Artes de Lenguaje Inglés Adhiérete Kinder Unit Goals – Stage 1 Unit Description: Students will learn about perseverance and reflect on instances in their own lives when they have persisted. Students will interpret and evaluate a variety of literature about perseverance and compare and contrast the experiences of different characters. Students will write imaginative narratives. Duration: 4 weeks CCR Anchor Standards: R.CCR.2 Determine central ideas/theme of a text and analyze their development; summarize key supporting details and ideas. R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.4 Interpret words and phrases as they used in texts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.5 Analyze the structure of texts, including how specific R.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, and in words. R.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.CCR.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source, and integrate the information while avoiding plagiarism. SL.CCR.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.CCR.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. L.CCR.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CCR.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Transfer Goals Students will be increasingly able to independently use their learning to… • • • • Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1) Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2) Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3) Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4) Making Meaning UNDERSTANDINGS Students will understand that… • Perseverance can lead to great rewards which sometimes are not immediately apparent. • People who persevere share common behaviors and personality traits. • Stories are written with characters, setting, and major events that include a problem and a solution • Authors convey information about characters in a story through characters’ appearance, behavior/actions, interests, way of speaking, and other mannerisms. • Our life experiences and the books we read will naturally lead us to stories we want to share whether they are fictional or based on true events. ESSENTIAL QUESTIONS Students will keep considering… 1. 2. 3. 4. ¿Cómo obtienes lo que quieres? ¿Cómo cuentan los autores un cuento? ¿En qué forma me ayuda el autor a conocer a un personaje? ¿Cuáles cuentos vale la pena contarlos? Acquisition Students will know… Students will be skilled at (Do) • • • Listening and responding to questions about characters, setting, and main events in stories about perseverance • • • • • • Interpreting and evaluating a variety of literature about perseverance Perseverance is the act of sticking to something Literary features of narrative: character, setting, events, challenges, problem, solution • Characterization includes appearance, behavior, interests, thoughts, words, and feelings • • • • Setting includes both time and place Vocabulary: perseverance, persistence, accomplishment Thought process and language for sequencing Thought process and language for making comparisons Comparing characters that exhibit perseverance Responding to literary texts through drawing, writing and speaking Making connections from one text to another Setting a personal goal and persevering to achieve it Using newly acquired vocabulary in conversations, reading and being read to Long Beach Unified School District 1 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder Grade Level Standards – Stage 1 Reading Writing Speaking and Listening Language Literature RL.K.2 With prompting and support, identify the main topic and retell key details of a text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.4 With prompting and support, ask and answer questions about unknown words in a text. RL.K.7 Describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Text type 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 the order in which they occurred, and provide a reaction to what happened. Comprehension and Collaboration SL.K.1 Participate in collaborative conversations with diverse partners and kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges. Conventions L.K.1 Students demonstrate command of the conventions of standard English grammar and usage when writing or speaking b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/. L.K.2 Students demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short-vowel sounds. d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.5 With guidance and support from adults, students explore word relationships and nuances in word meanings. a. Sort common objects into categories, (e.g. shapes, foods) to gain a sense of the concepts the categories represent b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) d. Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. Production and Distribution of Writing W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Presentation of Knowledge and Ideas SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. Long Beach Unified School District 2 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. English Language Arts Stick to It Kindergarten Evidence of Learning – Stage 2 Evaluative Criteria (LBUSD Achievement Report Evidence) • • • • • • • • • Engages in collaborative conversations about grade level topics and texts Uses key details to identify main topics and retell stories Uses grade-appropriate language and vocabulary Spells simple words Capitalizes first words in a sentence and uses end punctuation Focuses drawing & writing on a topic Makes connections between texts Capitalizes first words in a sentence and uses end punctuation Spells simple words Evaluative Criteria (LBUSD Achievement Report Evidence) • Asks and answers questions about key details in a text • Uses key details to identify main topics and retell stories • Identifies common types of texts and text features • Listens and interprets information and ideas • Determines word meaning and phrases in text • Speaks audibly and expresses thoughts, feelings and ideas clearly • Uses grade-appropriate language & vocabulary • Focuses drawing & writing on a topic • Makes connections between texts • Capitalizes first words in a sentence and uses end punctuation • Spells simple words See CCSS-Aligned Collaborative Discussion Rubric End of Unit Assessment Evidence Performance Task The teacher will read aloud JoJo’s Flying Side Kick from the OCR leveled classroom library (or an alternative picture book with the main character demonstrating perseverance). Students will work independently to complete a Tree Map by drawing the main character, setting, and the problem (what JoJo wants to accomplish). Students will then choose the three major events that led the character (JoJo) to be successful. In groups, students will discuss their ideas and create a Bubble Map to describe JoJo. Students will then independently write to answer the question: Why was JoJo successful in breaking the board? Narrative Writing Task Students will write an imaginative narrative. Teacher will provide students with a What if prompt of their choosing. Other Evidence – may also be used formatively Participation during Read-Alouds (reading and responding to text) Listening and Learning Logs Writing Journals Anecdotal evidence during Collaborative Discussions Long Beach Unified School District 3 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Stick to It English Language Arts Kindergarten Learning Targets-Stage 3 Reading • I can retell a story using key details. (RL.K.2) • I can identify characters in a story. (RL.K.3) • I can describe a character by his/her actions. (RL.K.3) Writing • I can use my imagination to write a narrative. (W.K.3) • I can write an imaginative narrative with character, setting, and an event. (W.K.3) • • I can identify the setting in a story including where and when a story takes place. (RL.K.3) • • I can identify the major events in a story.