Idaho Core Focus Standards for the Unit: ESTABLISHED GOALS (Key: Bold = New academic expectation for grade level; Yellow Highlight = Focus Standards for the Unit) Explicitly teach the following vocabulary throughout units 3 and 4: author, beginning, blend, character, cooperate, end, endings, illustrator/illustration, middle, segment, sentence, setting, and space. Foundational Skills (K-5) RF.K.1 Demonstrate understanding of the organization and basic features of print. (FSK.PC) b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (FSK.PA) c. Segment onset and rimes of single-syllable spoken words. *d. Isolate and pronounce the ending sound in three-phoneme words (CVC). RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. (FSK.PWR) *a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. *c. Read common high-frequency words by sight. RF.K.4 Read emergent-reader texts with purpose and understanding. (FSK.F) Reading for Literature RL.K.1 With prompting and support, ask and answer questions about key details in a text. (RLK.KID) RL.K.2 With prompting and support, retell familiar stories, including key details. (RLK.KID) RL.K.3 With prompting and support, identify characters, settings, and major events in a story. (RLK.KID) RL.K.4 Ask and answer questions about unknown words in a text. (RLK.CS) RL.K.10 Actively engage in group reading activities with purpose and understanding. (RLK.TC) Reading for Information RI.K.1 With prompting and support, ask and answer questions about key details in a text. (RIK.KID) RI.K.2 With prompting and support, identify the main topic and retell key details of a text. (RIK.KID) RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (RIK.KID)
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. (RIK.CS) RI.K.10 Actively engage in group reading activities with purpose and understanding. (RIK.TC) Writing 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 order in which they occurred, and provide and a reaction to what happened. (WK.TTP) W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (WK.RBPK) Speaking and Listening SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (SLK.CC) a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (SLK.CC) SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (SLK.CC) SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (SLK.PKI) SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. (SLK.PKI) Language L.K.1 (LK.CSE) *a. Print many upper and lowercase letters. b. Use frequently occurring nouns and verbs. d. Understand and use question words. e. Use the most frequently occurring prepositions. f. Produce and expand complete sentences in shared language activities. L.K.2 (LK.CSE) a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
*d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4 (LK.VAU) a. Identify new meanings for familiar words and apply them accurately. b. Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. L.K.5 (LK.VAU) b. Demonstrate understanding of frequently occurring verb and adjectives by relating them to their opposites. d. Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (LK.VAU) Science (Idaho State Standards) K.S.1.7.1 Use cooperation and interaction skills K.S.1.8.1 Follow instructions Students will be able to independently use their learning to Sequence events in stories to aid comprehension. Enhance their communication skills through retellings. Compose a piece of writing with sequenced events. Overarching Understandings The student will Recognize that sequencing events plays a major role in understanding stories. Use retelling as a form of communication. Listen and share with others in a respectful manner. TRANSFER MEANING Essential Questions: How does sequencing events make me a better reader and writer? Why is it important to retell events accurately? Why is showing respect important when listening and sharing?
Knowledge, Reasoning, or Skill Targets What I need to know. What I can do with what I know. What I can demonstrate. ACQUISITION OF KNOWLEDGE AND SKILL STUDENT-FRIENDLY LEARNING TARGET STATEMENTS I can recognize that spoken words are represented in written language by specific sequences of letters. (FSK.PC1b) I can understand that words are separated by spaces in print. (FSK.PC1c) * I can name 40 upper and lowercase letters of the alphabet. (FSK.PC1d) I can segment onset and rimes of single syllable words. (FSK.PA2c) * I can say the ending sound of a word. (FSK.PA2d) I can read a text by using kindergarten strategies to figure out unknown words. (FSK.PA2d-e, FSK.PWR3d) * I can match 20 uppercase and lowercase letters with their sounds. (FSK.PWR3a) * I can read 22 common high-frequency words by sight. (FSK.PWR3c) I can understand what I read. (FSK.F4) *I can learn and use new vocabulary. (LK.AUV6) I can ask and answer questions about details in a text. (RLK.KID1, RIK.KID1) I can retell familiar stories. (RLK.KID2) I can identify characters, setting, and major events in a story. (RLK.KID3) I can ask and answer questions about unknown words in a text. (RLK.CS4, RIK.CS4) I can engage in group reading activities with purpose and understanding. (RLK.TC10, RIK.TC10) I can identify the main topic and retell key detail in a text. (RIK.KID2) I can describe the connection between two individuals, events, ideas, or pieces of information in a text. (RIK.KID3) *I can write a narrative. (WK.TTP3) I can gather information to answer questions. (WK.RBPK8) I can follow agreed upon words for discussion. (SLK.CC1a) I can carry-on a conversation. (SLK.CC1b) I can ask and answer questions to clarify unknown information. (SLK.CC2, SLK.CC3) I can use illustrations to add detail. (SLK.PKI5) *I can orally share my final product with my peers. (SLK.PKI6) I can use nouns and verbs. (LK.CSE1b) I can use question words. (LK.CSE1d) I can use prepositions. (LK.CSE1e) I can produce and expand complete sentences. (LK.CSE1f) I can capitalize the first word in a sentence. (LK.CSE2a)
I can recognize and name end punctuation. (LK.CSE2b) I can write letters for the sounds I hear. (LK.CSE2c) * I can write the beginning sounds of words. (LK.CSE2d) I know different meanings for the same word. (LK.VAU4a) I can use word parts to help understand the word. (LK.VAU4b) I can identify opposites. (LK.VAU5b) I can act out different words with similar meanings. (LK.VAU5d) I can use new words. (LK.VAU6) *I can cooperate with my peers. ( SLK.CC1a-b, K.S.1.7.1) I can follow instructions.( K.S.1.8.1) PT Claim & Depth of Knowledge REQUIRED ASSESSMENT EVIDENCE: Performance Tasks PT that Provide Evidence for Selected Claims I can show I learned the task by [ ] Claim #1 [X ]Claim #2 [ X]Claim #3 [ ]Claim #4 DOK DOK _2_ DOK 1 DOK Read The Mitten by Jan Brett You are a detective! Nikki found his lost mitten but they are no longer a matching pair. One has been stretched and is much larger than the other. Your job is to investigate the events that led up to the stretching of the mitten. On your paper write the title provided by your teacher. Your class will collaboratively write (guided writing) a retelling of The Mitten sequencing the events in order (ie. using beginning, middle, and end). Last, independently write how you felt about the story. Share your retelling with a friend(s). Your story may or may not include an illustration. The student will be successful if they collaboratively record the retelling accurately. *See Six Traits Narrative Writing Rubric scoring only organization and voice Goal Role Audience Situation Product/Performance Standards Recognize that sequencing events plays a major role in understanding stories. Detective Peers Your class will collaboratively write (guided writing) a retelling of The Mitten sequencing the events in order. Write a retelling of events in The Mitten and include a reaction The student will be successful if they collaboratively record the retelling accurately.
Materials/Resource s Suggested Titles: The Hat by Jan Brett Houghton Mifflin Theme 6-7 Teacher Notes The highlighted standards are the Focus Standards of the Unit and are expected to be taught from the Houghton Mifflin Theme 6 and 7 Phonemic Awareness, Phonics, and Language target skills. Letters: Ll, Kk, Qq, Ii, Dd, Zz, Jj Sight words: is, in, it, his, for, have, here