UNIT PLANNING TEMPLATE

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1 UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CC.K.L.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. CC.K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. READING LITERARY CC.K.R.L.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.L.2 With prompting and support, retell familiar stories, including key details. CC.K.R.L.5 Recognize common types of texts (e.g., storybooks, poems). CC.K.R.L.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. CC.K.R.L.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). CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. READING INFORMATION CC.K.R.I.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.I.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.K.R.I.5 Identify the front cover, back cover, and title page of a book. CC.K.R.I.10 Actively engage in group reading activities with purpose and understanding. WRITING CC.K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CC.K.W.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.

2 Essential Questions: Materials/Lesson Resources: Literacy by Design Houghton Mifflin Reading Read Alouds/Picture Books (e.g. The Kissing Hand, Chrysanthemum, Mrs. Bindergarten Goes to Kindergarten, If You Take a Mouse to School, I Like Me, etc.) Nursery Rhymes Name Games (charts, chants, songs, letter sorts) Saxon Phonics Fountas and Pinnell Phonics Building Blocks Trait Crates Lucy Calkins Handwriting Without Tears Interactive Writing by McCarrier, Pinnell, and Fountas ( ) Literacy Work Stations by Diller ( ) Songs by Dr. Jean z.com Secret Stories Leveled Bookroom Books StartUp/BuildUp Phonics Essential Vocabulary: Details Text Questions Ask Answer Compare Contrast Events People Poem Video Front cover Back cover Title page Title Locate Spine Heading Bold text Table of contents Glossaries Story Nonfiction Text Identify Headline Midline Baseline Uppercase Capital Lowercase Nouns Verbs Sentence Thoughts Unit Organizer:

3 People, places, things Action Same Different Categories Objects Sort Group Demonstrate Movement Word Meaning Action Show Responding Phrases Book Story Characters Settings Events Problem Solution Beginning, middle, end Past, present, future First, next, last Story Poem Nursery rhyme Fairy tale Label Sign Magazine Newspaper Fiction Nonfiction Make believe Real Predictions Illustrations Pictures

4 Sequence Events Order Predictions Describe Story Poem Nursery rhyme Fairy tale Fiction Nonfiction Realistic fiction Reaction Small moment Event Order Sequence Thoughts Draw Illustrate Information Tell Share Group: Individual: CULMINATING PRODUCT AND/OR PERFORMANCE Presentation Audience: Class Experts School Web Community Personal Other: Resources Needed: On- site people, facilities: Equipment: Materials: Community Resources:

5 READING STRATEGIES PK Making connections to/activating prior knowledge; developing schema I/P Inferring and predicting Q Asking questions S Determining important ideas and summarizing V Visualizing S/R Synthesizing and retelling M/C Monitoring/clarifying understanding of text *The letters in bold indicate an abbreviation each reading strategy, The strategies are coded to the comprehension and/or vocabulary teaching tools that support them. COMMUNICATION Writing Writing to Learn: emphasizes the students thinking in an informal form (e.g. any KCLM teaching tool that requires writing). Writing to Demonstrate Learning: intended to assess learning of content or ability to complete a task (e.g. exit slips, rough drafts, student- generated graphic organizer). Writing for Authentic Purposes; intended to develop skills in communication and to promote learning and thinking (e.g. articles, letters, editorials, written projects, blogs, web pages). Speaking Paired Discussion Group Discussion Presenting to an Audience Increasing Comprehension TEACHING TOOLS Cues, Questions and Advance Organizers Anticipation/Reaction Guide (PK, Q, M/C,) Question/Answer/Relationship (PK, I/P, Q, S, M/C ) Skimming (PK, I/P, V, S/R) Non- linguistic Representations Pattern Organizers (S, V) Mind Mapping (Q, V, S/R, M/C) Pictograph (PK, V) Identifying Similarities and Differences Comparison Matrix Chart (PK, S) Comparison Guide Map (PK, S, V, S/R, M/C) Graphic Organizer for Analogies and Metaphors (I/P, S, V) Student or Teacher- Generated Classification Graphic Organizer (dependent on graphic organizer) Summarizing and Note taking Cornell Notes (Q, S, MC) Note Taking Using Both Sides of the Brain (PK, S, V, M/C) Summary Frame (Dependent on frame) Rule- Based Strategy (Q, S, M/C) Student Goal- setting Journal/Learning Log Graphic Organizers Rough Drafts Checklists (Introducing, Progressing, Mastering, etc.) Review Games/Activities Teacher Questioning Exit Slips/Activities Student Practice Activities/Exercise Written Project, with Rubric Oral Presentation, with Rubric On- Demand Writing Test ASSESSMENTS Formative Expanding Vocabulary Vocabulary Activities Word Storm (PK, I/P) Closed /Open Word Sort (PK, Q, S, V, S/R) Three- Way Tie (PK, I/P, Q, V, M/C) Connect the Words (PK, I/P, Q, V, S/R, M/C) LitFig (PK, I/P, Q, V, M/C) Four Square Vocabulary Map/Frayer Model (PK, V, M/C) Word Questioning (PK, I/P, Q, S, V, S/R, M/C) Text Impressions (PK, I/P, Q) Cinquain (PK, S, V, S/R. M/C) Rate Your Knowledge (P/K, I/P, Q/ M/C) Vocabulary Tree (PK, M/C) Vocabulary Games Password (PK, I/P, V, S/R) Memory (PK, MC) Most Important Word (PK, I/P, Q, S) Student Partner Talk (Think- Pair- Share; Turn & Talk) Preliminary Plans/ Outlines/ Prototypes PBL Progress Work Report : Individual PBL Progress Work Report: Group Practice Presentation Quizzes/Tests Teacher s Anecdotal Notes Role- Playing One- on- one Student/Teacher Conference Other Summative Peer Evaluation Self- Evaluation Other

