Me…Jane Grade K Informational Text Recommended Second Half ... · to talk about the cover illustration. Read aloud the entire book without planned stops for discussion (but responding

Me…Jane Grade K Informational Text Recommended Second Half of Year

Enduring Understanding

Essential Question(s)

Vocabulary From the text Vocabulary

Needed to talk about the text Focused

Instruction Fast

Instruction

When we are curious about something, there are things we can do to learn.

What can you do when you are curious about something?

What did Jane Goodall do when she was curious?

• cherished • curious • dream • hid • Jane Goodall • learned • observed • snuck • stayed still • studied • watched

• Africa • miracle

• author/illustrator • journal • key words • title • topic

Days At-A-Glance

DAY ONE DAY TWO DAY THREE Introduce title, author, and text-type. Read the book for the first time without interruptions and ask students to identify the topic.

Read the book a second time, stopping on identified pages to discuss and enter vocabulary words and phrases onto a “Key Words in Me Jane” class chart. Emphasize the importance of the words curious and observe.

Review the roles of the author and the illustrator, identify the book’s text-type, and review words entered on the class chart during Day One. Read the first section of the book again to discuss and add words to the class chart. Invite students to use physical movements to act out the meaning of a group of words from that section. Read the second section of the book to make connections between Jane Goodall as a child and Jane Goodall as an adult.

Introduce the class book writing activity and review words on the “Key Words” class chart.

Prepare students for writing by conducting a picture-walk, a student partner retelling, and a teacher explanation of the writing activity.

Invite students to draw/write an individual page for a class book and ask students to share their writing.

CI CCSS Student Work Product CI

CCSS Student Work Product CI CCSS Student Work Product

RI.K.2 RI.K.4

Oral response Oral response

RI.K.1 RI.K.4

Oral response Oral response and Gestures

RI.K.2 RI.K.4 W.K.2 L.K.1 L.K.2

Written response

Page 1

Me…Jane

K-2 Formative Tools

Kindergarten Performance Task: Informational Text

Me…Jane Written & Illustrated by Patrick McDonnell

Little, Brown and Company, 2011

WHEN WE ARE CURIOUS ABOUT SOMETHING,

THERE ARE THINGS WE CAN DO TO LEARN

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 ........................................................... 6

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 ........................................................................................... 12

DAY TWO .......................................................................................... 23

DAY THREE ........................................................................................ 32

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Me…Jane

Collecting Student Information: RI.K.2 Comprehension Checklist .............. 40

Collecting Student Information: RI.K.4 Vocabulary Checklist .................... 41

Collecting Student Information: RI.K.1 Comprehension Checklist .............. 42

Collecting Student Information: W.K.2 Writing Checklist .......................... 43

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

Conventions Student Checklist ............................................................. 44

If/Then Chart ..................................................................................... 45

Teacher Resource: Class Book Cover ..................................................... 46

Student Resource: Student Page .......................................................... 47

Teacher Resource: Book Back Cover ..................................................... 48

Sample Student Work Product #1: STEP 3.6 .......................................... 49




Retrospective Journal .......................................................................... 53

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Me…Jane

Performance Task Overview

Time of Delivery

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

Enduring Understanding When we are curious about something, there are things we can do to learn.

Essential Questions

What can you do when you are curious about something? What did Jane Goodall do when she was curious?

Text Summary

In this book, Patrick McDonnell, the author and illustrator, depicts the young Jane Goodall as a budding naturalist. As a child, with her beloved stuffed

chimpanzee in hand, she explored the world outdoors—observing, drawing, chasing, and climbing. She also read extensively about plants and animals.

She dreamed of one day helping and living with animals by traveling to Africa.

McDonnell’s ink and watercolor illustrations support the text and bring

Goodall as a small child to life for the young reader. He also includes primary artifacts—one two-page spread with a series of sketches and games Jane

Goodall created for members of a club she led. The last six pages of the book segue from childhood dreams to Goodall’s actual work as an adult, with

a photo of Goodall and a small chimpanzee on the final page.

There is additional information about Jane Goodall as well as a message from Goodall about the importance of making the world a better place, which

seems to be geared toward a more mature audience rather than the young reader.

Rationale for Text Selection

Me… Jane received a 2012 Caldecott Honor award for its high quality illustrations, which clearly demonstrates the quality of this book. Many

young students will be able to connect with Goodall’s love of the outdoors and curiosity about the natural world. The author challenges the young

audience to think beyond the simple pleasure of being outdoors and curious

to thinking about how one might learn more about a topic of curiosity. In addition, he implies that curiosity as a child, and learning more about a topic,

may lead to adventures later in life.

Text Considerations

Jane Goodall has many titles—zoologist, primatologist, environmentalist, and

naturalist. While none of these are used in the text of Me…Jane, the content of

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Me…Jane

the text lends itself to Jane’s life as a naturalist—a person who studies plants,

animals, and their environment—because it fits neatly with the content of this book.

Students may need additional support for the last pages of the book. Jane falls

asleep as a young girl at home in her bed and wakes up as an adult in a tent in Africa. Care has been taken to support students to understand how the

author/illustrator has conceptualized the difference in Jane’s location over time.

McDonnell uses mixed media for the visual art of the text. The illustrations were created using India ink and watercolors. There is a photograph at the

beginning and end of the book—the first in black-and-white and the second in color. On one two-page spread, McDonnell created a collage of sketches and

notes that Goodall made as a child. In addition, on many pages in the book, there are ornamental engravings of plants, animals, and other objects from the

19th and early 20th century that McDonnell uses to emphasize Goodall’s interest

in close observation of nature. The use of so many visual mediums creates a sense of depth while also offering multiple access points for children to learn

about Jane Goodall.

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 needed.

Focused Instruction refers to those vocabulary words that are needed to

carry meaning forward and, therefore, require more time. The term 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 vocabulary instruction the goal is not for students

to memorize an exact dictionary definition of a term or phrase. Activities build deep understanding within the context of a text over the course of

multiple days.

