web viewword/picture walls. ... which words must students review and which new words must they add...

UNIT 2

Grade level: Kindergarten District-Approved Text: Rigby, On Our Way to English

Stage 1 – Desired ResultsEnduring Understanding:

Details are parts of the story that help readers to understand a story. Asking and responding to questions about the important details in a story supports understanding of literary text.

Essential Questions: What is a story detail? How does asking and answering questions about details from the text help the reader while reading?

ESL Supports: Teacher Modeling Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Pictures/Photographs Realia Word/Picture Walls Build on prior knowledge

Standards: Student Learning Objectives (SLO)Content Objective (CO)

Language Objective (LO)

Suggested Instructional Scaffold Skills

SuggestedAssessments

SuggestedResources

CCSS: R.L.K1/ R.I.K1: With prompting and support ask question about key details in literature and informational text.

WIDA ELDReadingListening

SLO 1CO 1: Generate questions to understand details in literature and informational text.

LO 1: Orally answer questions about key details in the text that was read aloud by using a story map.

ELP 1: Answer “Yes”/No questions about the text with single words, phrases, or chunks of language.

ELP 2: Anwers’’WH-‘’Question about the text using simple sentences with general language related to topic or content areas.

ELP 3: Answers question in complete sentences with general and some specific language of topic or content area.

Formative Assessments

Teacher Observations

Checklists

Informational Mentor Texts

www.starfall.com

www.storytimeforme.com

www.gboe.org

www.storylineonline.net

www.brainpop.com

www.spellingcity.com

www.tumblebooks.com

TBOE Approved 8/26/2013

http://www.tumblebooks.com/

http://www.spellingcity.com/

http://www.brainpop.com/

http://www.storylineonline.net/

http://www.gboe.org/

http://www.storytimeforme.com/

http://www.starfall.com/

ELP 4: Answers question in detailed sentences using specific and some content-based language as well as complex structures related to the topic or content area.

ELP 5: Answer questions in detailed sentences using specific and content based language as well complex structures related to the topic or content areas.Use a variety of sentences lengths and types.

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/

KOL/2/koljrstories/archive/arthur-stories

Stage 2 – Assessment EvidenceSuggested Performance Tasks:

I can ask questions about important details in a text. (with support)

I can answer questions about important details in a text. (with support)

I can make connections between the pictures and words in an informational text. (with support)

I can ask questions about important details in a text. (with support)

Other Evidence:

Teacher maintains anecdotal records notes Work Samples Portfolios

UNIT 2



http://www.puzzlemaker.com/

http://www.scholastic.com/



Students are able to recognizing common types of texts (e.g., storybooks, poems), and begin to understand that authors write in different ways and for different purposes.

Students recognize text types and can identify the characteristics of various types of texts to support their understanding of stories, poems, and informational texts in all content areas.

Essential Questions: How does knowing whether the text selection is a poem or a storybook support comprehension? Which words must students review and which new words must they add to their academic vocabulary as they determine whether a text is a story book

or poem? What are the characteristics of storybooks and poems that help us identify each genre?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizer Realia Word/Picture Wall Build on prior knowledge Draw connections between course content and real life Anchor Charts/PostersStandards: Student Learning Objectives

(SLO)Content Objective (CO)




SuggestedResources

CCSS: RL.K5Recognize common types of texts. (e.g., storybooks, poems).

WIDA ELDReadingListening

SLO2CO 2: Outline and match common types of texts. (e.g., characteristics of storybooks and poems).

LO 2: Identify different types of text by sorting text according to oral description using visuals, text and teacher tone of voice and rhythm (prosody).

ELP 1: Identify different types of text after listening to oral description using single words.

ELP 2: Identify different types of text after listening to oral description using short phases.

ELP 3: Identify different types of text after listening to simple oral descriptions.

Formative Assessments Teacher Observations Checklists

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com









ELP 4: Identify different types of text after listening to oral description consisting of complete sentences.

ELP 5: Identify different types of text after listening to detail oral descriptions.

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-stories

Wiki-Teacher website-link RL.K5


I know… Know the elements of a story. Know the elements of poems

I can… I can tell when words are a poem. I can tell when words are a story. I can tell when words are a fairy tale. I can tell when words are a nursery rhyme. I can identify different types of texts. (e.g., storybooks, poems).

Other Evidence:


UNIT 2








Words in a text are often supported by illustrations. Relationships exist between words and illustrations in a text. Students use prior knowledge to recognize connections between illustrations and words. Students who can describe the relationship between the illustrations and the story in which they appear are able to discern similarities and differences

between the illustrations and the written descriptions of text elements such as the characters, the setting, and the events.Essential Questions:

How does each illustration give clues about the characters, setting, or events in the story? What details do we know about the characters? What details do we know about the setting? What details do we know about the text?

ESL Supports: Teacher Modeling Digital Tools Read Aloud/Guided Reading/Shared Reading/ Adaptive Text Cooperative Learning Graphic Organizers Realia Sentence Frames Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters





SuggestedResources

CCSS:RL.K.7/ RI.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

SLO 3CO 3: Recognize connections between illustrations and the story.

