George Flies South Grade K Literary Text Recommended First Half of Year
Enduring Understanding
Essential Question(s)
Vocabulary From the text Vocabulary
Needed to talk about the text Focused Instruction
We are sometimes afraid to try
something new.
What helps us to try new things?
What helps George try something
new?
curled up
don’t move
flap your wings
George was lifted
George’s nest
wobbled
heading south huge beat of his
wings strong gust of
wind the cat landed
woke with a start
author beginning
characters end
events fall
illustrator/illustrations middle
setting spring
summer winter
Days At-A-Glance
DAY ONE DAY TWO DAY THREE
Before introducing the book,
create background knowledge about the changing seasons and
bird migration. Then discuss author, illustrator and text-type
and present a first reading of the book. Close by conducting a shared writing that references
the Enduring Understanding.
Read the text a second time and stop at
targeted pages where students can use physical movement to act out the
meaning of key phrases. After physical movement, help students link those
targeted vocabulary phrases with the Essential Question. Close by mentioning the activity for Day Three (writing
individual books that recreate major events from George Flies South.
Prepare students for an individual
write/draw/dictate activity by using two supports: a beginning-middle-end class
chart and individual beginning-middle-end student cards. With both supports, discuss
the story’s major events in the order in which they happened and follow with a picture walk and partner sharing. Then
ask students to independently create their own books consisting of a beginning, a
middle, and an end event. When complete, celebrate the writing.
CI CCSS
Student Work Product
CI CCSS
Student Work Product CI
CCSS Student Work Product
RL.K.1
RL.K.5 RL.K.6
RL.K.7
Oral Response
Gesture
Oral Response
RL.K.4
Gesture RL.K.2 W.K.3 L.K.1 L.K.2
Written Response and Gesture
Page 1
George Flies South
K-2 Formative Tools
Kindergarten Performance Task: Literary Text
George Flies South Written and Illustrated by Simon James
Candlewick Press, 2011
WE ARE SOMETIMES AFRAID TO TRY SOMETHING NEW
Table of Contents
Performance Task Overview ................................................................... 3
Time of Delivery .............................................................................. 3
Enduring Understanding ................................................................... 3
Essential Questions.......................................................................... 3
Text Summary ................................................................................ 3
Rationale for Text Selection .............................................................. 3
Text Considerations ......................................................................... 3
Targeted Word Study/Vocabulary ...................................................... 4
Opportunities to Collect Information .................................................. 5
Scoring Tools .................................................................................. 5
Sample Student Work Products ......................................................... 5
Instructional Next Steps ................................................................... 6
Reflecting on the Formative Performance Task .................................... 6
Days At-A-Glance ............................................................................ 7
CCSS Alignment Chart ..................................................................... 9
Get Ready, Get Set, Go! ................................................................. 11
DAY ONE ........................................................................................... 13
DAY TWO .......................................................................................... 19
DAY THREE ........................................................................................ 24
Collecting Student Information: RL.K.7 Illustration Checklist .................... 32
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George Flies South
Collecting Student Information: RL.K.5/RL.K.6 Text-Type and
Author/Illustrator Checklist .................................................................. 33
Collecting Student Information: RL.K.1 Checklist .................................... 34
Collecting Student Information: RL.K.4 Vocabulary Checklist.................... 35
Collecting Student Information: W.K.3/RL.K.2 Writing and Comprehension
Checklist ............................................................................................ 36
Collecting Student Information: L.K.1/L.K.2 Knowledge of Language and
Conventions Student Checklist ............................................................. 37
If/Then Chart ..................................................................................... 38
Teacher Resource: Beginning-Middle-End Card ....................................... 40
Student Resource: Beginning-Middle-End Cards ..................................... 41
Student Resource: My George Flies South Book ...................................... 42
Sample Student Work Product #1: STEP 3.7 .......................................... 43
Sample Student Work Product #2: STEP 3.7 .......................................... 44
Sample Student Work Product #3: STEP 3.7 .......................................... 45
Sample Student Work Product #4: STEP 3.7 .......................................... 46
Retrospective Journal .......................................................................... 47
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George Flies South
Performance Task Overview
Time of Delivery
Based on text and task complexity, this formative tool is recommended for use during the first half of kindergarten.
Enduring Understanding We are sometimes afraid to try something new.
Essential Questions
What helps us to try new things? What helps George try something new?
Text Summary
It is time to fly south for the winter, but fledgling bird George is afraid to
leave his nest. The wind lifts his nest from the tree and sends it flying. George and the nest land in several places until the nest finally falls apart
and George is forced to fly on his own.
Rationale for Text Selection
George Flies South is the recipient of the Oppenheim Toy Portfolio Award
and was listed in the Smithsonian Magazine’s Best Children’s Book booklist. This book is well suited for the task presented in this set of formative tools.
The story is simple and straightforward, facilitating children’s ability to retell it. The book features a series of illustrations on each double-page spread,
providing students with the opportunity to examine multiple illustrations when attempting to locate the one that matches the text.
Text Considerations
The book features multiple illustrations on each double-page spread. This results in some smaller sized illustrations. The digital version of the book
would work best to facilitate discussions about the relationship between text and illustrations.
The concept of changing seasons helps young readers understand why the mother bird encourages the baby bird to learn to fly. For that reason, there
is a brief discussion on Day One to provide background information about the absence of food and warmth after the trees lose their leaves in the fall.
The discussion is brief because the focus of the performance task remains on the central message of the story: that the baby bird is afraid to try
something new—flying—and needs help to begin learning.
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George Flies South
Targeted Word Study/Vocabulary
The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. The terms Focused or Fast Instruction1 (Glossary) used
in conjunction with vocabulary refer to the allocation of time and the amount of instruction given.
Focused Instruction refers to those vocabulary words that are needed to
carry meaning forward and, therefore, require more time. Fast Instruction refers to words that will likely be scaffolded by the words and illustrations or
will require only brief support from the teacher. Neither approach requires isolated instruction, and students will benefit most from hearing and learning
the words in the context of the story.
