George Flies South Grade K Literary Text Recommended First ... · it. The book features a series of illustrations on each double-page spread, providing students with the opportunity

George Flies South Grade K Literary Text Recommended First Half of Year

Enduring Understanding

Essential Question(s)

Vocabulary From the text Vocabulary

Needed to talk about the text Focused Instruction

We are sometimes afraid to try

something new.

What helps us to try new things?

What helps George try something

new?

curled up

don’t move

flap your wings

George was lifted

George’s nest

wobbled

heading south huge beat of his

wings strong gust of

wind the cat landed

woke with a start

author beginning

characters end

events fall

illustrator/illustrations middle

setting spring

summer winter

Days At-A-Glance

DAY ONE DAY TWO DAY THREE

Before introducing the book,

create background knowledge about the changing seasons and

bird migration. Then discuss author, illustrator and text-type

and present a first reading of the book. Close by conducting a shared writing that references

the Enduring Understanding.

Read the text a second time and stop at

targeted pages where students can use physical movement to act out the

meaning of key phrases. After physical movement, help students link those

targeted vocabulary phrases with the Essential Question. Close by mentioning the activity for Day Three (writing

individual books that recreate major events from George Flies South.

Prepare students for an individual

write/draw/dictate activity by using two supports: a beginning-middle-end class

chart and individual beginning-middle-end student cards. With both supports, discuss

the story’s major events in the order in which they happened and follow with a picture walk and partner sharing. Then

ask students to independently create their own books consisting of a beginning, a

middle, and an end event. When complete, celebrate the writing.

CI CCSS

Student Work Product

CI CCSS

Student Work Product CI

CCSS Student Work Product

RL.K.1

RL.K.5 RL.K.6

RL.K.7

Oral Response

Gesture

Oral Response

RL.K.4

Gesture RL.K.2 W.K.3 L.K.1 L.K.2

Written Response and Gesture

Page 1

George Flies South

K-2 Formative Tools

Kindergarten Performance Task: Literary Text

George Flies South Written and Illustrated by Simon James

Candlewick Press, 2011

WE ARE SOMETIMES AFRAID TO TRY SOMETHING NEW

Table of Contents

Performance Task Overview ................................................................... 3

Time of Delivery .............................................................................. 3

Enduring Understanding ................................................................... 3

Essential Questions.......................................................................... 3

Text Summary ................................................................................ 3

Rationale for Text Selection .............................................................. 3

Text Considerations ......................................................................... 3

Targeted Word Study/Vocabulary ...................................................... 4

Opportunities to Collect Information .................................................. 5

Scoring Tools .................................................................................. 5

Sample Student Work Products ......................................................... 5

Instructional Next Steps ................................................................... 6

Reflecting on the Formative Performance Task .................................... 6

Days At-A-Glance ............................................................................ 7

CCSS Alignment Chart ..................................................................... 9

Get Ready, Get Set, Go! ................................................................. 11

DAY ONE ........................................................................................... 13

DAY TWO .......................................................................................... 19

DAY THREE ........................................................................................ 24

Collecting Student Information: RL.K.7 Illustration Checklist .................... 32

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George Flies South

Collecting Student Information: RL.K.5/RL.K.6 Text-Type and

Author/Illustrator Checklist .................................................................. 33

Collecting Student Information: RL.K.1 Checklist .................................... 34

Collecting Student Information: RL.K.4 Vocabulary Checklist.................... 35

Collecting Student Information: W.K.3/RL.K.2 Writing and Comprehension

Checklist ............................................................................................ 36

Collecting Student Information: L.K.1/L.K.2 Knowledge of Language and

Conventions Student Checklist ............................................................. 37

If/Then Chart ..................................................................................... 38

Teacher Resource: Beginning-Middle-End Card ....................................... 40

Student Resource: Beginning-Middle-End Cards ..................................... 41

Student Resource: My George Flies South Book ...................................... 42

Sample Student Work Product #1: STEP 3.7 .......................................... 43




Retrospective Journal .......................................................................... 47

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George Flies South

Performance Task Overview

Time of Delivery

Based on text and task complexity, this formative tool is recommended for use during the first half of kindergarten.

Enduring Understanding We are sometimes afraid to try something new.

Essential Questions

What helps us to try new things? What helps George try something new?

Text Summary

It is time to fly south for the winter, but fledgling bird George is afraid to

leave his nest. The wind lifts his nest from the tree and sends it flying. George and the nest land in several places until the nest finally falls apart

and George is forced to fly on his own.

Rationale for Text Selection

George Flies South is the recipient of the Oppenheim Toy Portfolio Award

and was listed in the Smithsonian Magazine’s Best Children’s Book booklist. This book is well suited for the task presented in this set of formative tools.

The story is simple and straightforward, facilitating children’s ability to retell it. The book features a series of illustrations on each double-page spread,

providing students with the opportunity to examine multiple illustrations when attempting to locate the one that matches the text.

Text Considerations

The book features multiple illustrations on each double-page spread. This results in some smaller sized illustrations. The digital version of the book

would work best to facilitate discussions about the relationship between text and illustrations.

The concept of changing seasons helps young readers understand why the mother bird encourages the baby bird to learn to fly. For that reason, there

is a brief discussion on Day One to provide background information about the absence of food and warmth after the trees lose their leaves in the fall.

The discussion is brief because the focus of the performance task remains on the central message of the story: that the baby bird is afraid to try

something new—flying—and needs help to begin learning.

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George Flies South

Targeted Word Study/Vocabulary

The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. The terms Focused or Fast Instruction1 (Glossary) used

in conjunction with vocabulary refer to the allocation of time and the amount of instruction given.

Focused Instruction refers to those vocabulary words that are needed to

carry meaning forward and, therefore, require more time. Fast Instruction refers to words that will likely be scaffolded by the words and illustrations or

will require only brief support from the teacher. Neither approach requires isolated instruction, and students will benefit most from hearing and learning

the words in the context of the story.

