Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
Students are asked to point to the title and to name the book, and they are prompted to identify the author and illustrator, which addresses telling a reader the topic or name of the book. After reading, students are asked "What letter was your favorite in the book? Why?", which requires them to state a preference and give a reason. The reading guidance also has students explain what the title often tells the reader about the book.
Lesson 5
Day 5
The Reading Workshop asks students to say whether they liked the A is for Musk Ox book and why, and to say if they would recommend it to a friend and why. The Reading Workshop optional extension asks students to draw a face showing how they felt about the book and describe the emotion. The Writing Workshop has students draw a musk ox, write about it on lines, and tell a story that an adult records (dictation), with the teacher rereading what was dictated.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
Students are asked to point to the title of the book and find the author/illustrator, which has them identify the name of the book. Students are asked "Would you rather be a cat or a dog? Why?", which prompts them to state a preference and give reasons. Students act out character activities and identify which actions belong to Hondo or Fabian, practicing expressing choices about characters' behaviors.
Lesson 5
Day 5
Students are asked to give an opinion about character names when prompted: "Do those names seem like good ones for those characters?" and "If he had a dog or cat to name, what would he name his dog or cat?" Students are prompted to draw a picture of themselves and to dictate two statements about themselves, linking drawing and dictation to written work. Students practice writing (their name and numbers) and are encouraged to attempt written statements, supporting the use of drawing, dictating, and writing as modes of composition.
Unit 3: I - The Little Island
Lesson 1
Day 1
Students are asked to look at the cover and find the title and to say what they think the book will be about, which prompts them to identify the book/topic. QUESTION #5 explicitly asks students whether they would like to visit the little island and to explain why, eliciting an opinion or preference. Activity 1 has students create and draw a picture of the island, giving a drawing task that could accompany an expression of thought. The Web Link prompts ask which islands a child would like to visit and why, further prompting students to state preferences.
Lesson 5
Day 5
Activity 2 asks the child to give an opinion of the book (did she like it? Why or why not? What was her favorite part?), which requires the child to state a preference about the book. Activity 3 asks the child to draw in a journal and to "write" or dictate ideas that an adult records, and then have the child "read" those ideas, providing practice with drawing, dictating, and having writing produced for them.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
The reading questions ask students to state whether the children enjoyed the leaf hunt and to explain why, prompting students to give an opinion and supporting reason. The Optional Extension asks the child to choose her favorite 10 leaves, which asks for a stated preference. The skills list includes that students will use drawing, dictating, and writing to narrate events, indicating practice with those modes of expression.
Lesson 5
Day 5
In Reading Workshop students are asked whether they enjoyed the book and whether they would recommend it to a friend, prompting them to state an opinion about a book. In Writing Workshop students are instructed to draw pictures in their journals and either write words/lines next to the pictures or dictate their ideas while an adult records them, which practices combining drawing, writing, and dictation. Option 2 asks students to identify five things they like and think of a describing word for each, leading them to express preferences.
Unit 6: F - Fireflies
Lesson 5
Day 5
Activity 3 asks students to name their favorite summer activity, draw a picture of it, and write words, ideas, or sentences about it, with dictation explicitly permitted. Activity 2 asks students to discuss whether they liked the story and why, prompting students to state a preference about the book orally. The lesson explicitly encourages drawing, writing attempts, and dictation as modes of composition.
Unit 7: E - But No Elephants
Lesson 5
Day 5
In Activity 2, students are asked whether they enjoyed the book, why or why not, and what their favorite part was, which elicits an expressed opinion about the book. In Activity 3, students draw a picture in their journal and either write words/sentences or dictate something for an adult to write, so students practice drawing, dictating, and writing as modes of composition. The reading activity also has students retell the story in their own words, which gives practice in expressing ideas about a book.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
Students are asked to look at the cover, say what they see, and answer whether they think a million is a lot of cats, which elicits an expressed opinion about the book. The skills list includes "Participate in shared research and writing projects," and Activity 2 has students construct a Venn diagram and write/list similarities and differences between the cats in two books. Guided comprehension questions ask students to explain characters' problems and actions, prompting verbal expression of judgments about story events.
Lesson 5
Day 5
In Activity 3 students are encouraged to draw and write something about a cat and are given the option to dictate a story, write facts, or write a story, which shows use of drawing, dictating, and writing. The prompt explicitly identifies the topic (a cat) for their composition. The activity lets students choose how to organize their work (one page or two-page spread), supporting multiple modes of composition.
Unit 9: G - The Real Mother Goose
Lesson 3
Day 3
The lesson asks the child to identify which poem is her favorite and to say why, giving students an opportunity to state a preference about a text. The teacher/parent prompt to "ask your child what her favorite poem is so far, and why" elicits an opinion verbally that could be dictated. Activity 3 asks the child to produce a poem together and offers to print and share her poem, showing students practice composing a written piece.
