COMMON CORE STANDARDS
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.10 Actively engage in group reading activities with purpose and understanding.
Reading for Foundational Skills
RF.K.1 Demonstrate understanding of the organization and basic features of print.
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
DESCRIPTION OF LESSON
The Kindergarten lesson titled “ABC Text-plorers” cited on the CPALMS website is intended to be completed in 5 hours of ELA/Literacy instruction. In this lesson, students explore a variety of alphabet books to better understand the roles of authors and illustrators. Students also practice print concepts such as: distinguishing between upper and lower case letters, naming letters words begin with, pointing to where to begin reading on a page, telling what direction to read in, telling when one word ends and another word starts. Each day’s lesson also includes an interactive Read Aloud that teaches and/or reviews the above concepts and skills through student discussions and/or activities. Students create an illustrated, class alphabet book. They also complete an uppercase and lowercase letter sort while the teacher individually assesses their knowledge of authors/illustrators, print concepts, and letter recognition.
Connecticut teachers are cautioned to look at the lesson materials prior to using the lesson since there is a list of prior knowledge that kindergarten students will need for the successful implementation of this lesson. The Read Aloud books are not included with the lesson materials; other alphabet books can be substituted.
RATIONALE FOR SELECTION
This lesson is an exemplary example of how to emphasize the explicit, systematic development of foundational literacy skills. The lesson plan addresses instructional expectations and is easy to understand for teachers, while it cultivates student interest and engagement. It integrates appropriate, easily implemented supports for students who are ELL, have disabilities and/or read or write below grade level. The lesson materials include tips for preparing and managing materials, general classroom management, student feedback, accommodations, and extensions. Throughout the lesson, activities give opportunities for teachers to regularly assess the degree to which a student can independently demonstrate foundational skills and targeted grade level CCSS literacy.