Vocabulary in the text (Focused Instruction):

cherished

curious

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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Me…Jane

Vocabulary in the text (Focused Instruction) continued:

dream hid

Jane Goodall learned

observed read

snuck stayed still

studied watched

Vocabulary in the text (Fast Instruction):

Africa miracle

Vocabulary needed to talk about the text:

author/illustrator journal

key words title

topic

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 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 in this performance task are

standards-aligned checklists. The checklists 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 then

consider when planning instruction.

As teachers learn to use these types of tools they may expand the application of the scoring tools with their students. 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.

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Me…Jane

Sample Student Work Products

For each written student work product created in the task, a sample student work product is provided.

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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Me…Jane

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

Day Duration

Description

Day One

25 min

Introduce Me…Jane as an informational book and a biography by Patrick McDonnell.

Project the book cover, read title and author, and ask students to talk about the cover illustration.

Read aloud the entire book without planned stops for

discussion (but responding to any queries and/or comments from students).

Ask students to identify the topic of the book. Collect information using the RI.K.2 Comprehension Checklist

(p.40). Introduce a class chart, “Key Words in Me…Jane” class chart.

Add Jane Goodall to the class chart. Read aloud pages 1-5, stop twice for discussions, and enter

cherished and watched onto the class chart. Read aloud pages 6-7, stop twice for discussions, and enter

studied and read onto the class chart. Study photographs of Jane Goodall’s journal on page 8-9 and

make connections to illustration of Jane writing on page 7. Read aloud pages 10-15, stop three times for discussions, and

enter curious, stayed still, and observed onto the “Key

Words from Me…Jane” class chart. Read aloud the “Key Words in Me…Jane” class chart and

prompt students to make connections between the meanings of similar words.

Emphasize the meaning of curious and observe. Collect information using the RI.K.4 Vocabulary Checklist

(p.41).

Day

Two

30 min

Review Me…Jane’s title, author/illustrator roles, text-type, and

topic.

Display, read, and review meanings of words on “Key Words in Me…Jane” class chart.

Review details that tell readers what Jane was curious about when she was a child.

Collect information on students using the RI.K.1 Comprehension Checklist (p.42).

Read-aloud through page 28, stopping to retell key details, to review understanding of words entered on the key word class

chart on Day One, and to enter the words snuck and hid.

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Me…Jane

Day Duration

Description

Day Two

30 min

Invite students to act out their understanding of selected

words on the class chart. Collect information using the RI.K.2 Comprehension Checklist

(p.40) and/or the RI.K.4 Vocabulary Checklist (p.41). Continue reading through page 35, stopping briefly on pages

29, 31, and 32 to discuss the change in age and location for Jane Goodall.

Read aloud pages 32-35, stop for discussions and enter dream onto the class chart.

Day

Three

30 min

Introduce components of the “Curious Jane” class book.

Explain the topic of the “Curious Jane” class book and read/discuss the words on the “Key Words in Me…Jane” class

chart. Conduct a picture-walk (Glossary) through Me…Jane to

provide student support for writing their page in the “Curious Jane” class book.

Conduct a Fist List (Glossary) to provide student support for writing their page in the “Curious Jane” class book.

Provide examples of facts to include in the student page of the “Curious Jane” class book.

Invite students to write/draw their individual page for the

“Curious Jane” class book. Close, asking students to share their writing/drawing with

small groups or the whole class. Collect information using the RI.K.2 Comprehension Checklist

(p.40) and/or the RI.K.4 Vocabulary Checklist (p.41), and/or the W.K.2 Writing Checklist (p.43), and/or the L.K.1/L.K.2

Knowledge of Language and Conventions Student Checklist (p.44).

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Me…Jane

CCSS Alignment Chart

Day.Step Standard Evidence

Student

Work

Product

Scoring

Tool If/Then

2.3

p.25

RI.K.1

With prompting

and support,

ask and answer

questions about

key details in a

text.

*Provides

questions and

answers that

show

understanding

of key details in

a text. (1)

Oral

Response

RI.K.1

Comprehension

Checklist

p.42

RI.K.1

p.45

1.3

p.15

3.6

p.38

RI.K.2

With prompting

and support,

identify the

main topic and

retell key details

of a text.

*Provides an

identification of

the main topic

of a text. (1)

*Provides a

retelling of key

details in a text.

(2)

Oral

Response

Written

Response

RI.K.2

Comprehension

Checklist

p.40

RI.K.2

p.45

1.9

p.21

2.5

2.8 p.29

3.6

p.38

RI.K.4

With prompting

and support,

ask and answer

questions about

unknown words

in the text.

*Provides a

statement or

other

expression that

shows

understanding

of unknown

words in an

informational

text. (1)

Oral

Response

Oral

Response

Written

Response

RI.K.4

Vocabulary

Checklist

p.41

RI.K.4

p.45

3.6

p.38

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.

Informs or

explains using a

combination of

drawing,

dictating, and/or

writing; names

what they are

writing about;

and supplies

some

information

about the topic.

(1)

Written

Response

W.K.2

Writing

Checklist

p.43

W.K.2

p.45

*With prompting and support

(#) Evidence identified in PARCC Kindergarten Evidence Tables

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Me…Jane

CCSS Alignment Chart

Day.Step Standard Evidence

Student

Work

Product

Scoring

Tool If/Then

3.6

p.38

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.

Written

Response

L.K.1/L.K.2

Knowledge of

Language and

Conventions

Student

Checklist

p.44

N/A

*With prompting and support

Page 11

Me…Jane

Get Ready, Get Set, Go!

Get

Ready

Read Me…Jane by Patrick McDonnell. 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 asneeded.

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). Determine a center plan to organize retelling practice and other

center activities. Read all checklists to become familiar with descriptors for

student responses. Determine whether the Curious Jane book will be constructed as

a class book or individual student books. Refer to the Glossary as needed.

Get Set

For Day One:

Prepare class chart entitled “Key Words in Me…Jane.” Prepare and copy as needed: RI.K.2 Comprehension Checklist

(p.40) and RI.K.4 Vocabulary Checklist (p.41).

