Grade Level K Role-Play Reading and Early Explorations in Print Updated: August 4, 2017 1

Prince William County Schools Language Arts Grade Level Kindergarten

Unit #1A: Role-Play Reading and Early Exploration in Print

Unit Focus Following the balanced literacy model for instruction, students will have opportunities to listen and speak to build oral language. Additionally, students will explore early concepts of print. At this time of year, teachers will work to establish behaviors for success during the reading workshop. Teacher Note: Kindergarten Units 1 and 2 have been separated for specificity of content, but both units complement one another. Therefore, consider infusing aspects of both units when planning. Based on student needs, components of these units may be taught in conjunction with one another. Metacognitive Strategies: Teaching of all metacognitive strategies occurs across the year. However, instruction in this unit provides an emphasis on: Monitor/Fix Up, Ask Questions, and Visualize. Suggested Duration: 4 to 6 Weeks (This is a flexible timeline. Teachers should devote adequate time for developing early literacy skills based on student needs in each classroom.)

Stage 1 - Desired Outcomes Established Goals Virginia Standards of Learning Oral Language K.1 The student will demonstrate growth in the use of oral language.

a) Listen to a variety of literary forms, including stories and poems. b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and

stories with repeated word order patterns. d) Participate in creative dramatics.

K.2 The student will expand understanding and use of word meanings. c) Use words to describe/name people, places, and things. d) Use words to describe/name location, size, color, and shape. K.3 The student will build oral communication skills.

a) Express ideas in complete sentences and express needs through direct requests. b) Begin to initiate conversations. g) Follow one- and two- step directions.

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Reading K.4 The student will identify, say, segment, and blend various units of speech sounds.

a) Begin to discriminate between spoken sentences, words and syllables. b) Identify and produce words that rhyme.

K.5 The student will understand how print is organized and read. a) Hold print materials in the correct position. b) Identify the front cover, back cover, and title page of a book. c) Distinguish between print and pictures.

K.6 The student will demonstrate an understanding that print conveys meaning. a) Identify common signs and logos. c) Read and explain own writing and drawings. d) Read his/her name.

K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable.

K.9 The student will demonstrate comprehension of fictional texts. a) Identify what an author does. b) Relate previous experiences to what is read.

c) Use pictures to make predictions. e) Use story language in discussions and retellings. WIDA English Language Development Standard English language learners communicate for Social and Instructional purposes within the school setting. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Enduring Understandings Essential Questions Students will understand that: U1 All print materials in English follow similar patterns. U2 Language is the way we communicate with each other and share

ideas. U3 Good listening and speaking skills help us better understand each

other. U4 Readers use strategies to clarify their understanding when

comprehension breaks down. U5 Readers form pictures in their minds to “see” what the author has

written. U6 Readers wonder about the text to help them understand it.

Students will keep considering: Q1 What do I understand about how books work? Q2 How can we speak in a way that others will understand? Q3 How do we show others that we are listening to them? Q4 Can I listen and respond to what I hear?

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Knowledge Skills Students will know: K1 Their own first name in print. K2 How to recognize and name uppercase and lowercase letters, with

increased speed, both in sequence and in random order. K3 An uppercase letter has a lowercase letter partner. K4 The author's job in writing a story. K5 The illustrator’s job in a story. K6 Print holds meaning, as do signs, symbols, icons, and pictures. K7 “A point for every word and a word for every point”. K8 How to ask a question. K9 How to draw a mental picture about the text.

Key vocabulary: Uppercase, lowercase, alphabet, finger-point, cover, front, back, title, author, rhyme, poem, location, size, color, shape, choral (all together), echo (after me), and act.

Students will be able to: K.1 S1 Listen to text read aloud (K.1a). S2 Participate in choral and echo speaking and recitation of short

poems, rhymes, songs, and stories with repeated patterns and refrains (K.1b).

S3 Participate in creative dramatics such as songs and group activities designed to give students frequent opportunities for listening and speaking (K.1c,d).