6 GRADE K/Unit # 2 UNIT PLANNING TEMPLATE Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). CC.K.L.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). CC.K.L.1.f Produce and expand complete sentences in shared language activities. CC.K.L.2.a Capitalize the first word in a sentence and the pronoun I. CC.K.L.2.b Recognize and name end punctuation. CC.K.L.2.c Write a letter or letters for most consonant and short- vowel sounds (phonemes). CC.K.L.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CC.K.L.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). CC.K.L.5.c Identify real- life connections between words and their use (e.g., note places at school that are colorful). CC.K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. READING LITERARY CC.K.R.L.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.L.2 With prompting and support, retell familiar stories, including key details. CC.K.R.L.3 With prompting and support, identify characters, settings, and major events in a story. CC.K.R.L.4 Ask and answer questions about unknown words in a text. CC.K.R.L.5 Recognize common types of texts (e.g., storybooks, poems). CC.K.R.L.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). CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. READING INFORMATION CC.K.R.I.2 With prompting and support, identify the main topic and retell key details of a text. CC.K.R.I.4 With prompting and support, ask and answer questions about unknown words in a text. CC.K.R.I.10 Actively engage in group reading activities with purpose and understanding. WRITING CC.K.W.1 Use 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.. CC.K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CC.K.W.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

7 occurred, and provide a reaction to what happened. CC.K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). CC.K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Essential Questions: Materials/Lesson Resources: Literacy by Design Houghton Mifflin Reading Read Alouds/Picture Books (e.g. The Kissing Hand, Chrysanthemum, Mrs. Bindergarten Goes to Kindergarten, If You Take a Mouse to School, I Like Me) Nursery Rhymes Name Games (charts, chants, songs, letter sorts) Saxon Phonics Fountas and Pinnell Phonics Building Blocks Trait Crates Lucy Calkins Handwriting Without Tears Interactive Writing by McCarrier, Pinnell, and Fountas ( ) Literacy Work Stations by Diller ( ) Songs by Dr. Jean z.com Secret Stories Leveled Bookroom Books StartUp/BuildUp Phonics Essential Vocabulary: Unit Organizer:

8 Group: Individual: CULMINATING PRODUCT AND/OR PERFORMANCE Presentation Audience: Class Experts School Web Community Personal Other: Resources Needed: On- site people, facilities: Equipment: Materials: Community Resources: READING STRATEGIES PK Making connections to/activating prior knowledge; developing schema I/P Inferring and predicting Q Asking questions S Determining important ideas and summarizing V Visualizing S/R Synthesizing and retelling M/C Monitoring/clarifying understanding of text *The letters in bold indicate an abbreviation each reading strategy, The strategies are coded to the comprehension and/or vocabulary teaching tools that support them. Increasing Comprehension TEACHING TOOLS Cues, Questions and Advance Organizers Anticipation/Reaction Guide (PK, Q, M/C,) Question/Answer/Relationship (PK, I/P, Q, S, M/C ) Skimming (PK, I/P, V, S/R) Non- linguistic Representations Pattern Organizers (S, V) Mind Mapping (Q, V, S/R, M/C) Pictograph (PK, V) Identifying Similarities and Differences Comparison Matrix Chart (PK, S) Comparison Guide Map (PK, S, V, S/R, M/C) Graphic Organizer for Analogies and Metaphors (I/P, S, V) Student or Teacher- Generated Classification Graphic Organizer (dependent on graphic organizer) Summarizing and Note taking Cornell Notes (Q, S, MC) Note Taking Using Both Sides of the Brain (PK, S, V, M/C) Summary Frame (Dependent on frame) Rule- Based Strategy (Q, S, M/C) Expanding Vocabulary Vocabulary Activities Word Storm (PK, I/P) Closed /Open Word Sort (PK, Q, S, V, S/R) Three- Way Tie (PK, I/P, Q, V, M/C) Connect the Words (PK, I/P, Q, V, S/R, M/C) LitFig (PK, I/P, Q, V, M/C) Four Square Vocabulary Map/Frayer Model (PK, V, M/C) Word Questioning (PK, I/P, Q, S, V, S/R, M/C) Text Impressions (PK, I/P, Q) Cinquain (PK, S, V, S/R. M/C) Rate Your Knowledge (P/K, I/P, Q/ M/C) Vocabulary Tree (PK, M/C) Vocabulary Games Password (PK, I/P, V, S/R) Memory (PK, MC) Most Important Word (PK, I/P, Q, S)

9 COMMUNICATION Writing Writing to Learn: emphasizes the students thinking in an informal form (e.g. any KCLM teaching tool that requires writing). Writing to Demonstrate Learning: intended to assess learning of content or ability to complete a task (e.g. exit slips, rough drafts, student- generated graphic organizer). Writing for Authentic Purposes; intended to develop skills in communication and to promote learning and thinking (e.g. articles, letters, editorials, written projects, blogs, web pages). Speaking Paired Discussion Group Discussion Presenting to an Audience Student Goal- setting Journal/Learning Log Graphic Organizers Rough Drafts Checklists (Introducing, Progressing, Mastering, etc.) Review Games/Activities Teacher Questioning Exit Slips/Activities Student Practice Activities/Exercise Written Project, with Rubric Oral Presentation, with Rubric On- Demand Writing Test ASSESSMENTS Formative Student Partner Talk (Think- Pair- Share; Turn & Talk) Preliminary Plans/ Outlines/ Prototypes PBL Progress Work Report : Individual PBL Progress Work Report: Group Practice Presentation Quizzes/Tests Teacher s Anecdotal Notes Role- Playing One- on- one Student/Teacher Conference Other Summative Peer Evaluation Self- Evaluation Other

10 GRADE K/Unit # 3 UNIT PLANNING TEMPLATE Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) CC.K.L.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). CC.K.L.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). CC.K.L.1.f Produce and expand complete sentences in shared language activities. CC.K.L.2.a Capitalize the first word in a sentence and the pronoun I. CC.K.L.2.b Recognize and name end punctuation. CC.K.L.2.d Spell simple words phonetically, drawing on knowledge of sound- letter relationships. CC.K.L.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). CC.K.L.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CC.K.L.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). CC.K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. READING LITERARY CC.K.R.L.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.L.2 With prompting and support, retell familiar stories, including key details. CC.K.R.L.4 Ask and answer questions about unknown words in a text. CC.K.R.L.5 Recognize common types of texts (e.g., storybooks, poems). CC.K.R.L.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. READING INFORMATION CC.K.R.I.2 With prompting and support, identify the main topic and retell key details of a text. CC.K.R.I.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.K.R.I.4 With prompting and support, ask and answer questions about unknown words in a text. CC.K.R.I.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. CC.K.R.I.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CC.K.R.I.10 Actively engage in group reading activities with purpose and understanding. WRITING CC.K.W.1 Use 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.. CC.K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some

11 information about the topic. CC.K.W.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. CC.K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Essential Questions: Materials/Lesson Resources: Literacy by Design Houghton Mifflin Reading Read Alouds/Picture Books (e.g. The Kissing Hand, Chrysanthemum, Mrs. Bindergarten Goes to Kindergarten, If You Take a Mouse to School, I Like Me) Nursery Rhymes Name Games (charts, chants, songs, letter sorts) Saxon Phonics Fountas and Pinnell Phonics Building Blocks Trait Crates Lucy Calkins Handwriting Without Tears Interactive Writing by McCarrier, Pinnell, and Fountas ( ) Literacy Work Stations by Diller ( ) Songs by Dr. Jean z.com Secret Stories Leveled Bookroom Books StartUp/BuildUp Phonics Essential Vocabulary: Unit Organizer:

12 Group: Individual: CULMINATING PRODUCT AND/OR PERFORMANCE Presentation Audience: Class Experts School Web Community Personal Other: Resources Needed: On- site people, facilities: Equipment: Materials: Community Resources: READING STRATEGIES PK Making connections to/activating prior knowledge; developing schema I/P Inferring and predicting Q Asking questions S Determining important ideas and summarizing V Visualizing S/R Synthesizing and retelling M/C Monitoring/clarifying understanding of text *The letters in bold indicate an abbreviation each reading strategy, The strategies are coded to the comprehension and/or vocabulary teaching tools that support them. Increasing Comprehension TEACHING TOOLS Cues, Questions and Advance Organizers Anticipation/Reaction Guide (PK, Q, M/C,) Question/Answer/Relationship (PK, I/P, Q, S, M/C ) Skimming (PK, I/P, V, S/R) Non- linguistic Representations Pattern Organizers (S, V) Mind Mapping (Q, V, S/R, M/C) Pictograph (PK, V) Identifying Similarities and Differences Comparison Matrix Chart (PK, S) Comparison Guide Map (PK, S, V, S/R, M/C) Graphic Organizer for Analogies and Metaphors (I/P, S, V) Student or Teacher- Generated Classification Graphic Organizer (dependent on graphic organizer) Summarizing and Note taking Cornell Notes (Q, S, MC) Note Taking Using Both Sides of the Brain (PK, S, V, M/C) Summary Frame (Dependent on frame) Rule- Based Strategy (Q, S, M/C) Expanding Vocabulary Vocabulary Activities Word Storm (PK, I/P) Closed /Open Word Sort (PK, Q, S, V, S/R) Three- Way Tie (PK, I/P, Q, V, M/C) Connect the Words (PK, I/P, Q, V, S/R, M/C) LitFig (PK, I/P, Q, V, M/C) Four Square Vocabulary Map/Frayer Model (PK, V, M/C) Word Questioning (PK, I/P, Q, S, V, S/R, M/C) Text Impressions (PK, I/P, Q) Cinquain (PK, S, V, S/R. M/C) Rate Your Knowledge (P/K, I/P, Q/ M/C) Vocabulary Tree (PK, M/C) Vocabulary Games Password (PK, I/P, V, S/R) Memory (PK, MC) Most Important Word (PK, I/P, Q, S)

13 COMMUNICATION Writing Writing to Learn: emphasizes the students thinking in an informal form (e.g. any KCLM teaching tool that requires writing). Writing to Demonstrate Learning: intended to assess learning of content or ability to complete a task (e.g. exit slips, rough drafts, student- generated graphic organizer). Writing for Authentic Purposes; intended to develop skills in communication and to promote learning and thinking (e.g. articles, letters, editorials, written projects, blogs, web pages). Speaking Paired Discussion Group Discussion Presenting to an Audience Student Goal- setting Journal/Learning Log Graphic Organizers Rough Drafts Checklists (Introducing, Progressing, Mastering, etc.) Review Games/Activities Teacher Questioning Exit Slips/Activities Student Practice Activities/Exercise Written Project, with Rubric Oral Presentation, with Rubric On- Demand Writing Test ASSESSMENTS Formative Student Partner Talk (Think- Pair- Share; Turn & Talk) Preliminary Plans/ Outlines/ Prototypes PBL Progress Work Report : Individual PBL Progress Work Report: Group Practice Presentation Quizzes/Tests Teacher s Anecdotal Notes Role- Playing One- on- one Student/Teacher Conference Other Summative Peer Evaluation Self- Evaluation Other

14 GRADE K/Unit # 4 UNIT PLANNING TEMPLATE Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). CC.K.L.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). CC.K.L.1.f Produce and expand complete sentences in shared language activities. CC.K.L.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). CC.K.L.4.b Use 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. CC.K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. READING LITERARY CC.K.R.L.4 Ask and answer questions about unknown words in a text. CC.K.R.L.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. READING INFORMATION CC.K.R.I.4 With prompting and support, ask and answer questions about unknown words in a text. CC.K.R.I.8 With prompting and support, identify the reasons an author gives to support points in a text. CC.K.R.I.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) CC.K.R.I.10 Actively engage in group reading activities with purpose and understanding. WRITING CC.K.W.1 Use 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.. CC.K.W.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. CC.K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. CC.K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. CC.K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). CC.K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

