NAME: Raélene deArmas DATE of LESSON: 5 November 2019

DURATION of LESSON: 30-35 minutes SUBJECT: Writing GRADE: Kindergarten

LESSON # 1 TITLE OF LESSON: Write information about_________.

Central Focus of Unit:

Essential Literacy Strategy Focus: Students will construct and write a topic sentence for informative writing.

Related Skills: Students will recall and use concepts of print by practicing letter formation and directionality.

Content Focus: Students will engage in an instructor led writing lesson with practice focused on the elements
of a topic sentence and letter formation.

Standards:

CCSS.ELA-LITERACY.RF.K.1.A: Follow words from left to right, top to bottom, and page by page.

CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound

correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

CCSS.ELA-LITERACY.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.

Instructional Learning Objectives: Assessments:

Students will actively listen and observe as the instructor
demonstrates the steps to writing a complete and detailed topic
sentence.
Language Function:
Students will demonstrate learning of
objective through informal and formal
assessments.
Informal assessment: students will raise
their lined paper for me to quickly assess
and check in on their progress.
Additional Language Demands:

Recall: Students will use real life connections and classroom Students will use the “bubblegum” stretch
instruction to recall information about a specific topic to share technique and the sight word wall as
with a reader. resources when writing.

Resources and Materials:

 Lap board (Whiteboard)
 Whiteboard marker
 Cloth (eraser)
 Worksheet: lined for students to practice letter formation and correct writing spacing

Student Prior Knowledge: Students are able to identify the concept of informative writing and what a topic
sentence is used for. Students will share what they know about a specified topic as the instructor models with
a picture. Students will also help the instructor identify words from the prompt that they may borrow to help
them complete a topic sentence.
Academic Language Requirements:
Specialized Vocabulary and/or Tier 2 Words Prompt, hat line, belt line, boot line
Text Types/Structures (and related vocabulary) Informative
Language Frames/Supports (and linking words) Write information about ______. / Let me tell you about
___.

Formal and Informal Assessments: Students will actively listen and engage in an instructor led writing
practice. My formal assessment will be to examine their individual writing handouts to monitor their
progress and their areas for growth. This will allow me to recognize their ability to write a complete topic
sentence and have correct letter formation/directionality.

Procedure-Instructional Strategies and Learning Tasks to Support Student Learning:

INTRODUCTION/ANTICIPATORY SET:
Friends, today we will write a topic sentence about _______. What is our topic sentence? Students say “Let me
tell you ____.” Can you show me where the prompt is? Amazing. What words can we borrow from the prompt
to write our topic sentence?

I DO:
• Underline words we can borrow from the prompt.
• Sketch a picture focused on the topic. This models for students that their picture needs to reflect what their
reader will be reading and learning about.
• Model for students the letter formation and finger spacing for a complete sentence.
• Remind students to hold their pens up in the air to avoid incorrect letter formation or misdirection for peers.
• I will regularly call on students to actively participate.

WE ALL DO:
• As I write on the chart paper, students will speak out and help me spell a word and remind me what sentence
comes next.
• Students will then follow along, writing on their own lined paper.
• Identify where students can find resources to help them spell and construct their topic sentence.

YOU DO TOGETHER:
•Collaborative Learning
•Productive group work. Support each other-ask, offer, accept, and decline help from both neighboring students
and myself.

YOU DO ALONE:
• Independent Practice
• Complete assignment in a timely manner
• Read their topic sentence using their tracking finger to help them become more familiar with a topic sentence
elements.

Differentiated Instruction:
Students who need regular check ins will be seated in close proximity to the instructor for easier access to
redirection and assistance.

CLOSURE:

What is our reader going to be learning about? Awesome! Say “oh yeah” (students repeat) “we got it”
(students repeat).