L0 3: Describe connections between the picture and text by describing what the illustration shows.

ELP 1: Describe connections between the illustration and text and/or single words.

ELP 2: Describe connections between the illustration and text and/or phrase and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

ELP 3: Describe connections between the illustration and text using simple sentences.


Rigby Resources for Kindergarten

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com







WIDA ELDReadingSpeaking

ELP 4: Describe connections between the illustration and text using expanded and some complex sentences.

ELP 5: Describe connections between the illustration and text using multiple, complex sentences.


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.1aDifferentiated Instruction: Developing a Storyboarding ClassroomStory Board


When someone helps me: I can predict what the story will be about by looking at the

pictures on the front cover. I can identify the illustrations. I can describe how the illustrations help me understand the story. I can make connections between pictures and words in a story.

(with support) I can make connections between the pictures and words in an

informational text. (with support)

Other Evidence:


UNIT 2


http://www2.scholastic.com/content/collateral_resources/pdf/s/story_board.pdf

http://www2.scholastic.com/browse/article.jsp?id=3750806%20










Text is organized following concepts of print. Kindergarten students, who understand the organization and basic features of print can demonstrate, using a pointer and a big book, how to follow

print text from left to right, top to bottom and page to page. Kindergarten students are able to demonstrate they understand that words are separated by spaces in print by pointing to words (and underlining or

highlighting words) and then pointing to spaces between words using big books and, later, decodable text.Essential Questions:

How can environmental print be used to help students understand the organization and basic features of print? Why is it important for students to understand that words in print are separated by spaces?






SuggestedResources

CCSS: RF.K.1a Follow words from left to right, top to bottom, and page by page.

WIDA ELD 2ReadingListening

SLO 4CO 4: Recognize and understand that words in print are separated by spaces and are read from left to right.

LO 4: Follow oral directions of how to track words from left to right with a reading tracker.

ELP 1: Follow oral directions of how to track words from left to right using key, single words or phrases.

ELP 2: Follow oral directions of how to track words from left to right using phrases.

ELP 3: Follow oral directions of how to track words from left to right using simple sentences.

ELP 4: Follow oral directions of how to track words from left



Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com







to right using some complex sentences.

ELP 5: Follow oral directions of how to track words from left to right using multiple, complex sentences.


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.1aDifferentiated Instruction: Developing a Storyboarding ClassroomStory Board


I can… I can follow words left to right in a book. I can show spaces between words in a book. I can show and name all letters of the alphabet in a book. I can follow words top to bottom and know when to turn the page

in a book. I can show words I say in a book.

I can… I can show tracking of words from left to right with my finger. I can show tracking of words with from top to bottom with my

finger I can show tracking of words from page to page with my finger.

Other Evidence:


UNIT 2













Spoken sounds (phonemes) are represented by letters (graphemes) in print. Children with print awareness can begin to understand that written language is related to oral language. Kindergarten students, who understand the organization and basic features of print can demonstrate, using a pointer and a big book, how to follow

print text from left to right, top to bottom and page to page.Essential Questions:

How does the knowledge of representation of sound in text develop print awareness? How can environmental print be used to help students understand the organization and basic features of print? Why is it important for students to understand that words in print are separated by spaces?


Standards: Student Learning Objectives (SLO)

Content Objective (CO)Language Objective (LO)



SuggestedResources

CCSS: RF.K.1.bRecognize that spoken words are represented in written language by specific sequences of letters.


SLO 5CO 5: Demonstrate understanding that print represents the spoken language.

LO5: Demonstrate that print represents the spoken language in response to an oral question using visuals and text.

ELP 1: Demonstrate that print represents the spoken language in response to an oral question using single words and gestures .

ELP 2: Demonstrate that print represents the spoken language in response to an oral question using phrases.

ELP 3: Demonstrate that print represents the spoken language in response to an oral question.

ELP 4: Demonstrate that print



Checklists

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com









represents the spoken language in response to complex, oral questions.

ELP 5: Demonstrate that print represents the spoken language in response to multiple, complex oral questions.

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com



Wiki-Teacher website-link to RF.K.1.b

Differentiated Instruction: Developing a Storyboarding Classroom is another storyboarding article describing how to implement storyboarding as a helpful writing technique.

Printable Story Board for use in prewriting or reading comprehension.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: I know…

I know I can combine sounds to make a word. I know sounds are represented by letters. I know the order of letters matters.

I can… I can show how words are organized and used in a text. I can follow words from left to right, top to bottom and page by

page. I can describe how words I hear can be written in letters. I can identify spaces between words in print. I can name all upper and lower case letters of the alphabet.

Other Evidence:


UNIT 2












Conventions of print influence the physical structure of written language and text organization. Children with print awareness can begin to understand that written language is related to oral language.

Essential Questions: How does knowledge of the organization and basic features of text support beginning readers? Why is it important for students to understand that words in print are separated by spaces? What role does orally teaching and practicing word families have in helping students understand that spoken words are represented by a sequence

of letters? (e.g. mat, fat, sat, sip, hip, lip, mop, pop, hop). Why is the ability to understand how print is organized important to learning to read? What roles do oral language development and listening skills play in teaching concepts of print?

