Common Core Connections

Non-Fiction Text 1:
Weather Days
By: Michele Perreault
Houghton Mifflin Vocabulary Readers
Number of words: 24
Vocabulary Focus: Cold, Dry, Hot, Rainy, Sunny

Scaffolding approaches and text dependent questions:

Text 1:
  1. What season is this? How do you know?
  2. Point to clues in the picture to figure out the word in the yellow tape.
  3. Use your pictures to help you figure out the ord.
  4. Use your sounds to double check the word
  5. What are opposites? What are opposites in this book?

Non-Fiction Text 2:
What Season is it?
By: Clara Meskin
Houghton Mifflin
Number of Words: 79

Text Dependent Questions:

Text 2:

Look at the boy, why is he dress like that?
Circle in the picture the clues that tell you what season it may be.
How do pictures help you understand the book?
Why are the people able to do that activity? How do you know?
Do you think this book is non-fiction or fiction?
What makes you know that this book is non-fiction?
What seasons do you see in this book?
What do people wear in the summer?

Comparing the two texts:
  1. What was the topic of these books?
  2. How were the similar?
  3. How were they different?

Common Core Standards:

ELA.K.RI.7_Q3 With prompting and support, describe the relationship between illustrations and the text in which they appear

ELA.K.RI.9_Q3 With prompting and support, identify basic similarities in and differences between two texts on the same topic

I do:
Book 1- I will hold a small reading group consisting of 3 students. We will engage in the text where the students will work to independently read the text. I will display methods of scaffolding as I guide students to utilize various literary skills and strategies in order to read and comprehend the simple patterned text.

Book 2-I will model how to read the second text due to the level of the book. I will read the book while asking text dependent questions to my 3 students within our reading group. The text-dependent questions will challenge the students in connect the meaning of the text with the purpose of the picture.

We do: While reading both books, together we will explore the meaning of the text, observe different weather patterns, learn about the seasons of the year and connect the text to the pictures. After the story we will compare the two books. We will discuss the similarities and differences between the two different texts.

You do: The students will independently assess their knowledge of weather and the purpose of connecting text to pictures by completing the culminating activity.

Culminating Activity:
Students will draw their favorite type of weather and an activity they can do during that specific weather. They will then write about their favorite weather and why they enjoy it. Their focus during this culminating activity is to make sure that their text or writing relates directly to their picture. I will explain to them that they are authors and they want their readers to be able to connect their words and drawings like they do when they read.

Rationale (why is this lesson important?): The lesson targets many skills and objectives for kindergarteners. The following skills and reading strategies are addressed:
  • Sight word Recognition
  • Review of print concepts
  • Properly utilizing pictures to understand the text
  • Understanding and observing weather changes
  • Authors purpose
  • Type of text

What theory supports this lesson?

Social Learning Theory: The learn about their favorite weather by experimenting the seasonal changes and specific activities for themselves.

Interactive Compensatory Model: At this point in the school year, the students are constantly reading using the Interactive Compensatory Model. The students are reading fluently by using a variety of reading strategies. My goal is to teach children to be flexible and strategic readers. In this model, when one processor is not working the others step up. You can clearly see this model being displayed during the scaffolding video. During this video my students are reading a patterned text. Their goal is to determine the yellow mystery words. They discover how to read these words by using their letter recognition, sound production, sight word recognition, blending ability, word family knowledge, context clues and picture clues.

  • Students will be monitored throughout the lesson and addressed at different times. Their performance and understanding will be assessed in an informal assessment.
  • Visuals will be used such as magic wands to frame new vocabulary words.
  • Students will circle clues within the picture that helps them understand the meaning of the text on the given page.