In both Focused and Fast Instruction the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will
build deep understanding within the context of a text over the course of
multiple days.
Vocabulary in the text (Focused Instruction): curled up
don’t move flap your wings
George was lifted George’s nest wobbled
heading south huge beat of his wings
strong gust of wind the cat landed
woke with a start
Vocabulary needed for the task:
author beginning
characters end
events fall
illustrator/illustrations middle
setting
1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:
Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.
McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored
Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.
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George Flies South
Vocabulary needed for the task:
spring summer
winter
Opportunities to Collect Information
CI Opportunities to collect information are embedded throughout the
performance task. These opportunities are designed to fit within the instructional experiences and to be invisible to the student. The student
work products collected within this task may be oral responses, gestures or written responses.
Scoring Tools
Scoring tools are provided to help educators analyze student responses and plan instructional next steps. The scoring tools incorporate evidence from
the PARCC Evidence Statements which describe the knowledge and skills that a task requires. The evidence(s) listed in each of the standards-aligned
checklists targets what the teacher needs to observe, analyze, and consider when planning instruction. The scoring tools used in this performance task are checklists. Scoring tools
are standards-aligned and may reflect one or more standards. In this task, the RL.K.1 Comprehension Checklist is an example of a single standard
checklist used when students provide a key detail in answer to a question or prompt. The W.K.3/RL.K.2 Writing and Comprehension Checklist is an
example of a combined checklist used to analyze the student’s drawing, dictating, and/or writing of a set of loosely linked events narrated in the
order in which they occurred (W.K.3) so as to retell a familiar story, including key details from the story (RL.K.2).
Teachers unfamiliar with use of these types of tools may find initially that
they are more confident in using only a single part of a multi-part tool for scoring or that it is best to apply all parts of a multi-part tool, but to a small
group, rather than the whole class. As teachers learn to use these types of tools, they may expand the application of the tools with their classes. Over
the course of the first year of implementation of the formative tasks, teachers should develop a greater understanding of how these scoring tools
allow for the collection of information on student performances in relation to
the standards. They will become better poised to provide refined feedback to students and parents and to more efficiently alter instruction based on
information collected.
Sample Student Work Products For each written student work product created in the task, a sample student
work product is provided.
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George Flies South
Sample student work products include a/an:
Description of the task/prompt Facsimile of the student work product
Excerpt from the standards-aligned scoring tool Scoring rationale
Bulleted list of possible next steps
Materials needed to collect information and to analyze student work products are noted as CI within the Step-by-Step Directions.
Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart
lists the standards that have been areas of focus within the performance task, offering suggestions for engaging with students who need more
support, practice, and/or instruction with a particular standard. The If/Then Chart is not intended to be an exhaustive list and it is not intended to return
students to the same performance task. Rather, the If/Then Chart offers some suggestions that teachers may find helpful as they go forward with
standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task
The Retrospective Journal consists of a series of questions to guide the reflective process after the completion of the performance task. These
questions are intended to promote thinking and planning of standards-aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.
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George Flies South
Days At-A-Glance Times are approximate. Teachers should use professional judgment to determine the actual time needed for their students.
Day Duration
Description
Day One
20 min
Use seasonal photographs to provide background knowledge
about the phrase heading south. Use cover page of George Flies South to prompt a discussion
about the tree and birds, encouraging students to wonder about what they will read.
Collect information on students using the RL.K.7 Illustration Checklist (p.32).
Introduce title and author/illustrator and discuss text types and author/illustrator roles.
Collect information on students using the RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist (p.33).
Read aloud through entire book, promoting engagement and student interaction.
Co-construct a shared writing class chart with a statement that
addresses the Enduring Understanding (i.e., we are sometimes afraid to try something new) and the Essential Questions (i.e.,
“What helps us to try new things?” and “What helps George try something new?)
Collect information on students using the RL.K.1 Comprehension Checklist (p.34).
Day
Two
20-30
min
Explain and demonstrate using physical movement to act out the meaning of words/phrases.
Mark stopping points for each of the targeted phrases.
Determine whether every student or individual students will act out the meaning of the targeted phrases.
Read aloud George Flies South, stopping for each of the targeted phrases and ask students to use physical movement
to demonstrate understanding. Collect information on students using the RL.K.4 Vocabulary
Checklist (p.35). Make connections between the targeted phrases and the
Essential Question noting which of the phrases show what helped George try something new.
Inform students of the individual books they will write on Day Three.
Day Three
20-50 min
Prepare a Beginning-Middle-End class chart prior to beginning
Day Three. Display, explain, and discuss the Beginning-Middle-End class
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George Flies South
Day Duration
Description
Day Three
Continued
chart.
Use the teacher’s large Beginning-Middle-End card to demonstrate how students will use their individual cards.
Distribute individual Beginning-Middle-End cards to students. Lead students in a picture walk through digital copy of George
Flies South, stopping at designated pages to facilitate
discussions of major events and to draw pictures on the class chart.
Engage students in partner retellings using the Beginning-Middle-End class chart as a scaffold.
Demonstrate and explain the independent draw/write retelling activity.
Collect information on students using the W.K.3/RL.K.2 Writing and Comprehension Checklist (p.36).
Collect information on students using the L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist
(p.37).
Page 9
George Flies South
CCSS Alignment Chart
Day.
Step Standard Evidence
Student
Work
Products
Scoring
Tools If/Then
1.6
p.18
RL.K.1
With prompting
and support, ask
and answer
questions about
key details in a
text.
*Provides
questions
and/or answers
that show
understanding
of key details in
a text.
Oral:
Response
during shared
writing
RL.K.1
Comprehension
Checklist
p.34
RL.K.1
p.38
2.3
p.22
2.4
p.23
RL.K.4
Ask and answer
questions about
unknown words
in a text.
Provides a
statement or
other expression
that shows
understanding
of unknown
words in a
literary text. (1)
Gesture:
Physical
movements
Oral
Response
RL.K.4
Vocabulary
Checklist
p.35
RL.K.4
p.38
1.4
p.17
RL.K.5
Recognizes
common types of
text (e.g.,
storybooks,
poems).