In both Focused and Fast Instruction the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will

build deep understanding within the context of a text over the course of

multiple days.

Vocabulary in the text (Focused Instruction): curled up

don’t move flap your wings

George was lifted George’s nest wobbled

heading south huge beat of his wings

strong gust of wind the cat landed

woke with a start

Vocabulary needed for the task:

author beginning

characters end

events fall

illustrator/illustrations middle

setting

1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:

Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.

McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored

Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.

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George Flies South

Vocabulary needed for the task:

spring summer

winter

Opportunities to Collect Information

CI Opportunities to collect information are embedded throughout the

performance task. These opportunities are designed to fit within the instructional experiences and to be invisible to the student. The student

work products collected within this task may be oral responses, gestures or written responses.

Scoring Tools

Scoring tools are provided to help educators analyze student responses and plan instructional next steps. The scoring tools incorporate evidence from

the PARCC Evidence Statements which describe the knowledge and skills that a task requires. The evidence(s) listed in each of the standards-aligned

checklists targets what the teacher needs to observe, analyze, and consider when planning instruction. The scoring tools used in this performance task are checklists. Scoring tools

are standards-aligned and may reflect one or more standards. In this task, the RL.K.1 Comprehension Checklist is an example of a single standard

checklist used when students provide a key detail in answer to a question or prompt. The W.K.3/RL.K.2 Writing and Comprehension Checklist is an

example of a combined checklist used to analyze the student’s drawing, dictating, and/or writing of a set of loosely linked events narrated in the

order in which they occurred (W.K.3) so as to retell a familiar story, including key details from the story (RL.K.2).

Teachers unfamiliar with use of these types of tools may find initially that

they are more confident in using only a single part of a multi-part tool for scoring or that it is best to apply all parts of a multi-part tool, but to a small

group, rather than the whole class. As teachers learn to use these types of tools, they may expand the application of the tools with their classes. Over

the course of the first year of implementation of the formative tasks, teachers should develop a greater understanding of how these scoring tools

allow for the collection of information on student performances in relation to

the standards. They will become better poised to provide refined feedback to students and parents and to more efficiently alter instruction based on

information collected.

Sample Student Work Products For each written student work product created in the task, a sample student

work product is provided.

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George Flies South

Sample student work products include a/an:

Description of the task/prompt Facsimile of the student work product

Excerpt from the standards-aligned scoring tool Scoring rationale

Bulleted list of possible next steps

Materials needed to collect information and to analyze student work products are noted as CI within the Step-by-Step Directions.

Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource

that may be used as teachers consider instructional next steps. The chart

lists the standards that have been areas of focus within the performance task, offering suggestions for engaging with students who need more

support, practice, and/or instruction with a particular standard. The If/Then Chart is not intended to be an exhaustive list and it is not intended to return

students to the same performance task. Rather, the If/Then Chart offers some suggestions that teachers may find helpful as they go forward with

standards-aligned instruction in new tasks and new texts.

Reflecting on the Formative Performance Task

The Retrospective Journal consists of a series of questions to guide the reflective process after the completion of the performance task. These

questions are intended to promote thinking and planning of standards-aligned instruction for primary grade students. Responses to these questions

may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.

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George Flies South

Days At-A-Glance Times are approximate. Teachers should use professional judgment to determine the actual time needed for their students.

Day Duration

Description

Day One

20 min

Use seasonal photographs to provide background knowledge

about the phrase heading south. Use cover page of George Flies South to prompt a discussion

about the tree and birds, encouraging students to wonder about what they will read.

Collect information on students using the RL.K.7 Illustration Checklist (p.32).

Introduce title and author/illustrator and discuss text types and author/illustrator roles.

Collect information on students using the RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist (p.33).

Read aloud through entire book, promoting engagement and student interaction.

Co-construct a shared writing class chart with a statement that

addresses the Enduring Understanding (i.e., we are sometimes afraid to try something new) and the Essential Questions (i.e.,

“What helps us to try new things?” and “What helps George try something new?)

Collect information on students using the RL.K.1 Comprehension Checklist (p.34).

Day

Two

20-30

min

Explain and demonstrate using physical movement to act out the meaning of words/phrases.

Mark stopping points for each of the targeted phrases.

Determine whether every student or individual students will act out the meaning of the targeted phrases.

Read aloud George Flies South, stopping for each of the targeted phrases and ask students to use physical movement

to demonstrate understanding. Collect information on students using the RL.K.4 Vocabulary

Checklist (p.35). Make connections between the targeted phrases and the

Essential Question noting which of the phrases show what helped George try something new.

Inform students of the individual books they will write on Day Three.

Day Three

20-50 min

Prepare a Beginning-Middle-End class chart prior to beginning

Day Three. Display, explain, and discuss the Beginning-Middle-End class

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George Flies South

Day Duration

Description

Day Three

Continued

chart.

Use the teacher’s large Beginning-Middle-End card to demonstrate how students will use their individual cards.

Distribute individual Beginning-Middle-End cards to students. Lead students in a picture walk through digital copy of George

Flies South, stopping at designated pages to facilitate

discussions of major events and to draw pictures on the class chart.

Engage students in partner retellings using the Beginning-Middle-End class chart as a scaffold.

Demonstrate and explain the independent draw/write retelling activity.

Collect information on students using the W.K.3/RL.K.2 Writing and Comprehension Checklist (p.36).

Collect information on students using the L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist

(p.37).

Page 9

George Flies South

CCSS Alignment Chart

Day.

Step Standard Evidence

Student

Work

Products

Scoring

Tools If/Then

1.6

p.18

RL.K.1

With prompting

and support, ask

and answer

questions about

key details in a

text.

*Provides

questions

and/or answers

that show

understanding

of key details in

a text.

