In this unit, students will be introduced to and be able to identify details within a nursery rhyme, story, topic, or illustration. Once the student has identified details, they will be able to compare and contrast those details. In addition, students will begin to recognize and name letters, identify and work with syllables, and understand the organization and basic features of print. Students will also begin to print many upper- and lowercase letters and capitalize the first word in a sentence and the pronoun I.
Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes
Essential Questions
· What can illustrations tell me about the story?
· How can you compare and contrast characters or topics in stories?
· How can I identify a rhyme?
· How can I identify the upper and lower case letters in the alphabet?
Reading Learning Goals
Students will actively engage in group reading activities, with the purpose of comparing and contrasting experiences of characters in familiar stories or nursery rhymes, emphasizing the importance of key details through illustrations. RL.3.9 Scale / Writing Learning Goals
Students will be able to add details to strengthen writing (Beginning writing stage is the use of illustrations to express their ideas, may also include beginning sounds.)
Focus Reading Standard (Modeling)
LAFS.K.R.3.9 (DOK 3) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
LAFS.K.RI.4.10 (DOK 2) Actively engage in group reading activities with purpose and understanding. / Focus Writing Standard
LAFS.K.W.2.5 (DOK 3) With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
LAFS.K12.W.3.8 (DOK 2) Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Focus Reading Foundational Skills
LAFS.K.RF.1.1 (DOK 1) Demonstrate understanding of the organization and basic features of print.
LAFS.K.RF.2.2 (DOK 1) Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
LAFS.K.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.K.RF.4.4 (DOK 2) Read emergent-reader texts with purpose and understanding. / Focus Language Standards
LAFS.K.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.K.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Recursive Standards
Reading
LAFS.K.R.1.1 (DOK 2) With prompting and support, ask and answer questions about key details in a text.
LAFS.K.R.2.4 (DOK 2) With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RI.2.5 (DOK 1) Identify the front cover, back cover, and title page of a book.
LAFS.K.RL.2.6 (DOK 1) With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story.
· Name the author and illustrator
· Define author purpose
· Define illustrator purpose
Speaking and Listening
LAFS.K.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
LAFS.SL.1.2 (DOK 2) Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
LAFS.K.SL.1.3 (DOK 2) Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.6 (DOK 1) Speak audibly and express thoughts, feelings, and ideas clearly.
Language
LAFS.K.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Writing
LAFS.K.W.2.5 (DOK 3) With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
LAFS.K12.W.3.8 (DOK 2) Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Phonics and Phonological Awareness
Letter Recognition A – Z
Recognize Rhyme
Sentence Segmentation
Recognize Syllables / High Frequency/Vocabulary
I, can, blue, the, we
*must complete 28 HF words by end of 1st quarter
Sight words per quarter / Grammar/Language
Complete a sentence
Deconstructed Reading Standards
** The parts of the standard that are grayed out will not be addressed in this unit.**
LAFS.K.RL.3.9 (DOK 3) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
· Recognize characters in familiar stories.
· Determine similarities and differences of adventures and experiences in familiar stories.
· Compare adventures and experiences.
· Contrast adventures and experiences.
· 1st: Compare and contrast the adventures and experiences of characters in stories. Add vertical progression for each standard.
LAFS.K.RI.3.9 (DOK 3) With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
· Identify basic similarities between two texts on the same topic.
· Identify differences between two texts on the same topic.
· 1st: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
LAFS.K.R.4.10 (DOK 2) Actively engage in group reading activities with purpose and understanding.
· 1st: With Prompting and support, read prose and poetry of appropriate complexity for grade one.
LAFS.K.RF.1.1 (DOK 1) Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
LAFS.K.RF.2.2 (DOK 1) Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
LAFS.K.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
LAFS.K.RF.4.4 (DOK 2) Read emergent-reader texts with purpose and understanding.
· 1st: Read with sufficient accuracy and fluency to support comprehension.
Deconstructed Writing & Language Standard
LAFS.K.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
LAFS.R.3.9 (DOK 3)
· How are the characters alike?
· How are they different?
