Unit K.

2: Good Friends
English as a Second Language
5 weeks of instruction

Disclaimer. For legal purposes in connection with the Civil Rights Act of 1964, as amended, the use, singular or plural, of the terms: child, student, teacher, professor, educator, principal, secretary, and any other term that may refer to both sexes, includes both masculine and
feminine

STAGE 1 – (Desired Results)

In this unit, the student reads, writes, acts out, and expresses verbally what it means to be a good friend and compares him/herself as a friend to characters in stories. Stories about friendship
Summary:

give the student examples of how to be a good friend and why choosing words carefully and accurately helps make friends and resolve conflicts. In addition, the student plays games and sings
Unit

songs to learn how to share, follow instructions, and practice cooperative skills to build classroom community; he/she also develops phonological and phonemic awareness skills through rhymes
and study of high-frequency words.
Transversal

Generator
Themes
Themes

Equity and Respect among All Human Beings Education for Problem-Solving and Decision-Making
Empathy and Respect

Transversal Themes Comments and Questions

• Equity and Respect among All Human Beings

Why is it important to respect our differences?

How are we the same or different from others?

The Puerto Rico Department of Education does not discriminate in any way on the basis of age, race, color, sex, birth, veteran status, political or religious ideology, social origin or condition, sexual orientation or gender identity, disability or physical or mental impairment; nor for being a
victim of domestic violence, sexual assault or stalking.

Page 1 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

Essential Questions (EQ) and Enduring Understanding (EU)

EQ1. How can I use words to improve my relationship with others?
EU1. We use words and expressions to convey how we feel about ourselves and others. By using our words carefully and accurately we can improve relationships and our community.
EQ2. What qualities does a good listener have?
EU2. When I listen to understand, I can build a better relationship with others.
EQ3. What does it mean to be a good friend?
EU3. Good friends support each other with words and gestures. Friendships can be deepened or broken depending on one’s words or actions.
EQ4. How are characters like us?
EU4. Characters change and grow, just like us, depending on events and experiences we have.

Transfer (T) and Acquisition (A) Goals

T1. The student will leave the class and be able to use basic, accurate vocabulary to describe what it means to be a friend and to identify and compare the similarities and differences between him/herself
and characters in stories. He/She will also be able to share ideas, follow basic instructions and routines, and be a contributing member of his/her school community.

The student acquires skills to...

A1. Follow basic instructions to complete a task, asking and answering questions appropriate to topic or task.
A2. Use words and phrases acquired through conversations and read-alouds.
A3. Identify key details in a story read aloud.
A4. Use a combination of drawing and labeling to compose short informational texts to name what they are writing about and supply some information about a topic.

Page 2 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

Puerto Rico Core Standards (PRCS)

Listening and Speaking
[Link].1.1 With guidance and support, listen to and interact with peers and teachers during read-alouds, social interactions, group activities, and informal oral presentations.
[Link].1.1a Follow basic instructions and ask and answer routine questions appropriate to the topic.
[Link].1.1b Listen and respond to simple commands and 2-step instructions and directions.
[Link].1.1c Offer and respond to greetings/farewells using appropriate courtesy expressions.
[Link].1.1d Repeat and respond to chants, poems, songs, and rhymes using phrases, physical movement, etc.
[Link].1.1e Listen and respond to simple 5W and 1H questions.
With guidance and support, engage in collaborative conversations and relate personal experience or story information by asking and answering simple yes/no and 5W questions
[Link].2.1 using gestures, words, and simple phrases.
[Link].3.1 Use common verbal and nonverbal gestures, single words, and simple phrases when interacting with others, retelling texts, and recounting experiences.
React to conversations, texts, and oral presentations orally or using physical actions and other means of nonverbal communication to show comprehension (e.g., to express
[Link].4.1
feelings, opinions, etc.).
[Link].5.1 With guidance and support, offer opinions about a topic or text using simple single-word or short-phrase answers with respect and tolerance.
[Link].5.1a Produce simple statements or beliefs using sentence starters or language models.
[Link].6.1 Describe personal experiences and familiar topics using vocabulary and details appropriate to the situation and filling in gaps in oral English with first language.
Plan and deliver brief oral presentations on a variety of familiar topics using illustrations, words, phrases, or vocabulary from a text. (e.g., integrating technological/digital
[Link].7.1 resources)
[Link].7.1a Retell simple events in a proper sequence, and describe familiar activities, topics, or objects in group, sharing activities and using gestures, key vocabulary, and simple phrases.
[Link].7.1b Recite, memorize, or present, rhymes, poems, or songs.
Foundational Skills
[Link].1.1 Demonstrate understanding of the organization and basic features of print.
[Link].1.1b Recognize that spoken words are represented in written language by specific sequences of letters.