Oral:

Response

during shared

writing

RL.K.1

Comprehension

Checklist

p.34

RL.K.1

p.38

2.3

p.22

2.4

p.23

RL.K.4

Ask and answer

questions about

unknown words

in a text.

Provides a

statement or

other expression

that shows

understanding

of unknown

words in a

literary text. (1)

Gesture:

Physical

movements

Oral

Response

RL.K.4

Vocabulary

Checklist

p.35

RL.K.4

p.38

1.4

p.17

RL.K.5

Recognizes

common types of

text (e.g.,

storybooks,

poems).

Demonstrates

the ability to

recognize

common types

of texts. (1)

Gesture:

Thumbs Up or

Thumbs Down

RL.K.5/RL.K.6

Text-Type and

Author/

Illustrator

Checklist

p.33

RL.K.5

p.38

RL.K.6 With prompting

and support,

name the author

and illustrator of

a story and

define the role of

each in telling

the story.

*Provides an

identification of

the author of a

story and what

the author’s role

is in telling the

story. (1)

*Provides an

identification of

the illustrator of

a story and

what the

illustrator’s role

is in telling the

story. (2)

RL.K.6

p.39

1.3

p.16


and support,

describe the

relationship

between the

illustrations and

the story in

which they

appear (e.g.,

what moment in

*Provides a

description of

the relationship

between the

illustrations and

the story in

which they

appear. (1)

Oral

Response

RL.K.7

Illustration

Checklist p.32

RL.K.7

p.39

Page 10

George Flies South

Day.

Step Standard Evidence

Student

Work

Products

Scoring

Tools If/Then

a story an

illustration

depicts).

3.7

p.31

W.K.3

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.

Tells about

events in the

order in which

they occurred

when narrating a

single event or

several loosely

linked events,

using a

combination of

drawing,

dictating, and/or

writing. (3)

Written

Response

W.K.3/RL.K.2

Writing and

Comprehension

Checklist

p.36

W.K.3

p.39

RL.K.2

With prompting

and support,

retell familiar

stories, including

key details.

*Provides a

retelling of a

familiar story,

including key

details. (1)

RL.K.2

p.38

3.7

p.31

L.K.1

Demonstrate

command of the

conventions of

standard English

grammar and

usage when

writing or

speaking.

L.K.2

Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and

spelling when

writing.

N/A

Written

Response

Written

Response

L.K.1/L.K.2

Knowledge of

Language and

Conventions

Student

Checklist

p.37

N/A

*With Prompting & Support

(#) Evidence identified in PARCC Kindergarten Evidence Tables

Page 11

George Flies South

Get Ready, Get Set, Go!

Get

Ready

Read George Flies South by Simon James.

Read all Step-by-Step Directions for each day before implementing the performance task.

Determine whether each day’s activities can be accomplished within the time estimated and plan additional sessions as

needed. Determine access to the text for all students (e.g., digital text,

document camera, standard sized book). Determine grouping options for each activity (e.g., whole-

group, small groups, partners).

Determine location for each activity (e.g., whole-group meeting area, a small-group meeting area, or one-to-one

conferences).

Read all checklists to become familiar with descriptors for

student responses.

Refer to the Glossary as needed.

Get Set

For Day One:

Secure access to the digital seasonal photographs of Trees and Birds Heading South.

Prepare and copy as needed: RL.K.7 Illustration Checklist (p.32).

Prepare and copy as needed: RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist (p.33).

Prepare and copy as needed: RL.K.1 Comprehension Checklist

(p.34). For Day Two:

Prepare chart of phrases from George Flies South on pages:

6 strong gust of wind

6 George’s nest wobbled

15 flap your wings

17 George was lifted

18 don’t move

20 curled up

21 woke with a start

23 the cat landed

27 huge beat of his wings

Prepare and copy as needed: RL.K.4 Vocabulary Checklist (p.35).

Page 12

George Flies South

Get Set

Continued

For Day Three:

Prepare Beginning-Middle-End class chart.

Make one copy of Teacher Resource: Beginning-Middle-End

Card (p.40).

Make individual copies of Student Resource: Beginning-Middle-

End Cards (p.41).

Make individual copies of Student Resource: My George Flies

South book (p.42).

Prepare and copy as needed: W.K.3/RL.K.2 Writing and

Comprehension Checklist (p.36).

Prepare and copy as needed: L.K.1/L.K.2 Knowledge of

Language and Conventions Student Checklist (p.37).

Go! Begin DAY ONE.

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George Flies South

DAY ONE Estimated time needed 20 minutes

If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day One George Flies South digital text

Seasonal photographs of Trees and Birds Heading South digital file: STEP 1.1

Class chart prepared with two questions (What new thing was George afraid to try? What helped him try the new thing?): STEP 1.1

RL.K.1 Comprehension Checklist (p.34): STEP 1.6

RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist (p.33): STEP 1.4

RL.K.7 Illustration Checklist (p.32): STEP 1.3

Key T=Teacher alone

T+S=Teacher & students S+S=Student & student

S=Student alone

CI=Collect information on student performance

Step-by-Step Directions

Tips For Teacher Language & Student Engagement CCSS

STEP 1.1 T

S+S T+S

Use the seasonal digital photographs to build background

knowledge for the setting in George Flies South.

You might say:

T We’ll read a new book today. It has illustrations of a tree and illustrations of birds. Before we begin reading, let’s talk about

trees and birds.

Project the picture of the same trees taken during four different seasons.

RL.K.7

RL.K.4

RL.K.3

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George Flies South


STEP 1.1 Continued

You might say:

I have a photograph that might help us understand the new book we’re going to read today.

Display the photographs of the same trees over a period of four seasons.

Explain:

These are photographs of the same trees taken at different times of the year.

S+S Turn and talk to a partner to share what details you notice

about how the trees change.

T+S Call on student pairs to share details they have noticed.