(RL.K.3) • I can ask questions to clarify the understanding of words I do not know. (RL.K.4) • I can answer questions about unfamiliar words in a text. (RL.K.4) • I can identify what makes a piece of literature imaginative. (RL.K.5) • I can describe the relationship between illustrations and the text in a story. (RL.K.7) • I can compare two characters. (RL.K.9) I can tell a peer something positive about his/her writing and provide a suggestion. (W.K.5) I can add details to my writing or drawing based on feedback from others. (W.K.5) • I can publish my work in different ways. (W.K.6) • I can participate in shared writing projects. (W.K.7) • I can recall information from a text to answer a question. (W.K.8) • I can gather information from a thinking map to write. (W.K.8) Speaking and Listening Language • I can follow rules for collaborative conversations. (SL.K.1) • I can identify singular from plural nouns. (L.K.1.c) • I can follow a conversation by responding to what others say. (SL.K.1) • I can add an s or es to make words plural and pronounce each correctly. (L.K.1.c) • I can use details in my drawings to describe the setting. (SL.K.5) • I can write letters to represent the sounds I hear. (L.K.2.c) • I can spell simple words. (L.K.2.d) • I can act out words by their differences. (L.K.5.d) • I can distinguish the differences among words that describe the same action. (L.K.5.d) Long Beach Unified School District 4 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder Learning Plan – Stage 3 Instructional Sequence Overview Days 1-3 Reading and Responding to Text and Vocabulary Acquisition Bunny Cakes (OCR) 4-7 The Great Big Enormous Turnip (OCR) Shades of Meaning 8-12 BAP: Tillie and the Wall (OCR) Shades of Meaning 13-15 To Catch a Fish (OCR) 16-20 BAP: Wanda’s Roses (OCR) 21-23 Performance Task Language Conventions and Narrative Writing Foundational Reading Skills Language Conventions: Singular and Plural Nouns Imaginative Narrative Writing: What if... you let a tiger out of its cage at the zoo? Interactive Writing: Write about something crazy that happened on a field trip. Language Conventions: Singular and Plural Nouns Imaginative Narrative Writing: What if...you planted something that grew big and enormous? Interactive Writing: Write an imaginative narrative about the wolf in the picture. Language Conventions: Singular and Plural Nouns Imaginative Narrative Writing: What if...Leo the Lion came to life? Interactive Writing: Write a retell of Tillie and the Wall. Language Conventions: Singular and Plural Nouns Imaginative Narrative Writing: What if...you went fishing and caught something unexpected? Interactive Writing: Continue writing Tillie and the Wall retell. Language Conventions: Singular and Plural Nouns Imaginative Narrative Writing: What if...you found a treasure box in your backyard? Interactive Writing: Write an imaginative narrative about three animals. Imaginative Narrative Writing Task Do the following daily: OCR Green Section Name Game Interactive Writing Morning Message Phonological Awareness Songs Small Group instruction Workshop FRSA OCR Unit 5 Big Book • WftB Narrative Binder- Imaginative Narratives; p. 307-310 FRS Teacher Guide Classroom Library Read Alouds (located on intranet) • WftB Setting the Stage-mini lessons to teach essential criteria related to theme • Literature with strong characters, setting, and events Note: In addition to the texts listed above, it is very important to include daily read-alouds to expose students to the rich language of quality text. When choosing read alouds for this purpose, the teacher should consider how the books will extend students’ understanding of the theme, build vocabulary and provide opportunities for thoughtful classroom discussions. Additional Resources • • Long Beach Unified School District 5 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Bunny Cakes (OCR) Days 1-3 Vocabulary Theme Connections icing, meanwhile In this story, Max shows determination and perseverance in getting what he wants. Kinder Reader and Task Considerations Chart new vocabulary words throughout the unit. Encourage students to use the new vocabulary in their conversations and in their writing. Students would benefit from listening to this story if you have a copy of the book with the illustrations. Without the pictures, it may be difficult for students to realize that Max continues to have to go back to the store because he keeps knocking over the ingredients. If you don’t have the book and you need to read the book from the teacher edition, be sure to clarify what may be happening as you read. For example, students need to infer that Max was sent to the store because he dropped the eggs, whereas the illustrations show that this is what happened. There is also a reading of the book with illustrations on youtube https://www.youtube.com/watch?v=DBJk9ObICHI Preparing for the Unit: Tell students that in this unit, they will be reading and learning about how to stick to something to accomplish a goal. Explain that this is called perseverance and many of the stories they will be reading about have characters who try to accomplish their goals by continuing to try until they succeed. As an introduction to the unit theme, watch the two suggested videos on hard-work and perseverance. (Not all teachers may have access to these videos. If this is the case, watching the videos are not necessary) Overcoming Obstacles – Steven Claunch http://larryferlazzo.edublogs.org/2013/08/24/this-is-the-best-video-ive-seen-on-perseverance-resiliencetheres-no-dishonor-in-having-a-disability/ Amazing Kids of Character: Portraits of Perseverance http://www.youtube.com/watch?v=S7vouKO84oI&safe=active Have the students share their thoughts about the two videos. Building on the theme: What goal would you like to accomplish by the end of the unit? Give students time to think of something they are currently not able to do or something they need to work on. Have the students set a goal that they would like to accomplish by the end of the unit and what they plan on doing to accomplish this goal. (Examples could be learning how to ride your bike, passing a particular sight word list, learning how to tie shoes, being kind to others...) Encourage students to use drawings as well as written words. Metas de Aprendizaje Puedo escuchar atentamente un texto leído en voz alta. (RF.K.4) • Puedo identificar los personajes en un cuento. (RL.K.3) • Puedo identificar el escenario de un cuento incluyendo cuándo y dónde el cuento se lleva a cabo. (RL.K.3) • Puedo identificar las partes principales de un cuento.(RL.K.3) • Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition First Read Read the entire text. You may want to stop a few times for students to predict what may happen next or if you don’t have the book with the illustrations, you may have to stop to clarify what happens to make Max have to go back to the store. Reread for Comprehension Tell students that the main character is the person (or animal) that the story is mostly about. There is a lot you can learn about a character by paying close attention to their actions throughout a story. Tell students as you reread you want them to pay close attention to the characters in the story, the setting, who has the problem, and what events led up to the character solving that problem. Begin a Tree Map with the branches “Characters, Setting, Problem, Major Events.” ¿Quiénes son los personajes en el cuento? Tal vez quieras dar vuelta página por página y hablar de cuales personajes están en cada página. (Agrega al mapa tipo árbol) El escenario de un cuento puede incluir no sólo donde sucede el cuento pero también cuándo sucede el cuento. ¿Dónde y cuándo sucede el cuento? ¿Cómo lo sabes? ¿Qué pruebas en el cuento apoyan la respuesta? (Agrega Cuándo y Dónde bajo el escenario) ¿Cuál era el problema de Max? (¿Qué quería lograr?) Long Beach Unified School District 6 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés • Adhiérete Kinder Puedo describir un Text Dependent Questions personaje por sus acciones. ¿En qué forma mostró Max perseverancia? ¿Cómo describirías a Max? (Anota las palabras que describen a Max en el mapa conceptual bajo de (RL.K.3) Personajes en el mapa tipo árbol). Place the list of words