plan a first draft by generating ideas for writing through class discussion
K.16B Speak in completely to communicate
K.16C Use complete simple sentences
K.17A Form upper and lower case legibly using the basic conventions of print
K.18A Use phonological knowledge to match sounds to letters
K.18C Write one’s own name
K.14A Dictate or write sentences to tell a story and put the sentences in chronological sequence
College and Career Readiness:
1.D(4a) Persevere until a task is completed by working even when faced with uncertainty for open-ended assignments.
Adventure/aventura, attach/sujetar, haul/halar, massive/gigante, wheels/ruedas / Supporting:
Waddled/caminar como un pato, wobbled/tambalearse, pedaled/pedalear, waste/desperdicio, silliest/cómico, tonto
Lesson Cycle
Phonological Awareness:
Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 12 pg. 23 and 24.
Anticipatory Set:
Group students into 3 or 4 and give them pictures of animals and pictures of modes of transportations (see bottom of lesson or create your own). Using the pictures, students will match an animal with a mode of transportation and students will justify their reasoning. There are no incorrect answers. This gives students the opportunity to analyze each animal and each vehicle. Have the entire class walk around to the different groups and students present their results and discuss.
Read to Self
Lesson Stages
Vocabulary: From Instructional Routine Handbook. Use these steps to teach 3 – 5 vocabulary words from the inside back cover before the read. Ahead of time write each word on a sentence strip and include a picture. Before the read say the word, have the child repeat the word, give a brief child friendly definition. During the read say the brief child definition then continue to read. After the read, for each word, say the word, have the child repeat the word, together tap the syllables in the word, say the word, say the definition, use it in a sentence, and ask the student/s to give a sample of how they could use that word.
Define: Wheels are used to move people and things around. They are part of many machines used for transportation.
Example: A tricycle only has three wheels.
Ask: What else has wheels? (Be sure to include the vocabulary word in your response.)
Define: An adventure is an exciting or unusual experience.
Example: Going on a hot air balloon is an adventure.
Ask: What is an adventure that you would like to do?
*Refer to Treasures Unit 3 page 694
Shared Reading/Read Aloud: Obj. –Identify the characters and the plot or story structure.
Introduce the book similar to the preview in Treasures Unit 3 page 695
Display cover. Ask students to guess what the book might be about. Analyze the cover picture.
As a class, decide if the story will be narrative or expository.
Read aloud: Duck on a Bike by David Shannon. Remind the students they have been learning about the beginning, middle, and end of stories and tell the students to remember this as they hear the story. Display a blank beginning, middle, and end chart to remind the students of this as they listen. The teacher reads the book.
After reading, have students turn and talk about what happened in the beginning. Share. What happened in the middle? Share. What happened in the end? Share.
Dual Language Activity 1&2
Read Aloud Text: Rosaura en Bicicleta by Daniel Barbot, TEK K.6A
Activity 1: After read aloud engage students in completing a BME summary chart (see illustration below) to identify key events in the story.
Activity 2: Pairs will work collaboratively to identify elements of a story by completing a story map (see illustration below).
Don’t Let the Pigeon Drive the Bus by Mo Willems
Sheep in a Jeep by Nancy E. Shaw
The Seals on the Bus by Lenny Hort
Hot Air Henry by Mary Calhoun - Make a hot air balloon with cups and balloon. Put a picture of the students in the cup. Students write where they would go in their balloon.
How Will We Get to the Beach by Brigitte Luciana
This is the Way We Go to School by Edith Baer
Late for School by Stephanie Calmenson
If I Built a Car by Chris VanDusen - Students make a list of things they would put in their car, then draw a fantasy car.
Work on Words
Fine Arts: Invite children to chant this poem and do the movements:
Choo Choo Train
This is a choo choo train (bend elbows)
Puffing down the track (rotate arms in rhythm)
Now it's going forward (push forward, continue rotating motion)
Now it's going back (pull arms back, continue rotating motion)
Now the bell is ringing (pretend to pull the cord - ding ding)
Now the whistle blows (hold fist near mouth and toot toot)
What a lot of noise it makes (cover ears)
Everywhere it goes. (stretch out arms)
(*this is a good time to briefly point out that “ch” makes the /ch/ sound)
Movement Activities:
Red light/Green light - Prepare green, yellow and red cards to represent streetlights (or use crayons). Children walk around the classroom. Show the green card and say, "Green light." Children must walk faster without running. Show the yellow card and say, "Yellow light." Children must walk slowly as in a slow motion movie. Display the red card and say, "Red light." Children must stop and remain still. Alternate the different colors.
I'm going on a trip and I'm packing... Have the class sit with one student standing. The standing student walks to a peer and says. "I'm going on a trip by..." (ex. airplane). Then the sitting student names the first mode of transportation and adds one; "I'm going on a trip by airplane and by train." The standing child sits and the sitting child stands and walks to another peer and says: "I'm going on a trip by airplane and by train." This sitting child adds another means of transportation. “I am going on a trip by airplane, and by train, and by bus.” As a class team see how many modes of transportation before someone forgets or they cannot think of any more transportation.