Unit 10: O - Owl Babies
Lesson 5
Day 5
Students draw a baby owl using a step-by-step guide and record writing in a two-page journal spread, combining drawing and written work. The lesson explicitly allows students to dictate for an adult to record, attempt to write themselves, or copy after an adult records, showing use of dictation and writing. In Reading Workshop students identify which of two owl books is fiction or nonfiction and discuss clues, which has students refer to and name books during discussion.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
The Reading and Questions section asks students to respond to "What are your favorite activities during each season?", which has students state preferences about seasons. The Skills list includes "Use a combination of drawing, dictating, and writing to compose informative/explanatory texts," indicating practice with drawing, dictating, and writing as modes of composition. These elements show students are prompted to express likes/choices and to use multiple modes of expression elsewhere in the lesson.
Lesson 5
Day 5
Activity 3 asks the child to draw a picture of her favorite season, which requires the child to identify a topic and express a preference by choosing a favorite. The same activity then has the child write or dictate some things she knows about that season, engaging the child in drawing, dictating, and writing to produce content about the chosen topic.
Unit 12: D - Dinosaurs Big and Small
Lesson 4
Day 4
Students are asked to name their favorite dinosaur and give one characteristic and an adjective during the Review, which has them state a preference verbally. In Activity 1, students choose a dinosaur, make a drawing of it, and dictate five facts while an adult records them beneath the drawing. The activities create opportunities for students to use drawing and dictation together.
Unit 13: P - Harold and the Purple Crayon
Lesson 1
Day 1
Students are asked to look at the cover and say what they think the book will be about, and they are asked direct opinion questions such as "What do you think about Harold's adventure? Did it seem fun?" Activity 1 asks students to propose solutions Harold could draw for predicaments and offers an optional extension for students to draw how Harold solved a predicament using a purple crayon. These prompts invite students to state opinions orally and to create drawings related to the story.
Lesson 5
Day 5
The Writing Workshop asks the child to choose a color, draw a picture using only that color, and then write or dictate a description or story about the picture, which requires combining drawing with dictation or writing. The Reading Workshop has the child trace sentences left to right, identify periods, and the teacher circles periods in dictated writing, so students practice sentence-level writing mechanics and punctuation.
Unit 15: R - Rain
Lesson 5
Day 5
Students are asked to name 3–5 of their favorite things and to write or dictate a sentence or phrase about each one, which has them express preferences. Students are also asked to illustrate their sentences or phrases using corresponding colors, which engages drawing alongside dictation/writing. The reading activity has students read the book they wrote about colors of the rainbow to family, indicating they produce a written/drawn product to share.
Unit 16: N - Night in the Country
Lesson 1
Day 1
The lesson asks the child to reflect on the book and answer opinion questions (e.g., "After reading, ask your child what he thought about the book" and questions like "How do you feel about nighttime? Why?" and "Would you like to live in the country? Why or why not?"). The lesson also instructs the adult to tell the child the name of the book, Night in the Country, so students hear and can refer to the book title during discussion.
Lesson 5
Day 5
In Activity 3 students draw a two-page layout (sun and moon) and write about what they do in the day and at night, using marks, letters, words, and dictation of their ideas. Students read their work aloud and read their dictation, and the teacher asks them to add one more thing if possible. The activity concludes by asking students to name their favorite part about their writing.
Unit 17: M - Marshmallow
Lesson 1
Day 1
The reading prompts ask the child to look at the cover and identify that the name of the book is Marshmallow and to say what she thinks it will be about. The prompt "What was your favorite part of the book?" asks the child to state a preference about the book. The lesson also asks questions that prompt opinions about characters (e.g., Why do you think Oliver decided to be friendly?).
Lesson 5
Day 5
Students are asked to decide which animal would make the best pet (expressing a preference) and to draw a picture of that pet. On the two-page spread they dictate responses to fill-in-the-blank poem lines such as "A ________ Poem / A ___________ is a ___________ pet," and the teacher records their answers. The poem format requires students to name the animal (the topic) and state an evaluative word about it (e.g., "wonderful"), combining drawing, dictation, and writing.
Unit 18: U - Umbrella
Lesson 5
Day 5
Activity 3 has students draw a special birthday gift and then write or dictate their thoughts about that gift, practice writing their name with a capital letter, and identify their favorite thing about their writing selection. Activity 2 asks students to reflect on the book Umbrella by saying what they liked about it and whether they would recommend it to a friend, prompting them to state an opinion or preference about a specific book.
Unit 20: K - Kindness
Lesson 1
Day 1
The Skills section explicitly lists: "Use a combination of drawing, dictating, and writing to compose opinion pieces that tell a reader the topic or the name of the book and that state an opinion or preference about the topic or book (e.g., My favorite book is...)." Additionally, Question #3 asks the child to identify a favorite example from the book and explain why, which asks the student to state an opinion and a reason.
Lesson 3
Day 3
After rereading the book, students are asked which act of kindness they found especially kind or thoughtful and whether they agree with the author's idea that a little bit of kindness can go a long way, prompting students to state an opinion about the book. Students reread targeted pages and discuss how one small act of kindness resulted in a series of kind acts, engaging in oral explanation. Students also write observations on the 'Animals in Fiction' chart and complete a lowercase k handwriting page, providing practice with writing skills and recording ideas in writing.
