k unit 4 - trentonk12.org · Web viewA reader can interpret an unknown word in a text by using context clues, pictures, and asking and answering questions. A question has an answer

Unit 4

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

Stage 1 – Desired ResultsEnduring Understandings:

A reader can interpret an unknown word in a text by using context clues, pictures, and asking and answering questions. A question has an answer and the answer is a statement. Answers to questions will help students understand the text.

Essential Questions: What can readers do to understand unknown words found in a text?

ESL Support: Teacher Modeling Games Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizers Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy Choice questions Checklist for guiding questions

Standards: Student Learning Objective (SLO)

Content Objective (CO)Language Objective (LO)

Suggested Instructional

Scaffold Skills

SuggestedAssessments

SuggestedResources

SLO: 1CCSS: RL.K.4 Ask and answer questions to learn about unfamiliar words in literature texts.

WIDA ELDS: 1,2ReadingListeningSpeaking

SLO: 1CO: Learn about unfamiliar words in literature genre leveled text/grade leveled text by asking and answering questions.

LO: Ask and answer questions for clarification of unknown words in a text, read aloud or independently, using a guiding questions checklist.

ELP 1: Ask and answer questions about the meaning of content-based words and/or answer choice questions about high-frequency, unknown words in a leveled text using single words and short phrases.

ELP 2: Ask and answer questions

Teacher Observations-Throughout all SLOs

See Suggested Performance Tasks throughout individual SLOs

Formative Assessments

Tired Questioning during Read- Alouds- throughout

Books recommended from Scholastic’s Guided Reading Fiction Focus 2nd Edition

Digital Resources-Can be used for all Units:

checklist

mailto:www.eslflashcards.com

a4 esl .org/ http://www.eslpoint.com/

www.starfall.com

TBOE Approved 8/26/2013 Page 1

http://www.starfall.com/

http://www.eslpoint.com/


http://www.bridgew.edu/Library/CAGS_Projects/TPALINGO/web%20page/designresearch.htm#checklist

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf


about the meaning of content-based words and/or answer questions about key words in aleveled text using pictures, phrases and short sentences.

ELP 3: Ask and answer questions about the meaning of key, words in a leveled text using simple, related sentences.

ELP 4: Ask and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences.

ELP 5: Ask and answer questions about the meaning of unknown words in a grade-level text using multiple, complex sentences.

individual SLOs Accurate

completion of Graphic Organizers (Story Maps)

Participation in Think Pair Share

Summative Assessments

Document ongoing progress

Observational Surveys

www.storytimeforme.comwww.gboe.org

www.storylineonline.net

www.brainpop.com

www.spellingcity.com

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/

Elements of a StoryExplains characters, settings, plot, etc. using the story of Cinderella. Teacher support recommended for this site, but parts of it will work well for K students learning story elements.

Johnnie’s Story PageStories for beginning to advanced readers.

Speakaboos StoriesSongs, Games, Worksheets & Fun Stuff


http://www.speakaboos.com/stories

http://www.jstorypage.com/

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


http://www.puzzlemaker.com/

http://www.scholastic.com/

http://www.tumblebooks.com/

http://www.spellingcity.com/

http://www.brainpop.com/

http://www.storylineonline.net/

http://www.gboe.org/

http://www.storytimeforme.com/

Stage 2 – Assessment EvidenceSuggested Performance Tasks:

Unfamiliar Word - Read a page/excerpt from an appropriate literature level text containing an unfamiliar word.

1. Ask the student the meaning of the word.2. Ask the student to identify the picture of the word in the text.

Students ask and answer questions about animals (hyena, scorpion, alligator, platypus) they encounter in Steve Jenkin’s and Robin Page’s, What Do You Do With a Tail Like This?

Other Evidence: Teacher maintains anecdotal

UNIT 4



A good reader can interpret an unknown word in an informational text by using context clues, pictures, text features, and asking and answering questions.

Good readers understand that an answer to a question will help them understand the informational text. When students ask and answer questions about unknown words in text, they continue to build and strengthen their academic vocabulary.

Good Readers are aware that there are strategies for solving unknown words.Essential Questions: What can a reader do to understand unknown words in an informational text?