K.2 S4 Use words (size, shape, and color) to describe or name people,

places, and things during partner and group activities and during teacher-directed instruction (K.2d).

K.3 S5 Verbally express needs through direct requests (K.3a). S6 Participate in a range of collaborative discussions (K.3c,d). S7 Initiate conversations with peers and teachers in a variety of school

settings (K.3e). S8 Develop active listening skills (K.3d): S9 Listen attentively to teachers and peers (K.3c,d); S10 Use active listening strategies during conversations (use eye

contact, give wait time, listen without interrupting, respond appropriately, take turns when speaking, keep hands and feet to self) (K.3c,d,e).

S11 Listen and take direction from others to complete one- and two- step tasks (K.3g).

K.4 S12 Match a word that rhymes with a spoken word (K.4b). S13 Supply a word that rhymes with a spoken word (K.4b). S14 Segment a word into individual syllables by clapping hands or

snapping fingers (K.4d). K.5 S15 Hold print materials in the correct position (K.5a). S16 Identify the front and back cover (K.5b). S17 Turn pages appropriately (K.5a,b).

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S18 Distinguish print from pictures (K.5c). S19 Using pictures to construct ideas (K.5). K.6 S20 Explain own drawings and writings (scribbles, letter

approximations, and letter strings) (K.6c). K.7 S21 Begin tracking familiar print from left to right and top to bottom

(K.7c). K.9 S22 Identify the roles of the author and the illustrator of

selected texts (K.9a). S23 Recognize author’s purpose (K.9). S24 Describe the relationship between illustration and the

story (e.g., what moment in the story does the illustration depict) (K.9c).

S25 Link knowledge from their own experiences to make sense of and talk about a text (K.9b).

S26 Give evidence that they understand the meaning of what is being read aloud, including who, what, when, where, why, and how (K.9d).

S27 Ask and respond to simple questions about the content of a book (K.9d).

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Stage 2 – Evidence Performance Assessment Task(s) Other Evidence P1 Typically, this assessment would be a real-world scenario in order

for students to apply knowledge authentically. However, given the nature of learners at this time of year and the prevalence of baseline gathering around early reading behaviors, teachers are to create a comprehensive picture of the Kindergartener using the assessments.

Note: Teachers should take into consideration the individual needs of all students, in particular EL, SPED and advanced, when determining scaffolds for student success. For example, students with an English Language Proficiency Level of 1 & 2 in writing, the following supports could be used: visuals, sentence frames, graphic organizer, and native language peers as supports; ELP Level 3 & 4 in writing domain could use sentence frames, graphic organizer, and peers as supports.

A selection of assessment options for teachers: O1 Letter/Sound Identification O2 Writing name O3 Beginning Reading Strategies/Concepts about Print O4 I PLAY Oral Language Checklist

Performance Assessment Task Evaluative Tool

Not applicable to this unit.

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Stage 3 - Learning Plan Recommended Learning Experiences

When planning instruction for learners, consider supports which ensure alignment between curriculum expectations and the needs of students, creating an instructional match. Additionally, the resources linked below provide opportunities and strategies for teachers to plan for a variety of rich oral and written experiences. When presenting lessons, all learning activities should make use of the Balanced Literacy Model: L1 Introduction to Active Listening by Listening to a Variety of Literary Forms: K.1a, K.3a.b (Sample Lesson) L2 Introduction to Oral Language Through Stories, Poems and Creative Dramatics: K.1 a, b, d L3 Introduction to Print: Print Conveys Meaning, by Using the Student's Name: K.6d L4 Identifying Common Signs and Logos in Environmental Print: K.6a L5 Introduction to Letter Identification (uppercase & lowercase): K.7a L6 Understanding that Print Conveys Meaning by Reading and Explaining Own Drawings and Writings: K.6c L7 Expand Understanding and Use of Word Meanings by Using Descriptive Words (people, places, things) to Describe Our Own Writing: K.2c,

