Kindergarten Lesson Plan

Lesson Topic: Sentence writing, story writing, word work

Date: 5/18 and 5/20
Group and K Class: Whole Class, KC (Grant) and KJ (Will & Digger)
Iowa Core Standard:
● 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.
● W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question.
● RF.K.3 - Know and apply grade-level phonics and word analysis in decoding words.
● W.K.5 - With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing
as needed.
Learning Target:
● I can write a story.
● I can add details to a simple sentence.

Procedures: (describe what you will do) Time Oral Directions and Guidance Given to Materials/Supplies Needed
Allotted: Students

Introduction: 10-15 minutes Introduction: RAZ text:

● Introduce topic and learning goals,
read Many Kinds of Dinosaurs
show examples of simple, better,
and best sentences, and prompt for
students to add details.
● Last time that I saw you, we read and Many Kinds of Dinosaurs
wrote about butterflies. We read a book
called Butterfly Cafe. Do you remember Jamboard:
who the plants were for in this book? Grant, Will, Digger
What did they do with the plants?

● This book is called Many Kinds of

Dinosaurs. Which dinosaur is your
favorite? Tell me one thing you already
know about dinosaurs. Let’s look at the
picture on the cover. Let’s make a
prediction together. What do you think
 this book might tell us about? Let’s read
to find out if our prediction is right.

*Read Many Kinds of Dinosaurs*

After Reading:
● Last time we met, we did some sentence
writing. We wrote a simple sentence,
added detail to make a better sentence,
and then added even more detail to
make our best sentence. This time, I am
going to read you a sentence, and I want
you to help me make the sentence
better. I wrote this sentence about the
dinosaur that you see in the picture.
Your goal is to be able to help me add
detail to this simple sentence.

*Read simple sentence example on Jamboard*

● I think that we could add something to

this sentence to create a better sentence.
What is one detail that we could add?
(What does this dinosaur do? Where
does he live? What does he look like?)
We can think back to the story that we
just read if we need some help.

● Let’s make this sentence our best

sentence. Give me one more detail that
we could add. (What does this dinosaur
do? Where does he live? What does he
look like?)

● Let’s read our best sentence. This

sentence tells us much more than our

Learning Activity:
● Read The Tinosaur and write
story sentences.
(stop reading on p. 9)
first sentence!
● Now, we are going to read another story RAZ text: The Tinosaur
called The Tinosaur. We will only read a whiteboard, marker
short part of this story. If we have extra
time, we can come back and finish the
story.
● What do you see on the cover? I see
that dinosaur too. Does he look happy?
No! Why might he look like this? Is he
small or big? Could this be why he
looks scared?
● I’m going to start reading this book to
you. All you need to do right now is
listen to me read.
● Now, we’re going to write some
sentences about what we just read, like
we did last time. Do you have your
whiteboard and marker ready?
● The book says something scary is about
to happen. A triceratops says that the
ice is coming! Let’s write a story about
this.
● First, we need to write our sentence
with our character and setting. Who
is/are our characters in the story? Where
are they? (ex. The dinosaurs live in the
forest.)
 ● What problem are the dinosaurs going
to have? (ex. The dinosaurs need to
escape the ice.)

● How are they going to solve this

problem? How do you think they will
escape the ice? (ex. The dinosaurs will
run from the ice.)

● Let’s read the sentences that we wrote

together. We wrote our own story!

● Let’s finish the book to find out what

the dinosaurs do.

Conclusion: ● Great job today! We read Many Kinds Jamboard:

● Wrap up, sight word tic tac toe. of Dinosaurs and The Tinosaur, and Grant, Will, Digger
wrote some sentences about these
stories. Our goals today were I can add
details to a simple sentence and I can
write a story. Did we meet our goals?

● (If time is left over) Let’s play tic tac

toe! Read the sight word, and then
move your dinosaur to the space with
the word that you just read. Remember,
you need three in a row to win!

Differentiation: Provide sentence starters or examples, have students help read the text, change sight words, type sentences out for students.

Assessments: Was the student able to add detail to improve the simple sentence? Was the student able to write 3 story sentences? Was the
student able to read and identify sight words?

Post-Lesson Reflective Evaluation:

Grant: Grant really enjoyed this lesson, because he loves dinosaurs. He was very eager to write his
sentences and to read the stories. He also loved telling me all about dinosaurs, and I actually learned
a lot from him this time. His best sentence was “I see the huge t-rex with the swishy tail.” His story
about our character in the Tinosaur story was “TT lives in the jungle. The ice is coming! He will go
into a volcano to stay warm.” I thought it was worth noting that Grant included the exclamation
mark in the problem sentence to show that this problem was scary. It was interesting to me that
when I asked him about the volcano being too hot, he was sure to tell me that the temperature of the
ice and the volcano would balance out. I think that Grant’s oral narrative skills are great for his age,
and he loves to tell stories. While reading, we had to stop on each page so that Grant could tell me
all about the dinosaur that was pictured. I also think that tapping into something that he was really
interested in helped him to stay focused and on track. We ended up getting our work done super
early, and had lots of time to play our tic tac toe game. Grant was able to read all of the sight words, and was very intent on beating me each
time. Overall, I think this was the most successful lesson so far with Grant, as he was very motivated and eager to work.

Will: Will had a little trouble focusing during this lesson. I think that both of my students were more focused on looking at their whole faces in
the camera without their masks on. Will was very reluctant to write out any of our sentences, and
the only sentence I got him to write was “I see the baby t-rex.” He kept telling me that he did not
want to write, so I ended up just recording their sentences on the Jamboard for them. However, it
was much easier to understand him without his mask, and I think that helped him stay more calm
than he was during our lesson last time. I’ve noticed that when Will is frustrated, doesn't want to
do something, or cannot do something, he gets very worked up quickly. He was also very intent
on not answering questions, and just wanted to read the story. I did get him to answer a few of my
questions, and he did a better job of staying engaged towards the end of the story. We began
talking about what we would do if we had a pet dinosaur, and I had them draw their own pet
dinosaurs, since Will loves to draw. During this part of the lesson, he was engaged and eager to
talk about his dinosaur and what he would do with it. I even got him to read me a part of a book
towards the end of our lesson, with a little prompting.

Digger: Digger did a great job with this lesson, and was very excited to read about
dinosaurs. Digger had some great ideas for our better and best sentences, and wrote “I see
the blue baby t-rex.” Something I’ve noticed about Digger is that he wants to spell
everything correctly, and will usually wait for me to type the sentence on the Jamboard
before he will write it. Today, I asked him to write the sentence on his own, and he told
me that he couldn’t. For the sake of time and saving frustrations, I wrote the sentence out
for them. I would definitely say that Digger is stronger in reading and writing, and Will is
stronger in oral narration. Many times when I would ask Digger questions, he wouldn’t
know what to say, but it seemed like he could write his thoughts out easier. Towards the end of the lesson, he stated that he wanted to read
another story. Digger is a very advanced reader, and he was able to read a level C book about spiders very accurately and fluently. After a few
pages, Will joined in the reading also. Having Will and Digger as partners has been interesting to me, because Digger is very eager to read and
write, while Will is more interested in narrating, drawing, and listening to stories.