used to describe Max in a pocket chart and add to the list as you describe other characters • Puedo seguir las reglas para conversaciones de colaboración. (SL.K.1) throughout the unit. Students can then refer to this list when completing the Bubble Map for the End of Unit Performance Task. ¿Crees que Ruby también mostró perseverancia? ¿Cuáles pruebas del texto apoyan tu respuesta? Collaborative Conversation Max seguía tirando las cosas. ¿Max tiraba los ingredientes a propósito? (Some students will say yes and some may say no. Either answer is acceptable but have them support their answer with evidence from the text.) Place students in small groups to discuss. Remind students to follow agreed upon rules and to respond to what others say. • Puedo recopilar Read to Gather Evidence/Information and Respond to Text información para responder Focus Question: ¿Qué hizo Max para lograr su meta de obtener los Atomizadores de Bombones Rojo-Picante? una pregunta. (W.K.8) Test Drive (for teachers only): Max was determined to get his Red-Hot Marshmallow Squirters. First, he wrote it on his grocery list. Next, he wrote it in a • Puedo identificar eventos principales en un cuento. (RL.K.3) • Puedo recopilar different way. Then he wrote it in his most beautiful writing. Last, he drew a picture of the Red-Hot Marshmallow Squirters. The grocer was finally able to tell what Max wanted and gave it to him. Create a Flow Map to illustrate all the things Max did to accomplish his goal (Major Events). Add the Flow Map to the Tree Map under “Major Events.” Have students orally rehearse talking off the Map. Students will answer the focus question in their Listening and Learning Logs. información de un mapa conceptualpara escribir. (W.K.8) Metas de Aprendizaje Puedo identificar entre sustantivos singulares y sustantivos plurales. (L.K.1.c) Focus of Instruction: Language Conventions and Narrative Writing Language Conventions (Nouns) Nouns are singular when they refer to just one person, place, or thing. Nouns are plural when they refer to more than one person, place, or thing. Provide single pictures of objects and pictures that show multiple of the same object. An example would be to have a picture of a single pumpkin and a picture of multiple pumpkins. (The OCR picture box has many of these type pictures). Using a Pocket Chart, sort the pictures into two categories (Singular and Plural). Prepare ahead of time the correct singular and plural spelling for each picture. Explain to students that an s is usually added to plural nouns. Have students help you match the correct spelling to each picture. Reread the text Bunny Cakes and have students listen closely for plural nouns (eggs, Squirters, candles, stars, hearts, roses). During workshop, have students sort singular nouns and plural nouns. Long Beach Unified School District 7 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés • Puedo identificar lo que hace que una pieza de literatura sea imaginativa. (RL.K.5) • Puedo usar mi imaginación para escribir una narrativa. (W.K.3) • Puedo escribir una narrativa imaginativa con un personaje, un escenario y un evento. (W.K.3) Adhiérete Kinder Narrative Writing (Imaginative) Create a one-sided Multi-Flow to explain why Bunny Cakes is an imaginative narrative. (see sample p.311 in WftB&B Narrative). Teacher begins modeling with a “What if.” Ex: What if...you let a tiger out of its cage at the zoo? (See more examples on WftB Narrative p. 310) Follow up with questions to build the imaginative narrative such as: ¿Cómo se vería? (el personaje) ¿Cómo se vería la habitación? (el entorno) ¿Qué haría/harías/harías? (acontecimiento y reacción) Model drawing characters, setting, situation or event, and a reaction Model writing a sentence telling the situation with the reaction. Ex: Le abrí la jaula del tigre (situación) y él asustó a todos los niños (reacción). Have students create an imaginative narrative in their “Imaginative Narrative Journals” Mini-lessons Display an illustration from a piece of literature. Have students look closely and identify the details in the character, setting, and event. Look for at least 5 details in the setting. Details in drawing setting: WftB&B Narrative Binder page 36 Interactive Writing • Puedo participar en proyectos de escritura compartidos. (W.K.7) Write an imaginative narrative about something unexpected/crazy that happened on a class field trip. (If you have a Magic School Bus book you may want to read it to get ideas) Long Beach Unified School District 8 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder The Great Big Enormous Turnip (OCR) Days 4-7 Vocabulary turnip, enormous Chart new vocabulary words throughout the unit. Encourage students to use the new vocabulary in their conversations and in their writing. Theme Connections This story illustrates the value of “sticking to it” as it tells of an old man’s attempt to pull a giant turnip from the ground. Reader and Task Considerations • Students may not be familiar with a turnip. You may want to consider bringing one in to show the class. • Remind students of the different types of texts they have been exposed to this year (storybooks, poems, informational books). Tell students that the Great Big Enormous Turnip is similar to a storybook but it is a Russian folktale. A folktale is a story that has been passed down from generation to generation. Folktales contain things that are not real (e.g. animals that act like humans, unusual things happen). • As you read additional read alouds throughout this unit that are not related to this theme, be sure to ask questions about the characters, setting, and major events. • Set a class goal and record and complete a one-sided Multi-Flow Map similar to the one on the right. Metas de Enfoque • Puedo escuchar atentamente un texto leído en voz alta. (RF.K.4) Puedo identificar los personajes en un cuento. (RL.K.3) • Puedo identificar el escenario de un cuento incluyendo dónde y cuándo se lleva a cabo un cuento. (RL.K.3) • Puedo identificar los eventos principales en un cuento. (RL.K.3) • Puedo participar en una conversación en colaboración y compartir mis ideas. (SL.K.1) • • Puedo describir a un personaje por sus acciones. (RL.K.3) Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition First Read Point out that although this story is fictional, it shows how important “sticking to it” can be in solving a problem. Read the title and author. Read the entire text, stopping minimally for students to practice their predicting skills. To reinforce print and book awareness, use a pointer or your finger to track the print as you read. Reread for Comprehension TDQ’s (Character, Setting, Major Events) • Tell the students to listen closely as you reread to find out who has a problem, what the problem is, and the events that lead to the solution. Place students in small collaborative groups to discuss the characters, setting, and problem. While engaging in discussions with partners and small groups, remind students to not only follow the agreed-upon rules (listening to others, taking turns speaking, and continuing a conversation through multiple exchanges) but to ask questions in order to seek help, get information, or clarify something that is not understood. Once students had time to discuss in their groups, begin a Tree Map to record the Characters, Setting, and the Problem in the story. How do the other characters add to the story? How did the old man “stick to it” and show perseverance? What are some of the things he did to try to pull up the turnip? Flow Map to record the sequence of events that led him to accomplish this goal (see Tree Map on next page) Additional TDQ’s ¿Qué frase se repite una y otra vez en el cuento? Tell students that sometimes the illustrations provide information the text does not. Paying close attention to the illustrations will help you learn more about the story and help the reader understand more about what may be happening. Ask the students the following questions about the illustrations: ¿Qué revelaron las ilustraciones sobre los personajes o el escenario que no se escribió en palabras? ¿Qué estaba haciendo la viejita cuando el hombre la llamo? ¿Qué estaba haciendo la hija? Long Beach Unified School District 9 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder El texto menciona que el nabo es grande y enorme. ¿Cuán grande está en proporción al hombre viejo? • Puedo describir la relación entre las ilustraciones y el texto en un cuento. (RL.K.7) ¿Qué hizo el hombre viejo con el nabo una vez que salió del suelo? Retell-Provide an opportunity for students to act out the story. Vocabulary Acquisition (Shades of Meaning) • Puedo volver a contar un cuento usando detalles clave.