K.6c L8 Expand Understanding and Use of Word Meanings by Using Descriptive Words (name location, size, color, and shape) to Describe Our Own

Writing: K.2d, K.6c L9 Building Oral Communications Skills by Expressing Ideas and Needs Using Complete Sentences: K.3a, b L10 Identify What An Author Does: K.9a L11 Understanding How Print Is Organized by Holding Materials Correctly and Identifying the Front Cover, Back Cover and Title Page: K.5a, b L12 Understanding How Print Is Read by Demonstrating a Speech to Print Match through Accurate Finger Pointing: K.5c, K.7c L13 Begin to Discriminate between Spoken Sentences, Words and Syllables: K.4a L14 Begin to Identify and Produce Words that Rhyme: K.4b L15 Using Comprehension and Metacognitive Strategies to Deepen Understanding of Text: K.1 L16 Summarizing: K.9 a,b,c,e (Sample Benchmark Literacy Lesson)

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Peer-Reviewed Instructional Resources Note: This list of resources is intended to provide support for teachers in planning their instruction.

Teachers should use their professional judgment to select lessons that fully address the Standards of Learning and the needs of their students.

Resources Specific to Support Instruction of this Unit: VDOE Early Literacy Videos: http://www.doe.virginia.gov/instruction/english/elementary/reading/early_literacy_strategies.shtml VDOE English Standards of Learning Curriculum Framework Kindergarten: http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2010/framework_english_k-5.pdf VDOE ESS Lesson Plans: "Story Telling Using Creative Dynamics" http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/oral_language/k-2/5_k-2_oral_lang_rdg_story_retelling.pdf Balanced Literacy for English Language Learners, K-2 – Linda Chen and Eugenia Mora-Flores pgs. 53, 57-63, 161 The Reading Strategies Book – Jennifer Serravallo pgs. 24, 80, 134, 251-252, 278, 328 PWCS Resources PWCS Divisionwide Literacy Plan CLAWS - PWCS PWCS - Beginning Reading Strategies Resource PWCS Early Reading Strategies Support Document PWCS Effective Phonics Instruction: A Tool to Access Words to Make Meaning PWCS Language Arts Website Additional General Resources to Support Reading Workshop: Handwriting Without Tears Kindergarten – Grade 2 Reading Benchmark Guidelines Becoming a Writer – Dorothea Brande Explorations in Nonfiction Writing - Tony Stead & Linda Hoyt The Fountas and Pinnell Literacy Continuum – Irene Fountas & Gay Su Pinnell Interactive Read-Aloud – Linda Hoyt Leveled Literacy Intervention – Fountas & Pinnell Teaching for Comprehending & Fluency – Irene Fountas & Gay Su Pinnell The Next Step in Guided Reading - Jan Richardson Writing Units of Study – Lucy Calkins

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Unit Alignment to Benchmark Literacy Materials Note: This list of lessons from Benchmark Literacy which can be used to support the Standards and concepts presented in the unit. Teachers should

also note where Benchmark Literacy will not support the Standards and concepts of the unit. Please note the Benchmark Literacy units do not explicitly align with the PWCS LA Unit Guides. As a result, embed the metacognitive strategies listed in the unit focus into all lessons and resources that are used when teaching the unit.

Benchmark Volume 1 Unit 2 Consider using the following Benchmark Resources: Metacognitive Strategy: Visualize Comprehension Strategy: Analyze Character Big Book: The Three Little Pigs Leveled Texts: How Many Walruses, Jobs Up High, Sam, The Cake, Mrs. Kangaroo’s Trip Graphic Organizers: What I Know About Web (BLM 1) & Analyze Character (BLM 2)

Benchmark Volume 2 Unit 6 Lessons Week 2, Days 1-4 Metacognitive Strategy: Fix-Up Monitoring Comprehension Strategy: Summarize Information Big Book: Animals in their Habitats Posters: Where Has My Little Dog Gone? (Fluency Poster) Leveled Texts: Life at the Beach, My Cat, Patterns All Around, Fast Athletes, Counting Money

