elementary literacy scope & sequenceliteracy.cmswiki.wikispaces.net/file/view/final k s&s...

Connecting Standards,

Resources, and Timelines

A Planning Tool

A Road Map

An Idea Bank

Scope & Sequence

2016-2017

Elementary Literacy

72‐5600

CMS Scope & Sequence 72-5600

Elementary Literacy


Elementary Literacy

Components of Overview Page Inside Ring: These standards require a heavier focus during the cycle. (For example, these might be your direct instruction, your mini-lessons, etc.)

Outside Ring lists supporting standards during the cycle. The two work together to reach the focus standards more quickly. For example, presenting student writing, speak-ing and listening used as a supporting standards emphasizes one or more reading standards and will improve reading results.

Look for the STARS! Starred standards are taught in EVERY cycle. They are important and must be taught over time and emphasized repeatedly for mastery.

Cycle Dates: These dates are listed as guidelines for your team discussions. Just as a quarter doesn’t always match perfectly with instruction, these dates are geared for data checks. It is totally okay to bridge multiple cycle dates with units of study or content. The focus is on mastering standards and ensuring all standards are met no matter which curriculum choices your school has adopted. System developed assessments align to the standards in each cycle. If your team chooses a different emphasis, adjustments for assessments may be necessary.

How to Read the Overview Page

Additional Tips 1. Be sure to read each overview page thoroughly because this section de-

scribes how the cycle begins and what to emphasize throughout the cycle. Also, some standards need to be introduced later in the cycle as preparation for the next cycle. Additionally, in order to teach all standards, some stand-ards require more of a “force fit.”

2. Standards are not taught in isolation. They are meant to work together. (Schoolnet only allows 1:1 listing for assessment, but this is not how the standards are designed or meant to be used and assessed.) For example, language standards overlap with reading standards when students are close reading and analyzing individual words. Or writing standards overlap with reading standards regularly.

3. These cycles have been developed to ensure all standards are taught and addressed with ample practice time.

Why this odd-shaped section? Reading Standard 1 and Reading Standard 10 are crucial standards that support all other literacy work. Students have to read over time at their ability level and at grade level. In order to grow as readers, they must write about their reading, speak and listen about their reading. Think of these two standards as the support for a ladder. The other standards are the rungs of the ladder. This ring includes independent and supported work.

Close reading (or shared reading) falls into this circle. What you choose as the purpose for close reading will be addressed in other standards (either reading standards or other content area standards). Annotating fits here.

Students must be able to use evidence from the texts they read in multiple ways: conversations, formal presentations, writing, speaking, listening, critical thinking and more!


Elementary Literacy

PERSONALIZED LEARNING WORK

Balanced Literacy Component Critical Questions To Ask While Planning During This Cycle Tools and Resources

for Planning Student Groups Instructional Materials

Word Study Look Fors: Word work should transfer into student writing samples (L.K.1, L.K.2, L.K.4, L.K.5, L.K.6)

Based on data from previous word study, what is the best way to group students during this cycle? Which students are in which group?

Based on data from previous word work, what is the best next step for each group? What are the learning goals of the group/student for this cycle?

What activities will best support the learning goals for each group? What is my assessment plan for each group? (Writing product? spelling test? sorting

activity? etc.) How will I monitor their progress, and how often will I assess in this cycle?

Words Their Way Primary Spelling Inventory (pg. 315 – 318) Elementary Spelling Inventory (pg. 319 – 321) Upper Spelling Inventory (pg. 322-325)

CMS Word Study Progression Words Their Way Month by Month Phonics Compass Learning LLI (intervention only)

Independent Reading Look Fors: Students should be making solid progress through levels in reading continuum and pathways in writing continuum. (RF.K.1.a-d, RF.K.2.a-e, RF.K.3.a-d, RF.K.4)

Independent Reading Levels What is the current reading level for each student? Where are they on their learning progression? What are their reading goals? Can students

articulate their progress in their reading and writing abilities? Is each student in an appropriate book club for this cycle? (note: not all cycles have book

clubs) Are they writing about reading at appropriate levels?

Stamina & Volume Are students reading and writing a variety of genres, lengths of texts appropriate for their

independent level?

Conferring What are specific goals for individual students based on the Continuum?