Page 3 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

[Link].1.1d Understand that words are separated by spaces in print.

[Link].1.1f Recognize that print conveys specific meaning and that pictures may support meaning.
[Link].2.1 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
[Link].2.1a Recognize, generate, and produce rhyming words, including nonsense words.
[Link].3.1 Understand and apply grade-level phonics and word analysis skills to decode short and long sound patterns. (See assessment tool in the appendix.)
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant (e.g., a, m,
[Link].3.1a t, p, o, n, c, d).
[Link].3.1c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) (50 or more).
Reading
K.R.2.1L Identify key details in a story read-aloud.
K.R.3.1L Use the 5W and 1H questions to identify setting, characters, events, ideas, or pieces of information in a literary text.
K.R.5.1a Identify rhyme in a poem.
K.R.6.1L Name the author and illustrator of a story and define the role of each in telling the story.
Use illustrations (picture cues) to identify story details and categorize similarities and differences between characters and details within a variety of texts (e.g., nursery rhymes,
K.R.7.1 folktales, etc.) or when viewing multimedia resources.
K.R.7.1a Use titles, headings, and illustrations to predict and confirm text topics.
K.R.9.1L With prompting and support, identify the adventures and experiences of characters in familiar stories.
Writing
K.W.1.1 Use a combination of drawing and labeling to express preferences and opinions (e.g., My favorite book is . . .).
K.W.2.1 Use a combination of drawing and labeling to compose short informational texts to describe what they are writing about and supply some information about the topic.
Use a multimedia element to enhance a written task. Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, audio, or digital representations. At
K.W.5.1a this grade level, the element should relate to the task. It does not require but can include the use of computers.
Language

Page 4 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

[Link].1.1 Demonstrate command of English grammar and usage conventions when writing or speaking.
[Link].1.1b Use common nouns and present tense of basic verbs (e.g., I walk home.).
[Link].1.1c Produce simple sentences or phrases with basic structure that include adjectives (e.g., The dog is big.).
[Link].5.1a Act out word meanings. Demonstrate increasing specificity of vocabulary (e.g., transitioning from calling something an animal to calling it a dog or a cat).
[Link].5.1b Recognize, sort, and classify common objects into basic categories (e.g., shapes, foods) to gain meaning. Relate vocabulary to background knowledge.
[Link].5.1c Make and explain connections between words and their usage (e.g., emotions: happy, sad, etc.; or family members: funny, old, etc.).
[Link].5.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, and how)
[Link]. 6.1 Use words and phrases acquired through conversations or read-alouds or when responding to text.

Page 5 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)