Prompt to explain how the trees change (e.g., difference in

amount of leaves and color).

Then ask some or all of these four questions to prepare for a

discussion of migration (a key detail in George Flies South) in

STEP 1.2 about:

1. Which picture shows a time when it would be easy for birds to find food nearby? Why do you think that?

2. Which picture shows a time when it would be hard for birds

to find food nearby? Why do you think that?

3. What do you think a bird would do if they couldn’t find food

near their nest in the tree?

4. What do you think birds do when it’s too cold and they can’t find food near their home?

RL.K.7 RL.K.4

RL.K.3

STEP 1.2 T+S

Use the combined digital photographs of trees and flying

birds to support the vocabulary phrase heading south.

RL.K.7

RL.K.4 RL.K.3

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George Flies South


STEP 1.2 Continued

Project both photographs.

Prompt students to relate the flying birds with the seasonal photographs.

Say and ask: In this photograph the birds are flying away, looking for

somewhere warmer to live. They call that heading south. Why would they birds want to find somewhere warmer to live?

Which photograph helps us understand why birds fly south?

Prompt students to not only consider the snow as a reason for

heading south but the absence of leaves on the trees and the cold winds that come with fall and winter.

RL.K.7

RL.K.4 RL.K.3

STEP 1.3

T+S CI RL.K.7 Illustration Checklist (p.32)

CI Oral response

Show the book cover of George Flies South to discuss the relationship between the illustration and the story’s

setting and characters.

Project the cover of George Flies South and

read aloud the title and

the author.

Give students a moment to look at the cover and then organize

for Turn & Talk.

RL.K.7 RL.K.3

RL.K.4

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George Flies South


STEP 1.3 Continued

You might say:

Turn to a partner and share what you notice about the trees in this picture.

Ask pairs of students to share with the class.

If not mentioned, prompt students to notice

and discuss the absence of leaves.

Continue asking students to use the cover illustration to relate to the story they will read. Use students’ responses to collect information on why the author/illustrator might have drawn this cover.

Ask students whether the cover illustration shows: Who the characters are in this story? Who the small bird and the bigger bird are? What the bigger bird and the small bird are doing?

If not mentioned by students, ask:

Do you think they might be getting ready to head south? How do you know?

CI Collect information on student responses regarding the cover

illustration using the RL.K.7 Illustration Checklist.

RL.K.7 RL.K.3

RL.K.4

RL.K.7

STEP 1.4

T+S CI RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist

(p.33) CI Oral response and gesture

Use the cover of George Flies South to recognize the text

type and identify the author/illustrator’s role.

Project or display the cover of George Flies South.

RL.K.5

RL.K.6

Page 17

George Flies South


STEP 1.4 Continued

To discuss text type, you might

ask: Looking at the cover of this book,

what type of book do you think

it is and how do you know?

If additional support is needed, use text type names, saying:

Do you think it will be a storybook or an informational book? Why do you think that?

Prompt students to discuss how the drawings and the bird’s name

are clues to the text type.

It only lists one name on the book—Simon James. Why wouldn’t there be two names—one for author and one for illustrator?

Use Oral Cloze (Glossary) to discuss author/illustrator roles,

saying: The author is the person that ________.

The illustrator is the person that _________.

As selected students respond, ask all students to show that they agree or disagree using Thumbs Up/Thumbs Down (Glossary).

CI Use the RL.K.5/RL.K.6 Text-Type and Author/Illustrator

Checklist to collect information.

RL.K.5

RL.K.6

RL.K.5

RL.K.6

STEP 1.5

T+S

Read aloud through George Flies South.

Read aloud through the book without interruption.

Encourage student interaction by:

Extending ellipses to create suspense. Show emotion when phrases end in an exclamation point

(e.g., I’m flying! and Wheee! on page 8).

Use expression, allow time for students to appreciate the illustrations and pause when students interact with the story.

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George Flies South


STEP 1.5 Continued

Respond to students but avoid initiating discussions so that

students can hear the story as a whole.

STEP 1.6

T+S CI RL.K.1 Comprehension Checklist (p.34)

CI Oral contributions to a shared writing class chart

Collaborate in a shared writing to create a statement related to the Essential Questions.

Display a chart prepared with the following two questions, leaving

a space for answers to be inserted.

Point to and read the

questions: What new thing was

George afraid to do?

What helped him try todo this new thing?

You might say: Now that we have read George Flies South, let’s see if we can

answer our questions.

Ask students to contribute ideas to construct a written answer on the shared writing chart. Students may propose one or both of

the two things that helped George try to fly: his mom and the wind.

Return to the Enduring Understanding and the Essential

Questions. You might say:

In our book, George tried something new that he was afraid to

do. Do you think it’s important to try new things even if you are afraid? Why or why not? If you are afraid to try something, what

can you do to get over your fear?

CI Using the RL.K.1 Comprehension Checklist, collect information on students as they contribute responses to the shared writing

chart.

RL.K.1

RL.K.1

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George Flies South

DAY TWO

Estimated time needed

20-30 minutes (depending on grouping decisions) If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Two

George Flies South digital text Chart paper prepared with key vocabulary phrases: STEPs 2.1 through 2.4

RL.K.4 Vocabulary Checklist (p.35): STEP 2.3 and 2.4

Key

T=Teacher alone T+S=Teacher & students

S+S=Student & student S=Student alone




STEP 2.1

T

Display a class chart prepared to include key phrases from George Flies South.

Note:

This is an act-out-the-meaning vocabulary activity to be embedded within the second reading of George Flies South. The phrases are

not intended to be acted out in isolation.

Display the list of phrases

from the story on a class chart prepared in

advance:

RL.K.4

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George Flies South


STEP 2.1 Continued

Then say:

Yesterday we read George Flies South. I’ve written some

words from the book on this class chart. Let’s read them

together. Encourage students to Echo Read (Glossary) each word.