ESL Supports: Letter tiles/letter cards Teacher Modeling Digital Tools Read Aloud/Guided Reading/Shared Reading/ Adaptive Text Cooperative Learning Graphic Organizers Realia Sentence Frames Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters





SuggestedResources

CCSS: RF.K.1.cUnderstand that words are separated by spaces in print.

WIDA ELD 2Reading

SLO 6CO 6: Recognize that words are separated by spaces in print.

LO 6: Follow oral directions to identify spaces in print (word boundaries) with teacher modeling

ELP 1: Follow oral directions using single words, to identify spaces in print (word boundaries).

ELP 2: Follow oral directions using simple oral directions to identify spaces in print (word boundaries).

ELP 3: Follow simple oral directions with repetitive grammatical structures to



Checklists

Rigby Kindergarten

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com







identify spaces in print (word boundaries).

ELP 4: Follow two-step oral directions to identify spaces in print (word boundaries).

ELP 5: Follow multiple, oral to identify spaces in print (word boundaries).


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.1.cDifferentiated Instruction: Developing a Storyboarding ClassroomStory Board


I can identify a word. I know there are spaces between words. I can show how words are organized and used in a text. I can follow words from left to right, top to bottom and page by

page. I can describe how words I hear can be written in letters. I can identify spaces between words in print. I can name all upper and lower case letters of the alphabet.

Other Evidence:


UNIT 2












Knowledge of letter-sound relationships is an essential component of learning to read. Kindergarten students are able to produce the primary or many of the most frequent sounds for each consonant. For example, they know that “s”

usually sounds like the first letter in “snake”, but can also sound like a /z/ in “does”. Kindergarten students can produce both the short and long sound for the five vowels. As kindergarten students read familiar words over and over again they are building a vocabulary of print words that they are able to recognize and

read automatically.Essential Questions:

How does knowledge of letter-sound correspondences impact a student’s ability to read? What affect does the ability to analyze and decode words have on a student’s vocabulary development? What is the correct pronunciation of the sounds of each consonant and vowel?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: R.F.K.3.aDemonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

WIDA ELD 2ReadingSpeakingListening

SLO 7CO: 7 Produce 10 of the 26 primary letter sounds of the consonants.

LO: 7 Produce 10 of the 26 primary letter sounds of the consonants using picture/letter cards

ELP 1: Produce consonant sounds and/or consonant sounds of key using high-frequency words in English.

ELP 2: Produce consonant sounds of key, content-based vocabulary words and/or produce consonant sounds of key, using common, vocabulary words in English.


Mentor Texts- Alphabet books

www.starfall.com


www.gboe.org


www.brainpop.com









ELP3: Produce consonant sounds of key, using content-based vocabulary words.

ELP 4: Produce consonant sounds of content-based vocabulary words.

ELP 5: Produce consonant sounds of precise, content-based vocabulary words.

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to R.F.K.3.aDifferentiated Instruction: Developing a Storyboarding ClassroomStory Board

Stage 2 – Assessment EvidenceSuggested Performance Tasks: I know…

I know the letters of the alphabet. I know the consonants letters. I know letters make sounds.

I can… I can match a letter to its sound. I can say the sounds that match the consonant letters. I can say the sounds in words. I can say the long and short sounds for the five vowels. I can read high-frequency words. I can look at words and see how they are the same or different.

I can… I can read words using different strategies. I can match consonants with the sounds they make (say). I can say the long sound for each vowel. I can say the short sound for each vowel. I can read common sight words in a snap. (e.g.,

the, of, to, you, she, my, is, are, do, does) I can identify which letters and sounds are different when looking at similar words.

Other Evidence:


UNIT NAME: 2












Informational and explanatory text provides facts, directions, explains and/or gives information about a topic. Writers convey a main idea with supporting details to help the reader understand the topic.

Construct graphic organizers to establish key details from science or other informative texts. Then use a similar graphic organizer to use a planning tool for the students' own composition of an informative text. Introduce additional texts and other sources of information to build on lists of facts and details. Incorporate simple numbers as examples of additional details or facts.

Essential Questions: What are informative and explanatory texts? How does a writer give information about a topic? What do good writers do? What is my purpose and how do I develop it?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

WIDA ELD 2Writing

SLO 8CO: 8: Illustrate and write an informative, explanatory informative text on a chosen topic stating the name of the topic, using developmental spelling and child’s dictation.

LO:8: Illustrate and write an informative explanatory text on a chosen topic stating the name of the topic, using developmental spelling and child’s dictation by using developmental spelling, word walls, classroom labels, and teacher

ELP 1: Draw a picture and write about a chosen topic using single words that represent ideas using phrase patterns and general, content related vocabulary.

ELP 2: Draw a picture and write about a chosen topic using phrase and short sentences that represent ideas using formulaic sentence patterns and general,



Checklists

Kid Writing Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com









support. content-based vocabulary.

