Web viewAsk and answer questions about the meaning of content based words in a grade level text by using context clues and schemata to ... What vocabulary word

UNIT: 5

Grade level: K District-Approved Text: Rigby, on Our Way to English

Stage 1 – Desired ResultsEnduring Understandings:

Retelling a story is when a reader tells the story again in their own words.

Readers demonstrate an understanding of a story through accurate retelling of the details in a logical order.

Essential Questions:

What does it mean to retell a story?

What can a reader demonstrate through a retell?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts

Standard: Student Learning Objectives (SLO)

Suggested Instructional Scaffold Skills

SuggestedAssessments

SuggestedResources

TBOE Approved 8/26/2013 Page 1

Content Objective (CO)Language Objective (LO)

CCSS:RL.K.2With prompting and support, retell a familiar story including key details.WIDA ELDS:1,2ReadingSpeakingListening

SLO: 1CO1: Memorize and recall stories with details in their own words.

LO1: Retell a familiar story including key details in the text by responding to questions and completing a Graphic Organizers.

ELP 1: Retell a familiar story and/or by answering Choice questions about the text with single words.

ELP 2: Retell a familiar story and/or by answering “WH-”questions about the text using simple phrases and short sentences.

ELP 3: Retell a familiar story using key vocabulary in a series of simple sentences.

ELP 4: Retell a familiar story using key vocabulary in expanded and some complex sentences.

ELP 5: Retell a familiar story in detailed sentences using specific language in multiple, complex sentences.

Formative AssessmentsObservationLearning/Response LogsPractice presentationConstructive QuizzesPeer/Self AssessmentsGraphic OrganizersThink Pair ShareVisual RepresentationsQuestioning

Formative assessmentScaffolding assessment/content knowledge/graphic organizers

Track ongoing progressTeacher observationsChecklists

Summative assessmentWork Samples/Rubricsanecdotal records to document children’s workTestsQuizzesRubrics

Rigby, on Our Way to English

Mentor Texts

www.starfall.com

www.storytimeforme.com

www.gboe.org

www.storylineonline.net

www.brainpop.com

www.spellingcity.com

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

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

Wiki-Teacher website-link to RL.K2Elements of a Story

Stage 2 – Assessment Evidence


http://www.learner.org/interactives/story/index.html

http://kids.aol.com/

http://www.puzzlemaker.com/

http://www.scholastic.com/

http://www.tumblebooks.com/

http://www.spellingcity.com/

http://www.brainpop.com/

http://www.storylineonline.net/

http://www.gboe.org/

http://www.storytimeforme.com/

http://www.starfall.com/

Suggested Performance Tasks:

I know a key detail is a part of the story that helps me to

understand the story.

I know when I retell a story; I have to tell the beginning, middle,

and ending in order.

I can retell a familiar story, including key details from the story.

I can listen to a story and decide which parts are the most

important to use when I retell the story.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics

Reflective Journal Logs


UNIT: 5



Every piece of text is written by a person called an author.

The reason why authors write is to convey information to an audience.

Illustrators create illustrations (pictures, drawings, or maps, etc.) that are often included in a piece of text.

Illustrations can help the reader to develop a better understanding of the information written by an author.


Why did the author choose to write this piece?

What makes a story a "great" story?

What is the role of authors and illustrators?

What are the different purposes served by words and illustrations?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word Study / Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts

Standard: Student Learning Objectives (SLO) Suggested Suggested Suggested



Instructional Scaffold Skills

Assessments Resources

CCSS:RL.K.6; RI.K.6With prompting and support, name the illustrator and define their roles.WIDA ELDS:2-5ReadingSpeakingListening

SLO: 2CO2: Recognize the author and illustrator of a text and define the role of each.

LO2: Identify the illustrator and define his/her role with prompting and support by using an Anchor Charts.

ELP 1: Identify the illustrator and define his/her role and/or using single words or phrases.

ELP 2: Identify the illustrator and define his/her role and/or use selected vocabulary in simple phrases and short sentences.

ELP 3: Identify the illustrator and define his/her role using key vocabulary in simple, related sentences.

ELP 4: Identify the illustrator and define his/her role using key vocabulary in expanded and some complex sentences.

ELP 5: Identify the illustrator and define his/her role using precise vocabulary in multiple, complex sentences.

Teacher Observations through SLO 2Formative AssessmentsObservationLearning/Response LogsPractice presentationConstructive QuizzesPeer/Self AssessmentsGraphic OrganizersThink Pair ShareVisual RepresentationsQuestioning


Track ongoing progress

Summative assessmentsWork Samples/Rubricsanecdotal records to document children’s work/TestsQuizzesRubrics

Rigby Kindergarten

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RL.K.6; RI.K.6

Assessment Rubric














When someone helps me:

I can name the author and what he/she does in the story/book?

I can name the illustrator and what he/she does in the story/book?

Other Evidence:.

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT : 5




Comparing and contrasting adventures and experiences of characters requires that students use (or expand) their academic vocabulary to

include words such as compare, contrast, experiences, adventures, characters, plot, events, differences, and similarities.

Students who successfully compare and contrast experiences and adventures of characters can be guided to transfer that skill to other types

of text across a variety of content areas and grades.


What is the first step to contrasting and comparing character experiences within a text?

What prerequisite skills do students need to have mastered in order to compare and contrast experiences and adventures of characters in

familiar stories?

What previously learned words must be reviewed and what new words must be learned to support this standard?

In what ways can identifying similarities and differences between characters be integrated into an overall comparison between two stories?


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



SuggestedResources


Language Objective (LO)CCSS:RL.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).WIDA ELDS:1,2ReadingSpeakingListening

SLO 3CO3: Identify/Sort the similarities and differences between characters in the text/story.

LO3: Compare and contrast the adventures and experiences of characters in stories using a Venn diagram

ELP 1: Compare and contrast the adventures and experiences of characters and/or in leveled stories using Pictures and selected single words.

ELP 2: Compare and contrast the adventures and experiences of characters in leveled stories by using Pictures and selected vocabulary in key phrases and short sentences.

ELP 3: Compare and contrast the adventures and experiences of characters in leveled stories using key vocabulary in simple, related sentences.

ELP 4: Compare and contrast the adventures and experiences of characters in leveled stories using key vocabulary in expanded and some complex sentences.

ELP 5: Compare and contrast the adventures and experiences of characters in grade level stories using precise vocabulary in multiple, complex sentences.

Formative AssessmentsObservationsLearning/Response LogsPractice presentationConstructive QuizzesPeer/Self AssessmentsGraphic OrganizersThink Pair ShareVisual RepresentationsQuestioning

Formative assessmentScaffolding assessment/content knowledge/graphic organizersTrack ongoing progressTeacher observationsChecklistsSummative assessmentWork Samples/Rubricsanecdotal records to document children’s workTestsQuizzesRubrics

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RL.K.9

These strategies and activities .



http://elementarypgms.brevard.k12.fl.us/LanguageArts_files/Strategy%20Notebook/

http://elementarypgms.brevard.k12.fl.us/LanguageArts_files/Strategy%20Notebook/













I can

I can compare and contrast things that happen to characters in

stories that I know.

I can identify characters in the story.

I can tell how characters are different.