Continuum of Literacy Learning by Fountas & Pinnell Conferring notes and data

Classroom Libraries Reading A-Z Compass Learning Fountas & Pinnell Prompting Guide app LLI (intervention only)

Guided Reading Groups and/or Strategy Groups Look Fors: Students should be making solid progress through levels in reading continuum? (RF.K.1.a-d, RF.K.2.a-e, RF.K.3.a-d, RF.K.4, SL.K.2, SL.K.3)

Based on data (observations, checklists, conferring notes, MAP, Reading 3D, running records, etc.) what is the best way to group students during this cycle? Which students are in which group?

Based on data, what is the best next step for each group? What are the learning goals of the group for this cycle?

How often does this group need to meet? How long do they need to meet? What text(s), text characteristics, teaching points, etc. will best support the learning goals for

each group? How will I monitor their progress, and how often will I assess in this cycle? What is my assessment plan for each group? (Writing product? reading behavior checklist?

conferring notes? etc.)

Continuum of Literacy Learning by Fountas & Pinnell Conferring notes and data Reading A-Z (planning resources)

Classroom Libraries Reading A-Z Compass Learning Fountas & Pinnell Prompting Guide app LLI (intervention only)

Writing Look Fors: Students should be making solid progress through levels in reading continuum and pathways in writing continuum. (L.K.1.a, L.K.1.F, L.K.2, L.K.2.a, L.K.2.c, L.K.2.d)

Stamina & Volume Are students reading and writing a variety of genres, lengths of texts appropriate for their

independent level?

Conferring What are specific goals for individual students based on the Continuum and the Writing

Pathways progressions?

Continuum of Literacy Learning by Fountas & Pinnell Conferring notes and data

Writing Units of Study Units of Study Writing Pathways If…Then…Curriculum Continuum of Literacy Learning


Elementary Literacy

Grade K

GRAD

E

Overview

K Independent Reading &

Writing Levels Writing about Reading Stamina and Volume Conferring Individual Student Data

RF.K.3, RF.K.4

RL.K.1 RI.K.1 SL.K.2

RF.K.3 L.K.2

RF.K.4RL.K.1 RI.K.1 RL.K.10 RI.K.10

L.K.6

Learning Cycle 1

August - October 14, 2016

During Learning Cycle 1, all students are introduced to the procedures of the reading and writing workshop framework. Teachers use a variety of texts/genres to introduce concepts of print. Students learn that books have a correct position, print has specific directionality (left to right, top to bottom, page by page), and that print has meaning and is made up of letters. Students will learn to hear sounds and begin to associate those sounds with letters. Students understand that you say one word for one group of letters when reading. For the mini reading task the teacher will assess students’ letter and sound knowledge. For the writing task students use the concepts of print to draw, label, dictate, or write about something that happened to them. Students label with initial sounds, read back what they wrote by looking at pictures or sounds, and begin to add some details to their writing/pictures. Independent texts should be at levels RB-B in The Continuum of Literacy Learning dur-ing this cycle. The personalized Learning work page will guide plans for differentiated instruction based on the needs of your students.

Cycle 1

Planning Notes

W.K.3

L.K.1.a

L.K.2.d

RF.K.1.a-c RI.K.5 RI.K.6 RL.K.6

L.K.2.c

SL.K.4

SL.K.1

SL.K.3 RF.K.2.a-c

L.K.5.a,c


Elementary Literacy

Kindergarten Learning Cycle 1 August – October 14

Reading Focus Standards

ON-GRADE LEVEL WORK

Focus Standard

What do we want students to LEARN? (know, do, understand)

To what level of rigor do we need to teach? How will we know

WHEN they've learned it? Text Dependent Questions

Focus on the following standards during this six week cycle. Remember, all the standards work together and are best achieved when connections are made.

In this column, the standards are unpacked and/or stated in a new way that describes the level of rigor students should reach with support from the teacher. The overall goal is for students to be able to complete this level of rigor independently.

Bullets listed below provide examples of how students might demonstrate mastery of the standard(s) during this cycle. These habits, behaviors, and mini performance tasks are taken directly from the Continuum of Literacy Learning, materials from Fountas & Pinnell, materials from Reading & Writing Units of Study, and the NCDPI

Text-dependent questions require students to return to the text to support their answers. This rereading (or close reading) fosters deep thinking, the ultimate goal of text-dependent questions.