ELP 3: Draw a picture and write about a chosen topic using simple sentence that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

ELP 4: Draw a picture and write about a chosen topic using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

ELP 5: Draw a picture and write about a chosen topic using clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-stories.

Wiki-Teacher website-link to W.K.2

30 Ideas for Teaching Writing from the National Writing Project

Differentiated Instruction: Developing a Storyboarding Classroom

Printable Story Board for use in prewriting or reading comprehension.


I know… I know informative text conveys facts or information about a topic. I know explanatory text explains how something works, or how to

Other Evidence:

Teacher observation/Logs: Teacher maintains anecdotal records notes






http://www.nwp.org/cs/public/print/resource/922





do something. I can…

I can draw a picture about the information book I read or heard. I can write about the information my teacher says (dictation). I can teach my reader about a topic using pictures and words. I can determine if details support a topic. I can convey information and details in different ways (e.g.,

drawing, dictating, and writing).

Work Samples Portfolios

UNIT 2



Stage 1 – Desired ResultsEnduring Understandings/Goals:

A narrative text conveys events in a logical sequence (real or imagined). Writers tell the story with details including a reaction through multiple mediums.

Kindergarten students begin building a foundation of writing by learning to describe familiar events or experiences through drawing, dictating, and writing. In describing a series of events, students are learning that events occur in a sequence.

In learning to narrate an event or series of events, students need to understand the concepts of beginning, middle, and end.Essential Questions:

How does a writer tell the story? What do good writers do? What is my purpose and how do I develop it?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/PostersTeacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: W.K.3 Use a combination of drawing, dictating, and writing to

SLO 9CO 9: Illustrate and write the beginning, middle and end of an event using developmental spelling and child’s

ELP 1: Write the beginning, middle, and end of an event and a reaction using single words that represent ideas




Kid Writing


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.

WIDA ELD 2Writing

dictation, including a reaction to what happened.

LO 9: Create a story including a beginning, middle, end, and reaction by using a graphic organizer.

using phrase patterns and general, content related vocabulary.

ELP 2: Write the beginning, middle, and end of an event and a reaction u sing phrase and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

ELP3: Write the beginning, middle, and end of an event and a reaction in using simple sentence that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

ELP 4: Write the beginning, middle, and event of an event and a reaction using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

ELP 5: Write the beginning, middle, and end of an event and a reaction using clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise,

Checklists Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to W.K.3

30 Ideas for Teaching Writing from the National Writing Project offers successful strategies contributed by experienced teachers

Differentiated Instruction: Developing a Storyboarding Classroom is another storyboarding article describing how to implement storyboarding as a helpful writing technique.





http://www.nwp.org/cs/public/print/resource/922











content-based vocabulary.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: I can…

I can draw pictures to show the order things happened in the book I read or heard.

I can write about the order of things that happened in a book I read or heard.

I can write about what my teacher says in the order it was said (dictation).

I can write how I feel about an event I experienced. I can organize events into a logical sequence. I can express my feelings, thoughts, or opinions before, during,

and after an event occurs using words or pictures.I know…

I know a narrative writing is a story or an account of a series of events, real or imagined.

I know events occur in a sequence that includes a beginning, middle and an ending.

I know how to express my thoughts and opinions using words or pictures.

Other Evidence: Teacher observation/Logs Anecdotal records notes Work Samples Portfolios

UNIT 2




The ability to participate in group discussions is necessary for all content areas and an important skill in life. Explaining ideas to peers provides students with opportunities to rehearse their understandings which facilitate reading comprehension and the

production of written responses. Peer discussions contribute to a motivating and engaging environment for students in all subject areas.

Essential Questions: What structures and routines support speaking and listening skills in a classroom community? What kinds of rules (norms) support students in having productive discussion? How can students learn to stay on topic and keep a conversation going through multiple exchanges?

ESL Supports: Teacher Modeling Games/Role Play Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Props Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: L.K.1.a,ba. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

b. Follow agreed-upon rules for discussions (e.g., listening to

SLO 10CO 10: Engage in a five strand conversation asking questions and taking turns discussing kindergarten topics and texts.

LO 10: Ask and answer questions in a conversational format using props and Pictures

ELP 1: Ask and answer questions in a conversational format and/or answer yes/no or either/or questions and repeat simple memorized phrases and sentences in English

ELP 2: Ask and answer questions in a conversational format and/or use phrases and short sentences that represent ideas with formulaic structures and general, content-based vocabulary.

ELP3: Ask and answer questions in a conversational format using simple sentence that represent



Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com









others and taking turns speaking about the topics and texts under discussion).

WIDA ELD 2SpeakingListening

multiple, related ideas using repetitive structures and key, content-based vocabulary.

ELP 4: Ask and answer questions in a conversational format using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

ELP 5: Ask and answer questions in a conversational format using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to SL.K.1.a,b

Group Skills Tracking Sheet Shared Discussion Observation Table/ record notes about students’ contributions to group discussions.


I can take turns speaking. I can take turns listening. I can participate in a conversation with my peers and adults. I can follow our crew norms when I participate in a conversation. I can build upon what others say when I participate in a

conversation.