I can tell how characters are the same

I know

Know that compare means looking for things that are alike or the

same.

Know that contrast means looking for differences.

Know that adventures are a series of events that make up a story

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT: 5



Unit : SLO 4


Young children benefit from opportunities to read a rich array of fiction and informational books.

Informational text can build and, also, build upon background knowledge.

Expanding educational opportunities for young students by improving their ability to read and comprehend informational texts is an important

goal for teachers.


Do students actively interact in group reading activities as they explore informational texts?

What strategies encourage high levels of participation in group reading activities within the kindergarten classroom?

Do students engage in group activities using a varied range of informational text?





SuggestedResources



CCSS:RL.K.10; RI.K.10Listen and respond to questions about literature and informational text in group reading activities.WIDA ELDS:2-5ReadingSpeakingListening

SLO: 4CO 4: Read, comprehend and explore informational texts.

LO 4: Orally answer questions for purpose and understanding of the text that was read by using a story map.

ELP 1: Answer questions about the text and/or answer yes/no questions or use single words, phrases, or chunks of language.

ELP 2: Answer questions about the text and/or use Pictures and selected vocabulary in key phrases and short sentences.

ELP 3: Answer questions using key language in a series of simple, related sentences.

ELP 4: Answer questions using key language in expanded and some complex sentences.

ELP 5: Answer questions using specific vocabulary in multiple, complex sentences .


Informal Classroom-Based AssessmentInformal ( qualitative) reading inventoryReading ComprehensionOral reading accuracyReading fluencyWord recognitionPhonic elementsPortfolios

Formative assessmentFormative assessment (conferring and small group notes, post-its, reader’s notebooks etc.)

Summative assessmentProjectsScaffolding assessment/content knowledge/graphic organizersTeacher observationChecklistsWork Samples/Rubricsanecdotal records to document children’s workQuizzesRubrics

Rigby Kindergarten

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-storiesWiki-Teacher website-link to RI.K.10; RL.K.10A rubric to assess comprehension of informational text.

Assessment Advice & Forms

graphic organizers


http://www.teach-nology.com/worksheets/graphic/

http://www.teachervision.fen.com/assessment/resource/5815.html

http://www.teachervision.fen.com/assessment/resource/5815.html

http://www.ctserc.org/isss/Kindergarten%20Story%20Comprehension%20Rubric.pdf











Stage 2 – Assessment EvidenceSuggested Performance Tasks:


I can listen to a story for a particular reason.

I can listen to a text and tell what happened.

I can talk about what happened in the story.

I can actively participate in group reading activities.

I can rate the story and explain why.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT: 5



Stage 1 – Desired ResultsEnduring Understandings/Goals:

Students who are able to describe the connection between two individuals, events, ideas or pieces of information in a text can, with prompting

and support, grow in their ability to use critical academic vocabulary words such as details, ideas, events, information, individuals (persons or

characters), , identify, alike, different, text, connections, and describe.

When students can describe the connection between two individuals, events, ideas or pieces of information in a text, they have opportunities

to integrate prior knowledge with text information in order to make connections.


How can read-alouds combined with think-alouds support young reader’s ability to identify key components in informational text paragraphs?

What vocabulary terms must students learn in order to describe connections between two individuals, events, ideas, or pieces of information

in a text.

How does question asking and answering help young readers make connections between characters, events, ideas, and other pieces of

information in text?

What strategies are effective to assist young readers recognize characters, events, ideas, and other pieces of information in informational text

at their grade level.

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvement


Portfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:RI.K.3With prompting and support, describe the relationship between two individuals, events, ideas, or pieces of information in a text.WIDA ELDS:2-5ReadingSpeakingListening

SLO: 5CO5: Recognize characters, events, ideas, and other pieces then describe the relationships between them.

LO5: Describe relationships between two individuals, events, ideas, or pieces of information in a text using Word Wall and Sentence Frame.

ELP 1: Describe relationships between two individuals, events, ideas, or pieces of information in a text and/or use selected single words that represent key ideas.

ELP 2: Describe relationships between two individuals, events, ideas, or pieces of information in a text and/or use selected vocabulary in key phrases and short sentences.

ELP 3: Describe relationships between two individuals, events, ideas, or pieces of information in a text using key vocabulary in a series of simple, related sentences.

ELP 4: Describe relationships between two individuals, events, ideas, or pieces of information in a text using key vocabulary in expanded and some complex sentences.



Summative assessmentWork Samples/Rubricsanecdotal records to document children’s workTestsQuizzesRubricsProjects

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RL.K3

graphic organizer.


http://w3.shorecrest.org/~firstgrade/GR1/Summer/*MIdet.jpg











ELP 5: Describe relationships between two individuals, events, ideas, or pieces of information in a text using precise vocabulary multiple, complex sentences.



I can tell how two people are alike/connected.

I can tell how two events are alike/connected.

I can tell how two ideas are alike/connected.

I can tell how two facts are alike/connected.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics



UNIT: 5



When students ask and answer questions about unknown words in text, they continue to build and strengthen their academic vocabulary.

Then, they begin to realize that words provide meaning for the reader—they describe things; they convey meaning.

Students will be able to develop word identification techniques—sounding out using phoneme awareness and phonics skills, looking at the

illustrations, seeing if the rest of the sentence provides clues (context clues) and so forth.

Kindergarten will be able to practice question and answer techniques that they can use later as they grow in their ability to read independently

and to question text and form opinions.


Why is vocabulary development important in reading any type of text?

What vocabulary terms must students understand in order to engage in question asking and answering about the meaning of unknown words

in text?

What vocabulary strategies are most effective for teachers to use to help students learn unfamiliar terms? What strategies can students be

taught that will help them independently identify unknown words and find the meaning?

How does question asking and answering help students know when they lack information or are confused about the meanings of words in

text?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) information


Peer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts


Language Objective (LO)



SuggestedResources

CCSS:RI.K.4With prompting and support, ask and answer questions about unknown words in informational texts.WIDA ELDS:2-5ReadingSpeakingListening

SLO: 6CO6: Get deeper understanding of unknown words by practicing question and answer techniques in order to be able to read independently and to question text and form opinions.

LO6: Ask and answer questions for clarification of unknown words using a guiding questions checklist.

ELP 1: Ask and answer questions about the meaning of content based words and/or general and content based words in leveled texts by using Pictures to determine the meaning of unknown words.

ELP 2: Ask and answer questions about the meaning of content based words and/or general and content based words in leveled texts by using Pictures, schemata and cognates to determine the meaning of unknown words.

ELP3: Ask and answer questions about the meaning of content based words in a leveled text by using context clues and schemata to determine the meaning of unknown words.

ELP 4: Ask and answer questions about the meaning of content based words in a grade level text by using context clues and schemata to determine the meaning of unknown words.

ELP 5: Ask and answer




Rigby Kindergarten

Mentor Texts

ww.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RL.K.4

Printable Kindergarten Worksheets and Lessons. .

Examples of Informal Reading Assessments


http://www.readingrockets.org/firstyear/fyt.php?CAT=5


http://www.freeprintable.com/free-printable-kindergarten-worksheets












questions about the meaning of content based words in a grade level text by using context clues and schemata to determine the meaning of unknown words.

