Wk 1: What is a cycle? How do we see and experience cycles in our everyday lives?
Wk 2: What are the four seasons? How do we experience the season of autumn? What is the seasonal cycle of trees?
Wk 3: How do animals experience the cycle of the seasons? How do they respond to seasonal changes in autumn?
Wk 4: What is the seasonal cycle of apple trees? How do people respond to the seasonal cycle?
DAY 1 - SEED 1
DAY 2 - SEED 2
DAY 3 - SEED 3
DAY 4 - SEED 4
DAY 5 - SEED 5
DAY 6 - SEED 6
DAY 7 - PLAN 1
DAY 8 - PLAN 2
DAY 9 - SEED 7
DAY 10 - SEED 8
DAY 11 - SEED 9
DAY 12 - SEED 10
DAY 13 - SEED 11
DAY 14 - SEED 12
DAY 15 - SEED 13
DAY 16 - SEED 14
DAY 17 - SEED 15
DAY 18 - SEED 16
DAY 19 - SEED 17
DAY 20 - SEED 18
CCSS Standards for this Unit
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4 Weeks - "Unit at a Glance" Organizer
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This unit is designed to progress from the general to the specific, from the simplest to the complex. Each week, concepts are introduced on Day 1, both in
shared reading selections and interactive read-alouds. This establishes the weekly theme, under the broader context of the unifying topic - cycles. Throughout
the week, the concept is developed, layering in richer texts, videos, authentic experiences, and a variety of writing connections that capture students'
learning (formative assessments). Day 5 selections provide greater text complexity, challenge, and higher-level thinking; they relate back to the concept or
theme, presenting a different or deepened perspective. Conclusively at the end of each week, students contribute to a cumulative bulletin board about cycles
and a digital slide show that summarizes the weekly theme, looping the learning continually back to the unifying topic.
There are daily opportunities for students to read, interact with, and experience the best of children's literature (shared reading) and the highest
quality of informational texts (content interactive read-alouds and leveled emergent readers for guided reading).
Students respond to content interactive read-alouds on a daily basis. Formative and summative assessments provide students with a variety of modalities and
product options for demonstrating their understanding, while attention is still maintained to the integrity of teaching and reinforcing foundation writing
skills. All writing connections are text-specific, reflective of shifts in the Common Core.
Students demonstrate their understanding and respond to the text through speaking and listening, hands-on experiences, product options, and a
variety of writing connections. They contribute to group and peer discussions, draw and write to complete sentence frames, draw and label pictures on graphic
organizers, draw and dictate to express opinions (preferences), work in cooperative groups, as well as contribute to shared writings - class lists, webs,
digital slide shows (weekly, summative), and an evolving bulletin board about cycles. In short, their cumulative learning is reflected in their speaking and
Differentiated strategies for extra support and ELL:
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson seeds included are ideas for the standards that can be used
to build lessons. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. The Kindergarten ELA Calendar – Unit at a Glance – provides daily recommendations
for literary and informative reading standards for all reading selections, from which lessons may be constructed, as well as suggestions for corresponding writing connections