Demonstrates
the ability to
recognize
common types
of texts. (1)
Gesture:
Thumbs Up or
Thumbs Down
RL.K.5/RL.K.6
Text-Type and
Author/
Illustrator
Checklist
p.33
RL.K.5
p.38
RL.K.6 With prompting
and support,
name the author
and illustrator of
a story and
define the role of
each in telling
the story.
*Provides an
identification of
the author of a
story and what
the author’s role
is in telling the
story. (1)
*Provides an
identification of
the illustrator of
a story and
what the
illustrator’s role
is in telling the
story. (2)
RL.K.6
p.39
1.3
p.16
RL.K.7 With prompting
and support,
describe the
relationship
between the
illustrations and
the story in
which they
appear (e.g.,
what moment in
*Provides a
description of
the relationship
between the
illustrations and
the story in
which they
appear. (1)
Oral
Response
RL.K.7
Illustration
Checklist p.32
RL.K.7
p.39
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George Flies South
Day.
Step Standard Evidence
Student
Work
Products
Scoring
Tools If/Then
a story an
illustration
depicts).
3.7
p.31
W.K.3
Use a
combination of
drawing,
dictating, and
writing to
narrate a single
event or several
loosely linked
events, tell
about the events
in the order in
which they
occurred, and
provide a
reaction to what
happened.
Tells about
events in the
order in which
they occurred
when narrating a
single event or
several loosely
linked events,
using a
combination of
drawing,
dictating, and/or
writing. (3)
Written
Response
W.K.3/RL.K.2
Writing and
Comprehension
Checklist
p.36
W.K.3
p.39
RL.K.2
With prompting
and support,
retell familiar
stories, including
key details.
*Provides a
retelling of a
familiar story,
including key
details. (1)
RL.K.2
p.38
3.7
p.31
L.K.1
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
L.K.2
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
N/A
Written
Response
Written
Response
L.K.1/L.K.2
Knowledge of
Language and
Conventions
Student
Checklist
p.37
N/A
*With Prompting & Support
(#) Evidence identified in PARCC Kindergarten Evidence Tables
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George Flies South
Get Ready, Get Set, Go!
Get
Ready
Read George Flies South by Simon James.
Read all Step-by-Step Directions for each day before implementing the performance task.
Determine whether each day’s activities can be accomplished within the time estimated and plan additional sessions as
needed. Determine access to the text for all students (e.g., digital text,
document camera, standard sized book). Determine grouping options for each activity (e.g., whole-
group, small groups, partners).
Determine location for each activity (e.g., whole-group meeting area, a small-group meeting area, or one-to-one
conferences).
Read all checklists to become familiar with descriptors for
student responses.
Refer to the Glossary as needed.
Get Set
For Day One:
Secure access to the digital seasonal photographs of Trees and Birds Heading South.
Prepare and copy as needed: RL.K.7 Illustration Checklist (p.32).
Prepare and copy as needed: RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist (p.33).
Prepare and copy as needed: RL.K.1 Comprehension Checklist
(p.34). For Day Two:
Prepare chart of phrases from George Flies South on pages:
6 strong gust of wind
6 George’s nest wobbled
15 flap your wings
17 George was lifted
18 don’t move
20 curled up
21 woke with a start
23 the cat landed
27 huge beat of his wings
Prepare and copy as needed: RL.K.4 Vocabulary Checklist (p.35).
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George Flies South
Get Set
Continued
For Day Three:
Prepare Beginning-Middle-End class chart.
Make one copy of Teacher Resource: Beginning-Middle-End
Card (p.40).
Make individual copies of Student Resource: Beginning-Middle-
End Cards (p.41).
Make individual copies of Student Resource: My George Flies
South book (p.42).
Prepare and copy as needed: W.K.3/RL.K.2 Writing and
Comprehension Checklist (p.36).
Prepare and copy as needed: L.K.1/L.K.2 Knowledge of
Language and Conventions Student Checklist (p.37).
Go! Begin DAY ONE.
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George Flies South
DAY ONE Estimated time needed 20 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day One George Flies South digital text
Seasonal photographs of Trees and Birds Heading South digital file: STEP 1.1
Class chart prepared with two questions (What new thing was George afraid to try? What helped him try the new thing?): STEP 1.1
RL.K.1 Comprehension Checklist (p.34): STEP 1.6
RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist (p.33): STEP 1.4
RL.K.7 Illustration Checklist (p.32): STEP 1.3
Key T=Teacher alone
T+S=Teacher & students S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips For Teacher Language & Student Engagement CCSS
STEP 1.1 T
S+S T+S
Use the seasonal digital photographs to build background
knowledge for the setting in George Flies South.
You might say:
T We’ll read a new book today. It has illustrations of a tree and illustrations of birds. Before we begin reading, let’s talk about
trees and birds.
Project the picture of the same trees taken during four different seasons.
RL.K.7
RL.K.4
RL.K.3
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 1.1 Continued
You might say:
I have a photograph that might help us understand the new book we’re going to read today.
Display the photographs of the same trees over a period of four seasons.
Explain:
These are photographs of the same trees taken at different times of the year.
S+S Turn and talk to a partner to share what details you notice
about how the trees change.
T+S Call on student pairs to share details they have noticed.
Prompt to explain how the trees change (e.g., difference in
amount of leaves and color).
Then ask some or all of these four questions to prepare for a
discussion of migration (a key detail in George Flies South) in
STEP 1.2 about:
1. Which picture shows a time when it would be easy for birds to find food nearby? Why do you think that?
2. Which picture shows a time when it would be hard for birds
to find food nearby? Why do you think that?
3. What do you think a bird would do if they couldn’t find food
near their nest in the tree?
4. What do you think birds do when it’s too cold and they can’t find food near their home?
RL.K.7 RL.K.4
RL.K.3
STEP 1.2 T+S
Use the combined digital photographs of trees and flying
birds to support the vocabulary phrase heading south.