(RL.K.2) • Puedo representar palabras por sus diferencias. (L.K.5.d) Vamos a volver a leer la página 5 y escuchar cómo el autor describe el nabo (grande, enorme). Al entender cómo se relacionan las palabras, les ayuda a ser mejores lectores y escritores. Algunas palabras están relacionadas porque significan casi lo mismo. Los autores eligen cuidadosamente sus palabras para que el lector pueda tener un mejor entendimiento del punto que está tratando de hacer. Aunque palabras tengan un significado similar, a veces una palabra en particular puede tener un impacto más fuerte. ¿Por ejemplo, la palabra crees que describe mejor el nabo: grande o enorme? ¿Cuáles son algunas otras palabras que significan algo similar a grande? (gigante, enorme). Have the students order the words according to their intensity (weakest to strongest). Encourage students to act out some of the words and their differences. Give students sentences and have them decide which word would make the most sense in each sentence. Begin a Shades of Meaning chart and add to the chart as you gather more words that have different shades of meaning throughout the unit. Long Beach Unified School District 10 2014-2015 Long IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Puedo comparar dos personajes. (RL.K.9) • • • Puedo recopilar pruebas para responder una pregunta. (W.K.8) Puedo recopilar información de un mapa conceptual para escribir. (W.K.8) Metas de Aprendizaje • Adhiérete Kinder Read to Gather Evidence/Information and Respond to Text Focus Question: ¿En qué se parecía Max al hombre viejo? Test Drive (for teachers only): Max and the old man were alike. First, they were both hard-working. They didn’t give up when they first didn’t succeed. Max and the old man were both able to achieve their goals because of their determination. Gather evidence using a Double Bubble. You may want to revisit the Bubble Maps that were created for both Max and the old man. Orally rehearse taking information “off the map”. Max and the old man were alike (similar) because ... Max and the old man were both... Focus of Instruction: Language Conventions and Narrative Writing Puedo agregar una “s” o “es” Language Conventions (Plural Nouns) para hacer una palabra Explain that some plural nouns are written by adding an “es” to the end of the word. Words that end with an s, ss, ch, sh, z, zz, or x usually have an “es” plural y pronunciar cada una added to make it plural. Provide a chart with the ending spellings that require an “es” correctamente. (L.K.1.c) Write several singular nouns on the board and have the students help you write the plural form of the word by adding an s or es. Have students refer to the chart if necessary (dog, box, church, school, dress, wish, bench, flower, box, paper, bus, peach, glass, dish, bird, book). Create a Tree Map to record the spellings of the singular and plural spellings. Have students orally practice using the plural from of each word. Write several plural forms of nouns on index cards. Be sure to write some plural forms correctly and some incorrectly. Have students give a thumbs up or a thumbs down depending if the word is spelled correctly or not. • Puedo identificar lo que hace que una pieza de literatura sea imaginativa. (RL.K.5) • Puedo utilizar mi imaginación para escribir una narración. (W.K.3) • Puedo escribir una narrativa imaginativa con un personaje, un escenario, y un evento. (W.K.3) Narrative Writing (Imaginative) Create a one-sided Multi-Flow to explain why The Great Big Enormous Turnip is an imaginative narrative. Earlier we talked about Folktales containing unusual things that happen or animals that act like humans (reader and task considerations). What examples from The Great Big Enormous Turnip have these characteristics? Model with a “What if” statement. EX: What if...you planted something and it grew big and enormous?” Follow up with questions to build the imaginative narrative such as: ¿Cómo se vería? (el personaje) ¿Cómo se vería la habitación? (el entorno) ¿Qué haría/harías/harías? (acontecimiento y reacción) Model drawing characters, setting, situation or event, and a reaction Model writing a sentence telling the situation with the reaction. Have students create imaginative narratives in their “Imaginative Narrative Journals.” Long Beach Unified School District 11 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés • Puedo decirle a un compañero algo positivo sobre su escritura y proporcionar una sugerencia. (W.K.5) • Puedo agregar detalles a mi escritura o dibujo en base a los comentarios de los demás. (SL.K.5, W.K.5) • Puedo participar en proyectos compartidos de la escritura. (W.K.7) Adhiérete Kinder Mini-lesson (Teach Organization: Orally construct an opening sentence related to picture) Display a magazine picture depicting an animal or use the one provided. Construct an opening sentence related to the picture (see WftB&B Setting the Stage, page 184) Ask: ¿Qué está en la ilustración? ¿Dónde se lleva a cabo? Have students construct an opening sentence that includes the character and the setting. Continue to ask questions and have students construct sentences. ¿Qué está pasando? ¿Hay algo que está mal? ¿Cómo se siente el animal? ¿Cómo puedes escribir eso en una oración? Revising Strategy Choose a previously modeled piece or student writing. Model how to add details to the illustration or writing. Give students an opportunity to work in pairs and provide feedback to one another prior to revising. Interactive Writing Based on the sentences the students constructed, write an imaginative story about the animal in the picture. Long Beach Unified School District 12 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Vocabulary paid attention, business, chatted, endlessly, mentioned, wondering, imagining, beyond, rusty, patience, exhausted, apparently, blinded, pebble, confetti, triumph Adhiérete Tillie and the Wall Days 8-12 Theme Connections This story tells of a young mouse whose curiosity, imagination, and persistence allow her to extend the boundaries of her world. Reader and Task Considerations Give students time to make Tillie using construction paper. (See sample in the pictures below). This Tillie will be used for oral rehearsal and for each student’s published written piece. Metas de Aprendizaje • Puedo escuchar atentamente un texto leído en voz alta. (RF.K.4) Kinder Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition First Read Prior to reading, point out that this story is another example of how important “sticking to it” can be in solving a problem. Tell the students to listen closely as you read to find out who has a problem, what the problem is, and the events that led to the solution. Read the text all the way through, stopping minimally to have students make predictions. Long Beach Unified School District 13 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Puedo identificar los personajes en un cuento. (RL.K.3) • • Puedo identificar el escenario en un cuento incluyendo dónde y cuándo un cuento se lleva a cabo. (RL.K.3) • Puedo identificar los eventos principales en un cuento.