15 Essential Questions: Materials/Lesson Resources: Literacy by Design Houghton Mifflin Reading Read Alouds/Picture Books (e.g. The Kissing Hand, Chrysanthemum, Mrs. Bindergarten Goes to Kindergarten, If You Take a Mouse to School, I Like Me, etc.) Nursery Rhymes Name Games (charts, chants, songs, letter sorts) Saxon Phonics Fountas and Pinnell Phonics Building Blocks Trait Crates Lucy Calkins Handwriting Without Tears Interactive Writing by McCarrier, Pinnell, and Fountas ( ) Literacy Work Stations by Diller ( ) Songs by Dr. Jean z.com Secret Stories Leveled Bookroom Books StartUp/BuildUp Phonics Essential Vocabulary: Unit Organizer: CULMINATING PRODUCT AND/OR PERFORMANCE

16 Group: Individual: Presentation Audience: Class Experts School Web Community Personal Other: Resources Needed: On- site people, facilities: Equipment: Materials: Community Resources: READING STRATEGIES PK Making connections to/activating prior knowledge; developing schema I/P Inferring and predicting Q Asking questions S Determining important ideas and summarizing V Visualizing S/R Synthesizing and retelling M/C Monitoring/clarifying understanding of text *The letters in bold indicate an abbreviation each reading strategy, The strategies are coded to the comprehension and/or vocabulary teaching tools that support them. Increasing Comprehension TEACHING TOOLS Cues, Questions and Advance Organizers Anticipation/Reaction Guide (PK, Q, M/C,) Question/Answer/Relationship (PK, I/P, Q, S, M/C ) Skimming (PK, I/P, V, S/R) Non- linguistic Representations Pattern Organizers (S, V) Mind Mapping (Q, V, S/R, M/C) Pictograph (PK, V) Identifying Similarities and Differences Comparison Matrix Chart (PK, S) Comparison Guide Map (PK, S, V, S/R, M/C) Graphic Organizer for Analogies and Metaphors (I/P, S, V) Student or Teacher- Generated Classification Graphic Organizer (dependent on graphic organizer) Summarizing and Note taking Cornell Notes (Q, S, MC) Note Taking Using Both Sides of the Brain (PK, S, V, M/C) Summary Frame (Dependent on frame) Rule- Based Strategy (Q, S, M/C) Expanding Vocabulary Vocabulary Activities Word Storm (PK, I/P) Closed /Open Word Sort (PK, Q, S, V, S/R) Three- Way Tie (PK, I/P, Q, V, M/C) Connect the Words (PK, I/P, Q, V, S/R, M/C) LitFig (PK, I/P, Q, V, M/C) Four Square Vocabulary Map/Frayer Model (PK, V, M/C) Word Questioning (PK, I/P, Q, S, V, S/R, M/C) Text Impressions (PK, I/P, Q) Cinquain (PK, S, V, S/R. M/C) Rate Your Knowledge (P/K, I/P, Q/ M/C) Vocabulary Tree (PK, M/C) Vocabulary Games Password (PK, I/P, V, S/R) Memory (PK, MC) Most Important Word (PK, I/P, Q, S)

17 COMMUNICATION Writing Writing to Learn: emphasizes the students thinking in an informal form (e.g. any KCLM teaching tool that requires writing). Writing to Demonstrate Learning: intended to assess learning of content or ability to complete a task (e.g. exit slips, rough drafts, student- generated graphic organizer). Writing for Authentic Purposes; intended to develop skills in communication and to promote learning and thinking (e.g. articles, letters, editorials, written projects, blogs, web pages). Speaking Paired Discussion Group Discussion Presenting to an Audience Student Goal- setting Journal/Learning Log Graphic Organizers Rough Drafts Checklists (Introducing, Progressing, Mastering, etc.) Review Games/Activities Teacher Questioning Exit Slips/Activities Student Practice Activities/Exercise Written Project, with Rubric Oral Presentation, with Rubric On- Demand Writing Test ASSESSMENTS Formative Student Partner Talk (Think- Pair- Share; Turn & Talk) Preliminary Plans/ Outlines/ Prototypes PBL Progress Work Report : Individual PBL Progress Work Report: Group Practice Presentation Quizzes/Tests Teacher s Anecdotal Notes Role- Playing One- on- one Student/Teacher Conference Other Summative Peer Evaluation Self- Evaluation Other