RL.K.7
RL.K.4 RL.K.3
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 1.2 Continued
Project both photographs.
Prompt students to relate the flying birds with the seasonal photographs.
Say and ask: In this photograph the birds are flying away, looking for
somewhere warmer to live. They call that heading south. Why would they birds want to find somewhere warmer to live?
Which photograph helps us understand why birds fly south?
Prompt students to not only consider the snow as a reason for
heading south but the absence of leaves on the trees and the cold winds that come with fall and winter.
RL.K.7
RL.K.4 RL.K.3
STEP 1.3
T+S CI RL.K.7 Illustration Checklist (p.32)
CI Oral response
Show the book cover of George Flies South to discuss the relationship between the illustration and the story’s
setting and characters.
Project the cover of George Flies South and
read aloud the title and
the author.
Give students a moment to look at the cover and then organize
for Turn & Talk.
RL.K.7 RL.K.3
RL.K.4
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 1.3 Continued
You might say:
Turn to a partner and share what you notice about the trees in this picture.
Ask pairs of students to share with the class.
If not mentioned, prompt students to notice
and discuss the absence of leaves.
Continue asking students to use the cover illustration to relate to the story they will read. Use students’ responses to collect information on why the author/illustrator might have drawn this cover.
Ask students whether the cover illustration shows: Who the characters are in this story? Who the small bird and the bigger bird are? What the bigger bird and the small bird are doing?
If not mentioned by students, ask:
Do you think they might be getting ready to head south? How do you know?
CI Collect information on student responses regarding the cover
illustration using the RL.K.7 Illustration Checklist.
RL.K.7 RL.K.3
RL.K.4
RL.K.7
STEP 1.4
T+S CI RL.K.5/RL.K.6 Text-Type and Author/Illustrator Checklist
(p.33) CI Oral response and gesture
Use the cover of George Flies South to recognize the text
type and identify the author/illustrator’s role.
Project or display the cover of George Flies South.
RL.K.5
RL.K.6
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 1.4 Continued
To discuss text type, you might
ask: Looking at the cover of this book,
what type of book do you think
it is and how do you know?
If additional support is needed, use text type names, saying:
Do you think it will be a storybook or an informational book? Why do you think that?
Prompt students to discuss how the drawings and the bird’s name
are clues to the text type.
It only lists one name on the book—Simon James. Why wouldn’t there be two names—one for author and one for illustrator?
Use Oral Cloze (Glossary) to discuss author/illustrator roles,
saying: The author is the person that ________.
The illustrator is the person that _________.
As selected students respond, ask all students to show that they agree or disagree using Thumbs Up/Thumbs Down (Glossary).
CI Use the RL.K.5/RL.K.6 Text-Type and Author/Illustrator
Checklist to collect information.
RL.K.5
RL.K.6
RL.K.5
RL.K.6
STEP 1.5
T+S
Read aloud through George Flies South.
Read aloud through the book without interruption.
Encourage student interaction by:
Extending ellipses to create suspense. Show emotion when phrases end in an exclamation point
(e.g., I’m flying! and Wheee! on page 8).
Use expression, allow time for students to appreciate the illustrations and pause when students interact with the story.
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 1.5 Continued
Respond to students but avoid initiating discussions so that
students can hear the story as a whole.
STEP 1.6
T+S CI RL.K.1 Comprehension Checklist (p.34)
CI Oral contributions to a shared writing class chart
Collaborate in a shared writing to create a statement related to the Essential Questions.
Display a chart prepared with the following two questions, leaving
a space for answers to be inserted.
Point to and read the
questions: What new thing was
George afraid to do?
What helped him try todo this new thing?
You might say: Now that we have read George Flies South, let’s see if we can
answer our questions.
Ask students to contribute ideas to construct a written answer on the shared writing chart. Students may propose one or both of
the two things that helped George try to fly: his mom and the wind.
Return to the Enduring Understanding and the Essential
Questions. You might say:
In our book, George tried something new that he was afraid to
do. Do you think it’s important to try new things even if you are afraid? Why or why not? If you are afraid to try something, what
can you do to get over your fear?
CI Using the RL.K.1 Comprehension Checklist, collect information on students as they contribute responses to the shared writing
chart.
RL.K.1
RL.K.1
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George Flies South
DAY TWO
Estimated time needed
20-30 minutes (depending on grouping decisions) If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Two
George Flies South digital text Chart paper prepared with key vocabulary phrases: STEPs 2.1 through 2.4
RL.K.4 Vocabulary Checklist (p.35): STEP 2.3 and 2.4
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips For Teacher Language & Student Engagement CCSS
STEP 2.1
T
Display a class chart prepared to include key phrases from George Flies South.
Note:
This is an act-out-the-meaning vocabulary activity to be embedded within the second reading of George Flies South. The phrases are
not intended to be acted out in isolation.
Display the list of phrases
from the story on a class chart prepared in
advance:
RL.K.4
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 2.1 Continued
Then say:
Yesterday we read George Flies South. I’ve written some
words from the book on this class chart. Let’s read them
together. Encourage students to Echo Read (Glossary) each word.
RL.K.4
STEP 2.2 T
T+S
Explain and demonstrate the activity that prompts students to act out the meaning of the phrases on the class chart.
You might say:
T As we read George Flies South a second time, we’ll use clues
from the book to understand the words on our list. Thinking about the meaning of words can help us understand the story better.
But, we won’t just talk about these words, I’ll ask you to show me
what these words mean. You’ll show me by acting the words out.
To demonstrate the activity, say: Let’s practice first.
Say:
T+S If I said, “It’s getting cold where George lives,” how could we use our bodies to show the meaning of “it’s getting cold”?
Shiver and wrap arms around your body and say, “it’s getting
cold.” Invite students to join in acting out the meaning.
Then say:
How did we use with our bodies to show what “it’s getting cold”
means?
Determine whether additional examples are needed.