I am a pilot Encourage children to move about the classroom as if they were airplanes to the sound of rhythmic music. Have them fly on their tiptoes then come back down on their heels. Start the engine and spin around twice. Stretch your arms out to the side.
Read to Someone
Shared Writing:
Obj. – Create a chart to list the characters in the story and describe the events of the story using the vocabulary- beginning, middle and end. *Refer to Treasures Unit 3 Week 3 page 733.
Write About It
After discussing sequence of events, pass out papers that are labeled either beginning, middle or end at the top of the paper.
A great way to display this might be similar to below including characters and beginning, middle, end.
Work on Writing
Students will change the character and/or the mode of transportation and create a book. They will follow the writing process of draft, edit, revise and final copy to publish their own book and share with the class over the next week. (ex. Armadillo in a Submarine)
Movement: Write the song on chart paper.
Car song (tune to BINGO)
Look at my bright shiny car I am driving today-o C-A-R (beep! beep!)
C-A-R (beep! beep!) (Put on seat belts)
C-A-R (beep! beep!) (Key in the ignition, give gas, etc.)
I’m driving it today-o!
(Students drive their “car” around the room.)
Closure Activity
Center Activities
ABC Center: Create a boat (put two chairs in a row). Students will go fishing with fishing poles (stick and string with a magnet on the end). Two students will fish for letters to put in a row (have two sets of alphabets with upper and lower case letters) or words they can read. If your center has more than two people have them work in teams to race to put letters in order.
Science Center: Put the blocks in the science center. Students can make ramps and roll cars down the ramps. How far can each child’s car roll? Make available: measuring tape, electrical tape on the floor or some non-standard way to measure. How can you make your car go further? Let children experiment.
Creative Station/Art: Students will create a transportation mural. Before the students add any vehicles, make a sky and ground for them to have some kind of orientation. Have several different colors of construction paper available (you may want to have some shapes cut out for the kids.)
Pretend and Learn Center/Dramatic Play: Create a car wash or have kids make cars out of boxes.
Math: During math lesson read Beep, Beep, Vroom, Vroom
By Stuart J. Murphy. In math centers, make cars available to put into different kinds of patterns. Also, have sheets of paper with outline of cars. Have kids cut out cars and glue them on a sentence strip. Students then color the cars to create a pattern.
Computer: ABCya – Create a Car
BrainPopJr. – Transportation
Starfall – under Learn to Read – Car Race
Library: Tumblebooks - Subway Ride (nonfiction)
All Aboard the Dinotrain
Goodnight, Goodnight, Construction Site
Magic School Bus – Engines (“Revving up”)
Flight – “Taking flight”
Library: Fiction and nonfiction books about transportation. This is a list of nonfiction books.
Boat Book by Gail Gibbons
Trucks by Gail Gibbons
New Road by Gail Gibbons
Flying by Gail Gibbons
Trains by Gail Gibbons
Machines at work by Byron Barton
Wheels by Byron Barton
Airplanes by Byron Barton
Enduring Understanding:
·  Understanding text features, text structures, and characteristics associated with different texts genres facilitates readers’ ability to make meaning of the text.
·  Interpretations of text involve thinking about, within, and beyond the text.
·  Readers are able to determine and summarize important information in text.
·  References from text provide evidence to support conclusions drawn about the message, information presented, or the authors’ perspective. / Essential Questions:
·  How do the story elements and structure help a reader understand the text?
·  For what purposes do authors write?
·  How do authors organize fiction stories?
·  How do authors organize informational texts?
Lesson Preparation
Chart paper
Trade book – Duck on a Bike
Pictures of animals and modes of transportation
Previously made anchor chart of beginning, middle, end
Blank BME chart template to fill in with students
Paper for students to draw beginning, middle or end
Supplies to make a duck (paper plate, orange construction paper for feet and bill)
Anchor of Support
Beginning, middle and end anchor chart previously made and a story map.
Differentiation Strategies
Struggling Learners: Re-read the book, Duck on a Bike to a small group. Together create lists of characters allowing children to refer the book if need be. Slowly go through the beginning, middle and end of the book. If a student starts naming details remind them that we are looking for the important facts.
This website is a good introduction to transportation:
English Language Learners: Provide picture support to help children visualize the different types of transportation. Make a themed word wall with pictures available for the class to see. This video shows different types of transportation and names them.
Extension for Learning: After reading, If I Built a Car by Chris VanDusen, students will create their own car and label it.
21st Century Skills
Communication and collaboration – Articulate thoughts and ideas effectively using oral, written and non-verbal communication skills in a variety of forms and context.
English Language Proficiency Standards
5B. Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
4I. Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of support ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.
For additional standards visit:
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. - 74.4
Check for Understanding
Formative: Students will put the retelling cards in order; they can do it with a partner or in front of the class. – Treasures Unit 3 pg. 708
Or use a worksheet similar to this to put the characters in the order they occurred in the story.
Summative: Writing simple sentences of beginning, middle and end on the duck on a bike in the closure activity.

ãAustin ISD K Department, 2014/ 2015 Page 10