Lesson 4
Day 4
Students dictate items to create an "I Am a Good Citizen!" list that is written on butcher paper. Students are prompted to generate 4–6 ideas and to add illustrations by drawing, cutting pictures, or printing images. Students practice composing content through dictation, drawing, and some writing as they produce and display the list.
Lesson 5
Day 5
Activity 3 instructs the child to choose a favorite book and to write or dictate a brief description of the book and to state reasons he likes it. The activity also directs the child to draw a picture of a favorite scene, thereby using drawing along with writing/dictation. The child is asked to read back his writing or dictation and add one more detail, reinforcing composition and expressing opinion.
Unit 22: Y - Little Blue and Little Yellow
Lesson 5
Day 5
Activity 3 directs students to draw a picture and write about something they saw or found on a nature walk, allowing them to use drawing, words, phrases, sentences, or dictation. Activity 2 has students look at a page of a book and identify quoted speech, which engages them with the book's text and speaker. These activities show students practicing drawing, dictating, and writing and interacting with a book's content.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The text asks the child to give her opinion on whether the book was fiction or nonfiction and to explain why, which elicits an evaluative statement about the book. It asks the child what parts of George Washington's life she found interesting or surprising and whether the book had a happy ending, prompting personal judgments about the story. The activities also have the child write with a quill pen and complete an activity page, showing that the child practices writing mechanics.
Lesson 5
Day 5
Activity 2 asks the child whether she enjoyed the book, why or why not, and whether she would recommend it to particular friends and why, prompting students to state an opinion about the book verbally. Activity 3 asks the child to draw a picture and then write or dictate words, phrases, or sentences about how she celebrates her birthday, providing practice with drawing and dictating/writing for expressing a personal idea.
Unit 24: Q - The Quilt Story
Lesson 5
Day 5
Activity 3 asks students to draw an item or a holiday celebration and then "compose and write or dictate a few sentences" about it, explicitly combining drawing with writing or dictation. The prompts for the personal-item topic ask "How do you feel when you have your item with you?" and the holiday topic asks "what he enjoys about it," which prompt students to state feelings or preferences. Activity 2 has students identify characters' feelings from illustrations, supporting expression of opinion or preference about a story element.
Unit 25: X - An Extraordinary Egg
Lesson 5
Day 5
Activity 2 asks the child to identify quotation marks and then to answer 'what she liked about the book An Extraordinary Egg,' which elicits a verbal opinion about a specific book. Activity 3 has the child draw the extraordinary egg and 'write or dictate a creative story' about it, and then asks the child to state 'one thing she really likes about her story' and one change to improve it. These tasks show the child practices drawing, dictating, and writing and is prompted to state preferences about a book and about her own writing.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
After reading, the child is asked to explain how the zebra was greedy and what happened because of the greediness. The child is also asked whether he thought the zebra deserved that result and to explain why or why not, prompting the child to state an opinion and give reasons. The parent is instructed to show the cover and tell the child the title, exposing the child to the book name/topic.
Lesson 2
Day 2
The optional extension asks students to draw a picture and/or dictate a "report" about zebras and to use the "Zebra Research" graphic organizer to organize their research, which involves writing and drawing about a topic. The Student Activity Page for Zebra Research contains labeled sections (Appearance, Predators, Diet, Habitat) where students can write or draw information about zebras. Activity 2 directs students to look at the front cover of Greedy Zebra, exposing them to a book title and its topic while practicing letter/sound work.
Lesson 5
Day 5
In Activity 3, students choose their favorite book, draw a picture of a scene from that book, and are instructed to write words, phrases, or sentences about the book or dictate ideas for an adult to record. Activity 2 also asks students to choose one or two favorite books and explain why those books were favorites. Students are asked to read their writing aloud and identify something they like about it, which reinforces composing and expressing an opinion about a book.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
During the read-aloud of Goodnight Goon, the child is asked to choose a page he thinks is the funniest or most clever and explain why he likes that page, which elicits stating a preference about the book. In Activity 2 the child is asked to draw a picture or write a message inside a Halloween card, which gives practice with drawing and writing as modes of expression.
Unit 28: Thanksgiving
Lesson 1
Day 1
The lesson prompts students to state preferences orally (e.g., asking what they like about Thanksgiving, what they like to do, and what they like to eat) and to say what they are grateful for. Activity 1 asks the child to dictate five turkey facts to an adult and the lesson includes a Student Activity Page titled "My Important Book" with lined spaces where a child could write or draw about a book. The handprint turkey and turkey-feather craft require students to produce drawings/paintings and to attach dictated/written facts to the craft.
Lesson 3
Day 3
The lesson has students reread the book Thanksgiving Is... and discusses the pages about kinds of feasts, which prompts conversation about favorite Thanksgiving foods. The teacher prompts students to talk about their family's favorite foods, which requires students to state a preference. The cornucopia activity asks students to write or draw things for which they are thankful, giving students a drawing/writing opportunity connected to the topic.
Lesson 4
Day 4
Activity 3 asks students to create a Thanksgiving card that includes a drawing (handprint turkey) and instructs students to "write or dictate a note describing why he is thankful for this person." The activity also asks the child to write his own name if possible, combining drawing, dictation, and writing into a single product. The review questions prompt students to discuss what it means to be grateful and to name something the Pilgrims were grateful for.
