Grade K ELAR Unit 3 Overview Story Elements In this Unit, the teacher will introduce revising and editing through modeled/shared writing. Guided reading groups will meet on a regular basis. Teacher may need to consider regrouping students depending on individual progress. Writer s workshop should be continued on a daily basis with mini lessons, teacher conferencing, and students writing and sharing. Title 3rd Six Weeks 25 Days Suggested Time Frame Students should be exposed to all types of genres (poetry, fiction, nonfiction, etc.) through a variety of reading, regardless of when it is explicitly taught. Students should be writing (with adult assistance in the beginning) daily. Big Ideas/Enduring Understandings Reading Knowing about story elements and retelling helps us understand what we read. We can use our own experiences and clues (inferences/predictions) from a story to help us understand the characters. Writing Authors write sentences in chronological sequence to tell a story. Authors add details to help readers understand a story. Authors write about personal experiences. Guiding Questions What story elements help me understand the story? What words from the story help me understand about the characters? What is the character doing? What is the character feeling? How do I know? What questions should I ask to help add details to my writing? (What did it look/feel/sound like? What was I doing? What was I thinking? How did I feel?) Reading and Writing Connections Reading TEK K.1 Reading/Beginning Reading Skills/Print Awareness K.1G (parts of a book) K.2 Reading/Beginning Reading Skills/Phonological Awareness K.2C (generate rhymes) K.2F (onset and rimes) Word Study/Phonics TEKS K.3 Reading/Beginning Reading Skills/Phonics K.3B (CVC) K.3D (High Frequency Words) Please reference CISD List Writing TEKS K.13 Writing/Writing Process. K.13B K.13C (revise/edit by adding details) K.13D (spaces between letters/words) K.14 Writing/Literary Texts Conventions TEKS K.16 Oral and Written Conventions/Conventions Listening & Speaking TEKS K.21A (listen and ask) K.21B (follow short directions) K.22 (speak clearly) K.23 (follow conversational rules)
K.6 Reading/Comprehension of Literary Text/Theme and Genre K.6A (setting, character, key events) K.8 Reading/Comprehension of Literary Text/Fiction. K.8A (retell main event) K.8B (describe characters) Fig 19 Reading/Comprehension Skills. K.Fig.19A DE F K.14A (sentence sequencing) Vertical Alignment Expectations K.16A (iii) (descriptive words) K.16C (complete sentences) K.18 Oral and Written Conventions/Spelling K.18A (sounds to letters) K.18B (spell CVC words) *TEKS one level below* *TEKS one level above* ELAR Vertical Alignment Document Sample Assessment Question Tell me what you learned that you did not learn the first time I read it. What can you tell about this story from the title? Where did the story take place? Who was _ s mother? What did _ do in the story? What happened in the story? When was this article written? What can you tell about this book from the cover? Retell the 3 most important events in this story in the order in which they happened. What happened before (after, when) _? How does the character feel about what happened? Why do you think the character did that? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment
to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS: Fig. 19 Reading Bundle Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Instructional Strategies Fig 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: Fig.19A discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language); Fig.19(B) ask and respond to questions about text; Fig.19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud); Begin labeling what students are doing as they respond to text. You just made a prediction. You guessed what was going to happen. What words in the book make you think that? You just made a connection. How does that better help you understand this story? You just drew a conclusion. What were the clues you used? What can you tell about this story from the title? Where did the story take place? Who was _ s mother? What did _ do in the story? What happened in the story? When was this article written? Listen carefully as I reread this story and find out why _ was important. Inference Text evidence Purpose Real Imagined Events Setting Actions Inference Cover Title Illustrations Read Alouds Riddles are one way to practice inferential thinking skills because successful readers make guesses based on what they read and what they already know. Re enact story with students Puppets or picture cards Sequencing story events. Student retells, draws, writes about a time in which he/she or someone in his/her family/community went through similar situation, place or problem as in that of the text Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. various books Read Alouds, retellings Establish a purpose for Reading: http://www.collierschools.com/english/l a/docs/lit%20tip%202%20establish%20 a%20purpose.pdf Graphic Organizer http://teacher.scholastic.com/writewit/t guide/5doubleyous.pdf Think alouds Reading Rockets http://www.readingrockets.org/strategie s/think_alouds Inferencing Reading Rockets http://www.readingrockets.org/strategie s/inference Inference Riddle Game http://www.philtulga.com/riddles.html
Fig.19 D make inferences based on the cover, title, illustrations, and plot; Readiness Fig.19 F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. I will reread this information. Tell me what you learned that you did not learn the first time I read it. Why is paragraph _ important to the story? You can tell from this picture that What can you tell about this book from the cover? Plot Paragraph Community Text evidence Connections Sequencing http://www.internet4classrooms.com/sk ill_builders/sequencing_language_arts_fi rst_1st_grade.htm Making Connections : https://sites.google.com/a/alaska.edu/di ane kardash/home/making connections Retell the 3 most important events in this story in the order in which they happened. What happened before (after, when) _? K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: K.1G identify different parts of a book (e.g., front and back covers, title page) How are your experiences like those of the character in the story? Have you read about this information before in a different article? What information in this article reminded you of our community? Students should be able to show (point to) front/back cover and title page of a book. Front cover Back cover Spine Title page Pages modeling whole group guided reading lessons big books/trade books Little readers Big trade books