RL.K.4

STEP 2.2 T

T+S

Explain and demonstrate the activity that prompts students to act out the meaning of the phrases on the class chart.

You might say:

T As we read George Flies South a second time, we’ll use clues

from the book to understand the words on our list. Thinking about the meaning of words can help us understand the story better.

But, we won’t just talk about these words, I’ll ask you to show me

what these words mean. You’ll show me by acting the words out.

To demonstrate the activity, say: Let’s practice first.

Say:

T+S If I said, “It’s getting cold where George lives,” how could we use our bodies to show the meaning of “it’s getting cold”?

Shiver and wrap arms around your body and say, “it’s getting

cold.” Invite students to join in acting out the meaning.

Then say:

How did we use with our bodies to show what “it’s getting cold”

means?

Determine whether additional examples are needed.

RL.K.4

STEP 2.3 T+S

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George Flies South


STEP 2.3 Continued

CI RL.K.4 Vocabulary Checklist (p.35)

CI Gestures: Acting out vocabulary meaning

Read aloud through the book, signaling students to act out

the meaning of the nine phrases as each is encountered during the read-aloud.

Note:

Determine whether everyone in the class will show the physical movements for all of the words, or whether to call on individual or

pairs of students for each phrase.

Start reading aloud from the beginning of the book.

When you come to each of the phrases, say: What do you think ______________ means?

Who can (or can everyone) show us this with your body? Use the illustrations and what the author tells you to figure what

to do.

Stop at each of the pages listed:

2: heading south

6: strong gust of wind 6: George’s nest wobbled

15: flap your wings 17: George was lifted

18: don’t move 20: curled up

21: woke with a start 23: the cat landed

27: huge beat of his wings

As each word is demonstrated, the teacher may determine that

the phrase needs to be discussed or its meaning needs to be clarified.

If clarification is necessary, prompt students to use illustrations or

the context of the page. Provide Fast Instruction (Glossary) only if the illustrations and/or the context do not provide enough

support for students to understand on their own.

RL.K.4

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George Flies South


STEP 2.3 Continued

CI Observe students as they act out the meaning of the targeted

vocabulary phrases and use RL.K.4 Vocabulary Checklist to collect information.

RL.K.4

STEP 2.4 T

T+S

CI RL.K.4 Vocabulary Checklist (p.35) CI Oral response

Make connections between the vocabulary phrases on the

class chart and the Essential Question (i.e., What helped George try something new?).

You might say: T Remember when we talked about George needing help because he was trying to learn something new?

Let’s read these words on our list and see which of them tells us

what helped George learn to fly.

When we read words that tell us something that did help George

learn to fly, give a Thumbs Up (Glossary). When we read words that do not tell us something that helped George learn to fly, give

a Thumbs Down.

T+S Read aloud the list of words on the class chart, pausing for a Thumbs Up or Thumbs Down.

As students identify and/or explain which phrases helped George

learn to fly, place the students’ initials after the phrases. The initials can be used to collect information on students after

instruction.

The highlighted words are likely candidates for students to give a Thumbs Up. Circle

student choices and follow by asking students to explain

their choices.

RL.K.4

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George Flies South


STEP 2.4 Continued

CI Collect student information with the RL.K.4 Vocabulary

Checklist, using student initials to identify those who express understanding of the words as they connect them to the Essential

Question.

RL.K.4

STEP 2.5

T+S

Prepare students for the writing activity in Day Three.

You might say: Tomorrow you’re going to make a class book that retells the story,

George Flies South.

When you retell a story, it’s important to retell the major events,

what happened, in the same order that the author wrote it.

Use Oral Cloze to reinforce the terms beginning, middle, end by saying:

The first part of the story is called the _________. The next part of the story is called the ______.

The last part of the story is the ________. Practice by retelling the story George Flies South to your family!

RL.K.2

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George Flies South

DAY THREE Estimated time needed 20 minutes to prepare for individual writing

30 minutes for individual student writing If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Three

George Flies South digital text

Paper for a George Flies South Beginning-Middle-End class chart: STEPs 3.1, 3.4, and 3.5.

One copy of Teacher Resource: Beginning-Middle-End End Card (p.40): STEPs 3.2 and 3.4

Individual copies of the Student Resource: Beginning, Middle, and End Cards (p.41): STEPs 3.3 and 3.4

Individual copies of Student Resource: My George Flies South Book (p.42): STEPs 3.6 and 3.7

W.K.3/RL.K.2 Writing and Comprehension Checklist (p.36): STEP 3.7 L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist

(p.37): STEP 3.7 Sample Student Work Products #1-4 (pp.43-46): STEP 3.7

Key

T=Teacher alone T+S=Teacher & students

S+S=Student & student S=Student alone




STEP 3.1

T+S

Display, explain and discuss the Beginning-Middle-End class chart (prepared in advance).

Note:

As students recognize events that happen in the beginning, middle, or end of the story the teacher will draw the event in one

of the columns of the Beginning-Middle-End chart.

RL.K.2

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George Flies South


STEP 3.1 Continued

You might say:

Today we’ll learn about retelling stories.

It’s important to retell a story in the right order so that it makes

sense.

Point to each word on the Beginning-Middle-End class chart, ask and then pause for students to respond:

Do you know what this word in the green box is?

Do you know what this word in the yellow box is?

Do you know what this word in the red box is?

If further prompting is needed, to say, understand, and

remember the words, use the colors as a cue: Beginning/green may be associated with “go” or start with

the first event in a story. Yellow can be associated with “slow down” because there

will be many events that occur in this middle part. Red may be associated with the last event or “stop”—the

story is at the end.

RL.K.2

STEP 3.2

T+S Teacher Resource: Beginning-Middle-End Card (p.40)

Use the teacher’s large Beginning-Middle-End Card to

demonstrate how the students will use their individual cards.