For Day Two:

Prepare Chart entitled “What Did Jane Do When She wasCurious?”

Prepare and copy as needed: RI.K.1 Comprehension Checklist(p.42) and RI.K.4 Vocabulary Checklist (p.41)

For Day Three: Prepare copies of the cover page(s), back page(s), and

individual student pages.

Prepare and copy as needed: RI.K.2 Comprehension Checklist(p.40) and/or the RI.K.4 Vocabulary Checklist (p.41), and/or

the W.K.2 Writing Checklist (p.43), and/or the L.K.1/L.K.2Knowledge of Language and Conventions Student Checklist

(p.44).

Go! Begin DAY ONE.

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Me…Jane

DAY ONE

Estimated time needed

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

Materials needed for Day One

Me…Jane digital text Chart paper for class chart titled “Key Words in Me…Jane”: STEPS 1.4

through STEP 1.10 RI.K.2 Comprehension Checklist (p.40): STEP 1.3

RI.K.4 Vocabulary Checklist (p.41): STEP 1.9

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 T+S

Introduce the purpose of the lesson, to read an

informational book—a biography titled Me…Jane by Patrick McDonnell—in order to learn about someone’s life.

You might say:

T Today we’re going to read an informational book called Me…Jane written and illustrated by the same person, Patrick

McDonnell.

T+S If needed, provide an opportunity for students to review their understanding of author, illustrator, and informational

books.

T Build on that understanding, explaining that this is a special kind of informational book called a biography and that in a biography,

authors give us information about the life of a real person.

Emphasize that biographies do not have make-believe characters.

RI.K.5

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Me…Jane


STEP 1.1 Continued

Students may need to be frequently reminded that this is an

informational text as the illustrations are similar to those used in storybooks.

You might say: This book is a biography. That means it tells us about the life of a

real person. The real person we will learn about in this biography is named Jane Goodall. Most of the book is about Jane when she

was a little girl, living in England. Even though most of the pictures are drawings, it is still an informational book.

Note:

While England is not mentioned in the book, young Jane’s dream about living in Africa is a key detail for students to understand.

At this point, it may be helpful to point to a map, locating where students live in America, where Jane lived as a young girl (i.e.,

England), and where young Jane dreamed of going (i.e., Africa).

Note:

When the read-aloud reaches page 24, the author will tell readers that Jane “…dreamed of a life in Africa.” At this point, it

may also be helpful to return to the map, pointing to England again and then to Africa, where Jane had dreamed of living.

While conceptualizing locations and distances may be challenging, pointing this out to students may help them to

consider the movement her dream required.

RI.K.5

Step 1.2 T

S+S

Project the book’s cover, reread the title and author, and

ask students to Turn & Talk about what the book’s cover illustration shows us.

You might say:

T It’s always good to look at the cover of an informational book to think about what clues the author and illustrator are giving us.

Turn & Talk with a partner to tell what the book’s cover illustration shows us.

RI.K.5

RI.K.2 RI.K.7

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Me…Jane


STEP 1.2 Continued

Teachers may find it helpful to precede Turn & Talk with a brief

whole class discussion first.

S+S For both whole class and/or Turn & Talk, prompt by asking:

What do you notice? What does that make you think the book will be about?

If students need additional prompts, you might also ask:

If the title is Me…Jane, who do you think the girl is in thepicture?

Why do you think the girl is holding the chimpanzee? Why do you think there are so many other animals in the

illustration?

Note: This can be a brief conversation since the information provided on the cover is limited.

RI.K.5

RI.K.2 RI.K.7

STEP 1.3 T

S+S T+S

CI RI.K.2 Comprehension Checklist (p.40) CI Oral responses

Read aloud the entire book without planned stops and ask

students to identify the topic of the book.

Although no stops are suggested, determine whether it is appropriate to stop if students ask a question or interact with the

book.

You might say:

T Let’s read Me…Jane and learn what we can find out about her life.

S+S After reading, organize students for Turn & Talk to prompt

them to identify the topic of the book by asking: If you met someone who hadn’t read this book, what would you

say is the topic of this book? What is this book mostly about? Turn & Talk to your partner to tell them what the book is mostly

about.

RI.K.7

RI.K.2

Page 15

Me…Jane


STEP 1.3 Continued

Ask students to share the topic they identified, confirming that

students understand the life of Jane Goodall is the topic of this book.

T+S After group sharing, prompt students to explain how they know the topic of the book by saying:

Now that you have identified the topic of the book, what the book is mostly about, explain how you know the book is about Jane

Goodall.

T If needed, prompt students to use illustrations to provide keydetails that the life of Jane Goodall is the topic of this book.

CI Collect information as students identify the topic of the book

and provide key details from the book during Turn & Talk or whole group discussions using the RI.K.2 Comprehension

Checklist.

RI.K.7

RI.K.2

RI.K.2

STEP 1.4

T

Introduce the “Key Words in Me…Jane” class chart and add Jane Goodall to the chart.

Explain to students that there are words in Me…Jane that help

them understand what the author is telling readers about Jane’s life. When certain words help us understand the book, we

sometimes call them key words.

Display the class chart to

students and enter Jane Goodall’s name onto the chart.

Explain a person’s name is a very important word in a biography because it is what

the book is about—the topic of the book.

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Me…Jane


STEP 1.5

T T+S

S

Reread pages 1-5, stop twice for discussions, and enter

cherished and watched onto the “Key Words in Me…Jane” class chart.

Note:

It may be helpful to vary the discussions by alternating between

Turn & Talk and whole class discussions in STEPs 1.5-1.8.

You might say:

T Let’s read about Jane’s life again and this time we’ll stop and

talk about more key words that help us learn about Jane’s life.

Key words are important words. When readers understand key

words, it’s easier to understand what they are reading.

Use prompts that encourage students to use clues in the text to generate their own definitions for the targeted words.

Reread pages 1 and 2 and stop to discuss cherished.

You might say:

T+S The author’s words tell us that “She cherished Jubilee and took him everywhere she went.”

If Jane always took Jubilee with her, what does that tell you that cherished means?