ESL Support: Teacher Modeling Pictures/Photographs Gestures Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizers- 4 Square Vocabulary (SIOP) Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy





Scaffold Skills


SuggestedResources

SLO: 2CCSS: RI.K.4 With prompting and support, ask and answer questions to learn about unfamiliar words in informational texts.

WIDA ELDS:1 -5ReadingListeningSpeaking

SLO: 2CO: With appropriate ELP support, learn about unfamiliar words in informational texts, across all content areas, by responding to and generating questions.

LO: Ask and answer questions about unfamiliar words in text, read aloud or independently, by using pictures, photographs and Gestures.

ELP 1: Ask and answer questions about the meaning of content-based words and/or answer choice questions about high-frequency, unknown words in a leveled text using single words and short phrases.

ELP 2: Ask and answer questions about the meaning of content-based words and/or answer questions about key words in a leveled text using pictures, phrases and short sentences.

ELP 3: Ask and answer questions about the meaning of key, words in a leveled text using simple, related sentences.

ELP 4: Ask and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex

See Suggested Performance Task

Informational Texts

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


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





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf

sentences.

ELP 5: Ask and answer questions about the meaning of unknown words in a grade-level text using multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: Observations - Students ask and answer questions about

unknown content based/unknown keywords they encounter in informational texts.

Other Evidence: Teacher maintains anecdotal records/notes

UNIT 4


Stage 1 – Desired ResultsEnduring Understandings: Students understand and identify points as pieces of information an author gives the reader. Students understand and explain how the author gives support to their points. Students understand when an author makes a point in a text, they must support the point with evidence in order to demonstrate validity.Essential Questions: What are points in a text? How does an author support their points in texts? Why is it important for an author to provide evidence to support the points?ESL Support:

Teacher Modeling Games Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text


Graphic Organizers Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy



Suggested Instructional Scaffold

Skills


SuggestedResources

SLO: 3CCSS: RI.K.8 With prompting and support, state reasons an author gives to support points in a text.

WIDA ELDS: 1-5ReadingListeningSpeaking

SLO: 3CO: With appropriate ELP supports, verbally explain the reasons author s give to support their points in texts.

LO: Describe the reasons the author gives to support his point of view using a Graphic Organizers.

ELP 1: Describe the reasons the author gives to support his point of view using high-frequency, single words in phrases.

ELP 2: Describe the reasons the author gives to support his point of view using key vocabulary in phrases or short sentences.

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

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

ELP 5: Describe the reasons the author gives to support his point of view using precise, vocabulary in




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/GraphicOrganizers.pdf


multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: Observations- Ask students how the author supports points made in

the text.


UNIT 4


Stage 1 – Desired ResultsEnduring Understandings: Students understand and identify a character as a person or creature in a story. Students understand that an adventure or experience is an exciting event the character participates in. Students understand two adventures or experiences can be shown to be similar and different (compare/contrast). Students understand characters’ adventures or experiences can be compared and contrasted between stories.Essential Questions: How can comparing and contrasting characters’ experiences deepen a reader’s understanding?ESL Support: Teacher Modeling Games Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizer- Venn Diagram Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy Choice questions Gestures Props




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/VennDiagram.pdf




Skills


SuggestedResources

SLO: 4 CCSS: RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories, utilizing pictures clues or other story props.

WIDA ELDS:1,2ReadingListeningSpeakingWriting

SLO: 4CO: Using familiar stories, prompting, and ELP supports, compare and contrast familiar stories using pictures clues, story props and appropriate ELP supports,

LO: Compare and contrast the adventures and experiences of characters in stories using pictures to complete a Venn Diagram.

ELP 1: Compare and contrast the adventures and experiences of characters in stories with pictures and/or using single words.

ELP 2: Compare and contrast the adventures and experiences of characters in leveled stories with pictures and/or using phrases and short sentences.

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

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



This Venn Diagram rubric is a tool for conducting an assessment of a students’ use of a graphic organizer to compare and contrast two things. The page includes the rubric as well as strategies for using it.




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

Stage 2 – Assessment EvidenceSuggested Performance Tasks: Observation- Ask questions, role-play, use story props, flannel cut-

outs with flannel board, puppets, etc., to compare and contrast the adventures of characters from two stories that have been read and reread to the students (e.g., “How are the Three Pigs and the Three Billy Goats Gruff the same? How are they different?”).