Reading For Meaning: Tutoring Elementary Students to Enhance Comprehension


When someone helps:

I can ask questions about words I don’t know in informational

texts.

I can use picture clues to help with words I don’t know.

I can answer questions about words I don't know in informational

texts.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT: 5




Students who can identify the author’s reasons for making key points in informational text understand that authors write to tell stories, but also

write for other reasons.

Students who can identify the author’s reasons for making key points can, with prompting and support, tell some of the reasons that authors

write informational text: to give information about a person, an event or a thing; to describe something; to tell what happened in a real event;

or to tell how something is alike or different from something else.


What vocabulary word knowledge is necessary for students if they are to successfully meet this standard? What are the reasons authors write non-fiction (e.g. to give information, to provide descriptions, to compare the

characteristics of two or more things, to indicate what might cause certain events to happen)? What must students know about identifying main ideas and details if they are to determine the key points made by the

author? What is the relationship between supporting details and the author’s reasons that support key points?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/Posters






SuggestedResources

CCSS:RI.K.8With prompting and support, state reasons an author gives to support points in an informational text.WIDA ELDS:2-5ReadingSpeakingListening

SLO 7:C07: Identify the author’s reasons for making key points in an informational text.

LO7: State the reasons the author gives to support points in an informational text using a Graphic Organizers.

ELP 1: State the reasons the author gives to support his point of view and/or use Pictures and selected single words that represent key ideas.

ELP 2: State the reasons the author gives to support his point of view using and/or using selected vocabulary in formulaic phrase patterns.Instructional Strategies

ELP 3: State the reasons the author gives to support his point of view by using key vocabulary in a series of simple, related sentences.

ELP 4: State the reasons the author gives to support his point of view producing key vocabulary in expanded and some complex sentences.

ELP 5: State the reasons the author gives to support his point of view using precise vocabulary in multiple, complex sentences.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RI.K.8Early Reading Assessment: A Guiding Tool for Instructing”





http://www.k8accesscenter.org/training_resources/earlyreadingtools.asp















I can tell what the author wants me to know.

I can tell how the words the author used helped me understand.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics



UNIT: 5


Unit : SLO 8


Students who are able to identify basic similarities and differences between two texts on the same topic have a good command of related

academic vocabulary including illustrations, descriptions, same/alike, different, text, similarities, differences, topic, compare, and same.

As students identify similarities and differences between two texts on the same topic they begin to realize that different authors present the

same information in different ways. The ability to identify similarities and differences is useful across a variety of academic areas of study, including English Language Arts,

Science, and Social Studies.Essential Questions:

What academic vocabulary must students have mastered in order to successfully meet this standard?

Why do different authors write about and illustrate the same topic in different ways?

What strategies are useful in identifying differences and similarities between two texts?

What background knowledge and/or prerequisite skills are necessary to be able to identify similarities and differences in two texts on the

same topic?








SuggestedResources

CCSS:RI.K.9With prompting and support, compare and contrast characters’ adventures and experiences in familiar stories.WIDA ELDS:2-5ReadingSpeakingListening

SLO: 8CO8: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

LO8: Orally compare and contrast illustrations and photos in a text using foldables.

ELP 1: Orally compare and contrast illustrations and photos and/or in a leveled text using high-frequency single words in key phrases.

ELP 2: Orally compare and contrast illustrations and photos and/or in a leveled text using selected vocabulary in key phrases and short sentences.

ELP 3: Orally compare and contrast illustrations and photos in a leveled text using key vocabulary in a series of simple, related sentences and foldables.

ELP 4: Orally compare and contrast illustrations and photos in a leveled text using key vocabulary in simple, related sentences.

ELP 5: Orally compare and contrast illustrations and photos in a grade level text using precise vocabulary in multiple, complex sentences.




Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RI.K.9

Critical elements of literacy assessment


Examples of Informal Reading Assessments






http://www.fcrr.org/assessmentReadingFirstCriticalElements.shtm

http://www.fcrr.org/assessmentReadingFirstCriticalElements.shtm











Basic Comprehension Strategies



I can identify characters in the story.

I can tell how characters are different.

I can tell how characters are the same.

I can tell how the illustrations, descriptions or procedures are the

same or different.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics



UNIT: 5



Failure to understand the organization and basic features of print prevents or limits success in learning to read.

Children with print awareness can begin to understand that written language is related to oral language.

Understanding the basics of how text is organized is a prerequisite skill to being able to understand the organization of more complex

narrative and information texts across grades and subjects.

Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words.

Difficulty understanding the organization and basic features of print may be an early warning sign that the child has vision or cognitive issues

that affect learning.


Why is letter naming fluency (the ability to name all letters of the alphabet, both upper and lower case fluently) critical to the development of

reading skills?

What pre-requisite skills and understandings related to language do kindergarten students need in order to understand the organization and

basic features of print.








SuggestedResources

CCSS:RF.K.1.dRecognize and name all the upper and lowercase letters of the alphabet.WIDA ELDS:1,2ListeningReadingSpeaking

SLO: 9

CO9: Recognize and name all the upper and lowercase letters of the alphabet.

LO9: Identify and name all the upper and lowercase letters of the alphabet using letter cards.

ELP 1: Name and identify all upper and lowercase letters of the alphabet and/or after listening to single word oral directions.

ELP 2: Name and identify all upper and lowercase letters of the alphabet in L1and/or after listening to short phrase oral directions.

ELP 3: Name and identify all upper and lowercase letters of the alphabet after listening to oral directions.

ELP 4: Name and identify all upper and lowercase letters of the alphabet after listening to oral directions with expanded and some complex directions.

ELP 5: Identify and name all upper and lowercase letters of the alphabet after listening to oral directions with multiple, complex sentences.


Formative assessmentScaffolding assessment/content knowledge/graphic organizersTrack ongoing progressTeacher observationsChecklistsSummative assessmentWork Samples/Rubricsanecdotal records to document children’s workTestsQuizzesRubrics

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.1.dFoundational Reading Skills: Instructional Routines

Phonological Awareness


http://phonologicalawareness.org/index.html

http://dww.ed.gov/Response-to-Intervention-Reading/Systematic-Skill-Instruction/see/index.cfm?T_ID=27&P_ID=74&c1=1913













I can identify, recognize, and name all uppercase (capital) letters.

I can identify, recognize, and name all lowercase letters.

I can hear and say rhyming words.

I can take words apart and blend them together in many different

ways.

I can add sounds to make new

words.

I can change sounds to make new words.

I can count sounds in a word.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT: 5




Kindergarten students prepare for isolating and pronouncing all the sounds in CVC words (consonant-vowel-consonant words) by practicing

isolating beginning sounds of words, then ending sounds of words, and, finally, medial (middle) sounds.

After practicing isolating beginning, medial, and ending sounds of words separately, kindergarten students demonstrate they can isolate and

pronounce all the sounds in CVC words. For example, if orally given the word, “day”, students can isolate and pronounce the two sounds /d/

and /ay/. If orally given the word ”map”, students isolate and pronounce the sounds in the word /m/ /a/ /p/.


How do we screen for or assess a student’s ability to break words into syllables or to manipulate sounds in CVC words?






