UNIT: 3
Grade level: Kindergarten District-Approved Text: Rigby, On our Way to English
Stage 1 – Desired Results
Enduring Understanding:
·  Details are parts of the story that help readers to comprehend a story.
·  Asking and responding to questions about the important details in a story supports comprehension of literary texts.
Essential Questions:
·  How can details help readers understand a story?
·  What does it mean to retell a story?
·  What is a story detail?
·  How do words and pictures add to a readers understanding of characters and settings when they read or are read a story?
ESL Practices:
·  Teacher Model
·  Sentence Frames
·  Read Aloud
·  Guided Reading- Leveled Text/Adaptive Text
·  Cooperative Learning
·  Graphic Organizer: Story Maps
·  Digital Tools
·  Draw connections between text content and real life
·  Gestures
·  Props
·  Role Play/Puppet Show
·  Songs/Chants
·  Pictures/Photographs
·  Realia
Standards / Student Learning Objectives / Suggested Instructional Strategies / Suggested
Assessments / Suggested
Resources
RL.K.2 With prompting and support, retell familiar stories, including key details.
WIDA ELDS: 2
Reading
Listening / SLO 1
CO 1: With prompting and ELP support, retell a familiar story including key details (main characters and setting).
LO 1: Recognizing a familiar story including the key details in the text by responding to questions and completing a Graphic Organizer / ELD 1- Retell a familiar story by answering “WH-” questions related to the story using single words
ELD 2- Retell a familiar story by answering “WH-”questions using simple phrases and simple sentences
ELD 3- Retell a familiar story in complete sentences with general and some specific language related to the text.
ELD 4- Retell a familiar story in detailed sentences using specific and some content-based language as well as complex structures related to the story.
ELD 5- Retell a familiar story in detailed sentences using specific and content-based language as well as complex structures related to the story. / Formative Assessments
·  Read- Aloud
·  Guided Reading
·  Choral Reading
·  Graphic Organizers (Story Maps)
·  Think Pair Share
·  Visual Representations
·  Tiered Questioning
Summative Assessments
·  Document ongoing progress
·  Observational Survey / ·  Books recommended from Scholastic’s Guided Reading Fiction Focus 2nd Edition
·  Digital Resources-Can be used for all Units:
checklist
mailto:www.eslflashcards.com
a4esl.org/
http://www.eslpoint.com/
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
Elements of a Story
Explains characters, settings, plot, etc. using the story of Cinderella.
Teacher support recommended for this site, but parts of it will work well for K students learning story elements.
Johnnie’s Story Page
Stories for beginning to advanced readers.
Speakaboos Stories
Songs, Games, Worksheets & Fun Stuff
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
·  Observation- Retelling a Story- Students can act out the retelling of a story using pictures from the story and/or props. / Other Evidence:
·  Teacher observations
·  Work Samples
·  Teacher maintains anecdotal records/notes
·  Student’s reading behaviors and patterns across the year.
UNIT: 3
Grade level: Kindergarten District-Approved Text: Rigby, On our Way to English
SLO 2:
Stage 1 – Desired Results
Enduring Understanding:
·  Reading and listening to Informational Texts can expand a student’s content knowledge.
·  A Graphic Organizer is a support students use to organize information.
·  Good readers demonstrate an understanding of a story through stating accurate details of a story.
Essential Questions:
·  What new content knowledge can be acquired by reading or listening to informational texts?
·  How can students use graphic organizers to arrange key details of informational texts?
·  How do key details contribute to a readers’ understanding?
ESL Practices:
·  Read- Aloud
·  Informational Guided Reading- Leveled Text/Adaptive Text
·  Small Group Instruction
·  Cooperative Learning
·  Graphic Organizer
·  Digital Tools
·  Realia
·  Draw connections between course content and real life.
·  Gestures
·  Pictures/Photographs
Standards: / Student Learning Objectives / Suggested Instructional Strategies / Suggested
Assessments / Suggested
Resources
SLO: 2
CCSS: RI.K.2 With prompting and support, state key details of an informational text.
WIDA ELDS: 2-5
Reading
Speaking
Listening / CO: With prompting and support, state important details of an informational text across all content area, Language Arts, Math, Social Studies and Science.
LO: Orally state important details of an informational text with prompting and support by using a Graphic Organizer. / ELD 1: State key details and/or answer “Yes/No” questions about the text.