Other Evidence: Teacher observation/Logs Teacher maintains anecdotal records notes Work Samples Portfolios

UNIT 2



Practice supportive question and answer activities across the curriculum. Model asking about details during presentations across varied media.


http://www.readwritethink.org/files/resources/lesson_images/lesson57/observation_table.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson57/observation_table.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson908/tracking.pdf




Model clarification seeking during presentations across varied media.Essential Questions:

How can I prompt my quiet or shy students to discuss key details or to ask questions frequently? How can I observe comprehension or understanding through subtle or informal questioning? What supporting tools can I use to help my students organize their own thoughts?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Pictures/Photographs Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: SL.K.2Confirm 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.


SLO 11CO: 11: Recognize which details presented are key to the message presented orally or through media.

LO: 11: Ask and answer questions to confirm understanding about key details using props and pictures.

ELP 1: Ask and answer questions to confirm understanding and/or non-verbally.

ELP 2: Ask and answer questions to confirm understanding and/or using phrases and short sentences.

ELP3: Ask and answer questions to confirm understanding using simple sentences.

ELP 4: Ask and answer questions to confirm understanding using expanded and some complex sentences.



Checklists

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com













ELP 5: Ask and answer questions to confirm understanding using multiple, complex sentences.


Wiki-Teacher website-link to SL.K.2Asking and Answering questionsStory ComprehensionRubric for assessing listening skills can be found at The ProTeacher website and at The Read Write Think website.


I can ask questions about what I see. I can ask questions about what I hear. I can answer questions about what I read. I can answer questions about what I hear. I can ask questions when I am confused. I can answer questions to show what I know.

With appropriate support, construct a Questioning Poster that demonstrates different types of questioning, such as "asking about details", "asking for clarification", "asking for more information," to use across the curriculum.

Other Evidence:

Teacher observation/Logs Teacher maintains anecdotal records notes Work Samples Portfolios

UNIT NAME: 2



Students’ ability to ask and answer questions helps them focus on details and integrate background knowledge with new knowledge. Listeners must recognize when they are confused or when information is lacking in order to ask and answer questions to receive help or to obtain


http://www.readwritethink.org/files/resources/lesson_images/lesson38/RWT014-3.PDF

http://www.proteacher.com/redirect.php?goto=443

http://www.rcampus.com/rubricshowc.cfm?code=P44354&sp=yes&

http://www.rcampus.com/rubricshowc.cfm?code=S48BCA&sp=yes&

additional information. The skill of distinguishing relevant and irrelevant information in what is heard by asking and answering questions supports the ability to summarize,

orally and in writing, in all content areas.Essential Questions:

What instructional strategies support the development of students’ skills and abilities in asking and answering strategies about what they have heard?

What strategies can teachers implement to support the development of good listening skills? What oral discussion techniques and procedures can teachers model to support appropriate discussion/dialogue by students, including question

answering by students? What instructional strategies promote active listening and attention to key ideas and details?

ESL Supports: Teacher Modeling Games Digital Tools Pictures/Photographs Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: S.L.K.3Ask and answer questions in

SLO 12CO: 12 Question generation and response supports to receive help or to obtain additional information.

ELP 1: Ask and answer WH- questions using single words.

ELP 2: Ask and answer WH- questions using phrase and



Mentor Text


order to seek help, get information, or clarify something that is not understood.


LO:12: Ask and answer questions for clarification by using who, what, where, and when

short sentences.

ELP3: Ask and answer WH- questions using simple sentence

ELP 4: Ask and answer WH- questions using expanded and some complex sentences

ELP 5: Ask and answer WH- questions using clear and coherent writing.

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to S.L.K.3

Stage 2 – Assessment EvidenceSuggested Performance Tasks: I can ask questions. I can answer questions. I can ask questions when I am confused. I can answer questions to show what I know.

Other Evidence:


UNIT 2














The ability to describe familiar people, places, things and events supports oral language development, vocabulary acquisition, an understanding of English grammar, and speaking and listening standards across grade levels.

When students provide descriptions of things familiar to them they are encouraged to reflect and visualize. The ability to reflect and visualize support higher levels of comprehension.

Providing descriptions of familiar people, places, things, and events improves students understanding of narratives and their structure, which helps children tell and write their own stories.

Essential Questions: How does the ability to describe familiar people, places, things, and events support reading comprehension and writing skills? What strategies are useful to help students describe things familiar to them? What techniques can teachers use to prompt students to add or expand details used in oral descriptions? What materials, such as graphic organizers, help students pay attention to and include details in oral descriptions? How is oral language proficiency assessed?

ESL Supports: Sentence Frames Teacher Modeling Games Digital Tools Pictures/Photographs Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: S.L.K.4Describe familiar people,

SLO 13CO: 13: Provide name and describe familiar people, places, things or events and provide additional information when prompted with

ELP 1: Describe familiar people, places, and things and provide additional information, when prompted, and/or using



Mentor Texts


places, things, and events and, with prompting and support, provide additional detail.

WIDA ELD 2ListeningSpeaking

questions.

LO: 13: Describe familiar people, places, and things and provide additional information, when prompted, using pictures, props and prompts.

single words.