Lesson 5
Day 5
The Writing Workshop directs the child to "sum up her gratitude" by making drawings and then write words or sentences, or dictate them about her pictures, so students practice drawing, dictating, and writing to compose a piece. The Reading Workshop asks the child to study book illustrations and then point out observations, which engages students with a book's content and images. Activity directions explicitly offer dictation as an option, indicating students will use multiple modes to produce written content.
Unit 29: Christmas
Lesson 1
Day 1
The lesson's Skills section explicitly lists the standard: "Use a combination of drawing, dictating, and writing to compose opinion pieces... the reader is told the topic or the name of the book... and the writer states an opinion or preference about the topic or book (e.g., my favorite book is...)." The Reading and Questions section asks the child to explore The Christmas Wish, to say what he notices, and to predict what the book will be about, which prompts students to identify the book and its topic.
Lesson 2
Day 2
Activity 1 asks the child to look again at The Christmas Wish and to "tell you about her favorite part of the story," which elicits a stated preference about the book. Activity 3 has the child create a snowy scene and make animals she read about, giving students an opportunity to produce a visual representation tied to the book's topic.
Lesson 5
Day 5
The Writing Workshop Option 1 asks the child to draw a picture of his favorite part of celebrating Christmas and then to write or dictate a description of how he likes to celebrate, which requires stating a topic (celebrating Christmas) and a preference. The same option explicitly combines drawing with writing or dictation, meeting the modality requirement. Activity 1 and Activity 2 provide context about the book and characters, supporting students' ability to name a topic or book when composing.
Unit 30: February Celebrations
Lesson 4
Day 4
In Activity 3 students create a titled booklet using one cloud as the title page and write (or trace) "[Child's name] Has a Dream!", providing a clear topic for their writing. On 3–5 remaining clouds students dictate or write dream statements such as "I have a dream that all children would have plenty of food to eat" and "I have a dream that every grown-up would have a good job." The activity asks students to use drawing, dictating, and writing to produce and decorate their dream book.
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Activity 3 asks students to complete prompts such as "The most important room in my house is the ______________" and "The ______________ is the most important room because ______________," with space to draw a picture of their favorite room. The materials explicitly allow students to record their ideas by writing, by dictating while an adult writes, or by drawing a picture. Activity 2 also has students label rooms and circle items that meet basic needs, giving them opportunities to name the topic (a room) and support their choice.
Lesson 3
Guide to Animal Habitats
Students are asked in Activity 5 to choose which habitat they would most like to visit and then either draw a picture or tell a story about visiting it, responding to prompts such as "Which animals would you be most interested in seeing? Why?" and "Would you want to live in the habitat? Why or why not?". Activity 6 asks students to pick their favorite habitat and an animal they like and to draw or create a craft of that animal. The Introduction prompts students to identify the title and author of Crinkleroot's Guide to Animal Habitats by pointing to the title and recognizing letters.
Lesson 4
Animals Live and Grow
Students are asked a direct opinion question (Question #6: "Would you enjoy planting a garden? Why or why not?"), which prompts them to state a preference verbally. Students read the book Up in the Garden and Down in the Dirt aloud and are asked discussion questions, providing an opportunity to express ideas about the book orally. Students also practice drawing and writing when they draw plants and animals (Option 1) or write names of living things (Option 2), and complete graphic organizers that require written or drawn responses.
Lesson 8
Animal Care
Students listen to and discuss the picture book The Salamander Room and are asked direct opinion questions about the story (e.g., "Do you think the boy should have kept the salamander? Why or why not?" and "Would you keep it? Why or why not?"). Students draw pictures of domestic and non-domesticated animals and create a salamander habitat with a clay salamander, practicing expressing ideas with drawings and models. The activities prompt students to answer questions about a text and to connect literature to personal experience.
Final Project
Animal Research / My Environment
Students are asked to create a book that names its subject: Option 2 Page 1 directs students to draw the animal and write its name, and Option 1 has a cover page "Me" where students draw themselves. Students are asked to label pictures and staple pages to compose a book, and they are prompted to explain each page when sharing the finished book. The activities require drawing and some writing/labeling, and they encourage oral explanation (dictation-style) when students describe their pages to family.
Unit 2: Weather
Lesson 1
Reading the Skies
Activity 3 (My Favorite Kind of Weather) asks students to say what kind of weather they enjoy most, explain why, and either illustrate or dictate a story about that preference. Activity 1 asks students directly "What is your favorite type of weather?" and prompts discussion of feelings about different weather. Activity 2 provides opportunities for students to dictate and record sentences using weather vocabulary and includes a bottom space for writing one of those dictated sentences.
Lesson 5
Fall
Students are asked directly, "Do you like the fall? Why or why not?" which prompts them to state a preference about the topic. Students circle three favorite things in the fall picture, name those items, and are asked to use each word in a sentence, allowing them to express likes. Students are given options to dictate sentences (recorded) or copy/write sentences and to color or create leaf prints, providing opportunities to draw, dictate, and write.