Alignment to Content Focus Content Vocabulary Performance Tasks Other Evidence Learning Activities
Learning (The student understands...)
Objectives
PRCS: How to listen and respond Basic commands (e.g., Class Discussions Total Physical Greetings and Farewells
[Link].1.1 to basic commands. open/close the door, Response (TPR)
[Link].1.1a raise your hand, sit down, The student recites rhymes, poems, and Assessment Oral response to song “Good Morning”
[Link].1.1b stand up, open /close songs, and demonstrates the use of topic- The teacher begins each morning with the
[Link].1.1c How to listen and respond
to basic instructions. your book) related vocabulary in discussions. The teacher uses TPR to song, “Good Morning,” which is sung in the
[Link].1.1d assess if the student rhythm of “Frere Jacques.” The song can be
[Link].1.1.e High-frequency words adapted to the time of the day: Good
[Link]. 2.1 How to offer and respond Greetings (e.g., Welcome, understands basic commands
[Link].3.1 to greetings and farewells Good Morning, Good for the classroom in every afternoon or Good evening. At the end of
[Link]. 4.1 Afternoon, Good Evening, Practice and learn the 10 new high- unit. the unit, the teacher sees if the student can
using appropriate courtesy
[Link].5.1.a Thank you, How are you? frequency words from the list provided in The teacher asks the student respond properly to the call-and-response
expressions.
[Link].6.1 Goodbye) unit K.1 (see attachment in unit K.1: High- to demonstrate commands: song. (Words in bold sung by teacher, in
[Link].7.1 Verbal and nonverbal
frequency word list). (e.g., sit down, open the italics by students).
[Link].7.1a book, close the book, stand Good morning, good morning,
[Link].7.1b forms of communication. Verbs related to school
Phonological Awareness & Phonics up, get a pencil). How are you? How are you?
[Link].1.1 (e.g., listen, read, write,
High-frequency words for sing, talk, sit, stand, line Very well, I thank you, Very well, I
[Link].1.1b On a weekly basis, Phonological Oral Assessment: What do thank you,
[Link].1.1f this unit. up, clean up, open, close,
awareness and Phonics Activities/Games How about you? How about you?
[Link].2.1 run, walk) we do at school? The teacher
should be performed. The teacher in uses pictures to have the (In the Second verse the teacher replaces
[Link].2.1a Phonological and
[Link].3.1 each unit should use the suggested skills student use nonverbal and/or “good morning” with “good afternoon” and
phonemic awareness. Words to answer
[Link].3.1a trace to present sounds and words. Refer verbal cues to indicate how in the last verse the teacher says “good
questions (e.g., yes, no,
[Link].3.1c to attachment K.1: Phonological to act in school (see evening.”)
Rhymes. is, isn’t)
K.R.2.1L Awareness Games/activities. attachment K.2: Other
K.R.5.1a Expressions for answering Evidence – What do we do at The teacher role-plays with puppets how
[Link].1.1d Interaction expressions Phonological Awareness school?). to greet each other and say farewell in
questions and following (e.g., I feel , I am , I Blend Onset and Rime Interaction Observations English. The teacher reads and the
directions. need ,I Phonics student creates puppets based on the
Page 6 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

(don’t) like, Can I borrow Letters Aa (Short a) (see attachment K.1: Other book Do You Want to Be My Friend? by
How to use basic ? Vowels and Consonants Evidence – Interaction Eric Carle to reinforce greetings and
vocabulary to identify Can I use ?, Rubric). During playtime, farewells, as well as language involving
EQ/EU: familiar concepts related Would you…? Excuse me, Phonological Awareness sharing, or work time, the how to be a friend.
EQ1,EU1 to interactions with peers. Thank you, Please) Blend Onset and Rime teacher observes the
Segment Onset and Rime student to see if he/she is The teacher reads aloud Yo! Yes? and Ring!
T/A: How to use expressions to The five senses: sight, Phonics using appropriate words Yo? by Chris Raschka and compares how
A1, A2 demonstrate engagement hearing, touch, smell, and Letters Tt such as: I feel …, I am…, I the kid greets other kids (e.g. “Yo!” versus
during story time. taste Short a, Long a need…, I (don’t) like, Can I “Good Morning!”) and shares different
borrow…? Can I use, Would ways of saying hello in English and in
The five senses (sounds Question words: Who, Phonological Awareness you…? Excuse me, Thank Spanish to show the student the difference
like, looks like, feels like, What, Where, When, Blend Onset and Rime you, and please to express between formal and informal language.
tastes like). Why, and How Segment Onset and Rime his/her needs and wants. Other books with different greetings can be
Phonics used; refer to the Suggested Literature
How to listen and Classroom items (e.g., Letters Cc (/k/) The teacher uses the Connections. The student makes cartoons
respond to routine chair, table, desk, word Interaction rubric to write or comparison drawings or role-
questions during wall, chalkboard (or Phonological Awareness down observations and plays when to say “Yo” and when to say
story time—Wh whiteboard), pencil, Blend Phonemes sentence starters used to “Good Morning.” The teacher uses
questions and 1H. paper, paint, crayon, Phonics monitor the student’s sentence starters, “I use Yo” (when I talk to
marker, glue, scissors, Letters Pp progress. my friends) and “I use Good Morning”
How to write the letters eraser) (when I see teachers and adults, at school
that represent his/her Phonological Awareness “Words Matter.” The teacher and home).
first name. Shapes (triangle, square, Blend Phonemes discusses how speaking can
circle) Phonics make friends and help The teacher creates a poster for
How to illustrate to Review Letters Aa (Short a), resolve conflicts. The teacher classroom display of places where the
express feelings, concepts Sizes: Big-bigger connects to vocabulary from student can use“Yo” and “Good
Tt, Cc (/k/), Pp
related to family, and Small- smaller Unit K.1 about sharing morning/afternoon/evening.”
personal experiences. feelings to solve problems.
My Five Senses
The student brings back The student matches pictures of the sun,
Learning the five senses helps children
The behavioral his/her puppet from “Glad sunset, and moon to “morning,”
better explore the world around them.
Page 7 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

