Instructional Sequence
Unit Name:
Neighborhood
Lesson
Unit 6 Week 3
Number of days:
4-5
Text(s)
Alicia’s Happy Day
Written Communication
Objectives: SWBAT use a combination of drawing, dictating, and writing to compose an informative/explanatory text in which they name what they are
writing about and supply information about the topic.
Writing Standards:
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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed
L.K.1b Use frequently occurring nouns and verbs.
Task
Brainstorm-Remind children that In Alicia’s Happy
Day, while Alicia walked through her neighborhood
and celebrated her birthday, she saw many special
things. Discuss with the students some of the
things she saw. Give an opportunity for students
to role play what actions Alicia saw in her
neighborhood. Create two lists, one of what she
saw and the other of what they do. Explain that
lists can help you retell a story. Give a few
examples and then let students add to their own
list. Next to each list give students an opportunity
to draw a picture. See TE pg. 1487…
What She
Sees
man in the
store
flags
taxicabs
orange lady
Purpose
To have a discussion about what Alicia sees in her
neighborhood and write lists.
Audience
Teacher/Peers
To 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.
Teacher, family members, peers
What They
Do
waves
fly
stop
gives a
peel
1-2 days
Responding to literature: Retell the story using the
retelling cards. Have students sit in pairs and give
them the opportunity to retell the story to each
other. Remind them that they can help each other
fill in details they don’t remember. Discuss with
them when retelling a story, it helps to use
sequencing words. Have students write about
what happened in the book using sequencing
words. Create an outline on a chart or on the
whiteboard. Discuss what happened in the book.
Have students write about those events in the
order in which they happened by using the
attached template. Students should also draw
reactions of the events.
1-2 days.
Culminating Activity:
Discuss with students that they will be writing
sentences about Alicia’s Happy Day. Use the
following frames:
A ____ waves at you.
A ____ flies for you.
______ stop for you.
______ sing for you.
Use frames as needed. Have students circle nouns
and underline verbs. For students that need to be
challenged they can a use the frame and add an
adjective to their sentences/frames. Example, Nice
friends sing for you. Review student writing to give
guidance as needed. Students can draw a picture
to go with the sentences.
To 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.
Teacher, peers, parents/guardians, siblings, etc.
2-3 days
Oral Communication
Objectives:
SWBAT participate in collaborative conversations with diverse partners about kindergarten topics and texts.
SWBAT confirm understanding of a text read aloud and will ask and answer questions about key details.
Speaking and Listening Standards:
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
a. Understand and follow one- and two-step oral directions. CA
Comprehension and Collaborative - activities/structures:
Check for understanding
Kagan strategies
Group work
Partner Share
Presentation of Knowledge and Ideas – activities/structures:
Students will pair up with students and explain what they learned about the community workers and what they do. Then have students share to the class
about one community member their partner talked about.
Academic Language:
Discuss, dialogue, graphic organizer/table, summarize, retell, story events, sentences
Reading
Objectives:
SWBAT ask and answer questions about key details in a text with prompting and support.
SWBAT with prompting and support describe the relationship between illustrations and the story in which they appear.
Reading Standards:
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
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.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts).
Text Dependent Questions
Question
Answer
On page 3 it says, “may you have a day that’s twirly-swirly”. After looking at
the illustrations what do you think twirly-swirly mean?
Why is Alicia dancing?
On page 6 what does Alicia see?
What does the text say about the flags?
On page 9 what stops for Alicia?
How does she feel about the taxicabs stopping for her? How do you know?
Happy, fun, answers may vary…
What does the airplane write in the sky?
Based on the text, why do you think the airplane wrote happy birthday?
What does the sign say?
What is the squirrel giving Alicia?
What does the acorn have on it?
Why is the squirrel giving Alicia a present?
The airplane writes happy birthday. P.10-11
The airplane wrote happy birthday because it’s Alicia’s birthday.
“Walk” in time for you. P.12
An acorn P.14-15
A bow
It’s her birthday
What do Alicia’s friends draw for her?
What does the orange lady give Alicia?
The icy man is handing Alicia a helado de coco. Based on the illustrations in
the text, what is a helado de coco?
Who is Mammi and Poppi?
They draw a birthday cake. P.16
The orange lady gives Alicia a ribbon of peel.
Based on the illustrations, the icy man hands Alicia an ice cream.
She heard salsa music P.5
She sees flags. P.6
May the flags fly for you. P. 7
The taxicabs stop for Alicia. P. 9
Alicia feels happy. We know because she is smiling. P.8
Alicia’s parents P.22
What evidence from the illustrations shows that Mommi and Ppppi are
Alicia’s parents?
Answers may vary…
Look at the picture on page 23. What is a bobo? How can you tell?
A bobo is a pacifier P.23
That’s the only thing that the baby is giving to Alicia.
Alicia stopped at the bakery.
She stopped because her family/friends where there to celebrate her
birthday and give her a cake.
Where is the last place that Alicia stopped at?
Who was there?
Why did she stopped there?
After listening to the story and looking at the pictures was Alicia in her
neighborhood? How do you know? What evidence from the text makes you
think that way?
Who does Alicia see in her neighborhood?
Yes, Alicia is in her neighborhood. We see her walking to every place she
stops at.
Music store man, cab driver, orange lady, icey man, baker, and her
family/friends
Scaffolds
English Learners
Special Needs/Other Differentiation
Sentence Frames
Sentence Frames
Simple step directions in a variety of ways.
Reread story in a small group and review vocabulary.
Realia
Simple step directions in a variety of ways.
Reread story in a small group and review vocabulary.
Realia
Name: __________________________________________________________________
What She Sees
What They Do
Illustration
Name: __________________________________________________
First___________________________ Next____________________________
___________
__________
Then____________________________ Finally_________________________
_________
___________
Name: _____________________________________________________________
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------