Lesson 6
Winter
Activity 1 asks children to dictate a story about something they like to do in the winter and instructs an adult to write the story at the bottom of the "Let It Snow" page. The student page provides a drawing box and the sentence prompt "In the winter I _______," guiding students to write and/or attempt to record their own words and then illustrate the story. The activity explicitly combines drawing, dictating, and writing and elicits a personal preference about winter activities.
Final Project
Weather Games
Students are asked in the Wrapping Up section to share their favorite season and type of weather, which elicits an opinion or preference. The Skills list includes "Make oral presentations (LA)" and activities (Activity 4) require students to prepare and give a weather forecast to the family, providing practice in stating ideas aloud. Activity 3 asks students to look through the book Whatever the Weather and read it aloud if able, exposing students to a book-related discussion.
Unit 3: Community
Lesson 1
On the Town
Activity 1 asks students to identify what they think was Charlie's favorite place and to name their own favorite place, prompting students to state a preference. Activity 3 asks students to draw a new page for the book and to write or dictate a sentence or two about Charlie visiting that place, giving students a chance to use drawing and dictation/writing together. The Life Application encourages students to take notes or draw pictures as they visit places, supporting drawing and writing about community experiences.
Lesson 2
My Community Environment
Activity 3 asks students to select three books, copy the title of each book, and draw a simple illustration of the community in each story. Activity 2 has students label places on a poster and write or dictate a brief description of how each place serves the community. The Wrapping Up section asks students to state what they think is the most important place in the community and explain why.
Lesson 3
Jobs in the Community
Students are asked in Activity 3 to choose which community helper they would most like to be and to explain why, prompting a stated preference. Activity 4 ("When I Grow Up") directs students to compose a short paragraph using dictation or independent writing with sentence prompts such as "When I grow up I could be ___" and "I would like being a ___ because ___," and provides a drawing box. Activity 5 and other tasks encourage students to attempt to write or dictate sentences about workers and then read their writing aloud to others.
Lesson 7
A Citizen with Character
Students are asked in Activity 5 (Option 1 and Option 2) to illustrate story events and to write, dictate, or copy a sentence to accompany their drawings, providing practice combining drawing and writing. The Kindness Award extension encourages students to select a favorite picture book and evaluate the main character's actions, which prompts students to identify a preferred book and give judgments about it. Several activities (e.g., Acting Responsibly, "I am respectful when I __") ask students to draw and/or write about personal behaviors, giving additional practice with drawing and writing to express ideas.
Lesson 8
Rules and Laws
Students are asked to choose which home rule is most important and justify their choice (Activity 1), and to label the rules in order from 1st to 6th, writing the ranking numbers on the strips. In Activity 3 students are asked direct opinion questions (e.g., "Would you stay in the house with no rules? Why or why not?" and "Do you wish our house had no rules? Why or why not?") and are encouraged to make a list of 3–5 rules for their house. In Activity 2 students read statements aloud, decide whether each is a rule or a law, and paste items on category webs, practicing choosing and categorizing based on judgment.
Lesson 9
Caring for Our Communities
Students are asked in Activity 3 to identify three things that make their community happy and can take pictures, draw pictures, or make a video and then share and explain why they chose these items, which elicits stating preferences and reasons. In Activity 2 students mark Xs and circles on two community pictures to indicate which community features they prefer. Activity 7 and Activity 5 provide practice with writing (tracing and copying sentences with target words) and drawing (making a thank-you picture), giving students opportunities to produce visual and written work.
Final Project
I Can Make A Difference
Students are given a drawing area and explicit options to dictate or write their plan (a large blank box for drawing and instructions that they can dictate while an adult records). Sentence starters prompt students to name their topic: "I am planning to __." Reflection prompts ask students to state a preference or feeling about the project: "The thing I enjoyed the most was __. I felt __ when doing this project." Students are also asked to write about their experience at the bottom of the plan sheet.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 7
More Attributes
Students are asked to state whether it would be fun to play with toys if they were all the same and to explain why or why not, prompting them to express a preference or opinion. The lesson asks children to describe ways they are similar to and different from family members, which elicits verbal statements of preference or comparative opinion. The Student Activity Page has handwriting practice for the word "Venn," showing that students practice writing words, though not opinion statements.
Lesson 10
Earth Materials: Rocks, Soil, and Water
Students are asked to read the title of Over and Under the Pond aloud and to compare the two book covers, which requires them to name the book. On Day 2 students are asked opinion questions such as "Do you think the world over the pond is more fascinating or the world under the pond? Why?" and "Would you rather spend time on the pond or in the garden? Why?", prompting them to state a preference and give reasons. The lesson also asks students to explain why one soil might grow plants better, which elicits judgments about which soil is preferable for plant growth.
Unit 2: Senses
Lesson 1
My Five Senses
Activity 3 (Favorite Sense, Option 1) asks the child which sense is her favorite and why, and instructs her to write the sense on the provided page and draw the associated sense organ and a picture of herself using that sense. Activity 4 asks the child to write or copy a sentence about a sense and sense organ (example: "I smell with my nose"). The activities therefore require students to name a topic (a sense), draw an illustration, and produce at least some written text about that topic.