ELD 2: State key details and/or answer “WH-” questions about the text using simple phrases and/or simple sentences.
ELD 3: State key details in simple, related sentences.
ELD 4: State key details in expanded sentences.
ELD 5: State key details in complex sentences. / Formative Assessments
·  Graphic Organizers
·  Think Pair Share
·  Visual Representations
·  Tiered Questioning
Summative Assessments
·  Document ongoing progress
·  Observational Survey / ·  Books recommended from Scholastic’s Guided Reading Fiction Focus 2nd Edition
·  Digital Resources-Can be used for all Units:
mailto:www.eslflashcards.com
a4esl.org/
http://www.eslpoint.com/
checklist
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
Elements of a Story
Explains characters, settings, plot, etc. using the story of Cinderella. Teacher support recommended for this site, but parts of it will work well for K students learning story elements.
Johnnie’s Story Page
Stories for beginning to advanced readers.
Speakaboos Stories
Songs, Games, Worksheets & Fun Stuff
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
·  Classifying Information- Students will determine the important details of an informational text and classify key details about the topic using a graphic organizer. This can be done whole group or in small group instruction.
·  Key Details- When presented with parts of an informational text, decide if it is important enough to be a key detail about the text.
·  Observation- After asking a few questions during and after the reading of a text, ask students what might be another question to ask about the text.
·  Observation- Create a checklist of the key details a student should be able to recall from the text. Make checks for recalling successfully.
·  Observation- After reading a text, give each student a graphic organizer. Students draw a picture of three key details in the text. Grouping: whole, small, partner, or individual.
/ Other Evidence:
·  Teacher observations
·  Work Samples
·  Teacher maintains anecdotal records/notes.
·  Student’s reading behaviors and patterns across the year
UNIT: 3
Grade level: Kindergarten District-Approved Text: Rigby, On our Way to English
SLO : 3
Stage 1 – Desired Results
Enduring Understanding:
·  Stories are composed of a beginning, middle, and an end.
·  In these three parts of a story, specific actions or events occur.
Essential Questions:
·  What are the three basic parts of a story?
·  How does organized story structure (beginning, middle, end) lead to understanding?
ESL Practices:
·  Read Aloud
·  Guided Reading- Leveled Text/Adaptive Text
·  Small Group Instruction
·  Cooperative Learning
·  Graphic Organizer
·  Visuals (Multimedia)
·  Build on prior knowledge
·  Draw connections between Literature content and real life.
·  Peer tutoring/buddy student
·  Home School Connection/parents involvement
·  Pictures/Photographs
Standards: / Student Learning Objectives / Suggested Instructional Strategies / Suggested
Assessments / Suggested
Resources
SLO: 3
CCSS: RL.K.3 With prompting and support, identify the major events in a story.
WIDA ELDS: 2
Reading
Listening
Speaking / CO: With prompting and support, identify the major events in the beginning, middle, and end of a story.
LO: Orally identify the major events in a story by retelling the beginning, middle, and end using pictures and a Graphic Organizer. / ELD 1: Orally identify the beginning, middle, and end of a story using single words.
ELD 2: Orally identify the beginning, middle, and end of a story using phrases and short sentences.
ELD 3: Orally identify the B/M/E of a story using simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
ELD 4: Orally identify the B/M/E of a story using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
ELD 5: Orally identify the B/M/E of a story using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary. / ·  See Suggested Performance Task / checklist
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
·  Retell/Identify pictures from a story including characters, setting, and main events (with help). Place “Goldilocks and the Three Bears” on the table. (Any familiar book).
A.  What is a character?
B.  Who is one character from the story?
C.  What does setting mean?
D.  What is the setting of this story?
E.  What happens in this story?
F.  How does this story end?
·  Place a familiar story in front of the child. Students can act out story parts or identify B/M/E with pictures copied from a book.
A.  What happens in the beginning of the story?
B.  What happens in the middle of the story?
C.  What happens at the end of the story? / Other Evidence:
·  Teacher observations
·  Work Samples
·  Teacher maintains anecdotal records/notes.
·  Student’s reading behaviors and patterns across the year.
UNIT: 3
Grade level: Kindergarten District-Approved Text: Rigby, On our Way to English
SLO 4
Stage 1 – Desired Results
Enduring Understanding:
·  An author is the person who writes the words of a text.