ELP 2: Describe familiar people, places, and things and provide additional information, when prompted and/or using phrases and short sentences.

ELP3: Describe familiar people, places, and things and provide additional information, when prompted, using simple sentences that represent multiple, related ideas.

ELP 4: Describe familiar people, places, and things and provide additional information, when prompted, using expanded and some complex sentences.

ELP 5: Describe familiar people, places, and things and provide additional information, when prompted, using multiple, complex sentences.

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to S.L.K.4asking and answering questionsstory comprehension

Listening Skills Rubric: rubric for assessing listening. Simple 3-part rubrics for assessing listening and speaking


I can tell about something I know. I can add details about something I know. I can describe people, places, things, and events that I know.

(with support). I can use details when I speak to send a clear message to my

Other Evidence:



http://www.readtennessee.org/sites/www/Uploads/articles/Speakingandlistening.pdf

http://www.proteacher.com/redirect.php?goto=443%20

http://www.rcampus.com/rubricshowc.cfm?code=P44354&sp=yes&

http://www.rcampus.com/rubricshowc.cfm?code=S48BCA&sp=yes&











listener. Work Samples Portfolios Writings/Listening Assessments

UNIT NAME: 2


Stage 1 – Desired ResultsEnduring Understanding:(This standard integrates the visual arts with English language arts.)

Adding drawings or visual displays helps students attend to the key details of their descriptions. Young learners begin to realize how visuals support their comprehension of narrative and informational text.


Students can utilize visuals to express their ideas and organize oral presentations across all content areas.Essential Questions:

How do pictures and images add information to words written about people, things, places, and events?ESL Supports:

Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life

Anchor Charts/ Charts/PostersStandards: Student Learning Objectives

(SLO)Content Objective (CO)




SuggestedResources

CCSS/S.L.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.

WIDA ELD 2ListeningWriting

Speaking

SLO 14CO: 14: Reproduce visual displays for descriptions and additional detail.

LO: 14: Illustrate in order to provide additional detail to descriptions with teacher modeling.

ELP 1: Illustrate in order to provide additional detail to descriptions and/or using single words.

ELP 2: Illustrate in order to provide additional detail to descriptions and/or using phrases and short sentences.

ELP3: Illustrate in order to provide additional detail to descriptions that use repetitive structures.

ELP 4: Illustrate in order to provide additional detail to descriptions using complex sentences.

ELP 5: Illustrate in order to provide additional detail to descriptions using


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com













multiple, complex oral sentences.

Wiki-Teacher website-link to S.L.K.5

Retelling A Story Using Visual Strategies


I can make my pictures match what I say. I can use pictures to send a clear message to my listener. Choose a topic to speak about. Be able to use adjectives to describe the topic. Draw a picture that shows what they are saying. Use magazine pictures, drawings, or clip art to make posters to

support what they are saying


UNIT 2



The ability to express thoughts, feelings, and ideas clearly supports speaking, listening, and writing across grade levels and content areas. Students must be able to express thoughts, feelings, and ideas clearly when seeking clarification or additional information. Question answering and question


http://mrsriley.com/blog/theresamacfarland/retelling-story-using-visual-strategies

http://mrsriley.com/blog/theresamacfarland/retelling-story-using-visual-strategies

generation at all grade levels and in all content areas depend on the student’s ability to express ideas clearly. Students who do not speak audibly are often misunderstood or are not listened to and may not receive clarification and/or additional information

necessary for grade appropriate learning.

Essential Questions: What makes a presentation "great"? What is the difference between "what I say" and "how I say it"? What strategies and procedures can teachers use to help students express thoughts, feelings, and ideas clearly? How important is speaking in “whole” sentences to students being able to express thoughts, feelings, and ideas? What strategies and materials can teachers use to teach (and remind) students to speak audibly?

ESL Supports: Role Play





SuggestedResources

CCSS/S.L.K.6Speak audibly and express thoughts, feelings, and ideas clearly.

WIDA ELD 2Speaking

SLO 15CO 15: Express thoughts, feelings and ideas to others clearly.

LO 15: Describe thoughts, feelings, and ideas to others using a graphic organizer.

ELP 1: Describe thoughts, feelings and ideas using single words that represent ideas using phrase patterns and general, content related vocabulary.

ELP 2: Describe thoughts, feelings and ideas using phrases and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary.

ELP3: Describe thoughts, feelings and ideas using simple sentence that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

ELP 4: Describe thoughts, feelings and ideas using expanded and some complex sentences that represent


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-storiesWiki-Teacher website-link to S.L.K.6












organized ideas with a variety of grammatical structures and content-based vocabulary.

ELP 5: Describe thoughts, feelings and ideas using clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Ways to Teach Speaking -

Seven Tips to Build Listening and Speaking Skills

Listening and Speaking Rubrics

Student Rubric .


I can speak so others hear me. I can tell my thoughts clearly. I can tell my feelings clearly. I can tell my ideas clearly. I can speak in a loud and clear voice so my listener can

understand me.