CCSS Standard

RF.K.1 a. Follow words from left to right, top to bottom, and page-by-page.

b. Recognize that spoken words are represented in written language by specific sequences of letters

c. Understand that words are separated by spaces in print

Students will understand basic print features:

Books have a correct position Print has specific directionality Print has meaning and is made

up of letters Words are separated by spaces

Use left to right directionality of print and return to the left in reading and writing

Understand that one says one word for one group of letters when you read

Match one spoken to one written word while reading and pointing

Show me where to begin reading. Where do I go from there? After that? Which page do I read first? Tap the words as I read Show me one letter, one word

RF.K.2 a. Recognize and produce rhyming words

b. Count, pronounce, blend and segment syllables in spoken words

c. Blend and segment onsets and rimes of single-syllable spoken words

Students will hear, say, connect and generate rhyming words. Students will hear and say syllables (can-dy). Students will blend 2 or 3 phonemes in words (d-og, dog). Students will connect words by sound (sun, sat). Students will manipulate phonemes (mat-at, and-hand).

Clap the syllables in one and two-syllable words with/without pictures

Identify and produce rhyming words Count and segment syllables in words Identify beginning consonants or consonant cluster of a

one-syllable word Identify the sound after the initial consonant or cluster

Which are the rhyming words? What rhymes with ______? What sound do you hear at the end of ____? Match or sort pictures by initial/final sounds (girls,

glass). Match or sort pictures by rhyming sounds at the

end (man, fan, can).

RL.K.6 & RI.K.6

With prompting and support name the author and illustrator of a story and define the role of each in telling the story.

Student will identify and explain the role of the author and illustrator without prompting or support from the teacher.

Name the author and describe the role Name the illustrator and describe the role

Point to the author’s name. What is the author’s job?

Point to the illustrator’s name. What is the illustrator’s job?

RI.K.5 Identify the front cover, back cover, and title page of a book.

Students will identify the front cover, back cover, and title page of a book.

Identify the front cover, back cover, and title page of a book

Point to the front cover Point to the back cover Turn to the title page.


Elementary Literacy


Writing, Speaking & Listening, and Language Focus Standards

ON-GRADE LEVEL WORK

Focus Standard


To what level of rigor do we need to teach? How will we know WHEN they've learned it? Students might:

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.

Students will convey ideas and choose words or illustrations to use within writing that shows thinking.

Explain and write one’s thoughts and feelings about an experience or event

Understand that a story can be a small moment

L.K.1.a Print many upper and lowercase letters.

Students will write upper and lower case letters without support. Form upper and lowercase letters efficiently in manuscript print

L.K.2.d Spell simple words phonetically, drawing on knowledge of sound –letter relationships.

Students will spell words phonetically based on sound spelling. Write words based on common sounds heard

L.K.5.a,c a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Students will sort objects into categories. Students will make connections between words and how they are used.

Sort objects into categories correctly based on a commonality Use words to describe situations at home and school

SL.K.1 Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in smaller and larger groups.

Students will follow agreed upon rules for discussion (e.g. listening to others and taking turns speaking about topics and texts under discussion).

Enter a conversation appropriately Engage in turn taking of conversation Participate actively in whole class discussion or with peers as partners

or in a small group

SL.K.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional details.

Students will tell about their drawings and labels, adding detail. Give facts and details about an experience orally Give some details with clarity of thought and emotions Tell about their illustrations to explain facts or details of their work


Elementary Literacy


Text Features Required to Meet Focus Standards this Cycle. Continuum of Literacy Learning by Fountas & Pinnell Level RB-B Pages 252-257

NOTE: In general, texts and/or tasks associated with the text in Learning Cycle 1 should be in the Level RB-B range. All texts and tasks listed in this document meet the grade level complexity expectations for the standards. Text Characteristic Description - On Grade Level Work

Range of Levels for

Characteristic Description - Enrichment

Range of Levels for

Characteristic Genre Simple factual text: Animal, Fantasy, Realistic Fiction A-D A few simple retellings of traditional tales D

Text Structure

Fiction Simple narratives varied by pictures Non fiction Focuses on one single idea or topic Underlying text structure (description) Present one simple category of information Some texts with sequential information

A & B

A-F A-E A-F A-F

Simple narratives with several episodes Non-fiction structures are the same levels A-E

C & D

Content Familiar easy content (family, play, pets, school) All concepts supported by picture and information

A-D A-C

Familiar content expands beyond content and school. Most concepts supported by pictures.

