Grade K: DAISY COMES HOME (Herschbach)


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Reading for Information

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5 Identify the front cover, back cover, and title page of a book.

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.10 Actively engage in group reading activities with purpose and understanding.


W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Speaking and Listening

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


This Grade K lesson titled “Daisy Comes Home” from  is intended to be completed in one 50-minute session of ELA/Literacy instruction. (This is the third lesson of a unit of six lessons.) This individual lesson shows a kindergarten class undertaking a close reading of DAISY COMES HOME.  In a previous session, students heard one reading of the text and had some discussion of key vocabulary.  In this lesson, they begin with a focus on vocabulary used in the story “Daisy Comes Home”, making connections between key words and illustrations.  As a performance task, students apply their understanding of story sequencing to the development of their own illustrated story.


Connecticut teachers should be cautioned that the read aloud text is not included in the lesson plan; however, any literary text could be substituted.


The video lesson is an exemplary example of many key shifts in the Common Core State Standards: reading text closely, text-based evidence, writing from a source and academic vocabulary.  It provides  all students with opportunities to engage with a text of appropriate complexity for the grade level with the necessary scaffolding. It includes a clear and explicit purpose for instruction as it makes reading a text closely, examining textual evidence, and discerning deep meaning a central focus. Instruction cultivates student interest and engagement in reading, writing, and speaking. Both the ongoing teacher observation included throughout the lesson and the individual student work produced elicit direct, observable evidence of the degree to which each student is mastering the standards-based content and skills.