UNIT 2



Provide multiple opportunities for the students to print upper and lower-case letters and to practice oral language (through shared language activities, songs, dramatic play, etc.)

Understand nouns, verbs, plurals, interrogatives, and prepositions, and how they are used to help students expand the complexity of their sentences


http://www.readwritethink.org/files/resources/lesson_images/lesson27/rubric.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson38/RWT014-3.PDF

http://www.kindergarten-lessons.com/kindergarten_reading_lessons.html

http://www.kindergarten-lessons.com/kindergarten_reading_lessons.html

http://www.education-blog.net/teaching-methods/ways-teach-speaking/

and add descriptive words to their vocabulary and writing. Mastering the conventions of standard English grammar will help students master academic language and vocabulary across all content areas,

including math, science, and social studies, and support their overall academic achievement.Essential Questions:

How is letter naming fluency strengthened through learning the shapes of the letters and, then, learning how to print them? What activities help students expand their vocabulary so that they are able to use a variety of nouns, verbs and prepositions when speaking with

others? How can instruction in kindergarten level conventions of Standard English grammar be incorporated into daily activities such as morning meeting,

center work, following directions, going to special areas or the lunch room, and recess?ESL Supports:

Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS/L.K.1.b,c,e b. Print many upper- and lowercase letters.

c. Use frequently occurring nouns and verbs.

e. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

WIDA ELD 1,2Speaking

SLO 16CO 16: Express ideas in shared language activities using frequently occurring nouns (e.g., ball), plural nouns (e.g., balls, wishes), verbs (e.g., play) and prepositions (e.g., in).

LO 16: Communicate using frequently occurring nouns, verbs, and prepositions by participating in shared language activities.

ELP 1: Communicate using shared language activities or use single words

ELP 2: Communicate using shared language activities or use phrases and short sentences.

ELP3: Communicate using shared language activities using simple sentences.



Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com









ELP 4: Communicate using shared language activities by using expanded and some complex sentences.

ELP 5: Communicate using shared language activities using clear and coherent language using multiple, complex sentences.

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to L.K.1.b,c,e FUSD Writing Assessment Rubric.Kindergarten Writing Rubric


I can write all my upper-case letters. I can write all my lower-case letters. I can tell about people in my writing and speaking. I can tell about places in my writing or speaking. I can tell about things in my writing and speaking. I can use action words in my writing or speaking. I can add /s/ or /es/ to show more than one when writing. I can add /s/ to show more than one when speaking. I can add words to a sentence to make it clearer.

I can use conventions to send a clear message to my reader. I can write regular plural nouns orally by adding (e.g., dog, dogs; wish, wishes) I can use question words. (e.g., who, what, where, when, why, how) I can use common prepositions. (e.g., to, from, in, out, on, off, for, of, by, with) I can write complete sentences when working with a group.

Other Evidence:


UNIT 2


Stage 1 – Desired Results


http://www.twinriversusd.org/depts/files/185/Kindergarten_CAG_11-12_HMR.pdf%20

http://www.fresnounified.org/Pages/Default.aspx

http://www.fresnounified.org/Pages/Default.aspx




Enduring Understanding:

When given picture cards, kindergarten students can sort those picture cards into categories such as clothing, food, shapes, things that move (e.g., bicycles, trains, planes, cars, trucks, etc.).

Kindergarten students are able to complete concept picture sorting activities with partners and while working in learning centers. Kindergarten students can use words learned to describe their environment.

When given words such as huge, colorful, sunny, ugly, kindergarten students are able to “marry” these words with things in their environment (e.g. the playground has colorful things to play on; the cafeteria is a sunny room because of all the windows; this school is huge; the house across the street is painted in an ugly green).

Essential Questions: Can students sort objects by attributes? What resources are there to help teachers provide concept sorts? Why is sorting an effective strategy for developing understandings of concepts regarding kindergarten level areas (food, shapes, clothes, colors,

things to do, etc.) With guidance and support, can students act out the meanings of similar verbs or verbs with shades of meanings (sad, unhappy, happy, joyful, and

excited)? How can kindergarteners be guided to understand how some words describe other words?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life. Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: L.K.5.aSort common objects into categories (e.g., shapes, foods) to gain a sense

SLO 17CO 17: Select and classify common objects into categories (e.g., colors), with guidance and support.

LO 17: Follow oral directions to sort

ELP 1: Follow oral directions to classify objects into categories of size, color and shape and/or follow simple oral directions of single words or gestures .



Checklists

Mentor Text

www.starfall.com





of the concepts the categories represent.


objects into categories using teacher modeling and a partner. ELP 2: Follow oral directions

to classify objects into categories of size, color and shape and/or follow simple oral phrasal directions which have formulaic structures.

ELP3: Follow simple oral directions which have repetitive grammatical structures, to classify objects into categories of size, color and shape.

ELP 4: Follow complex, oral directions, which have a variety of grammatical structures, to classify objects into categories of size, color and shape.

ELP 5: Follow multiple, complex, oral directions, which have a variety of grammatical structures, to classify objects into categories of size, color, and shape.

www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to :L.K.5.aSongs for Teaching offers a unique strategy for interactive language instruction.