Benchmark Volume 2 Unit 6 Sample Lesson from Week 1 Day 1

Standards addressed in this unit may also be supported with these Benchmark resources: Ongoing standards can be additionally supported with the Word Study and Phonics materials available online through the technology package. K.2c: Benchmark Units 2 Week 1 and 2, Unit 3 Week 1 and 2, Unit 5 Week 1 and 2, Unit 6 Week 1 Days 1-4, Week 2 Days 1,2,5 K.2d: Benchmark Unit s Unit 2 Weeks 1 and 2, Unit 6 Week 1 Days 1-4, Week 2, Days 1,2

Additional Supporting Resources The following resources are available on EL Program Staff Communities page.

Scaffolding tools (EL Tools)

Analogy making Cooperative learning

Ask, answer and record

Academic Literacy Tools (vocabulary, graphic organizers, K-2 literacy,

3-12 reading, 3-12 writing) Language experience approach

Guided reading

Differentiation Tools (cooperative learning, co-teaching)

Flexible grouping Learning centers

Tiered assignments

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Focused brainstorms Graphic organizers

Mentor texts Minilessons

Sentence scaffolds/frames

Independent reading Literacy work stations

Read aloud Reader-generated questions

Recorded books Shared reading Sketch to stretch

Sticky notes Talking drawings

Analogies Character trait maps Magnet summaries

Word sorts Vocabulary word map

Alternative assignments Multiple texts/resource materials

Fact or fiction Inside/Outside circles

Think-Pair-Share

SAMPLE LESSONS

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Unit 1: Early Explorations of Print – Environmental Print Lesson 1: Introduction to Active Listening by Listening to a Variety of Literary Forms Mentor Text for Focus Lesson: Brown Bear, Brown Bear What Do You See? by Bill Martin, Jr. Materials: Brown Bear, Brown Bear book, paper, writing tools Student Learning Objective: Focus Standard(s) K.1a Listen to a variety of literary forms, including stories and poems. K.3 Develop active listening skills. Activities in this lesson support the following standards: K.2d, K.3ab, K.5abc, K.7c

Use words (size, shape, and color) to describe or name people, places, and things. Develop active listening skills. Hold print materials in the correct position. Identify the front and back cover. Turn pages appropriately. Distinguish print from pictures. Begin tracking familiar print from left to right and top to bottom.

Language Objective: The student will actively listen to a story. Focus Mini-Lesson – Focus the Learning (approximately 15 minutes) – Whole Group) Introduction: Teacher says: We read stories as a way to communicate with each other and share ideas. Sometimes we read to learn and sometimes we read for fun. We are going to be active listeners. Active listeners listen attentively, listen without interrupting, and by keep their hands and feet to themselves. Model: Begin by choosing a volunteer to tell you about a favorite book. As the student speaks, demonstrate poor listening habits. Then apologize and ask the student to try again. This time model good listening habits. Then have a discussion with the students about what they observed. Teacher says: What did you notice about my listening during the first time the child was speaking compared to the second time the child was speaking? How do you think it made the child feel? How would it make you feel? Create an anchor chart for listening to reading. Listening Anchor Chart

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What the teacher does

What the students do

Teacher reads the story

Eyes on the book

Hands on your lap

Sit on your bottom

Listen without interrupting

Guided Practice: Choose a student to come up and model appropriate active listening while listening to a student talk about their favorite story. Do this activity several times. Collaborative Practice: Teacher reads Brown Bear, Brown Bear, What Do You See? while students practice their active listening skills. Closure: Teacher says: What did you do today to be an active listener? Possible Literacy Center Activities: * Listen to book on CD. Additional Book Selections: * Polar Bear, Polar Bear What Do You Hear? by Eric Carle * Baby Bear, Baby Bear What Do You See? by Eric Carle * Panda Bear, Panda Bear What Do You Hear? by Eric Carle * We're Going on a Bear Hunt by Michael Rosen * Click, Clack, Moo: Cows that Type by Doreen Cronin * The Pout, Pout Fish series by Deborah Diesen * With My Family (Benchmark Literacy Kindergarten materials, Reader's Theater Unit) * Nursery Rhymes Teacher Resources: Bill Martin reading Brown Bear, Brown Bear, What Do You See? on YouTube at https://www.youtube.com/watch?v=pdHCYgO9zh8 Visual cues to promote active listening (i.e. sign language or picture cards to redirect attention)

