This lesson builds critical thinking skills by reading and following directions on how to make a sandwich. In 24 pages, the child will
• preview vocabulary and categories,
• identify an expository text (“Peanut Butter and Jelly Sandwich”),
• make and confirm predictions about the text,
• read the text and answer questions about key details, and
• discuss and identify commands and order words.
directions, doing words, order words, first, next, last, food, peanut butter, jelly, bread, sandwich, thing, knife, cut, clean, eat
This nonfiction discussion pack is the fifth lesson of Book 18
from the Newitt Beginning Reading and Writing Program. The program provides a fundamental yet integrated approach to reading, writing, listening, and speaking the English language. The standards-based series of 24 books guides novice learners through a full year curriculum. Each lesson discovers, connects, and practices the basics of English.
A key feature of the program is that it uses linear incremental steps and repeated practices linked to higher level thinking skills. This approach gives the learner a solid foundation of reading and writing experiences. In the process, the learner gains routine study habits, motivation to learn, confidence, and mastery.
Please print the lesson double-sided and then cut in half, so that each page is 5 1/2” by 8 1/2”. Each lesson has 24 sides.
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for more lessons on following directions.
This lesson is available also in Spanish! For the Spanish version, please click here!
The activities are aligned to the following standards:
Common Core: ELA Kindergarten
RI.1.1: With prompting and support, ask and answer questions about key details in a text.
RI.2.5: Identify the front cover, back cover, and title page of a book.
L.1.1d: Understand and use question words.
L.3.5a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Also: RF.4.4, RI.1.3, RI.3.7, RI.4.10, L.1.1b, L.3.6
Texas Education Knowledge and Skills: ELA Kindergarten
4.A: Predict what might happen next in text based on the cover, title, and illustrations.
4.B: Ask and respond to questions about texts read aloud.
5.A: Identify and use words that name actions, directions, positions, sequences, and locations.
5.C: Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures).
10.A: Identify the topic and details in expository text heard or read, referring to the words and/or illustrations.
10.C: Discuss the ways authors group information in text.
10.D: Use titles and illustrations to make predictions about text.
11.A: Follow pictorial directions (e.g., recipes, science experiments).
Also: 1.A, 22
“We use the Newitt Learning reading program at our clinics. All ability levels have responded positively to instruction from these books. Not only are the children learning, but they are having fun while doing so. We highly recommend the books for all children, including those with autism or other learning disabilities.”
Karen Reid, LMHC, BCBA, Beyond Expectations, Inc., Autism and Behavioral Therapy.