SuggestedResources


CCSS:RF.K.2.dIsolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words (e.g., bat, can).WIDA ELDS:1,2ListeningReadingSpeaking

SLO: 10CO 10: Prepare for isolating and pronouncing all the sounds in CVC words by practicing the pronunciation of the initial, medial vowel and final sounds/

LO 10: Orally segment and produce phonemes in a three –phoneme word (e.g., bat: /b/-/a/-/t/), using Pictures and a sound-symbol chart.

ELP 1: Orally segment sounds and/or in a single syllable, high-frequency word with a picture.

ELP 2: Orally segment sounds and/or a single syllable, familiar word.

ELP 3: Orally produce sounds in a single syllable content- based familiar words.

ELP4: Orally produce sounds in single syllable content-based familiar words and some nonsense words.

ELP 5: Orally produce sounds in single syllable nonsense words and unfamiliar content-based words.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.2.d

Foundational Reading Skills: Instructional Routines

















When Someone helps:



ways.

I can add sounds to make new words.



SAMPLE PERFORMACE TASKS – (1) After the instruction and

teacher modeling and prompting, students make up funny words that

rhyme with their name, (2) After listening to the read-aloud, Cat in the Hat,

and after teacher modeling, students can orally substitute the beginning

sounds in word families such as sat, bat, mat, hat.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT 5



Unit : SLO 11


Kindergarten students can delete syllables. For example, if given the word cowboy (orally) and told to take away “boy”, they know that the part

left is “cow”.

When single syllable words are provided orally, kindergarten students can recognize the parts (the initial consonant or consonant blend

(onset) and the rime (the vowel and all the other consonants that follow the vowel). They can blend and segment the onset and rime. For

example, given the word “stop”, students can indicate that /st/ is the first part and /op/ is the last part and if they are given the word school as

two parts, they can blend the two into a whole word (i.e., /sch/ /ool/ = school.


How can phoneme addition, substitution, and deletion be used to assess a student’s ability to isolate and correctly pronounce the sounds in a

given word?

How do we screen for or assess a student’s ability to break words into syllables or to manipulate sounds in CVC words?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/Posters and Prompts




SuggestedResources



CCSS:RF.K.2.eAdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words(e.g., fat, cat).WIDA ELDS:1,2ListeningReadingSpeaking

SLO: 11

CO 11: Adding or substituting individual sounds (phonemes) in simple, one-syllable words to make new words(e.g., fat, cat).

LO 11: Understand oral directions to add or substitute individual phonemes in a single-syllable word to make new words using Pictures and a word family Graphic Organizers.

ELP 1: Orally add or substitute sounds and/or understand modeling and single step directions to add a sound to single-syllable familiar word to make new words.

ELP 2: Orally add or substitute sounds and/or understand one-step directions to add or substitute sounds in a single-syllable, familiar word to make new words.

ELP 3: Understand two-step directions to orally add or substitute sounds in a single-syllable, content- based familiar word to make new words.

Graphic OrganizersELP 4: Understand multi-step directions to orally add or substitute sounds in single-syllable, content-based, familiar words and some nonsense words to make new words.

ELP 5: Understand multi-step directions to orally add or substitute sounds in single-syllable nonsense words and unfamiliar content-based words to make new words.




Summative assessmentWork Samples/Rubricsanecdotal records to document children’s work.

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.2.eFoundational Reading Skills: Instructional Routines -.


Teach Phonological Awareness.


http://dww.ed.gov/Preschool-Language-and-Literacy/Teach-Phonological-Awareness/practice/?T_ID=15&P_ID=30

















When Someone helps:



ways.

I can add sounds to make new words.



SAMPLE PERFORMACE TASKS: After the instruction and

teacher modeling and prompting, students make up funny words that

rhyme with their name, (2) After listening to the read-aloud, Cat in the

Hat, and after teacher modeling, students can orally substitute the

beginning sounds in word families such as sat, bat, mat, hat.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


UNIT 5



Unit : SLO 12


Kindergarten students are able to produce the primary or many of the most frequent sounds for each consonant. For example, they know that

“s” usually sounds like the first letter in “snake”, but can also sound like a /z/ in “does”.

Kindergarten students can produce both the short and long sound for the five vowels.

When kindergarten students see an unknown word such as “flap”, they use their knowledge of consonant and vowel sound to decode the

word /f/ /l/ /a/ /p/ and try to figure out the meaning or, with prompting and support from the teacher, learn the meaning of this new word. In

other words, kindergartners are beginning to decode and read many one syllable regular words. As they move through the year, many

kindergarteners begin to correctly decode and read even longer regular words using the phonics and word analysis skills they have learned.

Essential Questions: What is the correct pronunciation of the sounds of each consonant and vowel?


Standard: Student Learning Objectives Suggested Instructional Scaffold Skills


SuggestedResources


(SLO)Content Objective (CO)

Language Objective (LO)CCSS:RF.K.3.aProduce the primary or most frequent sound for each consonant.WIDA ELDS:1,2ReadingSpeakingListening

SLO: 12CO 12: Identify and recognize the primary or most frequent sound for each consonant.

LO 12: Produce the primary or most frequent sound for each consonant using picture/Letter Tiles.

ELP 1: Produce primary sound for consonants and/or demonstrate understanding of modeling and simple oral directions to produce primary sound of each consonant.

ELP 2: Produce primary sound for consonants and/or demonstrate understanding of simple oral directions to produce primary sound of each consonant.

ELP 3: Demonstrate understanding of two-step oral directions by producing primary sound for each consonant.

ELP 4: Demonstrate understanding of multi-step oral directions by producing primary sound for each consonant.

ELP 5: Demonstrate understanding of multi-step oral directions by producing primary sound for each consonant.




Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.3.aFoundational Reading Skills: Instructional Routines


Teach Phonological Awareness



















I can say the sounds in words.

I can say the long and short sounds for the five vowels.

I can read high-‐frequency words.

I can look at words and see how they are the same or different.

SAMPLE PERFORMACE TASKS: Given a series of CVC words or

pseudo words, the student should be able to produce the sound of the

vowel in each of the words (i.e. mat, mop, sip, met, sup, lot, bat, rut).

(2) Students should be able to read and recognize common sight words in

big books during read-aloud.

Other Evidence:.

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics



UNIT 5

Grade level: District-Approved Text:

Unit : SLO 13


Students who have not mastered phonemic awareness will experience difficulty mapping sounds (phonemes) to letters (graphemes). Fluent

reading depends on the ability to decode and use other word analysis skills.

Failure to acquire basic phonics and word analysis skills limits the opportunities for students to build vocabulary and develop concepts when

reading both narrative and informational texts.


What is the correct pronunciation of the sounds of each consonant and vowel?

What types of instructional strategies support the development of phonics and word analysis skills? Are there songs, games, read-aloud

books, and movement activities that support the teaching of phonics and word analysis skills?

What must teachers be aware of when determining an appropriate sequence for teaching sound-letter correspondence?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPromptsStandard: Student Learning Objectives Suggested Instructional Suggested Suggested




Scaffold Skills Assessments Resources

CCSS:RF.K.3.bWith prompting and support connect the long and short sounds with common spellings (graphemes) for the five major vowels.WIDA ELDS:1,2ReadingSpeakingListening

SLO: 13CO 13: Recognize and identify the long and short sounds with common spellings (graphemes) for the five major vowels.