Hold up the Teacher Resource: Beginning-Middle-End Card.

RL.K.2

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George Flies South


STEP 3.2 Continued

Say:

I have this special card to help us retell George Flies South. It’s a Beginning-Middle-End card. We can use it to show where we think

something happened in our story.

Use Oral Cloze to review the word beginning and to demonstrate

using the Beginning-Middle-End card.

Say: The first part of a story is called the________.

When I want to show that something happened in the beginning

of the story, I touch the green box with my finger.

Can you read the word I touched? What sound does beginning start with?

The next part of a story is called the ________.

The box for middle is yellow. It’s even in the middle of my three boxes! What sound does middle start with?

When I want to show that something happened in the middle of

the story, I touch the middle, yellow box.

The last part of the story is the________. What letter does end start with?

When I want to show that something happened at the end of the

story, I touch the red, end box.

Read the boxes with me before you get your own Beginning-Middle-End card.

RL.K.2

STEP 3.3 T

Student Resource: Beginning-Middle-End cards (p.41)

Distribute individual Beginning-Middle-End cards to students.

RL.K.2 RL.K.3

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George Flies South


STEP 3.3 Continued

To prepare for the picture walk in STEP 3.4,

distribute students’ individual Beginning-

Middle-End cards.

To explain when the cards will be used, say:

We’ll use these cards in a little while. For now, just look at your

card and then leave it on the floor in front of you until we’re ready to use them.

RL.K.2 RL.K.3

STEP 3.4

T T+S

S

Lead students in a Picture Walk through George Flies

South, stop on seven targeted pages to discuss major events and to draw pictures on the class chart.

T Scroll through the digital pages of George Flies South without

reading aloud. Pause on pages:

2 George’s mother wants him to fly; he doesn’t want to. (beginning)

8 The nest takes off. (middle)

11 George’s nest lands on a car that is moving. (middle) 15 George lands on some wood on a boat. (middle)

19-20 George moves with the wood; then goes to sleep. (middle) 23 The cat comes and George starts to fall. (middle)

30 George flies. (end)

At each of the stopping points: 1. T+S Discuss the major event the illustration shows.

Say: What’s happening in this illustration? What details do you see?

2. S Ask students to hold up their Beginning-Middle-End cards. Say: Touch your Beginning-Middle-End card to show when

this event is happening.

RL.K.2

RL.K.3 RL.K.7

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George Flies South


STEP 3.4 Continued

3. T Draw a simple illustration in the appropriate column of the Beginning-Middle-End class chart for later use as a resource

during student writing.

Say: I’ll draw that event here on the chart to show

where it happens in the story.

If modeling is needed, point to the larger card for the first one or two stopping points before releasing responsibility to the

students.

Notes:

Asking students to use the Beginning-Middle-End cards to identify when events occur in the Picture Walk may be seen

as an easy activity, but it is primarily offered as a scaffold for the more complex task of independent writing in STEP 3.7.

Classifying only one event as beginning and one event as

end is also intended as a scaffold for the retelling required in the STEP 3.7 writing activity.

RL.K.2

RL.K.3 RL.K.7

STEP 3.5 T+S

S+S

Use the Beginning-Middle-End illustrated class chart to engage students in a retelling without the digital text.

T+S You might say:

Let’s review what happened in the story. Remember, it’s important to retell stories in the correct order. Let’s use our chart.

Prompt students to notice that there is only one event drawn under Beginning and only one event under End.

RL.K.2 RL.K.3

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George Flies South


STEP 3.5 Continued

You might say:

What do you notice about the chart?

Yes, the middle has many pictures. That’s because once a story

begins, many different things or events happen in the middle of the story before the last event at the end.

The first part of the story is called the

beginning.

Look at the drawings under the word

Beginning on our class chart.

S+S Turn and tell your partner what happened at the beginning of the story.

Ask some students to share responses with the whole group.

T+S What is the next part of the story called?

Look at the drawings under the word

Middle on our class chart.

S+S Turn and tell your partner what happened during the middle of the story.


T+S What is the last part of the story called?

Look at the drawing under the word End on

our chart.

S+S Turn and tell your partner what happened at the end of the story.


RL.K.2 RL.K.3

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George Flies South


STEP 3.6

T T+S

Student Resource: George Flies South Retold by ____ (p.42)

Demonstrate and explain the independent draw/write

retelling activity.

Note: The parts of the book include individual copies (folded in half) of a:

Book cover Page 1 for a beginning major event from the story.

Page 2 for middle major events from the story. Page 3 of book for an event from the end of the story.

T You might say:

You’re each going to make your own book to retell the story George Flies South. You’ll have to think about the different parts

of the book and the order of the story.

T+S Use a copy of the retelling book to talk students through an explanation of the parts of the book they will write/draw.

For instance, use Oral Cloze and say:

This is the cover of my book. The title is written on it for you. Let’s read it together, George Flies South, retold by ________.

Then model numbering the pages, saying:

I’m going to number my book pages to help me remember where to write my story in the correct order. What number comes first?

Demonstrate writing number 1 on first page and then numbering

pages 2 and 3.

Then say: Now I’m ready to retell the story George Flies South. I’ll have to

be sure to write the parts of the story in the correct order. I’ll start by drawing a picture and writing words on page 1 to tell

about the beginning of the story. What could I write or draw here?

Encourage students to share ideas with the group and continue

modeling pages 2 and 3, prompting for student ideas for content.

RL.K.6

W.K.3 RL.K.2

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George Flies South


STEP 3.7

S CI W.K.3/RL.K.2 Writing and Comprehension Checklist (p.36)

CI L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist (p.37)

CI Written response

CI Sample Student Work Products #1-4 (pp.43-46)

Distribute individual copies of the Student Resource: My

George Flies South Book (p.42) and provide support as students draw/write independently.