RL.K.4
STEP 2.3 T+S
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 2.3 Continued
CI RL.K.4 Vocabulary Checklist (p.35)
CI Gestures: Acting out vocabulary meaning
Read aloud through the book, signaling students to act out
the meaning of the nine phrases as each is encountered during the read-aloud.
Note:
Determine whether everyone in the class will show the physical movements for all of the words, or whether to call on individual or
pairs of students for each phrase.
Start reading aloud from the beginning of the book.
When you come to each of the phrases, say: What do you think ______________ means?
Who can (or can everyone) show us this with your body? Use the illustrations and what the author tells you to figure what
to do.
Stop at each of the pages listed:
2: heading south
6: strong gust of wind 6: George’s nest wobbled
15: flap your wings 17: George was lifted
18: don’t move 20: curled up
21: woke with a start 23: the cat landed
27: huge beat of his wings
As each word is demonstrated, the teacher may determine that
the phrase needs to be discussed or its meaning needs to be clarified.
If clarification is necessary, prompt students to use illustrations or
the context of the page. Provide Fast Instruction (Glossary) only if the illustrations and/or the context do not provide enough
support for students to understand on their own.
RL.K.4
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 2.3 Continued
CI Observe students as they act out the meaning of the targeted
vocabulary phrases and use RL.K.4 Vocabulary Checklist to collect information.
RL.K.4
STEP 2.4 T
T+S
CI RL.K.4 Vocabulary Checklist (p.35) CI Oral response
Make connections between the vocabulary phrases on the
class chart and the Essential Question (i.e., What helped George try something new?).
You might say: T Remember when we talked about George needing help because he was trying to learn something new?
Let’s read these words on our list and see which of them tells us
what helped George learn to fly.
When we read words that tell us something that did help George
learn to fly, give a Thumbs Up (Glossary). When we read words that do not tell us something that helped George learn to fly, give
a Thumbs Down.
T+S Read aloud the list of words on the class chart, pausing for a Thumbs Up or Thumbs Down.
As students identify and/or explain which phrases helped George
learn to fly, place the students’ initials after the phrases. The initials can be used to collect information on students after
instruction.
The highlighted words are likely candidates for students to give a Thumbs Up. Circle
student choices and follow by asking students to explain
their choices.
RL.K.4
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 2.4 Continued
CI Collect student information with the RL.K.4 Vocabulary
Checklist, using student initials to identify those who express understanding of the words as they connect them to the Essential
Question.
RL.K.4
STEP 2.5
T+S
Prepare students for the writing activity in Day Three.
You might say: Tomorrow you’re going to make a class book that retells the story,
George Flies South.
When you retell a story, it’s important to retell the major events,
what happened, in the same order that the author wrote it.
Use Oral Cloze to reinforce the terms beginning, middle, end by saying:
The first part of the story is called the _________. The next part of the story is called the ______.
The last part of the story is the ________. Practice by retelling the story George Flies South to your family!
RL.K.2
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George Flies South
DAY THREE Estimated time needed 20 minutes to prepare for individual writing
30 minutes for individual student writing If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Three
George Flies South digital text
Paper for a George Flies South Beginning-Middle-End class chart: STEPs 3.1, 3.4, and 3.5.
One copy of Teacher Resource: Beginning-Middle-End End Card (p.40): STEPs 3.2 and 3.4
Individual copies of the Student Resource: Beginning, Middle, and End Cards (p.41): STEPs 3.3 and 3.4
Individual copies of Student Resource: My George Flies South Book (p.42): STEPs 3.6 and 3.7
W.K.3/RL.K.2 Writing and Comprehension Checklist (p.36): STEP 3.7 L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist
(p.37): STEP 3.7 Sample Student Work Products #1-4 (pp.43-46): STEP 3.7
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips For Teacher Language & Student Engagement CCSS
STEP 3.1
T+S
Display, explain and discuss the Beginning-Middle-End class chart (prepared in advance).
Note:
As students recognize events that happen in the beginning, middle, or end of the story the teacher will draw the event in one
of the columns of the Beginning-Middle-End chart.
RL.K.2
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.1 Continued
You might say:
Today we’ll learn about retelling stories.
It’s important to retell a story in the right order so that it makes
sense.
Point to each word on the Beginning-Middle-End class chart, ask and then pause for students to respond:
Do you know what this word in the green box is?
Do you know what this word in the yellow box is?
Do you know what this word in the red box is?
If further prompting is needed, to say, understand, and
remember the words, use the colors as a cue: Beginning/green may be associated with “go” or start with
the first event in a story. Yellow can be associated with “slow down” because there
will be many events that occur in this middle part. Red may be associated with the last event or “stop”—the
story is at the end.
RL.K.2
STEP 3.2
T+S Teacher Resource: Beginning-Middle-End Card (p.40)
Use the teacher’s large Beginning-Middle-End Card to
demonstrate how the students will use their individual cards.
Hold up the Teacher Resource: Beginning-Middle-End Card.
RL.K.2
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.2 Continued
Say:
I have this special card to help us retell George Flies South. It’s a Beginning-Middle-End card. We can use it to show where we think
something happened in our story.
Use Oral Cloze to review the word beginning and to demonstrate
using the Beginning-Middle-End card.
Say: The first part of a story is called the________.
When I want to show that something happened in the beginning
of the story, I touch the green box with my finger.
Can you read the word I touched? What sound does beginning start with?
The next part of a story is called the ________.
The box for middle is yellow. It’s even in the middle of my three boxes! What sound does middle start with?
When I want to show that something happened in the middle of
the story, I touch the middle, yellow box.
The last part of the story is the________. What letter does end start with?
When I want to show that something happened at the end of the
story, I touch the red, end box.
Read the boxes with me before you get your own Beginning-Middle-End card.
RL.K.2
STEP 3.3 T
Student Resource: Beginning-Middle-End cards (p.41)
Distribute individual Beginning-Middle-End cards to students.
RL.K.2 RL.K.3
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.3 Continued
To prepare for the picture walk in STEP 3.4,
distribute students’ individual Beginning-
Middle-End cards.