Prompt for students to contribute their emerging understanding

of cherished (e.g., loving Jubilee very much, wanting to take care of Jubilee, etc.).

Say: T Cherished helps us

understand how Jane felt about Jubilee. Let’s add it to

our key word chart.

RI.K.1

RI.K.4 RI.K.7

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Me…Jane


STEP 1.5 Continued

Reread pages 3 and 4. Stop at the end of page 4 to discuss

watched.

T+S We read that Jane watched birds and spiders and squirrels.

What’s another word for watched? (Pause for student responses.)

S Prompt students to notice how the illustration shows Jane not

moving while she watched the animals. Ask students to consider why she is standing so still.

The word watched is important because it tells us what Jane did

in order to learn about animals. Should we add the word watched to our chart?

Add watched to the class chart.

RI.K.1

RI.K.4 RI.K.7

STEP 1.6 T

T+S S

Reread pages 6 and 7, stop twice for discussions, and

enter studied and read onto the class chart.

T Continue reading pages 6 and 7 and stop at the end of page 7

to discuss studied and read.

You might say: T+S The author’s words tell us that Jane studied and read.

What does that mean? Why would those words be key words? (Pause for student response.)

Should we add the words studied and read to our chart?

RI.K.1

RI.K.4 RI.K.7

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Me…Jane


Step 1.6 Continued

Add studied and read.

If needed, prompt

students to understand studying and reading helped Jane learn more

about animals and plants.

Prompt students to use the illustrations by saying:

S The author’s words don’t tell us what Jane is doing at the table. We have to look closely at the illustration to understand what

Jane is doing. What do you see Jane doing in the illustration?

T+S If students do not notice the objects on the table, call attention to them as a source of information for her journal (i.e.,

things she has collected from outside).

Provide Fast Instruction (Glossary) about the meaning of journal (e.g., a place where people write down things they want

to remember or think about).

RI.K.1RI.K.4

RI.K.7

STEP 1.7

T+S

Stop on pages 8 and 9 for students to study Jane’s childhood journal and to make connections with the

illustration on page 7.

Allow time for students to study the photographs of Jane’s childhood journal. If needed, explain that these pages are

photographs of real pages from Jane Goodall’s childhood journal.

You might say:

Let’s look at these photographs. These are not illustrations drawn by Patrick McDonnell. They are actual photographs of pages from

Jane’s journal.

What do you notice in these photographs of pages from Jane’s

RI.K.3 RI.K.7

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Me…Jane


journal? What was she studying?

STEP 1.7 Continued

Prompt students to make connections between the illustration of Jane journaling on page 7 and the photographs of journal pages

on pages 8-9.

If students cannot make the connection on their own, you might

scaffold with: Do you remember the illustration of Jane writing on the page

before this? The photographs on these pages show us pages from Jane’s journal and the kinds of things that Jane was

curious about when she was a young child.

STEP 1.8

T T+S

Read aloud pages 10 through 15, stop three times for

discussions, and enter curious, stayed still, and observed onto the class chart.

Note:

This set of pages introduces the term curious, which will be part

of the prompt for student writing on the final day of this performance task.

T Reread page 10 and stop to discuss curious.

T+S You might say:

Why do you think the author called Jane “curious Jane”? What does it mean to be called curious?

(Pause for student responses.)

Accept any student approximations that suggest wanting to find

out about things, wanting to learn, etc.

Should we add the

word curious to our chart? Why is it important?

RI.K.1

RI.K.4 RI.K.7

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Me…Jane


STEP 1.8 Continued

Continue reading and stop at the end of page 12 to discuss stayed still.

Look at the illustration. Do you know what it means when the author’s words tell us Jane stayed still?

Do you remember other illustrations that show Jane watching

something the way she’s watching the chicken on page 12?

Return to page 5, where the illustration shows that Jane stayed still and ask:

What is Jane doing on page 5? Why do you think it’s important to stay still if you are curious about something?

Let’s add stayed still it to our class chart.

Continue reading and stop at the end of page 14 to discuss

observed.

The author’s words tell us Jane observed a miracle. What does

observed mean? Is the word observed important? Why?

Accept student approximations for observed that are close to watching or looking carefully.

Say:

If observed is important, let’s add it

to our chart.

RI.K.1 RI.K.4

RI.K.7

Page 21

Me…Jane


STEP 1.9 T+S

CI RI.K.4 Vocabulary Checklist (p.41) CI Oral response

Read aloud the “Key Words from Me…Jane” chart, prompt

students to make connections between words.

You might say:

Let’s read the words on our chart. As we

read the words, let’s think about what the words mean.

After reading the key word chart, you might say: Are any of the words the same in some way?

Prompt if necessary, by saying:

Do any of the words mean almost the same thing?

If needed, prompt a discussion to determine students’ understanding of each of the listed words and guide students to

see connections between watched and stayed still, or watched and observed, curious and observed, etc.

In the process of a class discussion, clarify any misconceptions.

As students offer definitions of words or make connections, the

teacher may add their initials after the words on the chart. If multiple students contribute, multiple initials can be noted.

CI Collect information on students using the RI.K.4 Vocabulary

Checklist at this point or when students are discussing and defining words and their meanings.

RI.K.4

RI.K.4

STEP 1.10

T Emphasize two of the words from the class chart: observed and curioius

RI.K.4

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Me…Jane


observed and curious.

STEP 1.10 Continued

You might say:

We’re going to read about Jane’s life again tomorrow and soon

we’re going to make our own class book about Jane!

There are two key words that are very important for understanding this book. The words are curious and observed.

I’m going to circle these

words on our chart to remind us that they are very

important words because they help us understand

what we are learning about Jane Goodall.

As you go through the day today, think about things you are curious about and notice what you do to observe them.

Note:

It may be helpful if the words observed and curious are frequently inserted into the everyday conversations over the life

of this performance task—both in the classroom and playground.

Even though the teacher and students would be using the words outside the context of Me…Jane, hearing and using the words in

new situations may help students bring a deeper understanding to their meaning in Me…Jane.