Circulate as students draw/write, prompting, scaffolding, and

clarifying confusions as needed. Remind students that all forms of kindergarten writing will be accepted. Determine whether any

students need to give dictation in order express understanding.

CI Use the W.K.3/RL.K.2 Writing and Comprehension Checklist to collect information on a written retelling of a beginning, middle,

and end event in the story.

CI The L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist is also available.

W.K.3 RL.K.2

L.K.1

L.K.2

STEP 3.8 S+S

Close by returning to the Essential Question and by celebrating the students’ individual books.

You might say:

We’ve talked about George being afraid to try something new and how he needed help to get started. Did any of your books retell

something that showed what helped George try to fly? Allow for student responses.

You might close by saying:

Let’s put our books in a special place so we can read each other’s books again … or even reread our own books!

If time permits, or at a later date, invite students to read their

books with a partner.

RL.K.1

RL.K.2

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George Flies South

Collecting Student Information: RL.K.7 Illustration Checklist Use with oral response in STEP 1.3.

Standard Evidence

RL.K.7 With 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).

Provides a description of the relationship

between the illustrations and the story in which

they appear. (1)

RL.K.7

Describes the relationship between the

illustration and the setting of

the story.

Student Name Yes No Comments

Insert ✓in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.

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George Flies South

Collecting Student Information: RL.K.5/RL.K.6 Text-Type and

Author/Illustrator Checklist Use with gestures in STEP 1.4.

Standard Evidence

RL.K.5 Recognize common

text types (e.g.,

informational books,

storybooks, poems).

Demonstrates the ability to recognize common types

of texts. (1)


and support, name author

and illustrator of a story

and define the role of each

in telling the story.

Provides an identification of the author of a story and

what the author’s role is in telling the story. (1)

Provides an identification of the illustrator of a story

and what the illustrator’s role is in telling the story.

(2)

RL.K.5 RL.K.6

Identifies text type.

(Storybook)

Identifies role of

the author.

Identifies role of

the illustrator.

Student Name Yes No Yes No Yes No

Insert ✓ in the appropriate box.


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George Flies South

Collecting Student Information: RL.K.1 Checklist Use with oral responses in STEP 1.6.

Standard Evidence

RL.K.1 With prompting and support, ask

and answer questions about key details in a

text.

Provides questions and/or answers

that show understanding of key details

in a text. (1)

RL.K.1

Provides a key detail

from the text.




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George Flies South

Collecting Student Information: RL.K.4 Vocabulary Checklist Use with gestures (physical movements) in STEP 2.3. Use with oral response in STEP 2.4.

Standard Evidence (Scoring tool uses bold evidence)

RL.K.4 Ask and answer

questions about unknown

words in a text.

Provides a statement or other expression that

shows understanding of unknown words in a

literary text. (1)

Asks questions about unknown words in a literary text.

(2)

RL.K.4.1

Uses physical movements to show understanding

of targeted phrases in George Flies South.




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George Flies South

Collecting Student Information: W.K.3/RL.K.2 Writing and

Comprehension Checklist Use with Student Resource: My George Flies South Book (p.42) in STEP 3.7.

Standard Evidence (Scoring tool uses bold evidence)

W.K.3

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.

Narrates a single event using a combination of drawing,

dictating, and/or writing. (1)

Narrates several loosely linked events using a

combination of drawing, dictating, and/or writing. (2)

Tells about events in the order in which they

occurred when narrating a single event or several

loosely linked events, using a combination of

drawing, dictating, and/or writing. (3)

Provides a reaction to what happened during the events

(s) when narrating a single event or several loosely

linked events, using a combination of drawing, dictating,

and/or writing. (4)

RL.K.2 With prompting and

support, retell familiar stories,

including key details.

Provides a retelling of a familiar story, including

key details. (1)

W.K.3.3 RL.K.2.1

Tells about events in the order in which they

occurred using drawing, dictating, and/or writing.

Provides a retelling of a familiar story, including key details.

Student Name Yes No Yes No



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George Flies South

Collecting Student Information: L.K.1/L.K.2 Knowledge of

Language and Conventions Student ChecklistUse with Student Resource: My George Flies South Book (p.42) in STEP 3.7.

Standard

L.K.1 Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.K.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Date: CCSS Student Name: Yes No

L.K.1.A Uses only drawing to express ideas.

L.K.1.A Prints many upper- and lower-case letters.

L.K.1.B Uses frequently occurring nouns and verbs.

L.K.1.C Forms regular plural nouns orally by adding /s/ or /es/

(e.g., dog, dogs; wish, wishes).

L.K.1.D Understands and uses question words (interrogatives)

(e.g., who, what, where, when, why, how).

L.K.1.E Uses the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with).

L.K.1.F Produces and expands complete sentences in shared

language activities.

L.K.2.A Capitalizes the first word in a sentence and the pronoun I.

L.K.2.B Recognizes and names end punctuation.

L.K.2.C Writes a letter or letters for most consonant and short-vowel

sounds (phonemes).

L.K.2.D Spells simple words phonetically, drawing on knowledge of

sound-letter relationships.


Prepare individual student copies of this checklist.

Page 38

George Flies South

If/Then Chart

If… Then…

RL.K.1 students have

difficulty asking and answering

questions about key details in the

text

Reread stories to increase familiarity. Practice retelling with favorite, familiar stories.

Practice retelling with student-created languageexperience stories.

RL.K.2

students have difficulty retelling a

familiar story, including key

details

Use props, costumes, or puppets to support retellings.

Practice with student-created language experience

stories. Open a retelling center with a familiar book.

Meet with students in small groups to implementsimilar lessons over time.

RL.K.4

students have difficulty asking

and answering questions about

unknown words in the text

Increase opportunities to expose students to

language through interactive read-alouds. Provide inquiry and modeling opportunities for

students to see words “figured out” using thecontext of author and illustrator “clues” within the

text. Consistently allow opportunities to talk to others

about texts and experiences. Routinely provide instruction and practice

opportunities with carefully chosen academicvocabulary and reinforce with text experiences.