LO 13: Identify and pronounce the long vowel and short vowel sound with common spellings using gestures, Letter Tiles, and following a Teacher Modeling.

ELP 1: Identify and pronounce the long vowel and short vowel sounds of single-syllable, high-frequency, familiar words.

ELP 2: Identify and pronounce the long vowel and short vowel sounds of selected single-syllable words.

ELP 3: Identify and pronounce the long vowel and short vowel sounds of key, known, single-syllable words.

ELP 4: Identify and pronounce the long vowel and short vowel sounds of grade-level, single-syllable words.

ELP 5: Identify and pronounce the long vowel and short vowel sounds of single-syllable, nonsense and content-based, grade-level words.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.3.b
























SAMPLE PERFORMACE TASKS – (1) Given a series of CVC words or

pseudowords, the student should be able to produce the sound of the

vowel in each of the words (i.e. mat, mop, sip, met, sup, lot, bat, rut).



Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


Reading Assessment


UNIT 5


Unit : SLO 14


During morning meeting or read-aloud time or when using decodable readers, kindergarten students recognize and can read high frequency

words such as the, of, to, you, she, me, is, are, do, does.


What affect does the ability to analyze and decode words have on a student’s vocabulary development?

What is the correct pronunciation of the sounds of each consonant and vowel?

What are the most common high frequency words that kindergarteners should be able to recognize?






SuggestedResources


CCSS: RF.K.3.cKnow and apply grade-level phonics and word analysis skills in decoding words.Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, doesWIDA ELDS:1,2ReadingListening

SLO 14CO 14: Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).

LO 14: Read and identify grade-level high-frequency words in and out of context using a Word Wall.

ELP 1: Identify and repeat high frequency words by highlighting them in selected text.

ELP 2: Identify and orally read aloud high frequency words by searching in leveled text.

ELP 2: Identify and orally read aloud high frequency words in leveled text.

ELP 3: Identify and orally read aloud high frequency words in and out of context by reading them in leveled text.

ELP 4: Identify and orally read aloud high frequency words in and out of context by reading them in leveled text.

ELP 5: Identify and read high-frequency words in and out of context by identifying and reading them in grade level text.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.3.c
























SAMPLE PERFORMACE TASKS (1) Given a series of CVC words or pseudo words, the student should be

able to produce the sound of the vowel in each of the words (i.e. mat,

mop, sip, met, sup, lot, bat, rut).



Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


Reading Assessment

UNIT NAME: 5



Unit : SLO 15


Kindergarten students are beginning to realize that the sounds of two letter blends such as /fl/ and /st/ are spoken more closely than are the

rest of the sounds in the word (i.e., the /f/ and /l/ sound in “flap” blends together – you can hear each sound, but not as distinctly as the other

sounds in the word.

Kindergarten students who know and can apply grade level phonics and word attack skills in decoding words have learned the following

academic vocabulary terms decoding, same, high-frequency, letter-sound connection (correspondence), spelling, and similar and have

reviewed terms such consonant, vowel, letter and sound such as in beginning, middle, and end of a word.


What affect does the ability to analyze and decode words have on a student’s vocabulary development?

What types of instructional strategies support the development of phonics and word analysis skills? Are there songs, games, read-aloud

books, and movement activities that support the teaching of phonics and word analysis skills?

What must teachers be aware of when determining an appropriate sequence for teaching sound-letter correspondence?

What resources and materials are recommended for teachers who wish to improve their knowledge of and ability to teach phonics and word

analysis skills at the kindergarten level?








SuggestedResources

CCSS:RF.K.3.dKnow and apply grade-level phonics and word analysis skills in decoding words.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.WIDA ELDS:1,2ListeningReadingSpeaking

SLO: 15CO 15: Identify the letter sounds that differ in similarly spelled words (e.g., let-get).

LO 15: Understand oral directions to identify the letter sounds of the differing consonants in rhyming words using picture/letter cards.

ELP 1: Identify the letter sounds of the differing consonants and/or understand single-step oral directions to Identify the letter sounds of consonants in rhyming words.

ELP 2: Identify the letter sounds of the differing consonants and/or understand single-step oral directions to Identify the letter sounds of differing consonants in rhyming words.

ELP 3: Understand two-step oral directions to identify the letter sounds of differing consonants in rhyming words.

ELP 4: Understand multi-step oral directions to identify the letter sounds of differing consonants in rhyming words.

ELP 5: Understand multi-step oral directions to Identify the letter sounds of differing consonants in rhyming words.





.

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.3.d




















When Someone helps:





Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


Reading Assessments




UNIT 5


Unit : SLO 16


Student readability levels need to be matched to text readability levels at an instructional or independent level in order to increase fluency and

comprehension in grades K-12 in all content areas. Readability level affects fluency and comprehension.

The rate of reading, or fluency, can affect comprehension. Students need to learn how to adjust their reading rate to increase accuracy with

decoding and comprehension.

The purpose for reading text can vary based upon the genre, mode, and per teacher instruction (for information, for enjoyment/pleasure, to

increase decoding/fluency/comprehension, etc.).


How do you find the readability level of a text?

How does the readability level of the text affect fluency and comprehension?

What should fluent reading sound like?

How do you assess fluency and comprehension?

What is the purpose for reading the text?

How do you check for understanding before, during and after reading?








SuggestedResources

CCSS:RF.K.4Read emergent-reader texts with purpose and understanding.WIDA ELDS:1,2ReadingSpeaking

SLO: 16CO 16: Match readability levels to text readability levels with purpose and understanding.

LO 16: Read with purpose and demonstrate comprehension of text by using Graphic Organizers.

ELP 1: Read with purpose and demonstrate comprehension and/or read an emergent reader and state or repeat the purpose using single words.

ELP 2: Read with purpose and demonstrate comprehension and/or read an emergent reader and comprehension using Pictures and selected vocabulary in key phrases

ELP 3: Read with purpose and demonstrate comprehension of an emergent reader using key vocabulary in a series of simple, related sentences.

ELP 4: Read with purpose and demonstrate comprehension of an emergent reader using key vocabulary in expanded and some complex sentences.

ELP 5: Read with purpose and demonstrate comprehension of an emergent reader using precise vocabulary in multiple, complex

. Formative AssessmentsObservationLearning/Response LogsPractice presentationConstructive QuizzesPeer/Self AssessmentsGraphic OrganizersThink Pair ShareVisual RepresentationsQuestioning




Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.4
















sentences. Foundational Reading Skills: Instructional RoutinesPhonological Awareness

Teach Phonological Awareness. .


When Someone helps me:

I can think about what I read.

I can tell why I read different kinds of books.

I can understand what I read.

Other Evidence:

Running records.

Work Samples

Literacy Prompts.

Portfolios.

Rubrics


Reading Assessment








UNIT 5


Unit : SLO 17


o Kindergarten children naturally and frequently express their opinions on many topics.

o Encourage their oral language by asking students to tell “why” and support their opinions with details.

o Show-and-tell can be a valuable time for students to orally rehearse their opinions and support them with details.

o Model examples of opinion and persuasive writing through the use of mentor texts.


o Do my students understand the difference between fact and opinion?

o How do I teach my students to express his/her opinion?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio Assessment


Anchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:W.K.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).WIDA ELDS:1,2SpeakingWriting

SLO 17CO 17: Draw and write an opinion piece (self-selected or teacher directed), stating the topic or the name of the book they are writing about, and an opinion on the topic or book.