RI.K.4

Page 23

Me…Jane

DAY TWO



Materials needed for Day Two

Me…Jane digital text Chart titled “Key Words in Me…Jane” (Introduced on Day One): STEP

2.2 through STEP 2.9 Chart titled “What Did Jane Do When She was Curious?”

RI.K.1 Comprehension Checklist (p.42): STEP 2.3

RI.K.4 Vocabulary Checklist (p.41): STEP 2.5 through STEP 2.8

Key T=Teacher alone

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

S=Student alone




STEP 2.1 T+S

Project the cover of the book and review Me…Jane’s title,

author/illustrator roles, text-type, and topic.

You might say: Yesterday we read an informational book. It was a special

informational book because it’s a biography. It taught us about a real person. Can anyone remember the title?

(Pause for response and supply title if needed.)

Point to and read the author’s name on the cover and then ask,

What was Patrick McDonnell’s job for the book Me…Jane?

If only identified as the author or the illustrator, prompt students to remember that Patrick McDonnell was both author and

illustrator. Ask students to explain the role of an author/illustrator.

RI.K.6

RI.K.2

Page 24

Me…Jane


STEP 2.1 Continued

You might ask:

What was the topic of the book? That means: What was this

book mostly about?

This book is a biography about the life of Jane Goodall.

Remind students:

Me…Jane is different than the other informational books we’ve

read because most of the pictures are drawings and not photographs. It’s important to remember though, that the words

in the book tell us true facts about Jane Goodall.

RI.K.6 RI.K.2

STEP 2.2

T+S S+S

Display the “Key Words in Me…Jane” class chart and

review the words’ meanings.

You might say: T+S We made a list of key words from the book yesterday. Let’s

read these words together and see if we can explain the meaning of these words.

Engage in an echo reading (Glossary) of the words from the class

chart, stopping briefly for students to share the meaning of each word.

As on Day One, it may be helpful to record student initials after a

word as students demonstrate some understanding of its meaning.

S+S Organize students for Turn & Talk. Call special attention to

the words that are circled as important and ask students to Turn & Talk to a partner about the meaning of the words curious and

observe.

RI.K.4

STEP 2.3 T

S CI RI.K.1 Comprehension Checklist (p.42)

CI Oral response

Page 25

Me…Jane


STEP 2.3 Continued

Review the details from the book that tell readers what

Jane was curious about when she was a child.

You might say: Yesterday when we read this informational book about Jane

Goodall we learned that she was curious. What were some of the things Jane was curious about?

Pause for students to name some details from the previous day’s

reading. Students may name:

birds

spiders squirrels

chickens laying eggs trees

It is not necessary for students to name all items about which

Jane was curious. They will have an opportunity in the STEPs that follow to respond with details.

CI Use the RI.K.1 Checklist to collect information on students as

they name details from the text.

RI.K.1

RI.K.1

STEP 2.4 T

Prepare students to address the Essential Question: What

did Jane do when she was curious about something?

You might say: Today, as we read, we’re going to stop along the way to think

about what we’re reading.

Listen for words that tell us what Jane did when she was curious about something. The illustrations might show you what she did

when she was curious, too.

STEP 2.5 T+S

S+S

Page 26

Me…Jane


STEP 2.5 Continued

CI RI.K.4 Vocabulary Checklist (p.41)

CI Oral response and/or acting out

Read aloud through page 4, stopping to star the word

watched on the class list and to act-out its meaning.

T+S After finishing page 4, you might say: What was Jane curious about?

(Pause for students to list spiders, squirrels, and birds.)

Read through the words on the class list and ask students to Echo Read (Glossary).

Did you hear any words on this page that tell us how Curious Jane

learned about animals? (Pause and point to the word watched.)

Call attention to watched bysaying: Let’s put a red star next to watched to remind us that this word tells us something Jane did to help her learn about

things she was curious about.

You might say: S+S Can you work with a partner to act out what it looked like

when Jane stayed still and watched the animals? One of you will need to be Jane staying still and one of you will need to be

an animal Jane watched.

Call on pairs of students to demonstrate how Jane looked when she watched to learn about spiders, squirrels, and birds. One

student might play the role of the spider, squirrel, or bird; the other student might be a curious person like Jane. Encourage

students to use the illustrations to see how Jane stayed still when she watched.

CI Use the RI.K.4 Vocabulary Checklist to collect information on students as they demonstrate understanding of words orally

and/or act out their meaning.

RI.K.4

RI.K.4

Page 27

Me…Jane


STEP 2.6

T+S S+S

CI RI.K.4 Vocabulary Checklist (p. 41) CI Oral response and/or acting out

Read aloud through page 6, stopping to star the words studied and read on the class chart, and to act-out their

meanings.

T+S After finishing page 6, you might say: Did you hear any words that tell us what Jane did when she was

curious? (Pause for student responses.)

Read again if students need extra time to identify studied and read.

After identifying studied and read, say:

Let’s put a red star next to studied and read to remind us

that these words tell us something Jane did to help her

learn about things she was curious about.

S+S You might say:

Who can act out what it looked like when Jane studied and read?

Call on students to demonstrate how Jane looked when shestudied and read.

CI Use the RI.K.4 Vocabulary Checklist to collect information on students as they demonstrate understanding of words orally

and/or act out their meaning.

RI.K.4

RI.K.4

STEP 2.7 T+S

S+S

Examine pages 8 and 9 and focus on writing in her journal

as another way Jane learned. RI.K.4

Page 28

Me…Jane


STEP 2.7 Continued

After reading through page 9, you might say:

T+S What do we see on these pages that let us know another thing Jane did when she was curious? What is she doing?

Prompt students to identify what Jane did to learn on these pages (i.e., wrote/took notes in a journal).

Then ask:

Why do you think she is writing in her journal?

Scaffold students to understand that writing in a journal might help you learn about something.

STEP 2.8

T+S

S+S CI RI.K.4 Vocabulary Checklist (p.41)

CI Oral response and/or acting out

Read aloud through page 15, add the words snuck and hid and ask students to act out the meanings of some words

on the “Key Words in Me…Jane” class chart.