expectations in class (listen Refer to attachment K.2: My five senses for Monster, Sad Monster” or “afternoon,”and “evening.”
when others talk, take a lesson plan with a series of activities to creates puppets from a story The teacher reads aloud Goodnight Moon
your turn when speaking help the student gain a better from this unit and models by Margaret Wise Brown and has the
by raising your hand, work understanding of sight, hearing, touch, solving a problem using student chant “goodnight” every time the
together, try hard). taste, and smell. words. character says it. The teacher has the
student point out different vocabulary
How to identify and care Shape Hunt words mentioned (e.g., kittens, mittens,
for classroom items. The student finds examples balloon) or answer questions “Is it a? Yes
of shapes around the room or no? Introduce questions words and read
Basic shapes and how to and the school (see aloud a book of the teacher’s or student’s
describe the properties of attachment K.2: Other choice.
each shape and also sort Evidence – Shape Hunt).
and classify other items Classroom Care
according to their form. Question Observation Sheet
The teacher has the student find examples
How to orally complete (See attachment K.2: Other of classroom items (e.g., chair, table, desk,
sentence starters to Evidence – Question Record). word wall, chalkboard (or whiteboard),
express comparisons of During readalouds, role-play, computers, pencil, paper, paint, crayon,
shapes and their sizes. or activities regarding the marker, glue, scissors). The teacher models
text, ask students questions how to care for the materials and where
and record their answers. they go. If the teacher has his/her own
classroom, have labels in English describing
Word List and Individual the materials.
Oral Assessments
During cleanup time, the teacher signals it
Continue with Word List and with a musical instrument (triangle, bell,
Individual Word List Oral drum) and sings the song, “Clean up, clean
Assessment (see Resource 1: up, everybody everywhere, clean up clean
Oral Assessment for up, everybody do your share” while
Vocabulary Acquisition). cleaning to reinforce teamwork and

Page 8 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

classroom expectations.
Word Walls
Class word wall for this Shapes
section should be centered
on shapes, sizes, family, The teacher asks the student, “What do
greetings, and farewells. (See we already know about shapes?” The
attachment Resource 2: teacher brings in various objects that
Using Word Walls to improve have circles, squares, and triangles. The
instruction.) teacher uses the regalia to describe the
properties of each shape (number of sides)
and has the student bring in examples from
home. In pairs, students sort items by
shapes into categories. The teacher has
them explain, “This is a . It has
sides.” The
teacher asks the class, “What shape is it?”
and uses attachment K.2: Other Evidence –
Question Record as a model for his/her
anecdotal records notebook.

Using technology, the teacher can

provide for additional practice by playing
a video or song every day to introduce
names of shapes and numbers of sides.

The student compares and sorts shapes

by saying it is “bigger” or “smaller.” If the
student is more advanced, he/she can try
“This is bigger than that.” The teacher
sets up a shape store, where the student

Page 9 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

role-plays selling items that are different

shapes.
Use sentence starters
“I would like two _______________” or
“Can I have one___________________?”
The students use real pennies to make
financial transactions. They can also ask for
a “bigger ____________” or “smaller”
shape.
Another variant of this activity is that every
time a student asks for a shape, the other
student can draw the shape to order (“I
would like a red triangle.” “I would like a
BIGGER red triangle.”)