UNIT 4


Stage 1 – Desired ResultsEnduring Understandings: Students understand that single spoken words have two parts; onset and rime. Students understand the onset is the word part that comes before the vowel. Students understand the rime is the vowel and the letters after it. Students demonstrate how to blend an onset and rime to make a word. Students demonstrate how to segment a word into onset and rime.Essential Questions: How does awareness of onset and rime support students in the development of phonemic awareness?ESL Support:

Teacher Modeling Games Pictures/Photographs Read Aloud Guided Reading-Leveled Text/Adaptive Text Chart of rhyming words Digital Tools Build on prior knowledge Draw connections between course content and real life


Peer tutoring/buddyStandards: Student Learning Objective

(SLO)Content Objective (CO)

Language Objective (LO)


Skills


SuggestedResources

SLO: 5CCSS: RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.WIDA ELDS: 1,2SpeakingReadingListening

SLO: 5CO: Blend and segment onsets and rimes of single-syllable spoken words.LO: Demonstrate phonemic awareness of rhyming words through spoken language using pictures and photographs.

ELP 1: Recognize and produce rhyming words by repeating nursery rhymes and rhyming picture cards.

ELP 2: Recognize and produce rhyming words by reciting nursery rhymes.

ELP 3: Recognize and produce known rhyming words from nursery rhymes.

ELP 4: Recognize and produce known rhyming words.

ELP 5:Recognize and produce unknown rhyming words.

See Suggested Resources websites

Phonological Awareness - This document provides copies of several informal assessments of phonics awareness. (Source: Panhandle Area Educational Consortium)

The Southeast Educational Laboratory has developed a rating of 78 reading assessments that can be used. The National Center on Response to Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. (Source: The National Center on Response to Intervention, The American Institutes for Research).

Stage 2 – Assessment EvidenceSuggested Performance Tasks: See Suggested Resource websites


UNIT 4

Grade level: Kindergarten District-Approved Text: Rigby, On Our Way to English SLO 6


Students understand print has a message.


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf

Students understand there are different reasons for reading, to gain information or to read for pleasure. Students can orally read for a specific purpose. A student can explain/and or demonstrate what they read.

Essential Questions: How does reading emergent-leveled text with purpose and understanding support reading development?

ESL Support: Teacher Modeling Choice Questions Sentence Frames Games Pictures/Photographs Word/Picture Walls Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizers Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy

Standards: Student Learning Objective (SLO)Content Objective (CO)



Skills


SuggestedResources

SLO: 6CCSS: RF.K.4 Read emergent reader texts with purpose and understanding.

WIDA ELDS: 1,2ReadingWritingSpeaking

SLO: 6CO: After reading an emergent text, demonstrate comprehension and purpose of the text.

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

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

ELP 2: Read with purpose and demonstrate comprehension and/or read an emergent reader and state the purpose and demonstrate comprehension.

ELP 3: Read emergent reader texts with

See Suggested Resources websites


The Florida Center for Reading Research has student center activities that are broken down into each of the five components of reading. They are designed for students in the Kindergarten through First Grade. The center activities on fluency focus on: letter recognition, letter-sound correspondence, high frequency words and oral reading.



purpose and demonstrate comprehension in simple sentences.

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

ELP 5: Orally explain the purpose and demonstrate comprehension of an emergent reader in multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: See Suggested Resources websites


UNIT 4



Young writers revise their work to help the reader understand events or ideas more clearly. Young writers understand that revisions make changes to their writing pieces. Young writers understand revision suggestions can come from peers and adults.

Essential Questions: What are revisions in a piece of writing? Why are revisions needed in writing? How can young writer, with support from adults and peers, strengthen their writing?

ESL Support: Teacher Modeling Games Pictures/Photographs


Read Aloud Guided Reading-Leveled Text/Adaptive Text Graphic Organizer Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy




Scaffold Skills


SuggestedResources

SLO: 7CCSS: W.K.5 With guidance and support, add details to strengthen writing (e.g., adding the names of characters to a story) in response to questions and suggestions from peers

WIDA ELDS: 2WritingListeningSpeaking

SLO: 7CO: With appropriate ELP supports, and from questions and suggestions from peers, add details to strengthen writing pieces

LO: Add details to writing after exchanging ideas by using Visuals, Graphic Organizers and suggestions from peers.

ELP 1: Add details to writing after exchanging ideas with peers and/or answer wh – questions in English and add one-word or picture details to writing.