Engage in playful opportunities that promote word

consciousness (e.g., word of the day, listening forspecial words, word games, etc.).

Provide opportunities to hear and use vocabularywords in new situations.


difficulty recognizing

common types of

texts

Have center activities that engage students insorting books by text type, providing opportunities

for both open and closed sorting activities(Glossary).

Organize classroom library by text types.

Choose read-aloud texts with clear text-typecharacteristics and discuss as reading.

Page 39

George Flies South

If… Then…

RL.K.6

students have difficulty naming

the author and illustrator of a story

and defining the roles of each in

telling the story

Reinforce the role of authors by positioning them

as the person who “tells us” the information in thisbook.

Reinforce the role of illustrators by positioningthem as the person who “shows us” how to

understand the book. Provide frequent and rich opportunities for

students to engage in authoring and illustrating,calling attention to the power and responsibility of

that role in their own work.


difficulty describing the relationship

between the illustrations and the

story in which they appear

Provide additional practice with the story. Have students illustrate text from a familiar book.

Engage students in a pocket chart activity wherethey match text with the appropriate illustration.

Engage students in illustrating a class book. Engage students in illustrating a language

experience story.

W.K.3 students have

difficulty composing narrative text to

tell about events in the order in which

they occurred

Continue modeling, drawing, labeling, and writingin a variety of grouping opportunities.

During dictation, engage the student in orallycomposing what he or she will write; follow by

sharing the pen (both teacher and student write)to draw, label, and write events in order.

L.K.1.A

students use only drawing to express

ideas when writing

Model use of print to express ideas by transcribing student dictated ideas.

Provide students with key words they are likely to

use to express ideas using a word wall, andencourage students to use the word wall to remind

them of how to spell and print words when writing.

Page 40

George Flies South

Teacher Resource: Beginning-Middle-End Card Use in STEP 3.2.

Beginning

Middle

End

Page 41

George Flies South

Student Resource: Beginning-Middle-End Cards Use in STEP 3.3.

Beginning

Middle

End

Beginning

Middle

End

Beginning

Middle

End

Page 42

George Flies South

Student Resource: My George Flies South Book Use in STEP 3.6.

George

Flies

South

Retold by

_____________

Page 43

George Flies South

Sample Student Work Product #1: STEP 3.7


George Flies South by Simon James Candlewick Press, 2011

STEP 3.7 Task Description: Students use a combination of drawing, dictating, and writing to retell three events including key detail(s) from the story—one from

the beginning, one from the middle, and one from the end.

Beginning He was in the tree.

Middle He fell on the car.

End George learned to fly.

Scoring Rationale: The student used drawing and dictation to accurately retell beginning, middle, and

end events and included some key details for those events.

Possible Next Steps:

Provide opportunities to work with partners to add additional middle events to retellings.

Provide frequent opportunities to read literary texts and collaborate with others

to identify beginning, multiple middle, and end events to support retelling of text.

Encourage student to include additional details in illustrations to elaborate the relationship between illustrations and a story.

Encourage use of correct punctuation at the beginning of sentences.

CI W.K.3/RL.K.2 Writing and Comprehension Checklist

W.K.3.3 RL.K.2.1

Tells about events in the order in which

they occurred using drawing, dictating,

and/or writing.

Provides a retelling of a familiar story,


Yes No Yes No

✓ ✓

Page 44

George Flies South






Scoring Rationale: The student used drawing and dictation to accurately retell a beginning, a

middle, and an end event and included some key details for each event.

Possible Next Steps: Provide opportunities to work with partners to add additional middle

events to strengthen writing. Encourage student to include additional details in illustrations to

elaborate the relationship between illustrations and a story. Encourage use of correct punctuation at the beginning and end of

sentences.

Beginning

He doesn’t want to fly.

Middle

He is in the car.

End

He flew.


W.K.3.3 RL.K.2.1



and/or writing.



Yes No Yes No

✓ ✓

Page 45

George Flies South






Beginning

He flies south.

Middle

Drawing depicts the cat

frightening

George.

End

Drawing depicts George and his mother flying

south together.

Scoring Rationale:

The student’s drawings accurately identified a beginning and end event but

the beginning event was incorrectly identified with both drawings and words.

Possible Next Steps: Provide frequent opportunities to read familiar literary texts and to work

with partners to identify characters, setting, and major events in a story. Provide frequent opportunities to work with partners to identify

beginning, middle, and ending events for retelling. Provide frequent opportunities to work with a partner to describe the

relationship between the illustrations and the retelling of a story. Encourage student to use written words to express ideas.


W.K.3.3 RL.K.2.1



and/or writing.



Yes No Yes No

✓ ✓

Page 46

George Flies South






Beginning

Drawing details beginning event

with George in the tree.

Middle

Drawing depicts no change from

beginning event.

End

He flew.

Scoring Rationale:

The student’s drawing correctly identified a beginning event. The drawing

of the middle event repeated the beginning event. The end drawing depicted an accurate event from the end of the story.

Possible next steps:

Provide frequent opportunities to read literary texts and to work withpartners to identify characters, setting, and major event from the

beginning, the middle, and the end of stories. Provide frequent opportunities to work with partners to describe the

relationship between the illustrations and the retelling of a story. Encourage student to use written words to express ideas.


W.K.3.3 RL.K.2.1



and/or writing


including key details

Yes No Yes No

✓ ✓

Page 47

George Flies South

Retrospective Journal

Performance Task____________________________Date_______________

What do I know about my class because of this performance task (including strengths/needs of the class relative to specific CCSS, as well as general

information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?

After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:

Comments:

Documents

George Flies South Grade K Literary Text Recommended First ... · it. The book features a series of illustrations on each double-page spread, providing students with the opportunity