Why Is Using Key Details from the Story Important in Retelling the Story?
In this unit students will use key details to retell stories by describing the character, setting, and major events from the story. In addition, students will demonstrate understanding of the central message or lesson of a story. Students will use the story elements to compare and contrast the experience and adventures of the characters from the text. By the end of this unit, students will write a narrative recounting two or more events and provide a closure.
Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
- Why is using key details from the story important in retelling the story?
- How can I use the details of the text to express the central message or lesson?
- How can you compare and contrast characters in stories?
Reading Learning Goals
Students will be able to understand how to retell stories using key details and story elements to compare and contrast the experiences and adventures of characters in the story. RL.1.2 Scale RL.1.3 Scale RL.3.9 Scale / Writing Learning Goals
Students will be able to understand how to write a narrative with details, transitional words and closure. W.1.3 Scale
Focus Reading Standard
LAFS.1.RL.1.2 (DOK 2) Retell stories, including key details, and demonstrate understanding of their central message or lesson.
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the adventures and experiences of characters in stories. / Focus Writing Standard
LAFS.1.W.1.3 (DOK 3) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Recursive Standards to be Embedded in Instruction
McGraw- Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar and Spelling
Recursive Standards
*Click on the hyperlink to access the Recursive Standards resource where each standard is defined.
RF: 1.1, 2.2, 3.3, 4.4 / SL: 1.1, 1.2, 1.3, 2.4, 2.5, 2.6 / R: 1.1, 2.4, 4.10 / L: 1.1,1.2, 3.4, 3.5, 3.6 / W: 2.5, 3.7
Phonics
Skill 5: Long e, a, and o adjacent vowels (vowel teams)
Lesson: Weeks 21 and 22 / High Frequency/Vocabulary
DOLCH WORD LINK
FRY LIST LINK
Suggested: Fry first hundred / Grammar/Language
Proper Nouns
Possessive Nouns
Being A Writer Skill Practice Book:
Deconstructed ReadingStandards
LAFS.1.RL.1.2 (DOK 2) Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- Identify meanings and details within a story.
- Identify central message/lesson of the story.
- Retell story, including key plot points, details, and ideas.
- Apply understanding of a central message, meaning, or lesson.
- Orally demonstrate understanding of a central message, meaning or lesson.
2nd: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
- Define character.
- Define setting.
- Define major events.
- Define key details.
- Identify characters using key details.
- Identify setting using key details.
- Identify major events using key details.
- Describe characters using key details, discern which details are important.
- Describe setting using key details, discern which details are important.
- Describe major events using key details, discern which details are important.
2nd: Describe how characters in a story respond to major events and challenges.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the adventures and experiences of characters in stories.
- Identify characters in a story.
- Identify similarities and differences of adventures and experiences of characters.
- Compare/contrast details from stories about the experiences of characters.
2nd: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or by different cultures.
Deconstructed Writing Standard
LAFS.1.W.1.3 (DOK 3) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
- Choose an experience in which to write.
- Identify two or more events of the experience and sequence appropriately.
- Identify transitional words.
- Identify details, transitions, closure, final thoughts.
- Choose relevant details that correspond to a chosen event.
- Reflect on identified event.
- Apply appropriate transitional words in order to signal change of events in narrative.
- Create relevant and elaborate details to support events of narrative writing.
- Write a narrative, recounting two or more events and including supporting details.
- Write a narrative, recounting two or more events and including transitional words.
- Write a narrative, recounting two or more events and including a sense of closure.
SuggestedLiterary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Teach and Model
- China Town
- Lost
Apply with Close Reading
- McDuff and Baby
- Bunny Cakes
*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.
Tools and Resources for Finding Optional Text
Science Texts
Social Studies Texts
Document-Based Questions (DBQs)
When applicable
Ebscohost
Under this link, use “Searchasarus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text) / 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.
LAFS.1.RL.1.2 (DOK 2) PART A: After reading a text, students will retell and record (i.e. flow map) key plot points from the story.
PART B: Using the recorded events of the text (from Part A) students will engage in a discussion with partners that focus on the question, “What lesson did I learn from the text?”
LAFS.1.RL.1.3 (DOK 2) After reading a text, students will create a mini-poster or another product that defines character, setting, and major events. Students will then use the key details from the textto describe the characters, setting and events.
LAFS.1.RL.1.3 (DOK 2) After reading a text, in a whole group setting, record (i.e. bubble map) students’ responses when asked to describe the main character, determine which details are important to the plot of the text.
LAFS.1.RL3.9 (DOK 3) After reading a text, create a graphic organizer (i.e. double bubble) to compare and contrast details from the text about the characters experiences.
LAFS.1.RL3.9 (DOK 3) After reading two stories, discuss with a partner to compare and contrast the experiences of the characters in the two texts. Create a graphic organizer(i.e. double bubble) with your partner to record how the characters experiences are similar and different.
Use to create your own tasks starting on page 3 - 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 9
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standards. Use Literary Tasks to scaffold learning, provide modeling and prepare students for the Published Product.
After readinga text Bunny Cakes, students will create a narrative that retells two or more events in order using temporal (sequencing) words to signal event order. Students will conclude their narrative by adding a sentence that describes the overall central message or lesson of the text.
Product Examplesstarts on page 525
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.1.RL.1.2 (DOK 2)
- Who, what, when, where questions
- What happened at the beginning, middle, and of story?
- Ask your partner to share a detail from the text.
- What lessons were learned in the story?
- How do the characters in the story solve their problem?
- What happens at the beginning, middle, and end of the story?
- How are the characters behaving, or feeling, at the beginning, middle, and end of the story?
- How do we know the characters are feeling _____, or are going to do ______?
- How are their adventures similar? How are they different?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing RubricNarrative (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 12/10/2014