After reading through page 15, you might say: T+S We read that Jane observed a miracle. What was the

miracle she observed? (Pause for students to respond that Jane observed the chicken

laying an egg.)

Ask students: What did Jane have to do in order to observe the chicken laying

the egg? (Pause for students to respond that she snuck into her the

chicken coop and/or that she hid behind the straw and/or that she stayed still and observed the chicken laying the egg.)

Ask students:

What do the words snuck and hid tell us about Jane?

Prompt students to notice that snuck and hid tell us what Jane had to do to learn where eggs come from.

RI.K.1 RI.K.4

Page 29

Me…Jane


STEP 2.8 Continued

Say: Let’s add snuck and hid to

our class chart.

Then say:

We already have a star next to watched, studied, and read because we said watched, studied, and read are things that

Jane did to help her learn about animals.

Let’s put stars next to stayed still, observed, hid, and snuck, too,

because that also helped Jane learn.

S+S Organize students into Turn & Talk.

Say: Can you work with a partner to act out what Jane did to learn

about chickens? One of you will need to be Jane and one of you will need to be the chicken.

Call on pairs of students to demonstrate how Jane looked when

she observed the chicken laying the egg. One student might play the role of the chicken laying the egg; the other student might be

a curious person like Jane.

Display appropriate illustrations and prompt students to use the

illustrations to see how Jane snuck, hid, stayed still, and observed.

CI Use the RI.K. 4 Vocabulary Checklist to collect information on

students as they demonstrate their understanding of words orally and/or by acting out their meaning.

RI.K.4

Page 30

Me…Jane


STEP 2.9

T+S

Continue reading through page 35, stopping briefly to discuss Jane’s change from a young child to an adult.

Students may need support to establish the connection between the illustration on page 31 (a young Jane falling asleep with

Jubilee in her bedroom in England) and the illustration on page 33 (a mature Jane waking up in a tent in Africa).

To support students, stop after page 29 and say:

Look at Jane. What do you notice about her?

How old do you think she is?

Why do you think that? Where is she?

What is she getting ready to do?

Stop after page 31 and ask:

Who is the person sleeping? Where is she?

How do you know?

Stop after page 33 and ask: Who is the person waking up?

Where is she? How do you know?

Does she look different?

After reading page 34, you might ask: Why and how is this illustration of Jane different than most

of the other illustrations of Jane in the book? What do you notice in this photograph?

Who is this woman?

What is the author trying to tell us about Jane’s dream ofliving in Africa?

T+S The author’s words tell us Jane was able to “awake one day

to her dream come true.” What does that mean?

RI.K.3 RI.K.7

Page 31

Me…Jane


STEP 2.9 Continued

Turn & Talk to a partner about what Jane did that helped you

know her dream came true.

Affirm correct interpretations and clarify misconceptions for the

word “dream.”

You might ask students: Is the word dream important? Why?

Then say: Let’s add it to our chart?

During or after the discussion, it may be helpful to return to a world map and show where Jane is living on page 29 and where

Jane is living on page 33.

You might say: Next time we’ll be making a book about Jane Goodall. Start

thinking about what you will want to write about. What was something Curious Jane studied that was interesting to you? What

did she do to learn about that? You might want to tell someone at

home about this book.

Page 32

Me…Jane

DAY THREE



Materials needed for Day Three

Me…Jane digital text “Key Words in Me…Jane” class chart (from Days One and Two): STEP

3.2 One copy of Teacher Resource: Class Book Front Cover (p.46): STEP 3.1

One copy of Teacher Resource: Class Book Back Cover (p.48) STEP 3.1

One copy per student of Student Resource: Class Book Student Page(p.47): STEP 3.1

RI.K.2 Comprehension Checklist (p.40): STEP 3.6 RI.K.4 Vocabulary Checklist (p.41): STEP 3.6

W.K.2 Writing Checklist (p.43): STEP 3.6 L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist

(p.44): STEP 3.6 Sample Student Work Products #1-#4 (pp.49-52): STEP 3.6

Key

T=Teacher alone T+S=Teacher & students

S+S=Student & student S=Student alone




STEP 3.1

T

T+S Teacher Resource: Class Book Front Cover (p.46)

Introduce the components of the “Curious Jane” class book.

Note:

The Curious Jane book can be constructed as a class book or individual books consisting of a front cover, student page, and

back cover. The following STEPs provide directions for a class book. STEP 3.1 Continued

RI.K.5

Page 33

Me…Jane


T You might say: We’re going to write our own informational class book about Jane

Goodall today.

Project the front cover of the digital text, Me…Jane or hold up the

cover of the book showing the drawing of young Jane.

T+S Using oral cloze, you might say: This is the cover of the book we’ve been reading. In this book we

learned a lot about ________________ and what she was curious about learning.

Hold up the front cover

page of the Curious Jane class book (Teacher Resource: Class Book

Front Cover).

You might say:

This will be the cover of our book. The title of our book will be Curious Jane. Who will this book be about?

Hold up the back cover of the Curious Jane class

book (Teacher Resource: Class Book Front Cover).

You might say: This will be the back cover of our class book. Do you know who

this woman is?

(Pause for students to respond.)

If clarification is needed, explain that the book will be about Jane

when she was a little girl. When the book is finished, a drawing of young Jane may be added to the front and back covers.

Then point to the photograph on the bottom right of the back page and explain that this is a photograph of Jane when she grew up.

RI.K.5

Page 34

Me…Jane


Hold up the Student Resource: Student Page

(p.47).

Explain that each student

will get a copy of this page to write his or her own fact

about Jane.

When students are finished writing, their individual pages will be joined together with one cover and one back page and the book

will be added to the class library. It will also be available to all visitors who want to learn about Jane Goodall.

RI.K.5

STEP 3.2

T+S

S+S

Explain the topic of the Curious Jane class book and read/discuss the words on the Key Words in Me…Jane

Chart.

You might say: T+S Each of you will write one fact that you learned about Jane—

one thing she was curious about learning.

