In this unit students will be able to identify and retell the main topic and key details, including the use of transitional words. Students will be able to compare and contrast the adventures or experiences of two characters and write about it. With the use of modeling and maps/graphic organizers, students will then be able to write to retell the story or text. This unit will also include defining apreposition.
Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes
Essential Questions
- How can I retell a story using key details?
- What is a preposition?
- How do prepositions help you to describe where an object is?
- How can you tell what the same is and different about two characters in two stories?
- How did the character solve the problem in the two stories?
- What can you learn about one topic from two different stories?
Reading Learning Goals
Students will be able to identify the main topic and retell key details from a story/text. Students will be able to compare and contrast the adventures or experiences of two characters OR two topics from informational texts.
RL.1.2 Scale RI.1.2 Scale RL.1.3 Scale RI.1.3 Scale
RL.3.9 Scale RI.3.9 Scale / Writing Learning Goals
Students will writeto retell a story by using the events in sequence. W.1.3 Scale
Focus Reading Standard
LAFS.K.RL.1.2 (DOK 2) With prompting and support, retell familiar stories, including key details.
LAFS.K.RI.1.2 (DOK 2) With prompting and support, identify the main topic and retell key details of a text.
LAFS.K.RL.1.3 (DOK 1) With prompting and support, identify characters, settings, and major events in a story.
LAFS.K.RI.1.3 (DOK 3) With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
LAFS.K.RL.3.9 (DOK 3) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
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).
LAFS.K.SL.2.4 (DOK 2) Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
LAFS.K.SL.2.5 (DOK 3) Add drawings or other visual displays to descriptions as desired to provide additional detail. / Focus Writing Standard
LAFS.K.W.1.3 (DOK 2) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Focus Reading Foundational Skills
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.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
LAFS.K.L.3.5 (DOK 3) With guidance and support from adults, explore word relationships and nuances in word meanings.
Recursive Standards
ENGLISH LANGUAGE DEVELOPMENT
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
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
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
Special Vowel Combination –NK,
Voiced and Voiceless TH Digraphs / High Frequency/Vocabulary
out, not, because, all, that, saw, went, will
*must complete 26 HF words by end of 3rd quarter
Sight words per quarter / Grammar/Language
Antonyms
Deconstructed ReadingStandards
LAFS.K.RL.1.2 (DOK 2) With prompting and support, retell familiar stories, including key details.
- Identify key details of a story.
- Retell a familiar story including key details.
LAFS.K.RI.1.2 (DOK 2) With prompting and support, identify the main topic and retell key details of a text.
- Identify the main topic of a text.
- Retell key details of a text.
- Identify the key details of a text.
LAFS.K.RL.1.3 (DOK 1) With prompting and support, identify characters, settings, and major events in a story.
- Define character, setting and major events.
- Identify the characters, setting, and major events
LAFS.K.RI.1.3 (DOK 3)With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- Identify key details about an individual in an informational text.
- Identify details about events or ideas in an informational text.
- Discuss the connection between two individuals, events, ideal or pieces of information.
- Identify the relationship between elements in an informational piece.
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.
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.
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.
LAFS.K.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
LAFS.K.L.3.5 (DOK 3) With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings
LAFS.K.SL.2.4 (DOK 2) Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
LAFS.K.SL.2.5 (DOK 3) Add drawings or other visual displays to descriptions as desired to provide additional detail.
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.
Recursive
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 the author’srole
•Define the illustrator’s role
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.
Deconstructed Writing Standard
LAFS.K.W.1.3 (DOK 2) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
- Choose a single event to discuss.
- Distinguish between relevant and irrelevant details.
- Sequence relevant events.
- React to the event.
- Draw, dictate, and/or write a narrative piece which contains relevant details.
- Draw, dictate, and/or write a narrative piece which contains a logical sequence of events.
- Draw, dictate, and/or write a narrative piece which contains a reaction.
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.3.5 (DOK 3) With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Recursive
LAFS.K.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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.
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.K.RL.1.2 (DOK2)
- Can you tell me what happened in the story?
- What happened first?
- What was the story about?
- What happened at the end of the story?
- What do you think was the most important thing you learned?
- Can you ask your partner to tell you what happened when …?
- After modeling: Can you ask your partner how …?
- What details are the most important to the story?
- What was this book/page about?
- Can you tell me what you learned?
- Can you tell me what came first?
- Which sentence tells what this was mostly about?
- What is the main topic of the text?
- Can you tell me some key details of the story?
- Can you tell me what this text is about?
- Who are the characters in the story?
- When did the story happen?
- Where did the story take place?
- What was the problem in the story?
- How was the problem solved?
- How are ______and ______connected to each other?
- 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?
LAFS.K.RI.3.9 (DOK 3)
- 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?
SuggestedLiterary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Week 1:
•Dr. Seuss Books, Fiction, Teacher Choice
Week 2:
•A Baby Duck Story, Informational Text, DSC
•Charlie Needs a Cloak, Fiction,DSC
•Spring Stories, Informational Text,Teacher Choice
Week 3:
•Moon, Informational Text, DSC
•The Moon, Informational Text, DSC
•The Sun, Informational Text,DSC
*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 standardthat will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.
Use to create your own tasks - LDC K-1 Template Tasks
LAFS.K.RI.1.2 (DOK 2)Part 1After reading an informational text, the class will discuss the answer to the question: What is the main topic of the text? Students should record their answers in a circle map or other brainstorming graphic organizer.
LAFS.K.RL.1.3 (DOK 1)Part 1 - After reading a fictional story students should create a flow map or other sequencing graphic organizer to sequence the events of the story using transitional words (prepositions).
Part 2 – Using the above graphic organizer the students could make a book to retell the sequence of events in the story.
LAFS.K.RL.3.9 (DOK 3) Part 1 -After reading two fictional stories, students should use a double bubbletocompare and contrast the adventures and experiences of the characters.
Part 2 – Use the above graphic organizer to write to compare and contrast two stories/texts.
LAFS.K.RI.3.9 (DOK 3)Part 1 After reading two informational texts, students should use a double bubble to identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
LAFS.K.L.1.1 (DOK 2) Group discussion about prepositions. Conduct activity where students can explore what a plane can do to a cloud (preposition lesson) (a plane can go over, under, in, or, next to, etc. a cloud). Complete a circle map or idea gathering graphic organizer.
*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
Product Examples - for narrative writingstarting on page 507
After readingseveral texts, students should chooseone to write about. Using one or more previously student-created Literary Task products (maps or graphic organizers), students should write anarrative piece to retell the major events of the story and write a reaction to what happened.
Students should continue using the writing process to edit their writing and continue to include a capital in the beginning of the sentence, period at the end of the sentence and spaces between their words.
Writing Rubric - Narrative
Additional Resources & Links
ebscohost
Under this link, Searchasaurus is the recommended search to use login/password is lakecounty
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 - Narrative
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Report Card Specifications
*Grade level PLCs should determine a minimum of 4 points of measurement for each nine weeks.
Unit 8 – McGraw –Hill Assessments
End of quarter assessments coming soon
Revised 12/9/15