Lesson 3
Smelling and Tasting
Students are asked in Activity 1 to decide whether they like smells and whether they want to taste items, and to state aloud if a food tastes good or bad. In Activity 2 students identify foods they like or dislike by marking Y/N on a survey and answer questions including "If you were to give a friend a snack, what flavor would you make it? Why?" Activity 4 asks students to write a sentence about the survey results ("________ people liked ________").
Lesson 4
Hearing and Seeing
Students are asked which part of the bus ride they found most interesting (Activity 1), providing an oral opportunity to express a preference. Students are asked to describe and have their thoughts recorded after a blindfold experience and then to read and talk about those ideas (Activity 4), which involves dictation/recording of personal responses. Students practice writing words and sentences (Activity 8), giving them practice with the physical act of writing sentences that could convey ideas.
Lesson 6
Experimenting With Our Senses
Activity 3 asks the child to name his favorite flavor (stating a preference), list foods with that flavor, and tell a story about a time he ate or drank that flavor; the adult records the child's story as he tells it (dictation) and encourages the child to read it aloud. Activity 4 asks the child to write or dictate and copy a sentence about something he smelled or tasted today, providing practice with writing and dictation tied to a stated preference. These activities require the child to state an opinion/preference and to use dictating and writing to compose about that preference.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students answer personal questions that require stating preferences (e.g., "What is your favorite color?") and are prompted to write the letters they hear when recording answers. Students complete a fill-in-the-blank paragraph using their answers and are asked to read and share that story with others. Students practice handwriting and composing sentences (e.g., writing a sentence with a number) and are encouraged to express personal likes and aspirations.
Lesson 2
Physical Characteristics
Students are asked to dictate and illustrate their own "Friendship Story," recording one sentence for the beginning, middle, and end (Activity 3). Students write a simple sentence about a personal physical characteristic on handwriting paper (Activity 4). The wrap-up and Activity 2 include oral questions that prompt students to give opinions (e.g., "Is it okay to be friends with people who are different from you?" and "Would that be a good thing? Why or why not?").
Lesson 3
Different Personalities
Students draw a small self-portrait and write their name in a web (Activity 2), providing a clear topic (their own personality). Students circle or write personality words that describe themselves (Activity 1) and are asked, "What does he like most about his personality?," prompting them to state a preference. Students are encouraged to present the webs to family members and explain what they mean, which involves communicating their opinion about their personality.
Lesson 4
Interests and Hobbies
Students are asked in Activity 1 to select a hobby, dictate and then copy or write a few sentences that describe the hobby, and later share it with someone else. The Hobby Survey asks students to name their hobby and answer prompts such as "What do you enjoy most about your hobby?", which requires stating a preference. The My Interest sheet asks students to record "What most interests you?" and "What is one thing you liked about _______?", and allows an adult to write answers the child dictates.
Lesson 5
Shapesville
Students are asked to point to the title of the book and sound out the letters, identifying the book they are reading. Students are asked explicitly, "Did you enjoy the story? Why or why not?", which prompts them to state an opinion about the story. Students are invited to draw and color a shape, dictate a short description of themselves, record their ideas, and share their work with family, practicing drawing, dictating, and some written expression.
Lesson 7
Different Homes
Students are prompted to draw a "dream" home (Activity 3), which gives them a drawing to represent their idea. Students are asked to write a sentence about their home in the Handwriting activity, providing a chance to produce written text about the topic. During Wrapping Up, students are asked whether they would enjoy living in a different type of home and to describe the type of home they would like, which elicits an opinion or preference verbally.
Lesson 8
Different Holidays and Traditions
Activity 3, "My Favorite Holiday," asks students to draw a picture of themselves celebrating their favorite holiday and to write three sentences explaining what they enjoy about the holiday. The activity explicitly offers the option for students to dictate sentences while an adult records them and then have the student copy them, combining drawing, dictation, and writing. The Book of Holidays activity also asks students to write a sentence about each holiday (e.g., "is important because..."), providing additional practice stating a reason or preference.
Lesson 9
Different Modes of Transportation
Activity 3 asks students to select their favorite mode of transportation, draw a picture of themselves using that mode to a fitting destination, and tell a story about the trip while an adult records the story. Activity 1 asks students to draw a box around each mode of transportation they have taken and talk about where they went, and Activity 2 (Option 2) asks students to write or draw the mode of transportation for several scenarios. Activity 4 has students write or copy a sentence about a mode of transportation they have taken.
Lesson 10
Wants and Needs
Students are asked to write lists of their wants and needs (Activity 3) and to draw or write survey responses about wants and needs (Activity 4), giving them opportunities to use drawing and writing. Activity 2 instructs that the child can dictate ideas while an adult records them, providing an opportunity to use dictation to produce a written response. Activity 3 also asks the child to state whether it is more important for needs to be met or to get wants and to explain her answer, which prompts a student statement of opinion about the topic.
