k unit 4 - ? Web viewA reader can interpret an unknown word in a text by using context clues, pictures,…

Embed Size (px)

Text of k unit 4 - ? Web viewA reader can interpret an unknown word in a text by using context clues,...

Unit 4

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

Stage 1 Desired Results

Enduring 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

Suggested

Assessments

Suggested

Resources

SLO: 1

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

WIDA ELDS: 1,2

Reading

Listening

Speaking

SLO: 1

CO: 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 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 sentences.

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

Teacher Observations-Throughout all SLOs

See Suggested Performance Tasks throughout individual SLOs

Formative Assessments

Tired Questioning during Read- Alouds- throughout individual SLOs

Accurate completion of Graphic Organizers (Story Maps)

Participation in Think Pair Share

Summative Assessments

Document ongoing progress

Observational Surveys

Books recommended from Scholastics Guided Reading Fiction Focus 2nd Edition

1. Digital Resources-Can be used for all Units:

checklist

mailto:www.eslflashcards.com

a4esl.org/

http://www.eslpoint.com/

www.starfall.com

www.storytimeforme.com

www.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.

Johnnies Story PageStories for beginning to advanced readers.

Speakaboos StoriesSongs, Games, Worksheets & Fun Stuff

Stage 2 Assessment Evidence

Suggested 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 Jenkins and Robin Pages, What Do You Do With a Tail Like This?

Other Evidence:

Teacher maintains anecdotal

UNIT 4

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

Stage 1 Desired Results

Enduring Understandings:

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

Standards:

Student Learning Objective (SLO)

Content Objective (CO)

Language Objective (LO)

Suggested Instructional Scaffold Skills

Suggested

Assessments

Suggested

Resources

SLO: 2

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

WIDA ELDS:

1 -5

Reading

Listening

Speaking

SLO: 2

CO: 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 sentences.

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

See Suggested Performance Task

Informational Texts

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

Stage 2 Assessment Evidence

Suggested 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

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

Stage 1 Desired Results

Enduring 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

Standards:

Student Learning Objective (SLO)

Content Objective (CO)

Language Objective (LO)

Suggested Instructional Scaffold Skills

Suggested

Assessments

Suggested

Resources

SLO: 3

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

WIDA ELDS: 1-5

Reading

Listening

Speaking

SLO: 3

CO: 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 vie