To explain when the cards will be used, say:
We’ll use these cards in a little while. For now, just look at your
card and then leave it on the floor in front of you until we’re ready to use them.
RL.K.2 RL.K.3
STEP 3.4
T T+S
S
Lead students in a Picture Walk through George Flies
South, stop on seven targeted pages to discuss major events and to draw pictures on the class chart.
T Scroll through the digital pages of George Flies South without
reading aloud. Pause on pages:
2 George’s mother wants him to fly; he doesn’t want to. (beginning)
8 The nest takes off. (middle)
11 George’s nest lands on a car that is moving. (middle) 15 George lands on some wood on a boat. (middle)
19-20 George moves with the wood; then goes to sleep. (middle) 23 The cat comes and George starts to fall. (middle)
30 George flies. (end)
At each of the stopping points: 1. T+S Discuss the major event the illustration shows.
Say: What’s happening in this illustration? What details do you see?
2. S Ask students to hold up their Beginning-Middle-End cards. Say: Touch your Beginning-Middle-End card to show when
this event is happening.
RL.K.2
RL.K.3 RL.K.7
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.4 Continued
3. T Draw a simple illustration in the appropriate column of the Beginning-Middle-End class chart for later use as a resource
during student writing.
Say: I’ll draw that event here on the chart to show
where it happens in the story.
If modeling is needed, point to the larger card for the first one or two stopping points before releasing responsibility to the
students.
Notes:
Asking students to use the Beginning-Middle-End cards to identify when events occur in the Picture Walk may be seen
as an easy activity, but it is primarily offered as a scaffold for the more complex task of independent writing in STEP 3.7.
Classifying only one event as beginning and one event as
end is also intended as a scaffold for the retelling required in the STEP 3.7 writing activity.
RL.K.2
RL.K.3 RL.K.7
STEP 3.5 T+S
S+S
Use the Beginning-Middle-End illustrated class chart to engage students in a retelling without the digital text.
T+S You might say:
Let’s review what happened in the story. Remember, it’s important to retell stories in the correct order. Let’s use our chart.
Prompt students to notice that there is only one event drawn under Beginning and only one event under End.
RL.K.2 RL.K.3
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.5 Continued
You might say:
What do you notice about the chart?
Yes, the middle has many pictures. That’s because once a story
begins, many different things or events happen in the middle of the story before the last event at the end.
The first part of the story is called the
beginning.
Look at the drawings under the word
Beginning on our class chart.
S+S Turn and tell your partner what happened at the beginning of the story.
Ask some students to share responses with the whole group.
T+S What is the next part of the story called?
Look at the drawings under the word
Middle on our class chart.
S+S Turn and tell your partner what happened during the middle of the story.
Ask some students to share responses with the whole group.
T+S What is the last part of the story called?
Look at the drawing under the word End on
our chart.
S+S Turn and tell your partner what happened at the end of the story.
Ask some students to share responses with the whole group.
RL.K.2 RL.K.3
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.6
T T+S
Student Resource: George Flies South Retold by ____ (p.42)
Demonstrate and explain the independent draw/write
retelling activity.
Note: The parts of the book include individual copies (folded in half) of a:
Book cover Page 1 for a beginning major event from the story.
Page 2 for middle major events from the story. Page 3 of book for an event from the end of the story.
T You might say:
You’re each going to make your own book to retell the story George Flies South. You’ll have to think about the different parts
of the book and the order of the story.
T+S Use a copy of the retelling book to talk students through an explanation of the parts of the book they will write/draw.
For instance, use Oral Cloze and say:
This is the cover of my book. The title is written on it for you. Let’s read it together, George Flies South, retold by ________.
Then model numbering the pages, saying:
I’m going to number my book pages to help me remember where to write my story in the correct order. What number comes first?
Demonstrate writing number 1 on first page and then numbering
pages 2 and 3.
Then say: Now I’m ready to retell the story George Flies South. I’ll have to
be sure to write the parts of the story in the correct order. I’ll start by drawing a picture and writing words on page 1 to tell
about the beginning of the story. What could I write or draw here?
Encourage students to share ideas with the group and continue
modeling pages 2 and 3, prompting for student ideas for content.
RL.K.6
W.K.3 RL.K.2
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George Flies South
Tips For Teacher Language & Student Engagement CCSS
STEP 3.7
S CI W.K.3/RL.K.2 Writing and Comprehension Checklist (p.36)
CI L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist (p.37)
CI Written response
CI Sample Student Work Products #1-4 (pp.43-46)
Distribute individual copies of the Student Resource: My
George Flies South Book (p.42) and provide support as students draw/write independently.
Circulate as students draw/write, prompting, scaffolding, and
clarifying confusions as needed. Remind students that all forms of kindergarten writing will be accepted. Determine whether any
students need to give dictation in order express understanding.
CI Use the W.K.3/RL.K.2 Writing and Comprehension Checklist to collect information on a written retelling of a beginning, middle,
and end event in the story.
CI The L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist is also available.
W.K.3 RL.K.2
L.K.1
L.K.2
STEP 3.8 S+S
Close by returning to the Essential Question and by celebrating the students’ individual books.
You might say:
We’ve talked about George being afraid to try something new and how he needed help to get started. Did any of your books retell
something that showed what helped George try to fly? Allow for student responses.
You might close by saying:
Let’s put our books in a special place so we can read each other’s books again … or even reread our own books!
If time permits, or at a later date, invite students to read their
books with a partner.
RL.K.1
RL.K.2
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George Flies South
Collecting Student Information: RL.K.7 Illustration Checklist Use with oral response in STEP 1.3.
Standard Evidence
RL.K.7 With prompting and
support, describe the relationship
between illustrations and the story
in which they appear (e.g., what
moment in a story an illustration
depicts).
Provides a description of the relationship
between the illustrations and the story in which
they appear. (1)
RL.K.7
Describes the relationship between the
illustration and the setting of
the story.