· What adventure did _____character’s name have in this story?
· How is this like another story we read? Did the same things happen to character’s name?
· How were the stories different?
· Can you think of another story that is like this one?
· How can I identify the differences and similarities between two texts?
· Can you tell me how this picture is the same as this one?
· We read two books, what was different about them?
· We are going to compare these two books. How were they the same?
· We are going to fill in this chart; can you tell me how the two texts we read were different?
· What happened first? What happened next? Was this the same order as what we read in the other book?
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Teach and Model
Paired Text Resources to Choose From:
Week 1 (R):
• The Kissing Hand (Back to School Literature of Choice)
• First Day Jitters (Back to School Literature of Choice)
• Jack and Jill, Nursery Rhyme
• Mary Wore Her Red Dress, Nursery Rhyme
• Wee Willie Winkie, Nursery Rhyme
• Twinkle, Twinkle, Little Star, Nursery Rhyme
• Little Miss Muffet, Nursery Rhyme
• Humpty Dumpty, Nursery Rhyme
Week 2 (R):
• The Crayon Box That Talked (Back to School Literature of Choice)
• 1, 2 Buckle My Shoe, Nursery Rhyme
• Mix a Pancake, Nursery Rhyme
• 1, 2, 3, 4, 5, Nursery Rhyme
• Sing a Song of Sixpence, Nursery Rhyme
• Pat-a-cake, Nursery Rhyme
• Hickory, Dickory, Dock, Nursery Rhyme
• Hey Diddle, Diddle, Nursery Rhyme
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.
LAFS.K.R.3.9 (DOK 3) Part 1: Students will fill in a Circle Map
or idea gathering graphic organizer about themselves
using illustrations for three or more details.
Students will write their name in inner circle,
details about student should be filled in around the inner
circle. (e.g. color of eye, color of hair, boy or girl,
favorite color, favorite food, favorite game, etc.)
Part 2: While in whole group teacher will use input from students to fill in a Circle Map or idea gathering graphic organizer about a character from a nursery rhyme or story. (use with multiple nursery rhymes and stories, to be used for part 4)
*Practice this skill multiple times before progressing to parts 3 and 4.
Part 3: While in whole group, teacher will use input from students to fill in a Double Bubble Map or comparing and contrasting graphic organizer to compare and contrast themselves and a character from a nursery rhyme or story.
Key: Point and Counter Point or Differences, Similarities, Text 1, Text 2
Part 4: While in whole group, teacher will use input from students to fill in a Double Bubble Map or other comparing and contrasting graphic organizer to compare and contrast two characters from a nursery rhyme or story. (use circle maps from part 2)
LAFS.K.RI.3.9 (DOK 3) Part 1: After reading informational texts, while in whole group, teacher will use input from students to fill in a Circle Map or idea gathering graphic organizer about a topic from an informational text/realistic fiction.
Part 2: While in whole group, teacher will use input from students to fill in a Double Bubble Map or other comparing and contrasting graphic organizer to compare and contrast two topics from an informational text/realistic fiction.
Writing Tasks (Teach and Model)
LAFS.K.W.2.5 (DOK 3) Students will use Circle Map from Literacy Task Part 1, to write/trace or complete a sentence frame, with a word (beginning sounds) or picture.
i.e.:
I like ______. I have ______.
I am ______. My name is ______.
I can ______. We can ______.
Use to create your own tasks - LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Published Product for Unit
No published product for Smart Start.
Report Card Specifications
*Grade level PLC’s should determine a minimum of 4 points of measurement for each nine weeks, for reading and language arts. At least one point of measurement should reflect student understanding of this unit.
Suggested Points of Measurement
Data from Kindergarten Beginning Skills Inventory
Additional Resources & Links
Lexile.com
Serves as a tool to assist teachers with verifying reading sources for curriculum support
Tools to measure text complexity(Vetting a text)
McGraw-Hill Wonders
Pearson-Science or Social Studies
Marzano Proficiency Scales Bank
Writing Rubric -
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Draft Revised 06/10/2015