When you write to tell what Jane was curious about, you will also be writing what Jane did to learn about that—what Jane did when

she was curious.

Let’s read the important words on our key words chart. Do you

remember why we placed a red star next to some of the words? (Pause for student responses.)

If additional support is needed, you might say:

The key words were important because they told us what Jane did to learn about things when she was curious. Let’s read the chart.

These words will help you when you write your facts today.

RI.K.2

RI.K.4

Page 35

Me…Jane


Engage students in echo

reading the words on the “Key Words in Me….Jane” class chart.

S+S Organize students for Turn & Talk, saying:

The author wrote that Jane was curious. What does curious mean? Turn and tell your partner what curious means.

Call on students to share their definitions with the whole class.

Then say:

The author’s words said that Jane observed the miracle of a chicken laying an egg. Turn and tell your partner what observed

means.

Call on students to share their definitions with the whole class.

RI.K.2 RI.K.4

STEP 3.3

T+S

Conduct a picture walk through Me…Jane to provide support for writing the student page in the class book.

You might say:

Let’s take a picture walk through Me…Jane to remind us of the

things Jane was curious about and what she did to learn about them.

Scroll through digital pages without reading the text but invite

students to comment when they notice what Jane is doing and learning about.

Encourage students to notice and use vocabulary from the text:

watched, studied, read, stayed still, observed, snuck, and hid.

RI.K.2 RI.K.4

STEP 3.4 T+S

STEP 3.2 Continued

Page 36

Me…Jane


S+S

Conduct a Fist List (Glossary) to provide support for writing

the student page in the class book.

T+S You might say:

You’re each going to write about one fact that tells what Jane was curious about.

Sometimes when I want to remember facts I’ve learned, I make a Fist List to help me keep track of what I want to remember.

Hold up a fist and say:

One fact I remember about curious Jane is that she snuck into

the chicken coop and hid behind some straw to observe a chicken laying an egg.

As the teacher states (or students state) a fact, the teacher

extends one finger from the fist.

Keeping the teacher’s fist visible (with one finger up), say: Can anyone help me remember another fact? Something else that

made Jane curious enough to observe it?

The teacher solicits additional facts from the class, unfolding another finger each time a fact is shared/remembered.

Some facts students might choose include:

Jane watched birds building nests.

Jane observed spiders spinning webs. Jane observed squirrels chasing one another up and down

trees. Jane studied plants and animals in her back yard.

Jane read about plants and animals in books. Jane wrote about what she learned in her own journal.

Jane observed a chicken laying an egg.

Provide an opportunity for students to recite the same facts in their own words, using their own fists to support retelling key

details.

STEP 3.4 Continued

RI.K.2

RI.K.4

Page 37

Me…Jane


S+S Organize students for Turn & Talk.

Say:

Now it’s your turn to make a fist list with a partner. When you’re finished making your fist list, you will need to decide which fact

you wish to write about for our class book. Work with your

partner to make your fist list.

Encourage students to share some of their fist list ideas with the whole group.

RI.K.2

RI.K.4

STEP 3.5

T T+S

S+S

Provide examples of facts to include in the student page of

the Curious Jane class book.

T You might say: We learned from the book that Jane was curious about many

things. Now it’s our turn to make a book to teach others about Jane Goodall.

You will need to decide what was the most interesting thing you

learned that Jane was curious about and what she did to learn about it.

Provide an example for students, such as:

For example, if I thought it was most interesting that Jane was curious about squirrels, I would write “Jane was curious about

squirrels. She watched them chasing one another up and down

trees.”

T+S Then ask students: What do you think was most interesting?

How did Jane learn about that?

As students respond, prompt them to include both facts: what Jane was curious about and what she did to learn about that fact.

STEP 3.5 Continued

S+S Organize students for Turn & Talk.

W.K.2

RI.K.2

Page 38

Me…Jane


You might say: Turn and tell your partner what Jane was curious about and what

she did to learn about it.

When you and your partner are finished, come and get a writing

paper from me so you can get started.

W.K.2

RI.K.2

STEP 3.6 S

CI RI.K.2 Comprehension Checklist (p.40) CI RI.K.4 Vocabulary Checklist (p.41)

CI W.K.2 Writing Checklist (p.43) CI L.K.1/L.K.2 Knowledge of Language and Conventions Student

Checklist (p.44) CI Written Response

CI Sample Student Work Products #1-#4 (pp.49-52)

Invite students to complete a page for the class book,

Curious Jane.

Choose to work with small groups at a center to write their papers or ask students to write their individual papers in a whole class

grouping.

If in a large group, circulate and confer with individual or small groups of writers to support their efforts.

CI Collect information about students using one or more of the

checklists provided: RI.K.2 Comprehension Checklist (key

detail(s), RI.K.4 Vocabulary Checklist (vocabulary), and/or the

W.K.2 Writing Checklist (accurate information about a given topic

using drawing, dictating, and/or writing).

CI The L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist may also be used.

RI.K.2

RI.K.4 W.K.2

RI.K.2

RI.K.4 W.K.2

L.K.1

L.K.2

STEP 3.7

S+S

Close by asking students to share their writing and/or W.K.2

Page 39

Me…Jane


drawing with classmates in a small group or whole class

setting.

Decide whether to have students share their writing in smallgroups or with the whole class on Day Three or at a later date.

Ask students to decide on a prominent spot for the book to be displayed and made available to visitors to their classroom.

RI.K.2

RI.K.4

Page 40

Me…Jane

Collecting Student Information: RI.K.2 Comprehension Checklist Use with oral response in STEP 1.3.

Optional use with Student Resource: Curious Jane Class Book (pp.46-48) in STEP 3.6.

Standard Evidence

RI.K.2 With prompting and support,

identify the main topic and retell key

details of a text.

Provides a statement of the main topic of

a text. (1)

Provides a retelling of key details in a

text. (2)

Depending on the teacher’s prompt,

provides either the topic of the text or both

the topic and key detail.

RI.K.2.1 RI.K.2.2

Topic Key Detail

Student Name Yes No Yes No

Insert ✓ in the appropriate box.