(RL.K.3) • Puedo volver a contar un cuento usando detalles claves. (RL.K.2) • Puedo describir un personaje por sus acciones. (RL.K.3) • Puedo volver a contar un cuento usando detalles claves. (RL.K.2) • Puedo describir la relación entre las ilustraciones y el texto en el cuento. (RL.K.7) • • Puedo distinguir la diferencia entre palabras que describen la acción. (L.K.5.d) Puedo representar palabras según su significado. (L.K.5.d) Adhiérete Kinder Reread for Comprehension • • • Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks. As you go through the BAP lesson, create a Tree Map to record the Characters, Setting (when and when), Problem, Major Events that led Tillie to accomplish his goal. Provide an opportunity for students to retell the story of Tillie. Vocabulary Acquisition (Shades of Meaning) Remind students that authors choose words carefully. Word choice is up to the author to decide. Tell them that when they write, they also have a choice to use any words they would like. But remind them that sometimes a particular word can have a stronger impact than other words. Tell the students that they will revisit some of the words the author Leo Lionni used in Tillie and the Wall. Vuelve a leer la página 21. El autor usó la palabra charló. ¿Por qué piensas que el autor escogió no usar la palabra habló? ¿Cuáles son algunas otras palabras que significan algo parecido a charlo (habló, susurró, exclamó, murmuró, gritó, expresó)? As a class, order these words according to their intensity (weakest to strongest). Be sure to engage students in a discussion as to why they think one word is weaker/stronger than another. Vuelve a leer la página 22. El autor usó las palabras mira fijamente. ¿Cuáles son algunas otras palabras que el autor pudo haber usado (observar, contemplar, mirar, ver, fisgar)? As a class order these words according to their intensity. Long Beach Unified School District 14 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés • Puedo describir un personaje por sus acciones. (RL.K.3) • Puedo recopilar pruebas para responder a una pregunta. (W.K.8) • Puedo usar un mapa conceptual como una herramienta para escribir. (W.K.8) • Puedo publicar mi trabajo en diferentes formas. (W.K.6) • Puedo usar detalles en mis dibujos para describir un escenario. (SL.K.5) Adhiérete Kinder Vuelve a leer la página 23. El autor usó la palabra hermoso(a) y fantástico(a) para describir lo que se imaginó Tillie que estaba en el otro lado. ¿ Cuáles son algunas otras palabras que el autor pudo haber usado en lugar de hermoso (lindo, bonito, agradable), fantástico (estupendo, genial, fabuloso)? As a class order these words according to their intensity. Vuelve a leer la página 26. El autor usó la palabra exhausto para describir cómo los ratones se sintieron después de intentar hacer un agujero en la pared. ¿Cuáles son algunas palabras que el autor pudo haber usado en lugar de exhausto (adormilado, cansado, agotado, fatigado)? Add the above words to the Shades of Meaning chart. If possible, have students act out the meaning of some of the words (stare-look, whisper-yell). Read to Gather Evidence/Information and Respond to Text Focus Question (Culminating Task): ¿Cómo describirías a Tillie? Test Drive (for teachers only): Tillie was a curious mouse because she wanted to know what was on the other side of the wall. Tillie was an imaginative mouse because she would lie in her bed of straw at night imagining a fantastic world with strange animals and plants. Tillie was a clever mouse because she had a lot of ideas. Tillie was a persistent mouse because she never gave up even after not succeeding the first time. Create a Bubble Map to describe Tillie. Use evidence from the text to support each description. Add the Bubble Map to the Tree Map under the “Characters” branch. Place students in small groups (with the construction paper Tillie) and the words from the Bubble Map (written on sentence strips). Each student will take turns picking up a word and using it in a sentence to describe Tillie. Encourage students to help one another if a student struggles. Students will answer the focus question, “How would you describe Tillie? in their Listening and Learning logs. Students will publish their written work by creating (or drawing) the setting and gluing (or drawing) Tillie into their setting (see sample) Long Beach Unified School District 15 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Metas de Aprendizaje Adhiérete Focus of Instruction: Language Conventions and Narrative Writing Language Conventions (Singular and Plural Nouns) • Puedo identificar sustantivos singulares y plurales. (L.K.1.c) • Puedo agregar una “s” o “es” para hacer las palabras plurales y pronunciar cada una correctamente. (L.K.1.c) • Puedo seguir una conversación al Narrative Writing (Imaginative) respondiendo a lo que los demás In groups, have students discuss what makes this story an imaginative narrative. Encourage students to respond to what others say by adding on. Once students have had an opportunity dicen. (SL.K.1) • Puedo usar mi imaginación para escribir una narrativa. (W.K.3) • Puedo escribir una narrativa imaginativa con el personaje, el escenario, y un evento. (W.K.3) • Kinder Reread the Tillie and the Wall and have students listen closely for singular and plural nouns and record them on the Tree Map. Be sure to record both the singular and plural spelling of the word. The spelling in bold is the way it is used in the text (wall/walls, nail/nails, worm/worms, animal/animals, plant/plants, speech/speeches, flag/flags). Have students orally practice using the plural from of each word. to discuss, create a one-sided Multi-Flow to record the students’ ideas. Model daily with a “What if”...statement. EX: What if ...Leo the Lion came to life? (See more examples on p. 310) Follow up with questions to build the imaginative narrative such as: ¿Cómo se vería? (el personaje) ¿Cómo se vería la habitación? (el entorno) ¿Qué haría/harías/harías? (acontecimiento y reacción) Model drawing characters, setting, situation or event, and a reaction Model writing a sentence telling the situation with the reaction. Puedo redactar mi trabajo en base Have students create an imaginative narrative in their “Imaginative Narrative Journals.” a los comentarios de mi maestro y mis compañeros. (W.K.5) Editing Strategy • • Puedo decirle a un compañero algo positivo sobre su escritura y proveer sugerencias. (W.K.5) Puedo participar en proyectos compartidos de escritura compartidos. (W.K.7) Choose a student writing piece and block out the name or ask a student for permission to use his/her paper. Using the Five Star Rubric, walk students through how to give feedback. First focus on the illustration. Ask: What details does this illustration have? What details are missing (character, setting, event, reaction)? What suggestions would you give this student? Next focus on the writing. Ask: Does this sentence begin with a capital? Does it have spacing? Does it have proper punctuation? If a word is plural, did the writer add an s or es? Have students in pairs practice giving feedback to each other’s work. Interctive Writing: Write a retell of Tillie and the Wall. Long Beach Unified School District 16 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete To Catch a Fish Days 13-15 Kinder Vocabulary Theme Connection wish, hook, bait, concentrate, appetite, “hit the spot” The poem “To Catch a Fish” shows how being patient can contribute to one’s success. In this poem, being patient leads to the ability to catch a fish. Chart new vocabulary words throughout the unit. Encourage students to use the new vocabulary in their conversations and in their writing. Metas de Aprendizaje Reader and Task Considerations Remind students that poems will often times not use punctuation or capital letters and may include rhyme and rhythm. Tell students that although poems can be written very differently than a narrative, poems can still tell a story. Engage students in a discussion about the progress they are making towards their personal goals and the class goal. Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition Puedo escuchar atentamente un First Read texto leído en voz alta. (RF.K.4) Read “To Catch a Fish” without stopping one time through. Emphasize the rhyme and rhythm of the poem as you read. • Puedo hacer preguntas para Reread for Comprehension On the second read, encourage students to stop you to ask questions in order to build understanding, or clarify something that is not understood. Tell aclarar la comprensión de las the students to listen particularly for words or phrases they do not understand. After addressing the students’ questions, you may want to ask the palabras que no conozco. following questions in regard to vocabulary. (RL.K.4) • • Puedo responder a preguntas de palabras desconocidas en un texto. (RL.K.4) • Puedo distinguir las diferencias entre palabras que describen la misma acción. (L.K.5.d) • Puedo representar palabras por su significado. (L.K.5.d) ¿Qué quiere decir el autor cuando dice “Se necesita más que un deseo para atrapar a un pez?” ¿Qué es anzuelo? ¿Qué quiere decir “dio en el clavo”? ¿Por qué piensas que el autor uso esta frase en el poema? The main idea of this poem is that one needs to be patient to catch a fish. What evidence in the poem supports this main idea? What are the words in the poem that rhyme? Create a Bridge Map (see sample). While completing the Bridge Map, this may be a good opportunity to address the definition of each word. Vocabulary Acquisition (Shades of Meaning) The author used the word tell. What are some other words that mean something similar to tell (share, explain, inform, instruct)? As a class, order these words according to their intensity (weakest to strongest). Be sure to engage students in a discussion as to why they think one word is weaker/stronger than another. Add these words to the Shades of Meaning chart Long Beach Unified School District 17 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés • Puedo recordar información de un texto para responder a una pregunta. (W.K.8) • Puedo recopilar pruebas para responder a una pregunta. (W.K.8) • Puedo usar un mapa conceptual como una herramienta para escribir. (W.K.8) Adhiérete Focus Question: According to the poem, what does it take to catch a fish? Test Drive (for teachers only): It takes more than a wish to catch a fish. First, you need a hook and add bait. Then you concentrate and wait. If you don’t catch a fish, then you tell the fish what good bait you’ve got. If you are patient, you will hopefully catch a fish. Create a Flow Map to order the steps the poem suggests to catch a fish. Orally rehearse talking off the map. Students will independently answer the focus question in their Listening and Learning logs. Metas de Aprendizaje • • • • • • • Kinder Read to Gather Evidence/Information and Respond to Text Focus of Instruction: Language Conventions and Narrative Writing Puedo escribir letras para representar los sonidos que escucho. (L.K.2.c) Puedo agregar una “s” o “es” para hacer las palabras plurales. (L.K.1.c) Language Conventions (Spelling Simple Words Phonetically) Puedo usar mi imaginación para escribir una narrativa. (W.K.3) Puedo escribir una narrativa imaginativa con un personaje, un escenario, y un evento. (W.K.3) Puedo editar/revisar mi trabajo en base a los comentarios de mi maestro y compañeros. (W.K.5) Puedo decirle a un compañero algo positive sobre su escritura y proporcionar sugerencias. (W.K.5) Puedo participar en proyectos de escritura compartidos. (W.K.7) Narrative Writing (Imaginative) Remind students that each letter of the alphabet makes a particular sound. Knowing which letter goes with each sound will help you with your writing. Model writing simple CVC words by segmenting each phoneme and writing the corresponding letter. Provide each student or pair with a white board and a marker. Dictate simple CVC words (using nouns) and have students orally segment each phoneme and write the corresponding letter (pig, dog, run, box, pen...). After students write the words ask them to show the spellings. Have students then change the word to a plural noun by adding an s or es. Create a one-sided Multi-Flow to explain why Tillie and the Wall is an imaginative narrative. Model daily with a “What if...you went fishing and you caught something unexpected.” (See more examples on p. 310) Follow up with questions to build the imaginative narrative such as: ¿Cómo se vería? (el personaje) ¿Cómo se vería la habitación? (el entorno) ¿Qué haría/harías/harías? (acontecimiento y reacción) Model drawing characters, setting, situation or event, and a reaction Model writing a sentence telling the situation with the reaction. Have students create an imaginative narrative in their “Imaginative Narrative Journals.” Editing/Revising Strategy • • Using the 5 Star Narrative Rubric and a previously modeled piece or student work, ask students to give feedback about the details in the illustration, writing, and/or conventions (capitalization, punctuation, spelling, spacing). Have students work with a partner to check each other’s work. Interactive Writing Continue with the Tillie and the Wall retell. Long Beach Unified School District 18 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder Wanda’s Roses Days 16-20 Vocabulary Theme Connection empty, thorny, bloom, neighborhood, doubtfully, butcher, disappointed This story shows how belief and determination to reach one’s goal can inspire others. Reader and Task Considerations • • Wanda’s Roses has a different outcome than the other stories in this unit. You may have to explain to students that often times, no matter how hard we work, we still may not be able to accomplish something we set out to do. This will be a good time to discuss the importance of trying your best. An example may be playing on a sports team. A team may practice and play really hard, but still lose. Revisit the class goal and record the results on the right side of the Multi Flow map. Give students time to share their goal and if they were able to accomplish it. Metas de Aprendizaje Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition Puedo escuchar atentamente un texto leído en voz alta. (RF.K.4) First Read Puedo identificar los personajes en un cuento. (RL.K.3) Reread for Comprehension • Puedo identificar el escenario en un cuento incluyendo donde y cuando un cuento se lleva a cabo. (RL.K.3) • • Puedo identificar los eventos principales en un cuento.(RL.K.3) • Puedo describir un personaje por sus acciones. (RL.K.3) • • Prior to reading, point out that this story is another example of how important “sticking to it” can be in solving a problem. Tell the students to listen closely as you read to find out who has a problem, what the problem is, and the events that led to the solution. Read the text all the way through with minimal interruptions. You may choose to stop periodically and provide opportunity for students to predict what may happen next. • • Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks. As you go through the BAP lesson, create a Tree Map to record the Characters, Setting (when and when), Problem, Major Events that led Wanda to accomplish her goal. When completing the Tree Map be sure to ask questions such as: ¿Quiénes son los personajes en la página? ¿En dónde se lleva a cabo el cuento? ¿Cuáles palabras y fotos te ayudan a reconocer el escenario? ¿Qué te dice el texto de lo que sucede aquí? Long Beach Unified School District 19 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés • Puedo recordar información de un texto para responder a una pregunta. (W.K.8) • Puedo recopilar pruebas para responder a una pregunta. (W.K.8) • Puedo usar un mapa conceptual como una herramienta para escribir. (W.K.8) Adhiérete Kinder Read to Gather Evidence/Information and Respond to Text Focus Question (Culminating Task): How did everyone work together to help Wanda’s garden grow? Test Drive (for teachers only): Everyone worked together to help Wanda. Mrs. Turner helped Wanda by moving a broken chair. Mrs. Giamoni helped Wanda by giving her a trash bag. Mr. Sanchez helped Wanda by giving her a bucket of water. Wanda had a lot of help from the neighborhood. Create Bridge Map to illustrate how everyone helped Wanda. Place students in small groups with a blank Bridge Map and picture support. Have students orally rehearse by reconstructing the Bridge Map using complete sentences. Students will answer the focus question: How did everyone work together to help Wanda’s garden grow? Students will publish their written work