.


When someone helps me: I can sort objects into categories. I can say an action word and the opposite. I can say a describing word and the opposite. I can identify differences between words that mean almost the

same thing. I can use a variety of strategies to figure out what words mean.

Other Evidence: Teacher observations Logs Work Samples Portfolios


http://www.songsforteaching.com/grammarspelling.htm









(with support) I can identify antonyms of common verbs and adjectives. This

means I can name the opposite words for common verbs and adjectives.

I can make connections between words and their use. I can act out the meanings of similar action verbs to show that I

know the differences between them.

UNIT 2



Kindergarten students are able to understand and provide shades of meaning when working with verbs. For example, given the word “happy”,


kindergarten students can act out the shades of meaning when the words are provided by the teacher --- miserable, sad, unhappy, happy, glad, joyful, excited.

Kindergarteners identify and use word meanings to explore word relationships and usage through conversations, reading, read alouds, and responding to texts with scaffolding and support.

When given picture cards, kindergarten students can sort those picture cards into categories such as clothing, food, shapes, things that move (e.g., bicycles, trains, planes, cars, trucks, etc.).

Essential Questions: What can I do when a word doesn't make sense? How do I use what I know to figure out what I don't know? Can students sort objects by attributes? With guidance and support, can students act out the meanings of similar verbs or verbs with shades of

meanings (sad, unhappy, happy, joyful, and excited)?ESL Supports:

Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters





SuggestedResources

CCSS: /L.K.5.dDistinguish shades ofmeaning among verbs describing the same general action (e.g.,

SLO 18CO 18: With guidance and support, demonstrate the understanding of shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out meanings.

ELP 1: Describe shades of meaning among verbs and/or state the same general action using single words.

ELP 2: Describe shades of


Mentor Texts

www.starfall.com


www.gboe.org





walk, march, strut, prance) by acting out the meanings.

WIDA ELD ELDS: 2 Speaking

LO 18: Describe the shades of meanings of verbs (walk, march, strut, and prance) using Total Physical Response activities.

meaning among verbs using and/or describe the same general action with short phrases.

ELP 3: Describe shades of meaning among verbs describing the same general action using simple related sentences with repetitive structures.

ELP 4: Describe shades of meaning among verbs using complex sentences.

ELP 5: Describe shades of meaning among verbs using multiple, complex sentences.


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to l.k.5.dSongs for Teaching offers a unique strategy for interactive language instruction.

Stage 2 – Assessment EvidenceSuggested Performance Tasks:When someone helps me: I can use a variety of strategies to figure out what words mean.

I can sort objects into categories. I can say an action word and the opposite. I can say a describing word and the opposite. I can identify differences between words that mean almost the

same thing. I can identify antonyms of common verbs and adjectives. This

Other Evidence: Teacher observations Logs Work Samples Portfolios


http://www.songsforteaching.com/grammarspelling.htm








means I can name the opposite words for common verbs and adjectives.

I can make connections between words and their use. I can act out the meanings of similar action verbs to show that I

know the differences between them.

UNIT 2



Discuss or prepare semantic web organizers for synonyms, antonyms, and alternate meanings throughout any lesson. Use explanation or clarification regarding word meanings or meanings of phrases that may be new or difficult.

Regularly discuss idioms and colloquialisms when they appear in text. Create enthusiasm across the curriculum for the usage of new or difficult vocabulary.


Essential Questions: What can I do when a word doesn't make sense?How do I use what I know to figure out what I don't know? How can I regularly make linguistic connections for students learning English as a second language? What are the difficult-to-understand words or phrases in this lesson? What can I do to clarify or explain before or during instruction?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/ Charts/Posters Prompts





SuggestedResources

CCSS: L.K.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

WIDA ELD 1,2

Listening SpeakingReading

SLO 19CO 19: Acquire linguistic connections during readings.

LO 19: Use common words and phrases acquired through reading and read alouds using visuals and realia.

ELP 1: Apply common words acquired through reading and read aloud using common single words.

ELP 2: Apply common words and phrases using common phrases and short sentences.

ELP3: Apply common words and phrases acquired through reading and read aloud using simple sentences.

ELP 4: Apply common words and phrases acquired through reading and read aloud using expanded and some complex sentences.

ELP 5: Apply common words and phrases acquired through


(Alert students to difficult or

potentially confusing language

and vocabulary across different

subjects. Pre-teach vocabulary

when appropriate.)


Mentor Texts

www.starfall.com


www.gboe.org







reading and read aloud multiple, complex sentences.

www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to LK.6Language Builder

KidspirationTemplates in Kidspiration can be made into sorting activities.


I can speak so others hear me. I can tell my thoughts clearly. I can tell my feelings clearly. I can tell my ideas clearly. I can speak using words I hear in conversations. I can speak using words I hear in books.

Other Evidence: Teacher observations Logs Work Samples Portfolios Observation during Center Time Practice oral presentations


http://itunes.apple.com/us/app/languagebuilder-for-ipad/id405801365?mt=8







web viewword/picture walls. ... which words must students review and which new words must they add...

Documents