Page 10 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)

Alignment to Learning Content Focus Content Vocabulary Performance Tasks Other Evidence Learning Activities
Objectives (The student
understands...)
PRCS: How to use expressions • Friendship How to Be a Good Friend Literacy/Writing How to Be a Good Friend
[Link].1.1a to demonstrate words (e.g.,
K.L.S.1.1d engagement during story kind, help, The student creates a poster showing The teacher continues What does it mean to be a good
[Link].2.1 time. share, borrow, what it means to be a good friend. It observation of the friend? The teacher reads stories on
[Link].4.1 excuse) will include drawings, photos, cutting student’s signature. Use friendship. Some suggestions are Best
and pasting and writing key words from attachment K.1: Other Best Friends; Do You Want to Be My
[Link].5.1 High frequency words
vocabulary (teacher created). Evidence – Checklists for Friend?; Chrysanthemum; or other
[Link].5.1a Phonological and • Activity words—
Literacy to note progress of related stories.
phonemic awareness verbs to
[Link].6.1 describe what
With a partner or on his/her own, the student’s writing; refer also
Rhyme a week student shares the poster and “teaches” The teacher brings in a picture with
[Link].7.1 they like to do to attachment Resource 4:
[Link].7.1a other kids how to be a good friend. Developmental Stages of his/her own friends and shares
How to use descriptive (e.g., read, play,
Writing. activities he/she does with his/her
[Link].1.1 words and action words laugh, dance,
friends. The teacher writes up actions
The teacher observes and writes down
[Link].1.1a (adjective and verbs) to listen, share,
in teacher observation journal what Observations and Oral he/she shares with a friend (a friend
describe people. run, swim)
[Link].1.1d words student uses to describe actions Assessments: Word Wall helps, listens, is kind, talks to him/her,
[Link].1.1f and adjectives from readalouds and the Words and Individual plays, dances, etc.).
The actions of a friend • Adjectives and word wall that describe being a friend. In Word Lists For descriptions
[Link].3.1d (a friend helps, plays, verbs describing addition, the student can act out of use, see attachments The teacher has the students share in
K.R.2.1L listens, talks, shares, characters (e.g., prepared posters. Resource 2: Using Word pairs what they do with their friends.
K.W.1.1 eats, reads). nice, kind, Walls to Improve The teacher discusses whether
K.W.2.1 friendly, smart, Instruction and Resource 3: listening helps one be a good friend.
funny, mean, Individual Word Lists. Use The teacher reads aloud The Listening
K.W.5.1a
Page 11 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

[Link].5.1a scary, pretty, attachment Resource 1: Walk about how listening helps open
[Link].5.1b tall) Oral Assessment for us up to the world around us. Or see
Vocabulary Acquisition as a Suggested Literature
[Link].5.1c way of monitoring Connections. The teacher creates a
[Link].5.1d vocabulary usage. class word list for the student on what
[Link].6.1 he/she does with friends so that these
Class word wall for this words can be on the class word wall
section should be centered and the student can use them in
EQ/EU: on verbs and adjectives and his/herwriting. The student can say
friendship words or is a good friend because…
EQ2/EU2 characteristics. (See
EQ3/EU3
attachment Resource 2:
Using Word Walls to
T/A:
improve instruction.)
A1 A2

The teacher selects songs

from attachment K.2:
Learning Activity – Songs, to
sing songs about friends.

Page 12 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)

