Kaitlyn Rokita

Cambridge Elementary School

February 23rd
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 1 (Photographs)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify photographs TSWBAT identify
photographs from informational texts.
Materials: Anchor Chart, Lions by Catherine Ipcozade, Trains by Matt Doeden
Procedures:
Introduction: Ask students to think of the difference between fiction and nonfiction. Discuss how pictures in fiction
Body: Describe how pictures will look different in fiction and non-fiction.
Explain to students they will be looking for photographs in their read-to-self,
read-to-someone, guided reading, etc. and list on the verb handout to share during
mirroring.
Closing: After each round (mirroring), students will share photographs they
found. Check off the anchor chart photographs were found and explain more
features will be found tomorrow.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.

Kaitlyn Rokita
Cambridge Elementary School
February 24th
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 2 (Labels)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify labels TSWBAT identify labels from
informational texts.
Materials: Anchor Chart, All about Teeth by Mari Schuh
Procedures:
Introduction: Ask students to discuss the difference between photographs and
illustrations.
Body: Describe how in non-fiction, photographs are labeled. Explain to students
they will be looking for photographs in their read-to-self, read-to-someone,
guided reading, etc. and list on the verb handout to share during mirroring.
Closing: After each round (mirroring), students will share labels they found.
Check off the anchor chart labels were found and explain more features will be
found tomorrow.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.

Kaitlyn Rokita
Cambridge Elementary School
February 25th
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 3 (Captions)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify captions TSWBAT identify captions
from informational texts.
Materials: Anchor Chart,
Procedures:
Introduction: Ask students to discuss what labels are.
Body: Describe how in non-fiction books, captions are provided for
understanding what the photographs are. Explain to students they will be looking
for captions in their read-to-self, read-to-someone, guided reading, etc.
Closing: After each round (mirroring), students will share captions they found.
Check off the anchor chart captions were found and explain more features will be
found tomorrow.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.

Kaitlyn Rokita
Cambridge Elementary School
February 26th
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 4 (Maps)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify maps TSWBAT identify maps from
informational texts.
Materials: Anchor Chart, Lions by Catherine Ipcizade
Procedures:
Introduction: Ask students to discuss how to find directions or know where
places are located.
Body: Describe how in non-fiction books, maps are provided for understanding
locations. Explain to students they will be looking for maps in their read-to-self,
read-to-someone, guided reading, etc.
Closing: After each round (mirroring), students will share maps they found.
Check off the anchor chart maps were found and explain more features will be
found tomorrow.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.

Kaitlyn Rokita
Cambridge Elementary School
February 27th
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 5 (Bold Print)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify bold print TSWBAT identify bold print
from informational texts.
Materials: Anchor Chart,
Procedures:
Introduction: Ask students how to recognize regular print vs. bold print.
Body: Describe how in non-fiction books, bold shows very important
information. Explain to students they will be looking for bold print in their readto-self, read-to-someone, guided reading, etc.
Closing: After each round (mirroring), students will share bold print they found.
Check off the anchor chart bold print was found and explain more features will be
found tomorrow.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.

Kaitlyn Rokita
Cambridge Elementary School
March 2nd
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 6 (Glossary)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify glossary TSWBAT identify glossary
from informational texts.
Materials: Anchor Chart, A Visit to The Doctors Office by B. A. Hoena
Procedures:
Introduction: Ask students how to look for meanings of new words.
Body: Describe how in non-fiction books, glossary shows meanings of new
words. Explain to students they will be looking for glossaries in their read-to-self,
read-to-someone, guided reading, etc.
Closing: After each round (mirroring), students will share glossaries they found.
Check off the anchor chart glossaries were found and explain more features will
be found tomorrow.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.

Kaitlyn Rokita
Cambridge Elementary School
March 3rd
10:45 am 11:45 am
Kindergarten
Reading Workshop Informational Text Day 7 (Table of Contents)
Standards: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and
understanding.
Objectives: After using a mentor text to identify table of contents TSWBAT identify
table of contents from informational texts.
Materials: Anchor Chart, A Visit to The Doctors Office by B. A. Hoena
Procedures:
Introduction: Ask students how to recognize what they will be reading about.
Body: Describe how in non-fiction books, table of contents shows what pages
what information will be on. Explain to students they will be looking for table of
contents in their read-to-self, read-to-someone, guided reading, etc.
Closing: After each round (mirroring), students will share table of contents they
found. Check off the anchor chart.
Assessment: Teacher observation, student participation, student accuracy
Management Issues, Transitions, and Differentiation: If necessary use sayings and
gestures for noise level, use chime to transition rounds.