Lesson 11
Being Part of a Group
Activity 2 asks students to draw a picture of a group they belong to and then complete a prompted paragraph ("One group I belong to is ____. ... One thing I like about the group is ____"). The instructions explicitly allow students to attempt to fill in blanks or to dictate their ideas for an adult to record, and to read the paragraph aloud when finished. Activity 3 also asks students to choose which community group would be most interesting and explain why, prompting a stated preference.
Final Project
Differences Make the World Go 'Round
Students are asked to create a book with a cover titled "A story about (name) and (name)", which names the topic and the people they are writing about. Students complete sentence prompts such as "I like to eat _______" and "My hobby is _______" and are encouraged to write the sentences themselves and illustrate pages, demonstrating use of drawing and writing. The activity asks students to compare locations, food, hobbies, homes, clothing, transportation, and holidays, which gives repeated opportunities to state personal preferences within the book format.
3: Patterns
Unit 3: Patterns in Your World
Lesson 1
Patterns in Nature
Activity 3 asks students which patterns are the "most interesting and beautiful" and directs them to draw 3–5 of their favorite patterns and label them, which elicits a personal preference. Activity 1 questions ask students whether there were patterns they had seen before and which ones, prompting students to state choices about patterns. Activity 4 asks students to write or copy a sentence from the reading, giving limited practice with handwriting and writing words.
Lesson 4
Daily Routines
Students are asked to draw, illustrate, and use symbols (Activity 1 and Activity 3) and to dictate or write sentences about steps in a routine (Activity 2 and Activity 4). Activity 2 prompts students to fill in a title for a routine and break it into four steps, which has students name the topic of their piece. Activity 4 has students write or dictate and copy a sentence that describes one of their routines.
Lesson 10
Tracing Patterns
Activity 4 asks the child to "write or copy a sentence on handwriting paper about his favorite holiday," which asks the student to name a topic (holiday) and indicate a preference (favorite). Activities 1 and 2 prompt students to create and decorate holiday-related shapes and to tell a story about objects they create, providing opportunities for drawing and oral expression that could support composing ideas about a topic.
Final Project
Patterns All Around Lapbook
Students write titles on mini-book covers (e.g., "Pattern in Nature," "Symmetrical Pattern") which tells a reader the topic or name of the book. The skills list includes "Record or dictate knowledge on a topic," and several activities require students to draw or paste examples and write labels inside their mini-books. The wrap-up asks students which mini-book they are most proud of, prompting students to express a personal judgment about their work.
4: Change
Unit 1: Changes on Planet Earth
Lesson 4
Changes in the Environment
The lesson asks students to write or copy a sentence about their favorite season (Activity 4), which requires naming a topic (a season) and stating a preference. Activity 1 asks students to illustrate or write two sentences about a time when weather caused them to change an activity, giving students a drawing or writing option. Several activities (Seasons wheel, Counting Leaves) require drawing and labeling, providing opportunities for expressing ideas through pictures as well as words.
Lesson 6
Changes in the Sky
The lesson instructs students to list adjectives and phrases inside images of the Sun and Moon and allows them to write their ideas or dictate while an adult writes them, which practices drawing/dictating/writing about a topic. The Student Activity Pages provide blank space for students to draw or add content about the Sun and Moon, and the wrapping-up prompts ask students to describe how objects in the sky change positions, naming Earth, Sun, and Moon roles.
Lesson 11
People Change the Environment
Students are asked in Activity 1 to brainstorm positive and negative ways humans change the environment and to dictate their ideas while an adult records them, which gives practice with dictating ideas for a written record. In Activity 3 students describe illustrations of human actions, decide whether each change is positive, negative, or neutral, and explain why, which has them state judgments or opinions about a topic. The Wrapping Up and Activity 2 prompt students to discuss why a family recycles and to share ways to reduce, reuse, and recycle, giving oral practice in stating preferences and reasons.
Final Project
Mobile of Change
Students are asked to write the word "CHANGES" on their mobile and to draw or paste "before" and "after" pictures for categories (Animal Change, Plant Change, Physical Change, Chemical Change), providing space on activity pages for drawing and writing. The wrapping-up prompts ask the child which example on the mobile is his favorite and to explain the mobile to family members, encouraging expression of a preference orally. The skills list includes "Use new vocabulary in speech and writing" and "Express ideas through writing and conversation," indicating opportunities for written and spoken responses about the mobile.
Unit 2: Characters Change
Lesson 2
Why Worry?
The wrap-up asks the child which story (Chrysanthemum or Wemberly) they enjoyed more and why, which elicits a stated preference and reason. Student activity pages provide spaces for students to write sentences (Using 'And' and Characters Change) and include prompts that require students to write about Wemberly (e.g., "At the beginning of the story Wemberly was..." and "At the end of the story Wemberly was..."). The Characters Change page also includes a sentence frame "Before Wemberly was ____, but now she is ____," which asks students to write comparative statements about the character.
Lesson 4
Comparing Characters
Students are asked to name and defend a preference in Activity 5 (My Favorite Story) where they complete prompts like "I liked _______ more than _______" and draw a picture of their favorite part. Activity 3 (Two Stories, Same Problem) and its activity page ask "Which story did you like most? Why?" and allow the adult to record the child's answers or the child to write them. The introduction also prompts students to say which story and character were their favorite and why, providing multiple opportunities to state a book title/topic and an opinion with reasons.