Alignment to Content Focus Content Vocabulary Performance Tasks Other Evidence Learning Activities
Learning (The student understands...)
Objectives
PRCS: Story elements (character, Story Elements: Same and Different Journal Writing Characters are the “Same” and
[Link].1.a setting, problem, solution). Title “Different” from Me
[Link].4.1 After reading books about friendship, The teacher gives some
The title, author and Author
[Link].2.1 refer to Suggested Literature sentence prompts for the Introduce same and different concept. The
illustrator. Illustrator
[Link].5.1 Connections. The student reflects on one stories read aloud and for teacher reads or rereads some books about
[Link].5.1a Character of his/her own friendships and the “same” and “different” friendship. The student shares: Who is the
The classification of "same" Setting
[Link].6.1 characters’ friendships in the story and concerning the story story about? Where does it take place?
and "different."
Problem and solution looks at how they are the same and characters, settings, story What happens? The student shares
[Link].7.1a
different from his/her friends. The actions, etc. activities the character did with his/her
[Link].1.1 How to respond to
student completes a Venn diagram and friends. The teacher makes a list on chart
reading prompts verbally Activity words—verbs to
[Link].2.1 describe what they like to pictures can be used, to compare Venn diagram comparisons: paper for the student to refer to. I like to
or nonverbally (acting,
[Link].3.1c do (e.g., read, play,laugh, themselves to that friend and/or The teacher models on chart . The character likes to . The
pointing, nodding) (e.g.,
character. paper one comparison teacher makes a “same” and “different”
K.R.2.1L “Show me”, “Which of dance, listen, share, run,
swim) between a story character book for the class library. Each student gets
K.R.3.1L these ?”, “Point to
The teacher shares orally with the class and self for the student to 1–2 pages. One page is for how they are the
”,“Is this a
K.R.6.1L by saying is like make further comparisons. same; one is how they are different. The
?”). Adjectives and verbs
K.R.7.1 him/her because… The student tries 2–3-way teacher uses the vocabulary from the unit
describing characters
comparisons with word wall. The student presents his/her
K.R.7.1a High-frequency words (e.g., nice, kind, friendly,
him/herself and story page(s).
K.R.9.1L Phonological and smart, funny, mean,
scary, pretty, tall) characters or compares one
K.W.1.1 phonemic awareness story about friendship to
K.W.2.1 Rhyme a week another.
[Link].1.1
[Link].1.1b Word Walls
Page 13 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

[Link].1.1c Class word wall for this

section should be centered
on Story Elements: Title
Author, Illustrator
Character and character
EQ/EU:
traits
EQ3/EU3
EQ4/EU4 Setting
Problem and solution
T/A: Adjectives and words
A3, A4 describing characters
(See attachment Resource 2:
Using Word Walls to improve
instruction.)

Page 14 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

Stage 3 – (Learning Plan)

Suggested Literature Connections

Department of Education English Program Kindergarten Grade Textbooks

Building Blocks for Reading Textbook and Activity book: Contains readings emphasizing spelling patterns to help students become familiarized with words that they will use in their grade-level
textbooks. The activity book has practice activities on the alphabet of phonetic patterns.

Journeys—Book K-1 contains picture books with no text and some have the sentence starter “I like…” emphasizing letter vocabulary representing the sound.

Units 1-3 present the letters Mm, Ss, Aa, Tt, Cc, Pp
Journeys—Book K-2 Units 3-6 Picture Books for teaching Phonological Awareness and Phonics
Journeys Reader’s Notebook contains practice on alphabet letter writing, phonics, reading comprehension graphic organizers, language and writing skills. The notebook also contains High-
frequency Word Cards.
Journey Writing Handbook contains writing forms for different types of writing: narrative, informative, and opinion writing.

Toy Box—Student and Activity book

Some units that correlate to learning activities in this unit.
Unit 1 Our School
Unit 2 Me
Unit 3 Home and Family
Unit 4 My Abilities
Unit 5 Weather
Unit 14 A Play Date

Zaner-Bloser Handwriting

Page 15 of 16
 Unit K.2: Good Friends
English as a Second Language
5 weeks of instruction

Writing Positions, Basic strokes

Writing Letters
Numerals
Writing prompts: My Family, My favorite Season, The Weather

Additional Reading Resources suggested in the unit: If technology/internet is available, the literature listed below can also be found online for extra practice and assessment.
• Eric Carle
Do You Want to Be my Friend?
• Margret Chodos-Irvine
Best Best Friends
• Kevin Henkes
Chrysanthemum
• Chris Raschka
Yo! Yes? and Ring! Yo?
• Paul Showers
The Listening Walk
• Margaret Wise Brown
Goodnight Moon

Additional Resources

DE Digital académico: [Link]

Page 16 of 16