LO 17: Draw and write/dictate an opinion piece including the topic name by using developmental spelling, Word Walls, classroom labels, and Teacher Support.

ELP 1: Draw a picture and write/dictate an opinion about a chosen topic and/or use selected single words in phrases or memorized patterns.

ELP 2: Draw a picture and write/dictate an opinion about a chosen topic and/or use selected vocabulary in key phrases and short sentences.

ELP 3: Draw a picture and write/dictate an opinion about a chosen topic using key vocabulary in simple sentences.

ELP 4: Draw a picture and write/dictate an opinion about a chosen topic using key vocabulary in expanded and some complex sentences.

ELP 4: Draw a picture and write/dictate an opinion about a chosen topic using precise vocabulary in multiple sentences.

ELP 5: Draw a picture and write/dictate an opinion about a chosen topic using precise vocabulary in multiple sentences.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RL.K2













o I can draw a picture about the book I read or heard.

o I can write about the book I read or heard.

o I can write what my teacher says (dictation).

Other Evidence:

Running recordTeacher observation/LogsWork Samples

Portfolios.

Rubrics


Writings/Listening Assessments/logs


UNIT 5


Unit : SLO 18


Kindergarten students begin building a foundation of writing by learning to describe familiar events or experiences through drawing, dictating,

and writing.

In describing a series of events, students are learning that events occur in a sequence.

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


How does a kindergarten student begin to develop the skills needed to be an effective writer?

What activities help students express their thoughts and experiences through drawing, dictating, and writing?

How can drawing a picture improve a student’s narrative?

What strategies can be used to help students develop the understanding that events have a “beginning, middle, and end”?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner work


Home School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:W.K.3;Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. L.K.2.dDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.WIDA ELDS:1,2Reading

SLO 18CO 18: Draw and write the beginning, middle, and end of an event or several loosely linked events, including a reaction to what happened and spelling words phonetically.

LO 18: Draw and write a story including a beginning, middle, end, and reaction by using a Graphic Organizers.

ELP 1: Draw and write the beginning, middle, and end of an event and a reaction and/or using Pictures and selected single words.

ELP 2: Draw and write the beginning, middle, and end of an event and a reaction and/or use selected vocabulary in phrases and short sentences.

ELP 3: Draw and write the beginning, middle, and end of an event and a reaction in using key vocabulary in a series of simple sentences.

ELP 4: Draw and write the beginning, middle, and event of an event and a reaction using key vocabulary in expanded and some complex sentences.

ELP 5: Draw and write the beginning, middle, and end of an event and a reaction using precise vocabulary in multiple, complex sentences.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


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

Peer Review / strategy guide from the Read Write Think website


http://www.readwritethink.org/professional-development/strategy-guides/peer-review-30145.html











Writing


I can write my own story based on reading of similar story lines.

I can use complete sentences when writing about my story.

I can draw a picture to reflect my class field trip.

I can write a caption about my picture.

I can describe my feelings about an event as shown through my

drawing

Running record

Teacher observation/LogsWork Samples

Portfolios.

Rubrics


Writings/Listening Assessments


UNIT 5


Unit : SLO 19


In building a foundation for writing, kindergarteners need to learn the important role that revision plays in strengthening writing.

Kindergarten students will learn to use feedback to strengthen their writing, a skill which can apply across content areas.

Before providing feedback, students will need to learn to look at writing in a reflective way for the purpose of improvement.

Kindergarten writers begin to learn that adding details can enrich and strengthen writing.


What activities can be used to teach kindergarten writers how to “brainstorm” ideas for their writing piece?

What opportunities can I provide to students where they can begin to reflect and provide feedback on a piece of writing?

What strategies can be used to carefully guide students to share and provide feedback to their peers in a non-threatening way?

In what ways can kindergarten students gain the skills of using details to enrich and improve their writing?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative Learning


Graphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPromptsStandard: Student Learning Objectives





SuggestedResources

CCSS:W.K.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.WIDA ELDS:1,2WritingSpeakingListening

SLO: 19CO 19: Produce strengthen writing as needed by responding to questions and suggestions from peers and adding details (e.g., labeling Pictures, naming characters).

LO 19: Revise writing by exchanging ideas about a topic adding details by using Visuals, Teacher Modeling, Graphic Organizers and suggestions from peers.

ELP 1: Revise writing by exchanging ideas about a topic by responding and/or to wh – questions in English and add one-word or picture details to writing.

Graphic OrganizersELP 2: Revise writing by exchanging ideas about a topic by responding and/or in short phrases to add one or two word details to writing.

ELP 3: Revised writing by exchanging ideas by speaking in simple sentences in order to add details about a topic.

ELP 4: Revised writing by exchanging ideas by speaking in complete sentences in order to add details about a topic.

ELP 5: Revise writing by exchanging ideas by speaking in complex sentences in order to add details about a topic.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com














Peer Review / strategy guide from the Read Write Think website


I can use help from others to add details and information.

I can write my own stories with details without help.

Other Evidence:Running recordTeacher observation/LogsWork Samples

Portfolios.

Rubrics





UNIT 5


Unit : SLO 20


Relative to this standard, kindergarten students will first need to master basic computer skills, such as logging on, keyboarding, and cursor

manipulation.

Students can then learn simple uses of digital tools such as Microsoft Word, Moviemaker, and Publisher to produce writing, both

independently and in a group.


What guided opportunities can be provided for kindergarten students to explore simple uses of digital tools to begin to produce and publish writing?

What specific activities can be used to support collaboration on a group writing and publishing project?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner work


Home School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:W.K.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.WIDA ELDS:1,2Writing

SLO 20CO 20: Ma ster basic computer skills to produce and publish a piece using digital tools with peers.

LO20: Compose and publish a narrative writing by using Visuals, Technology and Technological Resources, and Teacher Modeling.

ELP 1: Compose and publish a narrative writing task and/or in English using Pictures, selected single words in phrases or memorized patterns.

ELP 2: Compose and publish a narrative writing task and/or in English using Pictures, phrases and selected vocabulary in formulaic patterns.

ELP 3: Compose and publish a narrative writing task using key vocabulary in simple, related sentences.

ELP 4: Compose and publish an organized narrative writing task using key vocabulary in expanded sentences.

ELP 5: Compose and




Summative assessmentWork Samples/Rubricsanecdotal records to document children’s workTestsQuizzes

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com



Peer Review / strategy guide













publish a clear and coherent narrative writing task using precise vocabulary in multiple sentences.

Rubricsfrom the Read Write Think



I can give feedback on a peer’s writing.

I can retell by acting out my story.

I can publish my writing by reading my story fluently for video, audio,

Photo booth, etc.

I can work together with my peers to publish my writing by using a

computer or video camera.

Other Evidence:


Portfolios.

Rubrics




UNIT 5


Unit : SLO 21


In shared research and writing projects, kindergarten students need to clearly understand their "job" as it relates to the others in the group.