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The Daily Five: Fostering Literacy Independence in the Elementary Grades by Boushey & Moser The First 30 Days of School - Routines & Rituals by Jane Shook & Patty Brinkman Criteria for Success (Formative Assessment – Student assessment/ reflections): Students will demonstrate active listening skills. Students who are successful will earn 3-4 checkmarks on the following observation checklist.

Student Name Eyes on the Book

Hands on the Lap Listen Without Interrupting

Sitting on Bottom

Unit 1, Lesson 2: Early Explorations of Print – Environmental Print Mentor Text for Focus Lesson: Brown Bear, Brown Bear What Do You See? by Bill Martin, Jr. Materials: Brown Bear, Brown Bear book, pictures or puppets of Brown Bear characters (located at http://kizclub.com/stories2.htm - click on "Color" under the book picture) Student Learning Objective: Focus Standard(s) K. 1a Listen to a variety of literary forms, including stories and poems.

b Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs and stories with repeated word order patterns. K.1d Participate in creative dramatics.

Listen to the text read aloud. Participate in choral and echo reading and echo speaking and recitation of short poems, rhymes, songs and stories with repeated word order patterns. Activities in this lesson support the following standards: K.2d, K.3ab, K.5abc, K.7c

Use words (size, shape, and color) to describe or name people, places, and things. Develop active listening skills. Hold print materials in the correct position. Identify the front and back cover. Turn pages appropriately.

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Distinguish print from pictures. Begin tracking familiar print from left to right and top to bottom.

Language Objective: The student will listen to a story, participate in choral and echo speaking, and recite patterned story (i.e. _____, ______ what do you see? I see a ________ looking at me.) Focus Mini-lesson- Focus the Learning (approximately 15 minutes per day) – Whole Group Activities can be taught over the course of a week. Be sure to reread the story each day! Introduction: Teacher says: We read stories as a way to communicate with each other and share ideas. Sometimes we read to learn and sometimes we read for fun. We are going to be active listeners. Active listeners keep their eyes on the book, hands on the lap, listen without interrupting and sitting on their bottom. Active listening will help us choral read. Choral reading is reading familiar phrases together. Model: Teacher says: We are going to read the first page of Brown Bear, Brown Bear, What Do We See? together. Model for the students how to choral read Brown Bear. The teacher reads the first page to the class and asks students to repeat the words for that page. Guided Practice: Teacher will engage the students in a shared reading activity and encourage the students to read along. The teacher continues to read the remainder of the book in the same manner. Following the reading, review the characters in the book. Display pictures of the characters as you review them. Collaborative Practice: The teacher will reread the story and use this opportunity to highlight concepts about print located in the lesson support standards. Continue to model and practice choral reading. Then, select students to hold pictures or puppets of the Brown Bear characters. As the story is read, the student will raise the animal picture or puppet and choral read that sentence for that specific character. Closure: Today, we read Brown Bear, Brown Bear, What Do You See? and practiced choral reading. Choral reading is reading familiar phrases together. Possible Literacy Center Activities: * Listen to book on CD. * Retell story on flannel board. * Make puppets of characters to take home. * Children can create a new story with the same characters or change the characters to create another repetitive story. Additional Book Selections:

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* Polar Bear, Polar Bear What Do You Hear? by Eric Carle * Baby Bear, Baby Bear What Do You See? by Eric Carle * Panda Bear, Panda Bear What Do You Hear? by Eric Carle * We're Going on a Bear Hunt by Michael Rosen * Click, Clack, Moo: Cows that Type by Doreen Cronin * The Pout, Pout Fish series by Deborah Diesen * With My Family (Benchmark Literacy Kindergarten materials, Reader's Theater Unit) * Nursery Rhymes Teacher Resources: Bill Martin reading Brown Bear, Brown Bear, What Do You See? on YouTube at https://www.youtube.com/watch?v=pdHCYgO9zh8 Visual cues to promote active listening (i.e. sign language or picture cards to redirect attention) The Daily Five: Fostering Literacy Independence in the Elementary Grades by Boushey & Moser The First 30 Days of School - Routines & Rituals by Jane Shook & Patty Brinkman Criteria for Success (Formative Assessment – Student assessment/ reflections): Students will participate in choral reading and creative dramatics of a repetitive story. Students who are successful will earn 1 out of 2 checkmarks on the following observation checklist.

Student Name Participate in Creative

Dramatics

Recite Repetitive Phrases from the Story

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Read-Aloud (10 minutes) Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Fix-Up Monitoring.” Use the sample read-aloud lessons and suggested titles in the Benchmark Overview

Mini-Lessons (20 minutes) Introduce the Comprehension Strategy: Summarize Say: Marco loves the weekend. He gets to sleep late and eats pancakes for breakfast. Sometimes Marco plays with friends, and sometimes he goes to the movies. Action movies are his favorite! His mom likes comedies.

Ask: If you were telling someone how Marco feels about the weekend, what ideas, or details, would be most important to include? Which details are not important to include?

Turn and talk. Ask students to turn to a partner and share at least two important details for summarizing how Marco feels about the weekend, and at least one unimportant detail. Ask a few students to share with the whole group. Explain: When you summarize, you determine the most important details. Knowing which details are not important is the next step. When you retell a story to someone or describe something that has happened, you tell only the most important parts of the story or event. Writers do this, too. Good readers often stop to summarize in their head what they’ve just read. They do this to make sure they understand what they’re reading. We’re going to practice summarizing this week.

Think Aloud and Use the Metacognitive Strategy: Fix-Up Monitoring Display Poster 1. Draw students’ attention to the poster. (Whiteboard users can use the

highlighter tool.) Explain: When I look at this picture, the first thing I need to do is figure out what it is trying to show me. One way I can do this is by reading the title. I know the first word is Little and the next one is Miss, but I don’t recognize the word at the end that begins with M. One way I can help myself is by looking at the picture. This strategy is called fix-up monitoring, and it can help me when I don’t know a word or don’t understand what I have read. Let me show you how I do it.

Think aloud: I recognize this picture of a girl sitting on a pillow, dropping her bowl when a spider scares her. It’s from the nursery rhyme Little Miss Muffet. The word Muffet starts with the /m/ sound. I think the title is

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“Little Miss Muffet.” By using clues in the picture and what I knew about the first letter of the word Muffet, I was able to “fix-up” what I did not know. Knowing the title can help me tell about, or summarize what the poster is about.

Write your strategy for figuring out a word you did not know on chart paper. Ask students to share other strategies for “fixing up” their understanding. Add their strategies to your list. Post the list on the wall as a Fix-Up Monitoring anchor chart, or have students write them in their reading journals or notebooks to use in the future.

Summarize a Picture Ask students to use the picture to summarize. Point out that summarizing involves retelling the most important details. Prompt students to be brief in their summaries.

Provide the following academic sentence frames to support ELLs and struggling students: This picture is about . An important detail is .

Connect Thinking, Speaking, and Writing Write down students’ summaries and reread as a group. Give students the opportunity to expand on their shared writing.

Reflect and Discuss Ask and discuss the following questions:

• How did finding the important details in the picture help you? • How did summarizing the most important details help you understand the

picture? • What clues in the picture helped you figure out or “fix up” what

you did not know? Connect and transfer. Say: Remember, you can summarize a text, too. Tomorrow, we will practice summarizing a text.