ELP 2: Add details to writing after exchanging ideas with peers and/or using key vocabulary in short phrases to add one or two-word details.

ELP 3: Add details to writing after exchanging ideas with peers using key vocabulary in simple, related sentences.

ELP 4: Add details to writing after exchanging ideas with peers using key vocabulary in

See Suggested Resources links

Kindergarten Writing Assessment – This sample assessment rubric encompasses four levels of kindergarten writing development.

Kindergarten Writing Rubric – To access the sample writing rubric, click on the link “K5 Star Writing Rubric-a-doc” (pdf).

Writing Assessment – This site includes an introduction to 6+1 Trait Writing, customized rubrics, student self-assessment, and peer editing.



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf

expanded and some complex sentences.

ELP 5: Add details to writing after exchanging ideas with peers using precise vocabulary in multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: Kindergarten Writing Assessment – This sample assessment rubric

encompasses four levels of kindergarten writing development.

Kindergarten Writing Rubric – To access the sample writing rubric, click on the link “K5 Star Writing Rubric-a-doc” (pdf).

Writing Assessment – This site includes an introduction to 6+1 Trait Writing, customized rubrics, student self-assessment, and peer editing.


UNIT 4


Stage 1 – Desired ResultsEnduring Understandings: Information is located in a source or from a student’s experiences to answer a question. Writers use and cite sources to write accurate

information.Essential Questions: How can kindergarten students find answers to questions? How can a source lead students to the correct answer?ESL Support:

Teacher Modeling Games Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizers


Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy Pictures/Word Walls




Skills


SuggestedResources

SLO 8:CCSS: W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources (e.g., magazines, websites) to answer a question.

WIDA ELDS: 1,2SpeakingWritingListening

SLO 8:CO: With appropriate adult support and different medias, remember information from experiences or information obtained from the sources.

LO: Recall information from experiences to answer questions using a model and a Graphic Organizers.

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

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

ELP 3: Recall an event and answer questions using key vocabulary in simple, related sentences.

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

ELP 5: Recall a well-elaborated event and answer questions using precise vocabulary in


Graphic Organizers


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceFrames.pdf



multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: Accurate completion of a Graphic Organizer


UNIT 4


Stage 1 – Desired ResultsEnduring Understandings: Kindergarten students produce and expand complete sentences in shared language activities.Essential Questions: How can shared language activities assist students in their language development?ESL Support:

Teacher Modeling TPR Choral Reading Songs/Chants Games Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizers Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy




Scaffold Skills


SuggestedResources

SLO: 9CCSS: LK 1.f Produce and expand complete sentences in shared language activities.

WIDA ELDS: 1,2

SLO: 9CO: Produce and expand complete sentences in shared language activities.

LO: Communicate using complete sentences by participating in shared

ELP 1:Participate in shared language activities using high-frequency single words in key phrase patterns.


Kung-Fu Sentences -Students reorder phrases to produce coherent sentences. Some of the sentences also contain prepositional phrases


ListeningSpeakingWriting

language activities. ELP 2: Participate in shared language activities using pictures and key vocabulary in phrases and short sentences.

ELP 3: Participate in shared language activities expressing related ideas using key vocabulary in multiple, simple sentences.

ELP 4: Participate in shared language activities expressing organized ideas using key vocabulary in multiple, complex sentences.

ELP 5: Participate in shared language activities expressing clear and coherent ideas using precise, vocabulary in multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks: During shared language activities, teachers use “questioning” words

to support and scaffold student use of complete sentences; teachers set the expectations that “this is a whole sentence class”. Kindergarten students learn to recognize when sentences are complete and when they are not. They demonstrate this recognition as they routinely produce complete sentences that contain nouns and verbs and describing words as well as the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).



Unit 4


Stage 1 – Desired ResultsEnduring Understandings: Kindergarteners can identify new meanings for familiar words and, then, use these new meanings during oral discussions and in their writing (e.g.,

bat is used in baseball, but in the read-aloud, Stellaluna, a bat is a flying mammal similar to, but not exactly like, a bird).Essential Questions: What familiar words do students know and can apply new varied meaning to?ESL Support:

Teacher Modeling Gestures Games Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizesr Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy




Scaffold Skills


SuggestedResources

SLO: 10CCSS: L.K.4.a Identify new meanings for familiar words (e.g., knowing fly is a bug and learning flies is something an airplane

SLO: 10CO: Accurately apply identified new meanings for familiar words.