Student Name Yes No Comments
Insert ✓in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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George Flies South
Collecting Student Information: RL.K.5/RL.K.6 Text-Type and
Author/Illustrator Checklist Use with gestures in STEP 1.4.
Standard Evidence
RL.K.5 Recognize common
text types (e.g.,
informational books,
storybooks, poems).
Demonstrates the ability to recognize common types
of texts. (1)
RL.K.6 With prompting
and support, name author
and illustrator of a story
and define the role of each
in telling the story.
Provides an identification of the author of a story and
what the author’s role is in telling the story. (1)
Provides an identification of the illustrator of a story
and what the illustrator’s role is in telling the story.
(2)
RL.K.5 RL.K.6
Identifies text type.
(Storybook)
Identifies role of
the author.
Identifies role of
the illustrator.
Student Name Yes No Yes No Yes No
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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George Flies South
Collecting Student Information: RL.K.1 Checklist Use with oral responses in STEP 1.6.
Standard Evidence
RL.K.1 With prompting and support, ask
and answer questions about key details in a
text.
Provides questions and/or answers
that show understanding of key details
in a text. (1)
RL.K.1
Provides a key detail
from the text.
Student Name Yes No Comments
Insert ✓in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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George Flies South
Collecting Student Information: RL.K.4 Vocabulary Checklist Use with gestures (physical movements) in STEP 2.3. Use with oral response in STEP 2.4.
Standard Evidence (Scoring tool uses bold evidence)
RL.K.4 Ask and answer
questions about unknown
words in a text.
Provides a statement or other expression that
shows understanding of unknown words in a
literary text. (1)
Asks questions about unknown words in a literary text.
(2)
RL.K.4.1
Uses physical movements to show understanding
of targeted phrases in George Flies South.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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George Flies South
Collecting Student Information: W.K.3/RL.K.2 Writing and
Comprehension Checklist Use with Student Resource: My George Flies South Book (p.42) in STEP 3.7.
Standard Evidence (Scoring tool uses bold evidence)
W.K.3
Use a combination of drawing,
dictating, and writing to narrate
a single event or several loosely
linked events, tell about the
events in the order in which
they occurred, and provide a
reaction to what happened.
Narrates a single event using a combination of drawing,
dictating, and/or writing. (1)
Narrates several loosely linked events using a
combination of drawing, dictating, and/or writing. (2)
Tells about events in the order in which they
occurred when narrating a single event or several
loosely linked events, using a combination of
drawing, dictating, and/or writing. (3)
Provides a reaction to what happened during the events
(s) when narrating a single event or several loosely
linked events, using a combination of drawing, dictating,
and/or writing. (4)
RL.K.2 With prompting and
support, retell familiar stories,
including key details.
Provides a retelling of a familiar story, including
key details. (1)
W.K.3.3 RL.K.2.1
Tells about events in the order in which they
occurred using drawing, dictating, and/or writing.
Provides a retelling of a familiar story, including key details.
Student Name Yes No Yes No
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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George Flies South
Collecting Student Information: L.K.1/L.K.2 Knowledge of
Language and Conventions Student ChecklistUse with Student Resource: My George Flies South Book (p.42) in STEP 3.7.
Standard
L.K.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.K.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Date: CCSS Student Name: Yes No
L.K.1.A Uses only drawing to express ideas.
L.K.1.A Prints many upper- and lower-case letters.
L.K.1.B Uses frequently occurring nouns and verbs.
L.K.1.C Forms regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes).
L.K.1.D Understands and uses question words (interrogatives)
(e.g., who, what, where, when, why, how).
L.K.1.E Uses the most frequently occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by, with).
L.K.1.F Produces and expands complete sentences in shared
language activities.
L.K.2.A Capitalizes the first word in a sentence and the pronoun I.
L.K.2.B Recognizes and names end punctuation.
L.K.2.C Writes a letter or letters for most consonant and short-vowel
sounds (phonemes).
L.K.2.D Spells simple words phonetically, drawing on knowledge of
sound-letter relationships.
Insert ✓in the appropriate box.
Prepare individual student copies of this checklist.
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George Flies South
If/Then Chart
If… Then…
RL.K.1 students have
difficulty asking and answering
questions about key details in the
text
Reread stories to increase familiarity. Practice retelling with favorite, familiar stories.
Practice retelling with student-created languageexperience stories.
RL.K.2
students have difficulty retelling a
familiar story, including key
details
Use props, costumes, or puppets to support retellings.
Practice with student-created language experience
stories. Open a retelling center with a familiar book.
Meet with students in small groups to implementsimilar lessons over time.
RL.K.4
students have difficulty asking
and answering questions about
unknown words in the text
Increase opportunities to expose students to
language through interactive read-alouds. Provide inquiry and modeling opportunities for
students to see words “figured out” using thecontext of author and illustrator “clues” within the
text. Consistently allow opportunities to talk to others
about texts and experiences. Routinely provide instruction and practice
opportunities with carefully chosen academicvocabulary and reinforce with text experiences.
Engage in playful opportunities that promote word
consciousness (e.g., word of the day, listening forspecial words, word games, etc.).
Provide opportunities to hear and use vocabularywords in new situations.
RL.K.5 students have
difficulty recognizing
common types of
texts
Have center activities that engage students insorting books by text type, providing opportunities
for both open and closed sorting activities(Glossary).
Organize classroom library by text types.
Choose read-aloud texts with clear text-typecharacteristics and discuss as reading.
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George Flies South
If… Then…
RL.K.6
students have difficulty naming
the author and illustrator of a story
and defining the roles of each in
telling the story
Reinforce the role of authors by positioning them
as the person who “tells us” the information in thisbook.
Reinforce the role of illustrators by positioningthem as the person who “shows us” how to
understand the book. Provide frequent and rich opportunities for
students to engage in authoring and illustrating,calling attention to the power and responsibility of
that role in their own work.
RL.K.7 students have
difficulty describing the relationship
between the illustrations and the
story in which they appear
Provide additional practice with the story. Have students illustrate text from a familiar book.