Lesson 6
Positive and Negative Change
Students dictate an alternate ending to the rat story (Activity 2), practicing turning oral ideas into recorded text. In Activity 3 students draw a situation that changed, then write or dictate one or two sentences describing the change and explicitly state whether it was positive or negative. The activities require students to use drawing, dictating, and writing to produce a short written response about a topic (a personal change or character change).
Unit 3: A First Look at History - Change Over Time
Lesson 1
People and Families Change
Students are asked to write or dictate ideas about how their family has changed (Activity 5) and to fill in the "Writing About Change" sheet with prompts such as "My family used to look very different..." and "The biggest change I see is ______." Activity 3 asks students to write (or dictate and copy) a sentence about one way they have changed, and Activity 6 has students draw and label future family changes. Activity 4 prompts students verbally to state a preference/evaluation with the question, "What do you think is the best change you see in the pictures?"
Lesson 3
Communities Change
Students are asked explicit opinion questions about the story (e.g., "Which child in the story would you like to be? Why?" and "What was your favorite part of the story? Why?") which requires them to state preferences and give reasons. Activity 5 asks students to choose which time/person they would like to live with and to explain their answer, and also gives a drawing task to depict themselves in that time. Activity 7 asks students to write a sentence about The House on Maple Street (or dictate the sentence), which prompts them to produce written language referencing the book.
Lesson 4
Past and Present
Students are asked in Activity 2 to select a time period they would have most enjoyed, draw themselves living in that time period, and tell a story about an adventure while the adult records (dictation). Activity 3 asks students to compare lives and explicitly asks, "Would you enjoy living in the past... Why or why not?", prompting a stated preference and reason. Activity 6 has students list advantages and disadvantages of living in the past and decide which column each item belongs in, which requires making evaluative judgments.
Lesson 5
Exploring the Past
Students are asked in Activity 1 to "draw and write or dictate descriptions" of cultural elements from the book, requiring a combination of drawing, dictating, and writing. In Activity 4 students are asked to select the culture they find most interesting and to write one sentence about each element of culture and draw an illustration, then assemble a book and present it to the family. The activities direct students to create a cover and a book about a chosen culture, which provides an opportunity to name the topic (the chosen culture) in their product. Students are prompted to present their book orally to family members.
Lesson 6
Predicting Future Change
Activity 3 (A Change in Me) has students draw a before-and-after picture, dictate a description of a personal change, and attempt to read the dictated text, showing use of drawing, dictating, and writing about a single topic. Activity 2 asks students to judge whether changes are positive or negative, label them with "P" or "N," and record a sentence describing one positive change and one negative change and its result, which requires students to state an opinion about the topic. Activity 4 has students write or copy a sentence about a change, providing handwriting practice in composing that opinion statement.
6: Reading
Unit 1: Semester 1
Lesson 2
Letter Sounds Review II
Students are asked to read the title of The Pig Can and describe what is on the cover and what they think the book is about. On the first page they practice reading questions, and later they are asked, "Do you think the pig and the cat can fit in the box?" and to explain their thinking. These prompts require students to state an opinion orally and provide a reason for it.
Lesson 6
Open Syllables and Digraph th
In Activity 5.2 students read the reader This Is... and are asked, "Which of the animals in the book do you think you'd prefer as a pet?" This prompts students to state a preference about the book's content. The activity also has students read the book aloud and answer comprehension questions related to people and pets.
Lesson 17
Semester Review
Students are asked to choose a favorite reader and explain why in Activity 4.1, which prompts them to state a preference about a book and give reasons. Activity 4.2 asks students to create their own reader, write a title and name on the cover, and use pages with drawing spaces and guided writing lines, providing opportunities to draw and write. The student activity pages include large drawing boxes and dashed writing lines that allow students to combine drawing with written text.
Unit 2: Semester 2
Lesson 2
Long Vowels o, u, and e with Silent e
Activity 5.1 asks students to answer the question, "Would you rather ride mules up the dome or slide down the dome using ropes?", which requires them to state a preference verbally. The lesson also includes writing activities (sentence dictation and spelling tests) in which students produce written sentences and words.
Lesson 6
Long e Spellings ee, ey, ea
Students are asked to answer questions about personal preferences in Reader #6 (Day 5) when asked, "What foods do you most like to eat? What foods do you like the least?," prompting them to state an opinion verbally. Students write dictated sentences on Day 5 (Sentence Dictation) including "The cake is sweet," which requires them to write a statement that can express a preference. Students also engage in Making Sentences activities (Day 4) where they build and read sentences aloud, practicing composing simple sentences that could convey opinions.
Lesson 12
Other Vowel Sounds oi, oy
On Day 5, Activity 5.1 students are asked aloud "What is your favorite toy? Why?", which prompts them to state a preference and give a reason. Activity 4.1 has students create and read their own sentences from word cards, and Activity 5.2 has students write sentences that the teacher dictates, giving practice in written sentence composition. Several activities ask students to read, speak, and write sentences, providing opportunities to express ideas orally and in writing.