Make Content Comprehensible for ELLs Use the following strategies to help ELLs understand the poster content and acquire academic language. Beginning Read the title of the poster. Tell children this is a popular nursery rhyme. Recite the nursery rhyme: Little Miss Muffet sat on a tuffet, Eating her curds and whey, Along came a spider who sat down beside her, And frightened Miss Muffet away! Point to and name objects in the photograph. For example, say: Miss Muffet, tuffet, spider, curds and whey. Beginning and Intermediate Draw and label, or ask ELLs to draw, other things like spiders that might scare us.

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Comprehension Quick-Check Observe whether students are able to summarize the poster. If they have difficulty, use the following additional explicit instruction. Draw a summarize graphic organizer on chart paper. In one of the Big Idea boxes, write spider coming near Miss Muffet. In another Big Idea box, write Miss Muffet scared. Say: These are important ideas. Knowing the most important ideas helps you summarize, or retell a story. In the Summary box, write Miss Muffet is scared of the spider. Say: I looked at the picture and found the most important ideas. I put the important ideas together to retell, or summarize. Say: Now you summarize in your own words.

Support Special Needs Learners Support visual learners and students with attention issues by projecting the whiteboard version of the posters. Allow students to come to the whiteboard and circle, underline, or highlight the most important ideas in the text. Invite them to label what they see. Access the graphic organizer provided on the whiteboard. Record big ideas and summaries with students. Provide opportunities for active involvement. For example, assign students the roles of the big details and let them retell the content of each poster. Access the image bank for enlarged images that students can use to practice using fixup monitoring strategies and summarizing.

Home/School Connections On Day 1, distribute copies of Home/ School Connections (BLM 1). Each day during the week, assign one of the six home/school connection activities for the students to complete. Ask them to bring their completed assignments to class the following day. Make time at the beginning of each day for students to share their ideas. BLM 1 Name Date

Home/School Connections: Summarize 1. Make Text-to-World Strategy Connections How do you and your family summarize information at home? Explain to your family members what a summary is. Brainstorm how you summarize on a daily basis, such as when you tell your family about your school day. Bring a list of ways you summarize to school to share with the class.

2. Make Text-to-Text Strategy Connections With help from a family member, find one or more examples of a summary in books, magazines, or newspapers in your home. CLUE: See the back of a book. With help from a family member, write down the title of each text and the text passage that is a summary. Bring your example(s) to school to share with the class.

3. Make a Strategy Connection to Math Solve a simple addition word problem. Then summarize, or retell, what you did to a family member.

4. Make a Strategy Connection to Social Studies Think about a person’s job in a community, such a letter carrier, teacher, or banker. Draw and label or write a sentence summarizing the person’s job.

5. Make a Cartoon Think about an adventure you’ve had, such as a trip or a party. Summarize the event in a cartoon that includes a caption or speech bubbles. Remember, a summary includes just the big ideas. Bring it to class to share.

6. Think and Write About the Strategy Think about how learning about summarizing information has helped you become a more strategic reader. Write about how and when you use this strategy to help you understand what you are reading. Benchmark Literacy • Grade K • Unit 6/Week 1 ©2010 Benchmark Education Company, LLC Home/School Connections (BLM 1)

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Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to practice summarizing. See the list provided on the Unit at a Glance chart. Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences.

Phonics Workshop (20 minutes)

Use the Day 1 instruction provided in StartUp Phonics Skill Bag 11

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PWCS Offices of Student Learning and English Learner (EL) Programs and Services 07.10.15 Resource: Designing Curriculum and Teaching for Transfer with Understanding by Design® McTighe & Associates, 2015; Resource: Understanding by Design Template, https://studentservices.madison.k12.wi.us/files/stusvc/UBD_Template_1.doc Resource: Unit Planner adapted from VPRojas, Strategies for Success with ELL: An ASCD Action Toolkit, 2007; Resource: WIDA Consortium, 2012 Amplification of the English Language Development Standards Kindergarten – Grade 12; Resource: PWCS Standards-Based Instructional Planning Process 08.05.11.