K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: K.2C orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"); K.2F blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat); Which word rhymes with? Can you tell me a word that rhymes with? Listen to the following sounds /c//a//t/. What word am I saying? Break up words into sounds dog /d/ /o/ /g/ Rhymes Blend Rhymes Segment Sounds Phoneme (s) Modeling Peer interaction picture cards word cards various big/trade books Fountas and Pinnell: Phonics Lessons pg.105 pg.153 pg.157 pg.177 pg.181 K.2I segment spoken one syllable words into two to three phonemes ( dog /d/ /o/ /g/ ). K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and Read The Little Red Hen or other story that has strong key elements. Work with students to create an anchor chart that describes each element in the story. Focus on a different Character Setting Events Retell Problem Solution Modeling Picture walks Anchor charts Peer interaction Story props various big/trade books Journeys
contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: K.6A identify elements of a story including setting, character, and key events; Readiness element each day over the week using the same text. Where did this story take place? Who was a character in this story? What happened when first, then, last? Blooms level : Remembering, Understanding big books little readers K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: K.8A retell a main event from a story read aloud; and Readiness K.8B describe characters in a story and the reasons for their actions. Readiness What happened before (after) _ did _? List 3 major events in the order in which they happened. How does the character feel about what happened? Why do you think the character did that? Blooms: Remembering Which word best describes the character s actions? Blooms: Understanding Retell Main idea Story First, next,last Describe Characters Story Actions Reasons modeling anchor chart whole group/peer interaction story props graphic organizers thinking maps various big/trade books story books/big books leveled readers retelling picture cards Word Study/Phonics Bundle Ongoing TEKS: 3A Continue to practice all Phonics TEKS previously introduced.
Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: K.3B use knowledge of letter sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); (D) identify and read at least 25 high frequency words from a commonly used list (CVC) Consonant, vowel, consonant words dog, cat, mom, dad, etc. kindergarten sight word assessment ISIP What is this word? Letter (s) Sound Consonant Vowel Instructional Strategies alphabet charts student of the day name activities word walls modeling Play sight word bingo Use flash cards Play go fish games Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Journeys Fountas and Pinnell: Phonics Lessons pg.347 pg.351 Use these activities to review VC and then continue into CVC. Ongoing TEKS: 13A E, 16BC, 17A, 18AC Writing Bundle Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS.
K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to (B) develop drafts by sequencing the action or details in the story K.13C revise drafts by adding details or sentences; Model adding details starting with a simple sentence such as: I have a dog. Show students how to create a more interesting sentence by adding details such as: I have a little brown poodle named Lucy. Show students how to use a space stick (craft/popsicle) as a reminder to space between words. Revise Change Edit Spacing Letter Word Sentence Punctuation The Writing Academy BLOCKS 5 and 6 The Writing Academy BLOCKS 5 and 6 Divide a large paper into thirds and have students cut their pictures out and put them in an order. Write sentences under each picture in order to create a sequence of events K.13D edit drafts by leaving spaces between letters and words; and K14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: K.14A dictate or write sentences to tell a story and put the sentences in chronological sequence; and Students are not expected to master writing sentences at this time, but are encouraged to write as much as they can. writing samples Sentence Story Purposeful Talk Teachers should be modeling writing and providing sentence starters The Writing Academy Blocks 5 and 6.
Readiness K16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: K.16A (iii) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (iii) descriptive word Supportive K.16C use complete simple sentences. Supportive K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: Student should be able to use descriptive words in their writing assignments. kindergarten letter/sound assessment teacher observation Descriptive word Adjective Complete sentence Letters Sounds Alphabet First name Last name classroom discussions morning message writing lessons peer interaction positive reinforcement modeling anchor chart manipulatives visuals for classroom vocabulary and concepts (ELPS) letter sound charts word walls flashcards alphabet Fountas and Pinnell: Phonics Lessons pg. 99 Making Sentences Adjective games Charades grammar practice shared writing lessons journal writing handwriting practice writing lessons grammar practice K.18A use phonological knowledge to match sounds to letters; Supportive Fountas and Pinnell: Phonics Lessons Letter Knowledge activities starting pg. 211 Letter Sound Relationships starting pg. 309
K.18B use letter sound correspondences to spell consonant vowel consonant (CVC) words (e.g., "cut"); and Supportive This TEK says spell not identify. This is referring to words that kids should be able to spell using letter/sound knowledge. dog, cat, mom, dad, etc. letter/sound assessment ISIP teacher observation Teacher dictates a CVC word and the child writes it correctly. Letters Sounds Consonant Vowel Teacher says a word, student repeats word and thinks of how many sounds are in the word. Student uses sound boxes to isolate sounds then writes one letter for each sound they hear Word Families Spelling Patterns Fountas and Pinnell: Phonics Lessons Lessons starting on page 342. Use lessons with your list of words that are the TEKS focus.