·  An illustrator is the person who makes or draws the pictures for a text.
·  Illustrations are pictures that provide information or ideas in a text.
·  Words and illustrations work together to give readers ideas.
Essential Questions:
·  How do the text and illustrations work together to present information?
·  How does one enhance the other?
ESL Practices:
·  Read Aloud
·  Guided Reading- Leveled Text/Adaptive Text
·  Small Group Instruction
·  Cooperative Learning
·  Graphic Organizer
·  Visuals (Multimedia)
·  Digital Tools
·  Realia
·  Pictures/Photographs
·  Build on prior knowledge
·  Draw connections between course content and real life
·  Peer tutoring/buddy student
·  Anchor Charts
Standards: / Student Learning Objectives / Suggested Instructional Strategies / Suggested
Assessments / Suggested
Resources
SLO 4
CCSS: RL.K.6; RI.L.6
With prompting and support, name the author and illustrator and define their roles.
WIDA ELDS:
2
Reading
Speaking
Listening / CO: With prompting and support, identify the author and illustrator and explain their roles in texts.
LO: Identify the author and illustrator and their roles with prompting and support by using an Anchor Chart. / ELD 1: Identify the author and illustrator and their roles using single words or phrases.
ELD 2: Identify the author and illustrator and their roles using simple phrases.
ELD 3: Identify the author and illustrator and their roles in simple sentences.
ELD 4: Identify the author and illustrator and their roles in expanded sentences.
ELD 5: Identify the author and illustrator and their roles in complex sentences. / ·  See Suggested Performance Task / ·  Pictures/Photographs of authors/illustrators of read aloud texts.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
·  After reading a text with students, complete the following chart together with students. Students tell the teacher the name of the author and the illustrator. Then have students explain what the author does and what the illustrator does. Grouping: whole or small. (Create a checklist, and make checks for recalling successfully.
Author / Illustrator
/ Other Evidence:
·  Teacher observations
·  Work Samples
·  Teacher maintains anecdotal records/notes.
·  Student’s reading behaviors and patterns across the year.
UNIT: 3
Grade level: Kindergarten District-Approved Text: Rigby, On our Way to English
SLO 5:
Stage 1 – Desired Results
Enduring Understanding:
·  Illustrations are pictures which support the words the author has written.
·  Readers can use illustrations to help understand a story.
Essential Questions:
·  What is an illustration?
·  How can an illustration help a reader understand a story?
ESL Practices:
·  Read Aloud
·  Guided Reading- Leveled Text/Adaptive Text
·  Small Group Instruction
·  Cooperative Learning
·  Graphic Organizer
·  Anchor Charts
·  Digital Tools
·  Build on prior knowledge
·  Draw connections between course content and real life.
·  Peer tutoring/buddy partner
·  Realia
·  Story Frames
·  Pictures/Photographs
Standards: / Student Learning Objectives / Suggested Instructional Strategies / Suggested
Assessments / Suggested
Resources
SLO: 5
CCSS RL.K.7 With prompting and support, describe the connection between the illustration and story/text
(e.g., what moment in the story or idea in the text the illustration depicts).
WIDA ELDS: 2
Reading
Speaking / CO: With prompting and support, describe the connection between the illustration and text (e.g., what moment in the story or idea in the text the illustration describes).
LO: Describe connections between the picture and text using word/picture wall and sentence frames. / ELD 1: Describe connections between the illustration and text in single words.
ELD 2: Describe connections between the illustration and text in phrases and short sentences.
ELD 3: Describe connections between the illustration and text in simple sentences.
ELD 4: Describe connections between the illustration and text using expanded and some complex sentences.
ELD 5: Describe connections between the illustration and text using multiple, complex sentences. / ·  See Suggested Performance Tasks / ·  Wordless Books
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
·  Put five pictures and five sentences in a pocket chart. This can also be done on paper or put on strips for a center activity. Have students discuss what they see in the pictures with a partner. Then have students read the five sentences with your assistance, if needed. Lastly, have students match the sentence with the correct picture. Grouping: whole, small, partner, individual.
·  Ask children how the illustrations in the book support the text. For example, describe the illustration or picture on the front cover. Ask the questions: What character is represented in the illustration on the front cover? What is happening in the illustration? What do you think the book is going to be about? Grouping: whole, small, partner, individual.