Students will review the text content by viewing Drag and Drop slides in Nearpod. This activity focuses on feeling words that appeal to their senses. Students will view various text phrases and images to determine which feeling word is shown through text evidence. Students will drag the correct feeling word to the slide as they complete the task. The activity is completed with a Time to Climb quiz focused on appealing to senses. Kindergarten Wonders Unit 8 is used for this lesson. 

 Students will participate in small groups to ask (generate) & answer questions about a text. Students can respond to a fiction or nonfiction text using the available resources. Students will listen and respond to peer answers to further explain or discuss the given “mat card”. Students will program their BeeBot to go to the location. 

Students will respond to prompts within the Pear Deck lesson to show their knowledge and mastery of the role of the author & illustrator. Students will draw, drag, circle and write responses within the activity, therefore depending on class abilities, it can be completed whole group, small group or in literacy stations. This can be used with any Wonders Unit. 

 In this lesson, students will work interactively through the Hyperdoc using the story Birth of an Anthem in  their Wonders Literature Anthology. The lesson will begin with discussion about what an anthem is and how it could represent a country, place, etc while providing students with background knowledge of the Star Spangled Banner by watching the youtube link below.   As students complete both readings of Birth of an Anthem, students will work through a hyperdoc focusing on various reading skills; identifying key ideas and details, summarizing, analyzing text structure (cause and effect).  

Students will work in small groups to draw concept cards (character, setting, events, problem, solution, first, next, then, finally), on the BeeBot mat picture cards will be placed from the chosen Wonders Unit texts (Unit 1: Pouch!, Unit 5: My Garden, Unit 8: Bringing Down the Moon). Students will code their BeeBot to go to that space on the mat.

 Students will work in small groups to plan and create a Makey Makey project showing their knowledge of the characters, setting and main events from the text. Students will also write about what happens in the text. Kindergarten Wonders, Unit 7, week 3 will be used. 

 As the teacher begins & introduces the new Unit 4, he/she will be reading the Interactive Read Aloud Card to students, students will be actively listening as they will be doing a culminating comprehension activity: Time to Climb with Wonders content & a Nearpod activity. 

Teacher can project to do this activity for the whole group or students can complete in a station.  There is audio recording for each slide, so students will be able to hear the directions and the statement on each slide. Students will be answering character, setting and main event general questions about the standard as well as text dependent questions. Kindergarten Wonders Unit 9, Peter's Chair text is used for this activity. 

Students will actively engage in the Connections Pear Deck activity with partners or small groups of 3 students. Texts referenced are from Unit 4 of Wonders. Students will make individual and text connections throughout this activity.

Teacher can project to do this activity for the whole group or students can complete in a station.  There is audio recording for each slide, so students will be able to hear the directions and the statement on each slide. Students will be identifying and correcting the 1 error on each slide. Errors deal with capitalization, punctuation: periods, exclamation and question marks. This activity can be completed at any time during Kindergarten Wonders Units.  There is no set Unit of focus as this skill is continuous. 

 Using Wonders Literature Anthology and students Reading/Writing Companion, students will learn “What are different kinds of energy?”.  Students will complete a pre and post assessment for data collection. Students will read about solar energy, wind energy, and fossil fuels. Using information from the text, students will create a poster board to present information about each form of energy and will code a Dash Robot. Students will code Dash to move to the different types of energy, and students will voice record themselves describing and giving detail of each energy form.  

 *To be completed after both reads using share read text “Gray Wolf, Red Fox” in student reading / writing companion - use activity below instead of vocabulary activity on page 136Using Wonders students’ Reading / Writing Companion, students will complete multiple readings of the shared read “Gray Wolf, Red Fox” and gain knowledge about wolves and foxes.  Students will read about how these animals adapt to challenges in their habitat. After multiple reads and activities surrounding the text, students will use the vocabulary and text evidence to complete a three column note sheet.  Using website Quizlet students will create electronic flashcards using information from a three column note sheet.  Students will share their electronic flashcards with a classmate to review terminology prior to completing a Google Form vocabulary quiz.

Students will ask & answer questions with an Informational Text in Unit 4, during week 1. Students will generate questions via flipgrid responses as well as peer interactions. Students will also answer teacher developed questions via flipgrid too.  

 In this lesson, we will be reading “Juanita and the Beanstalk” out of the Reading/Writing Companion. The lesson will begin with a review of story elements. Students will complete a three column note sheet while watching a story element video. The note sheet will also be used for their final activity of this lesson. After reading “Juanita and the Beanstalk”, review the story and it’s vocabulary using PearDeck. Students will complete a response to text writing prompt, as part of planning for their formative assessment. 

 Students will play an L blend matching activity with Nearpod during stations as a review for Reading Horizons L blends lesson as a Transfer activity for Core 4. 

 Using Wonders text and their Reading/Writing Companion, students will learn about the importance of landmarks and monuments to determine how they help us understand our country’s story.  After being provided with a list of monuments,landmarks and national parks, students will select one national park or monument to conduct guided research (students will be provided with an interactive Google Slide to assist in each step).  After conducting guided research, using a rubric students will create a virtual postcard using the Canva platform. *The formative assessment will include students making a virtual postcard using Canva. Students may not know what a postcard is. To help students connect, it would be a great idea to provide students with a postcard and allow them to mail it to a family member, or to another 3rd grade classroom. 

 Upon completion of genre study on poetry, students will create their own limerick.  While reading poems in their Wonders Literature Anthology and Student Reading / Writing Companion, students will learn about inventions through various poem structures.  Students will be provided with a list of inventors to research, selecting an invention to create their own limerick while using “Cold Feet”, “Our Washing Machine” and “Bugged” (p.166) as a model.  Students must include poetry elements such as metaphors / similes, alliteration and rhyming words in their written poem.  Students will record themselves reading their poem using their Chromebook, upload their video into Google Slides and include a photo representation of the invention.

Students will work in small groups to plan and create a Makey Makey project showing the stages of The Grand Old Tree, hence focusing on key details from the text. Students will also write about what happens to the three during different seasons, using details. Text is found within Wonders Unit 5, week 2. 

In Wonders Units 5, 6, 7 teachers will be working on all writing areas (narrative, expository & persuasive), but each Unit will have at least one week on Persuasive/Opinion Writing.  Therefore, Unit 5 & 6 will provide background knowledge on recognizing the difference between an opinion and fact.  Students will be able to learn key components within an opinion statement and begin to develop & write their own opinion statements.  This will provide practice for their end of Unit 7 Opinion Writing piece for Kindergarten. Students will participate in small groups to identify, form and program the route to opinions on the BeeBot map.

 Using Wonders text and their Reading/Writing Companion, students will learn why people immigrate to new places. Students will learn the difference in primary and secondary resources and why it is important to know where to get information. After reading texts from Wonders, students will use Google Earth to explore the places mentioned in the text and complete a Padlet discussing what they notice and wonder about the different locations. Students will be given an interactive note taking sheet on Jamboard to utilize as they read “The Castle on Hester Street”. Students will once again use Google Earth to explore Ellis Island as they begin to read “Next Stop, America!” and will complete a PearDeck text feature hunt. This will lead to a formative assessment where students will use FlipGrid to create a journal entry portraying themselves as an immigrant coming to America in the 1800’s.