Engage students in a pocket chart activity wherethey match text with the appropriate illustration.
Engage students in illustrating a class book. Engage students in illustrating a language
experience story.
W.K.3 students have
difficulty composing narrative text to
tell about events in the order in which
they occurred
Continue modeling, drawing, labeling, and writingin a variety of grouping opportunities.
During dictation, engage the student in orallycomposing what he or she will write; follow by
sharing the pen (both teacher and student write)to draw, label, and write events in order.
L.K.1.A
students use only drawing to express
ideas when writing
Model use of print to express ideas by transcribing student dictated ideas.
Provide students with key words they are likely to
use to express ideas using a word wall, andencourage students to use the word wall to remind
them of how to spell and print words when writing.
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George Flies South
Teacher Resource: Beginning-Middle-End Card Use in STEP 3.2.
Beginning
Middle
End
Page 41
George Flies South
Student Resource: Beginning-Middle-End Cards Use in STEP 3.3.
Beginning
Middle
End
Beginning
Middle
End
Beginning
Middle
End
Page 42
George Flies South
Student Resource: My George Flies South Book Use in STEP 3.6.
George
Flies
South
Retold by
_____________
Page 43
George Flies South
Sample Student Work Product #1: STEP 3.7
Kindergarten Performance Task: Literary Text
George Flies South by Simon James Candlewick Press, 2011
STEP 3.7 Task Description: Students use a combination of drawing, dictating, and writing to retell three events including key detail(s) from the story—one from
the beginning, one from the middle, and one from the end.
Beginning He was in the tree.
Middle He fell on the car.
End George learned to fly.
Scoring Rationale: The student used drawing and dictation to accurately retell beginning, middle, and
end events and included some key details for those events.
Possible Next Steps:
Provide opportunities to work with partners to add additional middle events to retellings.
Provide frequent opportunities to read literary texts and collaborate with others
to identify beginning, multiple middle, and end events to support retelling of text.
Encourage student to include additional details in illustrations to elaborate the relationship between illustrations and a story.
Encourage use of correct punctuation at the beginning of sentences.
CI W.K.3/RL.K.2 Writing and Comprehension Checklist
W.K.3.3 RL.K.2.1
Tells about events in the order in which
they occurred using drawing, dictating,
and/or writing.
Provides a retelling of a familiar story,
including key details.
Yes No Yes No
✓ ✓
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George Flies South
Sample Student Work Product #2: STEP 3.7
Kindergarten Performance Task: Literary Text
George Flies South by Simon James Candlewick Press, 2011
STEP 3.7 Task Description: Students use a combination of drawing, dictating, and writing to retell three events including key detail(s) from the story—one from
the beginning, one from the middle, and one from the end.
Scoring Rationale: The student used drawing and dictation to accurately retell a beginning, a
middle, and an end event and included some key details for each event.
Possible Next Steps: Provide opportunities to work with partners to add additional middle
events to strengthen writing. Encourage student to include additional details in illustrations to
elaborate the relationship between illustrations and a story. Encourage use of correct punctuation at the beginning and end of
sentences.
Beginning
He doesn’t want to fly.
Middle
He is in the car.
End
He flew.
CI W.K.3/RL.K.2 Writing and Comprehension Checklist
W.K.3.3 RL.K.2.1
Tells about events in the order in which
they occurred using drawing, dictating,
and/or writing.
Provides a retelling of a familiar story,
including key details.
Yes No Yes No
✓ ✓
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George Flies South
Sample Student Work Product #3: STEP 3.7
Kindergarten Performance Task: Literary Text
George Flies South by Simon James Candlewick Press, 2011
STEP 3.7 Task Description: Students use a combination of drawing, dictating, and writing to retell three events including key detail(s) from the story—one from
the beginning, one from the middle, and one from the end.
Beginning
He flies south.
Middle
Drawing depicts the cat
frightening
George.
End
Drawing depicts George and his mother flying
south together.
Scoring Rationale:
The student’s drawings accurately identified a beginning and end event but
the beginning event was incorrectly identified with both drawings and words.
Possible Next Steps: Provide frequent opportunities to read familiar literary texts and to work
with partners to identify characters, setting, and major events in a story. Provide frequent opportunities to work with partners to identify
beginning, middle, and ending events for retelling. Provide frequent opportunities to work with a partner to describe the
relationship between the illustrations and the retelling of a story. Encourage student to use written words to express ideas.
CI W.K.3/RL.K.2 Writing and Comprehension Checklist
W.K.3.3 RL.K.2.1
Tells about events in the order in which
they occurred using drawing, dictating,
and/or writing.
Provides a retelling of a familiar story,
including key details.
Yes No Yes No
✓ ✓
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George Flies South
Sample Student Work Product #4: STEP 3.7
Kindergarten Performance Task: Literary Text
George Flies South by Simon James Candlewick Press, 2011
STEP 3.7 Task Description: Students use a combination of drawing, dictating, and writing to retell three events including key detail(s) from the story—one from
the beginning, one from the middle, and one from the end.
Beginning
Drawing details beginning event
with George in the tree.
Middle
Drawing depicts no change from
beginning event.
End
He flew.
Scoring Rationale:
The student’s drawing correctly identified a beginning event. The drawing
of the middle event repeated the beginning event. The end drawing depicted an accurate event from the end of the story.
Possible next steps:
Provide frequent opportunities to read literary texts and to work withpartners to identify characters, setting, and major event from the
beginning, the middle, and the end of stories. Provide frequent opportunities to work with partners to describe the
relationship between the illustrations and the retelling of a story. Encourage student to use written words to express ideas.
CI W.K.3/RL.K.2 Writing and Comprehension Checklist
W.K.3.3 RL.K.2.1
Tells about events in the order in which
they occurred using drawing, dictating,
and/or writing
Provides a retelling of a familiar story,
including key details
Yes No Yes No
✓ ✓
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George Flies South
Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task (including strengths/needs of the class relative to specific CCSS, as well as general
information learned about my students)?
What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?
After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:
Comments: