Understanding By Design Unit Template
(Revised & adapted)
Title of Unit / Unit 1 Fiction (nursery rhymes and stories) / Grade Level / KindergartenSubject / Reading / Time Frame / September 9-October 18, 2013
Developed By
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
In this Unit of Study, students will be introduced to the components of Reading Workshop. Students will become familiar with the routines and expectations of Reading Workshop and also develop good reading behaviors. As routines are being set in place, students will explore the genre of fiction through nursery rhymes and stories. Students will develop oral language and vocabulary by participating in shared reading experiences rhymes, poems, songs, and stories. Students will understand that pictures and illustrations support the meaning of text, and that nursery rhymes and stories have a structure/elements that help us to understand the text.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
K.R.7 Relate pictures and illustrations to the overall story in which they appear. (focus standard)
K.R.3 Identify characters, settings, and key events in a story. (on-going)
K.R.4.Ask and answer questions about unknown words in a text. (on-going)
K.R.5. Recognize common types of texts (e.g., storybooks, poems). (on-going)
Reading: Foundational Skills
Print Concepts
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.
Speaking and Listening Standards
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
§ 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
§ 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
§ 1b. Continue a conversation through multiple exchanges.
§ 1c. Seek to understand and communicate with individuals from different cultural backgrounds.
Language Standards (Vocabulary Acquisition and Use)
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Understandings
What understandings about the big ideas implied in the PLOs are desired? / Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
-Stories and nursery rhymes are made up
-Nursery rhymes, songs, and poems help us to develop vocabulary and oral language.
-Nursery rhymes and stories have a structure.
-Nursery rhymes and stories have elements. (focus on characters: ex. Humpty Dumpty, Huggles..)
-Illustrations have meaning and helps tell the story.
-Words carry meaning. / -How do nursery rhymes, songs, and poems help us develop and engage in language? (on-going throughout the year)
-How do features of fiction stories help me to understand the text?
-How can readers use illustrations to make meaning of text?
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills
What skills will students acquire as a result of this unit?
Students will know...
-Stories/ nursery rhymes have a beginning, middle, and end.
-Stories/nursery rhymes have characters.
-Some stories have language patterns.
-Pictures and illustrations match the text.
-Letters make words.
-Sound letter relationship.
-Difference between letters and words.
-Words make sentences.
-Words are separated by spaces in a sentence.
-One to one correspondence. / Students will be able to…
-Recite familiar nursery rhymes.
-Role play familiar rhymes and stories.
-Identify characters in text.
-Distinguish pictures from words.
-Distinguish between letters and words.
-Use beginning letters to help read words.
-Use pictures and illustrations to make meaning of text.
-Use pictures and illustrations to make connections to the words.
-Develop oral language and vocabulary through reading experiences.
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Performance Task
Fountas and Pinnell Reading Assessment, Concepts ofPrint, Letter and Sounds, and Sight Word Assessments
Rubric for Assessment 1st Benchmark (data to be enteredonto ReadingTracker)
Assessment:
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?
-teacher observations
-one to one conferences
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
Launching the Reading Workshop
Setting up Rules and Routines
Through the reading of Nursery Rhymes and Fiction Stories / -Students will be able develop, understand, and follow rules and routine for reading workshop. (ex. How to come to the rug, How to raise hand and take turns to speak, etc….)
(refer to reference page at the bottom of the Unit, Readers Build Good Habits for teaching points) / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / Charts
Nursery Rhymes/ Fiction Stories and Pattern Books
-What does reading workshop look and sound like? / - Students will become familiar with the components of reading workshop. (Shared Reading,
Independent Reading, Literacy Centers/Guided Reading, Share)
-Teacher will model and show the expectation of each component of Reading Workshop with students.
-Teacher will use fishbowl technique to model how to work in literacy centers. Teacher will set up a task management board to show groupings and to guide students to know which literacy center to go to. / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / Chart: What does Reading Workshop look and sound like?
Literacy Centers: Task Management Board
Building Good Reading Habits / -Students will develop appropriate reading behaviors for reading workshop.
(how to hold books and turn pages, reading from left to right, taking a book walk, one to one correspondence etc….)
(refer to reference page at the bottom of the Unit, Readers Build Good Habits for teaching points) / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / Chart: What Do Good Readers Do?
Developing oral language and vocabulary / -Teacher will introduce a new rhyme each week to students and practice throughout the week.
-Students will engage in singing, chanting, and reading various nursery rhymes to develop new vocabulary, oral language, and fluency in speaking.
-Students will be familiarized with rhyming words
-Students will be able to identify rhythm and beat / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / Vocabulary charts with picture support
Looking at Pictures and Illustrations / -Students will understand that pictures and illustrations help tell a story.
-Students will be able to match pictures and illustrations with words in the text.
-Students will be able to observe and talk about pictures and illustrations to make meaning of text. / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / -Nursery Rhymes, Big Books, Read Aloud Books, Guided Reading Sets,
-Award Reading
Looking at Text/Story Language / -Students will be able to distinguish between letters, words, and sentences.
-Students will be able to identify patterns in text.
-Students will understand that repeated patterns in text help them to read.
-Students will be able to use beginning letters to help them read. / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / Nursery Rhymes, Big Books, Read Aloud Books, Guided Reading Sets
-Award Reading
Story Elements / -Students will understand that fictions stories/ nursery rhymes are made up
-Students will be able to identify characters in nursery rhymes and stories.
-Students will understand that stories/nursery rhymes have a beginning, middle, and end. / -Fountas and Pinnell Benchmark
-Fountas and Pinnell Conferring Menu (on-going tracking and monitoring
-small group / one to one conferences / Nursery Rhymes, Big Books, Read Aloud Books, Guided Reading Sets
-Award Reading
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
Charts with Visuals ( Rules and Routines for Reading Workshop, Readers Build Good Habits)
- Audio (Listening center)
-Text ( Nursery Rhymes, Big Books, Guided reading Sets, Read Aloud Books)
-TPR (Total Physical Response), Role-Playing
-Dramatization
-Smart Notebook / -Interactive read aloud
-Whole class: Shared Reading of Rhymes and Stories
-Small group instruction: Guided Reading
-Literacy Centers
-Listening Centers
-Smart Board Interactive Lessons/Activities / -Singing and chanting of nursery Rhymes w/ TPR and Movement
-Role-play/ Dramatization of familiar stories
-Listen to rhymes and stories on tape
-Watch interactive videos of nursery rhymes www.topmarks.co.uk/interactive.aspx?cat=139
-Draw characters from familiar rhymes and stories
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Kindergarten
Unit 1 – Readers Build Good Habits
(September)
· Introduce students to the architecture of the reading workshop. (Explain step by step what will be expected of students at this time.)
· Readers take turns flipping through the book basket, share the basket with everyone at the table, put books back the right way, etc.
· Readers take good care of the books.
· Readers hold the books right side up and turn the pages gently.
· Readers get started right away by choosing books that they love to read by looking at the cover.
· Readers use the title and cover illustration to get information that will help them read the book.
· Readers look closely at the cover illustration and think what the book will be about.
· Readers use whisper voices during independent reading time.
· Readers have partner reading time. (You can revisit how readers study the book cover and have partners talk about what they notice.)
· Readers have independent reading time and then partner reading time.
· Readers learn more about reading during literacy center time.
· Students use a low level voice during literacy center time.
· Students look at the task management board to help them know which literacy center to go to.
· When students need help during literacy center time, they can ask the leader/captain or the other students in the group.
· Readers take a book walk before focusing on the print.
· When taking a book walk, readers get ideas from the illustrations and check the words to see what the book will be about.
· Readers connect the story of one page to the story of the next page, every page is not a new story.
· Readers can put away books that are not engaging.
· Readers read from left to right.
· Readers notice patterns in books to help them read.
· Readers can look at the picture for help with the words that are not part of the pattern.
· Readers point to words with their fingers as they read.
· Readers stop and reread if something doesn’t make sense.
· Readers can reread their books with their partner.