The students also need to clearly understand what tasks they will be responsible for on the project.

Organizational tools, such as a task chart, will help kindergarten students understand where they fit into to the larger group.

Kindergarten students need guidance from adults as they learn appropriate ways of participating in group work.


In addition to task charts, what other tools can I use to help the students understand their role and responsibilities in the group?

How can I guide students to express their own opinions, while also respecting the opinions of others in the group?

Why is it important that students try to connect new information to what they already know from past experience?

What questions can I ask students to help them recall past experiences?

In what ways can I show students how to find specific information in a provided text?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative Learning


Graphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:W.K.7;Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.WIDA ELDS:1,2Writing

SLO 21CO 21: Recall past experiences to gather information from provided sources (e.g., library books) to answer a question in group writing and shared research activities (e.g., compare and contrast two mammals and state an opinion on them).

LO 21: Recall information from experience to answer questions using a model/source and a Graphic Organizers

ELP 1: Recall an event to answer questions and/or answer yes/no questions by using illustrations or single words.

ELP 2: Recall an event and answer questions and/or use illustrations and phrases to complete Sentence Frame.

ELP 3: Recall an event and answer questions using key vocabulary in a series of simple sentences.

ELP 4: Recall a well-elaborated event and answer questions using key vocabulary in expanded sentences.

ELP 5: Recall a well-elaborated event and answer questions using precise vocabulary in multiple, complex sentences.




Summative assessmentWork Samples/Rubricsanecdotal records to document children’s work

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to W.K.7/w.k.8












SpeakingListening

TestsQuizzesRubrics

.

Peer Review



I can investigate things I am interested in with others.

I can write about things I learn.

I can answer questions in my writing.

I can find answers to my questions in many different ways

Other Evidence:


Portfolios.

Rubrics





UNIT 5


Unit : SLO 22


Students’ ability to ask and answer questions helps them focus on details and integrate background knowledge with new knowledge.

Listeners must recognize when they are confused or when information is lacking in order to ask and answer questions to receive help or to

obtain additional information.

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

summarize, orally and in writing, in subjects such as science, social studies, and mathematics.


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

heard?

What strategies can teachers implement to support the development of good listening skills?

What oral discussion techniques and procedures can teachers model to support appropriate discussion/dialogue by students, including

question answering by students?

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

ESL Support:Teacher ModelingGamesDigital Tools (Technology)


Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.WIDA ELDS:1,2SpeakingListening

SLO 22CO 22: Question generation and response supports to receive help or to obtain additional information.

LO 22: Ask and answer questions for clarification by using who, what, where, and when.

ELP 1: Ask and answer questions and/or using gestures, Pictures and selected single words.

ELP 2: Ask and answer questions and/or use selected vocabulary in key phrases and short sentences.

ELP 3: Ask and answer WH- questions using key vocabulary in simple sentences.

ELP 4: Ask and answer questions using key vocabulary in expanded and some complex sentences.

ELP 5: Ask and answer questions using precise vocabulary in multiple, complex sentences.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com













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


I can ask questions.

I can answer questions.

I can ask questions when I am confused.

I can answer questions to show what I know.

Other Evidence:

Running record

Teacher observation/Logs

Work Samples

Portfolios.

Rubrics


Writings/Listening Assessments.


UNIT 5


Unit : SLO 23


The ability to express thoughts, feelings, and ideas clearly supports speaking, listening, and writing across grade levels and content areas.

Students must be able to express thoughts, feelings, and ideas clearly when seeking clarification or additional information.

Question answering and question generation at all grade levels and in all content areas depend on the student’s ability to express ideas

clearly.

Students who do not speak audibly are often misunderstood or are not listened to and may not receive clarification and/or additional

information necessary for grade appropriate learning.

Essential Questions: What makes a presentation "great"?

What is the difference between "what I say" and "how I say it"?

What strategies and procedures can teachers use to help students express thoughts, feelings, and ideas clearly?

How important is speaking in “whole” sentences to students being able to express thoughts, feelings, and ideas?

What strategies and materials can teachers use to teach (and remind) students to speak audibly?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture Wall


Build on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.WIDA ELDS:1,2SpeakingListening

SLO 23

CO 23: Express thoughts, feelings and ideas and/or use Pictures, gestures and selected single words in key phrase patterns.

LO 23: Express thoughts, feelings, and ideas to others using a Graphic Organizers.

ELP 1: Express thoughts, feelings and ideas and/or use Pictures, gestures and selected single words in key phrase patterns.

ELP 2: Express thoughts, feelings and ideas and/or using selected vocabulary in key phrases and short sentences.

ELP 3: Express thoughts, feelings and ideas using key vocabulary in simple sentences.

ELP 4: Express thoughts, feelings and ideas using key vocabulary in expanded and some complex sentences.

ELP 5: Express thoughts, feelings and ideas using precise, vocabulary in multiple, complex sentences.



Track ongoing progressTeacher observationsChecklistsSummative assessmentWork Samples/Rubricsanecdotal records to document children’s workTestsQuizzesRubrics

.

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to SL.K.6













I can speak so others hear me.

I can tell my thoughts clearly.

I can tell my feelings clearly.

I can tell my ideas clearly.

I can speak in a loud and clear voice so my listener can understand me.

I can write a sentence expressing my thoughts, feelings, or ideas.

I can draw a picture to express my thoughts, feelings, or ideas.

Other Evidence:

Running record


Work Samples

Portfolios.

Rubrics




UNIT 5


Unit : SLO 24


Support children’s growing understanding of punctuation, capitalization and spelling through modeling and scaffolding activities and

“teachable moments” during child-initiated and independent writing experiences.


What is the role of questioning and teacher-modeling in helping students recognize and use correct punctuation, capital letters at the

beginning of words and a capital I when reading and in their writing?

What academic vocabulary must kindergarteners know in order to meet this standard: (i.e., question mark, exclamation point, period, capital

letter, consonant, vowel, and sentence, blending, and segmenting?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture Wall


Build on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:L.K.2.aCapitalize the first word in a sentence and pronoun I.WIDA ELDS:1,2Writing

SLO: 24CO 24: Understand the necessity of punctuation, capitalization and spelling through modeling and scaffolding and pronoun I.

LO 24: Apply correct usage capitalization for the pronoun I, dates, names and beginning of sentences using an Anchor chart of punctuation.

ELP 1: Apply the correct punctuation for the pronoun I, dates, names and beginning of sentences when forming single words.

ELP 2: Apply correct usage of punctuation for the pronoun I, dates, names and beginning of sentences from lists of words/phrases.

ELP 3: Apply correct usage of punctuation for the pronoun I, dates, names and beginning of sentences when forming simple sentences.

ELP 4: Apply correct usage punctuation pronoun I, dates, names and beginning of sentences when forming complete sentences in most writing.

ELP 5: Apply correct usage of punctuation pronoun I, dates, names and beginning of sentences when forming complex detailed sentences in all writing.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to L.K.2.aLanguage BuilderKidspiration-Templates in Kidspiration can be made into sorting activities


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













I can ask questions about what Isee.

I can ask questions about what Ihear.

I can answer questions about what I read.

I can answer questions about what I hear.

Other Evidence:

Running record


Work Samples

Portfolios.