LO: Identify new meanings of words with guidance and support by relating real-life objects to the familiar word.

ELP 1: Identify everyday familiar words and objects with new and varied meanings by using gestures, pictures or single word in English



a4 esl .org/ http://www.eslpoint.com/

www.starfall.com

www.storytimeforme.com


http://www.storytimeforme.com/

http://www.starfall.com/

http://www.eslpoint.com/



does) and apply them accurately.

WIDA ELDS: 1,2ListeningSpeakingReadingWriting

ELP 2: Identify everyday familiar words and objects with new and varied meanings using gestures, pictures, and phrases in English.

ELP 3: Identify everyday familiar words and objects with new and varied meanings using pictures and simple, related sentences.

ELP 4: Identify everyday familiar words and objects with varied meanings using expanded and some complex sentences.

ELP 5: Identify everyday familiar words and objects with varied meanings using multiple, complex sentences

www.gboe.org

www.storylineonline.net

www.brainpop.com

www.spellingcity.com

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Stage 2 – Assessment EvidenceSuggested Performance Tasks: During readings or discussions, point out examples of multiple

meanings of words (e.g., “In this story, the author uses the word flag meaning to get to rabbit’s attention. What other meaning does the word flag have?”) Observe if students participate when revisiting the story.




http://www.puzzlemaker.com/

http://www.scholastic.com/

http://www.tumblebooks.com/

http://www.spellingcity.com/

http://www.brainpop.com/

http://www.storylineonline.net/

http://www.gboe.org/


UNIT 4


Stage 1 – Desired Results

Enduring Understandings: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites/antonyms. When given words orally, kindergarten students (with appropriate ELD support) can provide a word that means the opposite of the word given

(e.g., up/down; big/little) and can provide descriptions such as “Jose walked up the stairs, but I walked down.” “Roberto is little, but his Papppi is big.

Essential Questions: What are action words (verbs) and describing words (adjectives)? How does making connections with these parts of speech help me know their opposites?

ESL Support: Teacher Modeling Games- Charades, Simone Says Pictures/Photographs Read Alouds Guided Reading-Leveled Text/Adaptive Text Graphic Organizers Digital Tools Build on prior knowledge Draw connections between course content and real life Peer tutoring/buddy Gestures TPR Choral Reading


Songs/ChantsStandards: Student Learning Objective (SLO)



Scaffold Skills


SuggestedResources

SLO: 11CCSS: L.K.5.b With guidance and support, identify the meaning of frequently occurring verbs (e.g., walk) and adjectives (e.g., big) and relate them to their antonyms (e.g., walk-run; big-small).

WIDA ELDS:1,2ReadingWritingListeningSpeaking

SLO: 11CO: With appropriate ELP support, identify the meaning of common verbs and adjectives and associate them to their antonyms.

LO: Make connections between frequently occurring verbs and adjectives to their antonym by using TPR and shared language activities.

ELP 1: Make connections between frequently occurring verbs and adjectives to their antonyms using pictures and single words in phrase patterns.ELP 2: Make connections between frequently occurring verbs and adjectives to their antonyms using pictures and phrases or short sentences that represent a word and its opposite.

ELP 3: Make connections between frequently occurring verbs and adjectives to their antonyms using multiple, simple sentences.

ELP 4: Make connections between frequently occurring verbs and adjectives to their antonyms using expanded and some complex sentences.

ELP 5: Make connections between frequently occurring verbs and adjectives


In this activity at The PBS Kids website, students click on a word, you hear the word, and then the word does whatever it represents. Then, students can act out the meanings.

Verbs: What ARE You Doing? This site has a variety of activities that will engage students in real-life connections and verb usage


to their antonyms using multiple, complex sentences.

Stage 2 – Assessment EvidenceSuggested Performance Tasks:

After reading and rereading books and poetry on opposites such as Olivia’s Opposites [Ian Falconer], copy familiar opposite word pairs; have each child choose a pair to illustrate for a class book).



Documents

k unit 4 - trentonk12.org · Web viewA reader can interpret an unknown word in a text by using context clues, pictures, and asking and answering questions. A question has an answer