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

Page 41

Me…Jane

Collecting Student Information: RI.K.4 Vocabulary Checklist Use with oral response in STEP 1.9. Use with oral response in STEPs 2.5, 2.6, and 2.8.

Optional use with Student Resource: Curious Jane Class Book (pp.46-48) in STEP 3.6.

Standard Evidence (Scoring tool uses bold evidence only)

RI.K.4 With prompting and

support, ask and answer

questions to help determine or

clarify the meaning of words

and phrases in a text.

Provides a statement or other expression that

shows understanding of unknown words in an

informational text.(1)

Asks questions about unknown words in an

informational text. (2)

RI.K.4.1

Demonstrates

understanding of

a word/phrase as

it is used in the

text.

Student Name Yes No Comments



Page 42

Me…Jane

Collecting Student Information: RI.K.1 Comprehension Checklist Use with oral response in STEP 2.3.

Standard Evidence

RI.K.1 With prompting and support, ask

and answer questions about key details in a

text.

Provides questions and answers that

show understanding of the key details

in a text.(1)

RI.K.1

In response to

a question,

provides a key

detail from the

text.



Page 43

Me…Jane

Collecting Student Information: W.K.2 Writing Checklist Use with Student Resource: Curious Jane Class Book (pp.46-48) in STEP 3.6.

Standard Evidence

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.

Informs or explains using a

combination of drawing, dictating,

and/or writing, names what they are

writing about, and supplies some

information about the topic. (1)

W.K.2

Supplies some

accurate

information

about the

provided topic

using drawing,

dictating,

and/or writing.


Insert ✓in the appropriate box.


Page 44

Me…Jane

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

Language and Conventions Student Checklist Use with Student Resource: Curious Jane Class Book (pp.46-48) in STEP 3.6.

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 45

Me…Jane

If/Then Chart If… Then…

RI.K.1

students have difficulty

answering questions about key details in the

text

Reread the particular pages to increasefamiliarity.

Continue lessons focused on recalling facts. Practice with student-created language

experience informational texts.

RI.K.2

students struggle to

retell key details

Provide prompting by showing the relevantpages from the book for students to recall key

details. Practice with student created language

experience informational texts.

Meet with the student(s) in a small group toimplement similar lessons over time.

RI.K.4

students are not

grasping the meaning of curious and other

words addressed

Read additional books that includeconversation around similar vocabulary words

like curious. Ask students to contribute additional pages to

the class book. Provide opportunities to hear and use curious

and other words addressed in new situations.

W.K.2

student writing does not

reveal understanding of information learned

about the topic

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

sharing the pen (both teacher and studentwrite) to sketch, label, and/or draw.

Continue modeling drawing, labeling andwriting during whole group and small group

instruction.

L.K.1.A

students use only

drawing to express ideas when writing

Model use of print to express ideas bytranscribing student dictated ideas

Provide students with key words they are likelyto use to express ideas using a word wall, and

encourage students to use the word wall toremind them of how to spell and print words

when writing.

Page 46

Me…Jane

Teacher Resource: Class Book Front Cover

Curious Jane

Written and illustrated by

__________________________________

Page 47

Me…Jane

Student Resource: Class Book Student Page

Jane was curious!

________________________________________

________________________________________

________________________________________

Page 48

Me…Jane

Teacher Resource: Class Book Back Cover

These are some of the

facts we learned about a

little girl named Jane

who was very curious

about the world around

her!

Jane grew up and

followed her dream of

helping and living with

animals in Africa.

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Me…Jane

Sample Student Work Product #1: STEP 3.6

Kindergarten Performance Task: Informational Text Me…Jane by Patrick McDonnell


STEP 3.6 Task Description: Students use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which

they supply some information about a topic that was identified and discussed for three days.

Transcription: She was studying animals.

CI W.K.2 Writing Checklist Supplies some accurate information about the provided topic using

drawing, dictating, and/or writing.

Yes No

✓

Scoring Rationale: The student used drawing and writing to supply some accurate information

about the topic in Curious Jane (Jane’s tendency to be curious about animals).

Possible Next Steps: Encourage to include additional details to show understanding of the

topic of the text. Encourage the use of correct beginning, middle, and end sounds in

writing.

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Me…Jane





they supply some information about a topic that was identified and discussed for three days.

Transcription:

Jane was curious about the chickens. She hid behind the straw and watched the chickens.

CI W.K.2 Writing Checklist Supplies some accurate information about the provided topic

using drawing, dictating, and/or writing.

Yes No

✓

Scoring Rationale: The student used drawing and writing to supply some accurate information

about the topic in Curious Jane (Jane’s tendency to be curious about animals).

Possible Next Steps:

Encourage student to add more details to strengthen writing. Provide opportunities for student to identify multiple details to support

topics in informational texts.

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Me…Jane




STEP 3.6 Task Description: Students use a combination of drawing,

dictating, and writing to compose informative/explanatory texts in which they supply some information about a topic that was identified and discussed

throughout the three days of instruction.

Transcription: Jane was curious about spiders.

She watched them.



Yes No

✓

Scoring Rationale: The student used drawing and writing to supply some information about

Curious Jane.


Provide additional opportunities with informational texts for student toidentify multiple details to support topic of text.

Encourage the use of correct beginning, middle, and end sounds in writing. Encourage the use of correct spacing within and between words.

Encourage the correct use of uppercase and lowercase letters withinwords.

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Me…Jane





they supply some information about a topic that was identified and discussed throughout the three days of instruction.

Transcription: Jane observed the eggs.



Yes No

✓

Scoring Rationale: The student used drawing and writing to supply some information about

Curious Jane.


Provide additional opportunities with informational texts for student to

practice identifying the topic of the text. Encourage the use of correct beginning, middle, and end sounds in writing.

Encourage the use of correct spacing within and between words.

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Me…Jane

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

Me…Jane Grade K Informational Text Recommended Second Half ... · to talk about the cover illustration. Read aloud the entire book without planned stops for discussion (but responding