Rubrics




UNIT 5


Unit : SLO 25


Kindergarten students recognize that ending punctuation comes at the end of a sentence. These students also know that sentences begin

with a capital (upper-case letter).

They demonstrate this by pointing out end punctuation and capital letters in big books during shared reading, during read alouds, and in

morning meeting and other classroom activities. They also appropriately use capital letters and punctuation in their writing.

Kindergarten students will be able to recognize end punctuation, and can explain why a particular end punctuation is used.

Kindergarten students know and are able to use academic vocabulary such as question mark, exclamation point, period, capital letter,

consonant, vowel, and sentence, blending, and segmenting.


What are effective strategies and activities that help students learn to identify a period, question mark, or exclamation point in a sentence as

well as use capital letters and punctuation marks in their writing?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic OrganizerRealia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledge


Draw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts





SuggestedResources

CCSS:L.K.2.bRecognize and name end punctuation (e.g., period, question mark).WIDA ELDS:1,2WritingSpeakingReading

SLO: 25CO 25: Locate punctuations by pointing out them.

LO 25: Identify and name end punctuation and capitalization using an Anchor Charts of punctuation.

ELP 1: Sort punctuation marks into different categories using an Anchor Charts , Partner work .

ELP 2: Sort punctuation marks into different categories using an Anchor Charts , Partner work.

ELP 3: Sort punctuation marks into different categories using an Anchor Charts and a Partner work .

ELP 4: Sort punctuation marks into different categories using an Anchor Charts .

ELP 5: Follow multiple, complex, oral directions, which have a variety of grammatical structures, to classify words into categories .




Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to L.K.2.bLanguage Builder-Kidspiration-Templates in Kidspiration can be made into sorting













activities



I can remember to capitalize and punctuate my sentence.

I know when my sentence needs a period or a question mark?

Other Evidence:

Teacher observations / Checklists.

Behavior Management

Class Discussions

Reflective Journal Logs.

Teacher observations Logs

Work Samples

Literacy Prompts

Portfolios Rubrics

Center Time


UNIT 5

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

Unit : SLO 26


During teacher-lead and child-initiated writing activities, such as during journal writing time, support children’s use of letter-sound

correspondence.

Language conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use

extends across reading, writing, speaking, and listening.

Kindergarten children who learn letter names and shapes, can also learn to write these letters in manuscript.

Kindergarten children who can name letters automatically and fluently use that knowledge to link the sounds of the letters with the letter

names.

Kindergarten students who know the sounds of frequently used consonants and short vowel sounds can manipulate those individual sounds

(phonemes) in one-syllable CVC words using various techniques (i.e., blending, segmenting, isolating, deleting, and substituting phonemes).


What are the most effective ways to help students learn all the sounds of consonants and short sounds of vowels?

What pre-requisite skills must students have if they are to master the letter-sound (phoneme-grapheme) relationships?

What strategies are most effective in supporting students learning to manipulate phonemes in order to sound out and spell words?

ESL Support:Teacher ModelingGamesDigital Tools (Technology)Read Aloud/Guided Reading/Shared Reading/ Shared-to-Guided ReadingCooperative LearningGraphic Organizer


Realia/ Visuals (Multimedia)Word/Picture WallBuild on prior knowledgeDraw connections between course content and real life.Chunk( words patterns) informationPeer tutoring/buddy/ Partner workHome School Connection/parents involvementPortfolio AssessmentAnchor Charts/ Charts/PostersPrompts.Standard: Student Learning Objectives





SuggestedResources

CCSS:L.K.2.cWrite a letter or letters for most consonant and short-vowel sounds (phonemes).WIDA ELDS:1,2WritingListeningReading

SLO: 26

CO26: Write a letter or letters for most consonant and short-vowel sounds (phonemes).

LO26: Demonstrate understanding of oral directions by printing letter(s) for most consonant and short vowel sounds using Letter Tiles and Teacher Modeling.

ELP 1: Demonstrate understanding of oral directions by printing letters and/or understand simple directions with key, high-frequency words.

ELP 2: Demonstrate understanding of complex, oral directions by printing letters and/or understand simple directions by printing specific upper and lower case letters in English

ELP 3: Demonstrate understanding of simple, oral directions with key vocabulary words by printing letters.

ELP 4: Demonstrate understanding of multiple, oral directions with key vocabulary words by printing letters.

ELP 5: Demonstrate understanding of multiple, complex oral directions with




Summative assessmentWork Samples/Rubricsanecdotal records to document children’s work

Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to L.K.2.c












precise, vocabulary words by printing letters.

TestsQuizzesRubric

Language Builder

Kidspiration-Templates in Kidspiration can be made into sorting activities


When someone helps me:I can

I can use phonetic spelling when writing

I can name the period, question mark, and exclamation point.

I know

I know when to use a period, question mark or exclamation

point in writing

I know and write a sentence

I know that a sentence begins with a capital letter

I know that a sentence needs some type of ending

punctuation.

I understand the relationship between a letter and the sounds

it makes.

Other Evidence:

Teacher observations / Checklists.

Behavior Management

Class Discussions

Reflective Journal Logs.

Book Reports

Work Samples

Literacy Prompts

Portfolios Rubrics

Center Time



UNIT 5


Unit : SLO 27


Kindergarteners understand that words can have prefixes and suffixes.

When faced with an unknown word that contains affixes they recognize, they look for the base word (root word) and determine its meaning

and then use known affixes as clues to the meaning of the unknown word (e.g., They know the word “like” means the same as (e.g., the ice

cream tastes like peppermint candy” and can figure out that “unlike” means not like something --- ducks, unlike chickens, can swim.


What can I do when a word doesn't make sense?

How do I use what I know to figure out what I don't know?

How does the ability to hear the parts of a word (clap syllables) facilitate students’ skills in identifying root words and affixes?

What do teachers need to know about the structure of the English language in order to best support students in their language development?






Suggested Instructional Scaffold

Skills


SuggestedResources

CCSS:L.K.4.bUse the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

WIDA ELDS:1,2SpeakingReadingListening

SLO: 27 CO27: Recognize and decode inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

LO27: Decode words with prefixes and suffixes to determine the meaning of an unknown word using Word Walls and Charts.

ELP 1: Decode high-frequency words with common prefixes and suffixes.

ELP 2: Decode known words with common prefixes and suffixes used in phrases.

ELP 3: Decode familiar, content-based words with common prefixes and suffixes from leveled texts.

ELP 4: Decode key, content-based words with common prefixes and suffixes from texts within leveled text.

ELP 5: Decode content-based words with common prefixes and suffixes in grade-level texts.





Rigby Kindergarten

Mentor Text

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

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















I can tell more than one meaning for a word.

I can figure out what words mean.

I can use a variety of strategies to read words I don’t know.

I can identify new meanings for words I know.

I can use words I know in different ways that make sense. (e.g.,

knowing duck is a bird and learning the verb to duck).

I can use common beginnings and endings to help me know what

a word means. (e.g., -ed, -s, re-, un-, pre-, -ful, -less)

Other Evidence:

Running record


Work Samples

Portfolios.

Rubrics




Documents

Web viewAsk and answer questions about the meaning of content based words in a grade level text by using context clues and schemata to ... What vocabulary word