and draw a detailed illustration of the characters and the setting. Metas de Aprendizaje •• Focus of Instruction: Language Conventions and Narrative Writing IPuedo can add detailsuna to my agregar “s” o “es” Language Conventions (Plural Nouns) drawings. (SL.K.5) para hacer las palabras Reread Wanda’s Roses and have students listen closely for the plural nouns in the story (things, flowers, questions, roses, rosebushes, books, branches, plurales y pronunciar cada una muffins, others, muffins, holes). Point out that rosebushes and branches are spelled with an “es”. Add the plural and singular spellings of these words to the correctamente. (L.K.1.c) Tree Map. Have students practice saying each plural form orally. • • • • • Puedo identificar sustantivos singulares y plurales. (L.K.1.c) Puedo escribir palabras sencillas. (L.K.2.d) Puedo usar mi imaginación para escribir una narrativa. (W.K.3) Spelling Simple Words Phonetically Continue to practice spelling simple words by providing each student or pair with a white board and a marker. Dictate simple CVC words (using nouns and verbs) and have students orally segment each phoneme and write the corresponding letter. Narrative Writing (Imaginative) Model daily with a “What if...you found a treasure box in your backyard.” (See more examples on p. 310) Follow up with questions to build the imaginative narrative such as: ¿Cómo se vería? (el personaje) ¿Cómo se vería la habitación? (el entorno) ¿Qué haría/harías/harías? (acontecimiento y reacción) Puedo escribir una narrativa imaginativa con un personaje, Model drawing characters, setting, situation or event, and a reaction escenario, y un evento.(W.K.3) Model writing a sentence telling the situation with the reaction. Puedo agregarle detalles a mi Have students create an imaginative narrative in their “Imaginative Narrative Journals.” escritura. (SL.K.5) Publishing Long Beach Unified School District 20 2014-2015 Artes de Lenguaje Inglés • • Puedo usar herramientas para publicar mis escritos. (W.K.6) Adhiérete Kinder Have students choose one writing piece that has been edited and decide as a class how to publish the completed work. Interactive Writing Puedo participar en proyectos compartidos de escritura. (W.K.7) Long Beach Unified School District Read The Three Bears and/or The Three Pigs. Discuss what makes it an imaginative/fictional narrative. Begin an imaginative narrative story about three animals that have a problem. Prior to writing, brainstorm possible animal characters, setting, a problem the animals have (choose a problem that may have to do with perseverance) and events that lead to a solution. Example: Once upon a time there lived three little chicks. A big scary fish lived in the pond and scared all the other ducks away. They were lonely. One day... 21 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015 Artes de Lenguaje Inglés Adhiérete Performance Task: Read Aloud, Individual Tree Map, Group Discussion, and Writing Days 19-21 Kinder Performance Task: For this task, the teacher will read aloud JoJo’s Flying Side Kick from the OCR leveled classroom library (or an alternative picture book with the main character demonstrating perseverance). Students will work independently to complete a Tree Map by drawing the main character, setting, and the problem (what JoJo wants to accomplish). Students will then choose the three major events that led the character (JoJo) to be successful. In groups, students will discuss their ideas and create a Bubble Map to describe the main character. The goal is NOT to produce perfectly made maps but to provide the teacher with an opportunity to observe what students understand about character, setting, and major events. Students will then independently write to answer the question: What did JoJo do to accomplish her goal? Day One Teacher Input: “Throughout this unit we read about many different characters that showed perseverance to accomplish a goal. We have discussed character traits that contributed to each character’s success and used evidence to support our answers. We have also discussed the setting, problem, and the events that led up to the solution (or accomplishment). I am going to read JoJo’s Flying Side Kick aloud to you. While I read, I want you to listen closely for who is the main character, where and when the story takes place, and what is the problem in the story. When I am done reading, you will complete the Tree Map like the ones we have been doing throughout the unit. (Show students the blank Tree Map from page 23. (You may want to consider giving students large newsprint to make their own Tree Map) Teacher Instructions: st 1 Read: Read the book all the way through without stopping. Provide students with the blank Tree Map. Tell students today they will complete the character, setting, and problem of the story by writing and/or drawing under the correct branch on the map. Day Two Teacher Input: “Today we are going to reread JoJo’s Flying Side Kick. As I reread, I want you to listen for the events that led to the character being successful (solving the problem). Teacher Instructions: nd 2 Read: Reread the book all the way through without stopping. Provide students with the Tree Maps they started yesterday and the pictures from the story (provided on page 24). Tell the students to choose the three major events that led JoJo to be successful and glue them in the correct order on the Flow Map under “events” (provide scaffolding if necessary). Day Three Teacher Input: “Today you will share your maps with others. As you engage in a discussion about the characters, setting, problem, and events that led the main character to be successful, you can make changes and/or add additional information to your maps. Together as a group you will then create a Bubble Map with words to describe the main character. When you are done discussing in your groups, you will answer the question in your Listening and Learning Log: Why was Jojo successful in breaking the board? (Possible answers: she was persistent, she was a hard worker, she was determined, she practiced, her granddaddy taught her how to move with her feet, her mom taught her how to get a picture in her mind, P.J. taught her how to yell at the top of her lungs) Teacher Instructions Place students in groups to share their maps. Provide a blank Bubble map or have groups create their own. Using the collaborative checklist, use this opportunity to step back and observe what the groups can do without support. Give students time to answer the question in their Listening and Learning Logs. Long Beach Unified School District 22 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015 Artes de Lenguaje Inglés 4 3 2 1 Adhiérete Achievement Level Subsets (Reading, Speaking and Listening, Writing) Kinder Uses key details to identify main topics and retell stories (RL.K.2, RL.K.3) Engages in collaborative conversations about grade level topics and texts (SL.K.1) Uses grade-appropriate language and vocabulary (L.K.6, SL.1.6) Capitalizes first words in a sentence and uses end punctuation (L.K.2a, L.K.2b) Spells simple words (L.K.2c, L.K.2d) With (minimal) support, accurately classifies character, setting, and major events using a Tree Map. Effectively engages in a discussion about characters, setting, problem, and events in a story, builds on others’ ideas, and expresses their own ideas clearly. Accurately and purposefully demonstrates a strong command of the unit vocabulary (character, setting, problem, events, accomplish, goal, persistence, perseverance, etc.) and speaks in complete sentences. Correctly uses capitalization for the first word in a sentence and the pronoun “I”. Correctly uses end punctuation. Uses logical approximations of all phonemes in most words. With prompting and support, classifies character, setting, problem, and major events using a Tree Map. Engages in a discussion about characters, setting, problem, and events in a story and shares ideas. Demonstrates a general command of the unit vocabulary (character, setting, problem, events, accomplish, goal, persistence, perseverance, etc.) and speaks in complete sentences. Uses capitalization for the first word in a sentence and the pronoun “I” most of the time. Uses end punctuation most of the time. Uses logical approximations of most phonemes in most words. With (additional) prompting and support, classifies character, setting, and/or major events using a Tree Map. Participates in a discussion about characters, setting, problem, and events in a story, attempts to ask questions, and listens to others some of the time. Demonstrates a partial command of the unit vocabulary and speaks in phrases. Attempts to use some capitalization and/or inconsistently uses punctuation. Uses logical approximations of some phonemes in most words. With (additional) prompting and support, student is not able to classify character, setting, or major events using a Tree Map. Contributes minimally to the discussion about the story or is off topic. Demonstrates a minimal command of the unit vocabulary. Little or no capitalization. Attempts to form letters, but mainly scribbles. Long Beach Unified School District 23 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015 English Language Arts Title: Kindergarten Stick to It I Characters I Long Beach Unified School District Setting Events Problem I I I 24 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. English Language Arts Stick to It Kindergarten \ , .:- I ------ .L - ! «:-.... . - / ' ': ' :./ I ' ) Long Beach Unified School District 25 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015 English Language Arts Stick to It Imaginative Narrative Writing Task Kindergarten Drawing and Writing Teacher Instructions • Gather your students as you do before a modeled-journal writing lesson. Have your blank piece of paper with the line drawn next to you. Tell the class that they will write an imaginative narrative (provide students with a What if...prompt of your choosing). Describe but DO NOT draw a picture that would go with the prompt. Tell what you would write but DO NOT write your sentences. Then help your students generate some ideas by talking about the different things that could happen based on the prompt. • Point to your blank paper and say, “¿A quién dibujarías en tu dibujo? ¿Qué detalles podrías incluir en tu escenario? ¿Qué podrías escribir? ¿Podrías dar otra oración sobre eso?” • Allow several students to share their ideas in front of the group and with partners. Teacher directions to students for drawing/writing: (These are reminders you can give students before they write. Feel free to modify the instructions to say what you normally do.) • “Do your best work. In your picture be sure to include lots of details in the setting and characters. Make sure your characters are doing something. When you write your story, be sure to start your sentences with a capital letter, use a period at the end, and leave good spaces between your words. Use the sight words that you know and if you don’t know how to spell a word, use the sound spelling cards and the words around the room.” • Once students begin to write, do not prompt them or provide help on spelling. This is an assessment of what students can do independently. Scoring: Students’ drawing and writing will be assessed using a district-developed Kindergarten rubric for narrative writing. Long Beach Unified School District 26 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015 English Language Arts Score 4 Purpose and Organization The narrative is clearly focused. In writing: Effectively narrates a single event or loosely linked events (sequentially) using complete and connected thoughts in their writing (all words are decipherable) Stick to It CCSS Narrative Writing Rubric Kindergarten Elaboration The narrative demonstrates a strong and consistent command of conventions: Writes left to right Produces more than one complete sentence in writing Uses appropriate spacing throughout the entire writing Correctly uses capitalization for the first word in a sentence and the pronoun “I” Correctly prints most upper and lowercase letters Uses logical approximations of all phonemes in most words Correctly uses end punctuation The narrative provides elaboration. Using a combination of writing and drawing: Includes multiple details in character and setting The narrative demonstrates an adequate command of conventions: Writes left to right Produces a complete sentence in writing Uses appropriate spacing throughout most of the writing Uses capitalization for the first word in a sentence and the pronoun “I “ most of the time Prints most upper and lowercase letters Uses logical approximations of most phonemes in most words Clearly matches the drawing (if included) with the writing Stays on topic with no extraneous details in the drawing or writing The narrative is adequately focused. Using a combination of writing and drawing: • Narrates a single event or loosely linked events (sequentially) using a complete thought in their writing (most words are decipherable) Includes character, setting and reaction in their writing or drawing Matches the drawing (if included) with the writing Stays on topic but may include extraneous details in the drawing or writing 2 The narrative is somewhat focused. Using a combination of writing, drawing, and dictating: • • Attempts to narrate a single event or loosely linked events and may not be a complete thought in writing The narrative provides minimal elaboration. Using a combination of writing, drawing, and dictating: Attempts to include details in character and setting but may be very limited May exclude either character, setting or reaction Partially matches the drawing (if included) with the writing Drifts off topic 1 The narrative is somewhat focused. Using a combination of writing, drawing, and dictating: • Written Conventions The narrative provides effective elaboration. In writing: Includes details in character and/or setting in their writing Includes descriptive language in the writing Includes character, setting and reaction in their writing 3 Kindergarten Uses end punctuation most of the time The narrative demonstrates a partial or inconsistent command of conventions: Writes left to right Uses appropriate spacing throughout some of the writing Attempts to use some capitalization Prints some upper and lowercase letters Uses logical approximations of some phonemes in most words Inconsistent use of punctuation The narrative provides no elaboration. Unable to provide any details in character and setting through drawing, dictation, or writing The narrative demonstrates a lack of command of conventions: Attempts to form letters, but mainly scribbles Little or no capitalization, punctuation, and spacing Fails to narrate a single event Includes a picture without any attempt to write Scribbles or random pictures Long Beach Unified School District 27 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015 Artes de Lenguaje Inglés Adhiérete Kinder Kindergarten Personal and Imaginative Narrative “5 Star Paper” 5 Star Paper 5 Star Paper Character Character Setting Setting Event Event Reaction Reaction Writing matches picture Writing matches picture = = 5 Star Paper 5 Star Paper Character Character Setting Setting Event Event Reaction Reaction Writing matches picture Writing matches picture = Long Beach Unified School District = 28 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder Bunny Cakes Clip Art The Great Big Enormous Turnip Clip Art Long Beach Unified School District 29 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder Tillie and the Wall Clip Art Long Beach Unified School District 30 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Adhiérete Kinder To Catch a Fish Clip Art “I have good bait.” Wanda’s Roses ClipArt Long Beach Unified School District 31 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Long Beach Unified School District Adhiérete 32 Kinder 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. Artes de Lenguaje Inglés Long Beach Unified School District Adhiérete 33 Kinder 2014-2015 IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
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