E & F D & E

Themes & Ideas

Very familiar themes and ideas A & B Themes related to typical experiences of children Many light humorous stories, typical of common childhood experiences Concrete easy to understand ideas

E-G E-N E-G

Language & Literary Features

Mostly nameless, flat characters Repeating language patterns (simple 3-6 words on each page) Texts with familiar settings close to children’s experiences A few simple elements of fantasy (for example talking animals)

A & B A

A-F A-G

Amusing one-dimensional characters. Repeating natural language patterns (3-6 words per sentence). Simple dialogue

C-I C

C-D

Sentence Complexity

Short and predictable sentences that are close to oral language Simple sentences Subject preceding verb in most sentences

A & B A

A-C

Simple predictable sentences with varied patterns Sentences that are questions

C D & E

Vocabulary Almost all vocabulary familiar to children and likely to be used in their oral

language Word meanings illustrated by pictures

A-E

A-E

Some variation and words used to assign dialogue( mostly the word said) C

Words

Mostly one syllable words with very easy and predictable letter sound relationships

Some simple plurals Repeated use of a few easy high frequency words Some words with a –s and –ing Many words with easy predictable letter sound relationships (decodable) Words with easy spelling patterns

A & B

A & B A & B A & B A-D A-C

Mostly one or two syllable words with simple plurals Some simple contractions and possessives Greater range of easy high frequency words Some words used in different language structures

C & D C & D

C C-G


Elementary Literacy


Illustrations

Illustrations that match print very closely Clear illustrations that support meaning Illustrations that support each page of text Very simple illustrations with no distracting detail Consistent layout of illustrations and print

A-C A & B A & B

A A-C

More meaning carried in the text and less with picture support Illustrations on every page or every other page Simple illustrations with little distracting detail

C C-H

B & C

Book & Print Features

Length One line of text on each page Very short, usually 8 pages of print in text and illustrations

Print and Layout Ample space between words and lines Print in large font Print clearly separated from pictures Consistent placement of print

Punctuation Period only punctuation in most text

A

A-D

A-I A-I A-D A-C

A & B

Length 2-5 lines of text on each page

Print and Layout Some words in bold or larger font for emphasis Sentences turn over one or more lines Line breaks match ends of phrases and sentences

Punctuation Ellipses in some texts to create expectation Periods, commas, quotation marks, exclamation points, question

marks in most texts

C

C-G B-C B-E

E-H

C & D


Elementary Literacy


Performance Tasks

Focus Standard(s)




Related Standards: SL.K.4, SL.K.5, L.K.1.a, L.K.1.f, L.K.2.c, L.K.6

Writing Task #1 Description Students draw, label, dictate, or write about something they know or something that happened to them.

Label with the initial sound Read what they write by looking at the pictures or sounds used Add details with support and prompting

Use pictures and sounds to label their writing in order to tell about something they know or something that happened to them

Tell about their drawings and labels, adding some details Write many upper and lower case letters Write letters for the sounds they hear

RI.K.5 RI.K.6 RL.K.6

Identify the front cover, back cover, and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Related Standards: L.K.1.f, L.K.6

Reading Task #1 Description Students are able to identify and define the role of each of the following:

Front cover Back cover Title page Author and illustrator

Identify the main print concepts/features of a book and understand the roles of both author and illustrator

RF.K.1 Demonstrate understanding of the organization and basic features of print.

Reading Task #2 Description Students are able to demonstrate understanding of the organization and basic features of print by completing the following tasks:

Knows where to begin reading Able to move finger from left to right Knows to return sweep 1:1 correspondence Matches uppercase and lowercase letters Can identify a letter verses a word

Perform all tasks successfully:


RF.K.3.a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Assessment Description Letter/sound identification. This assessment is administered 1 on 1 and can be re-administered throughout the year as needed.

Use specific learning strategies for decoding words in texts Produce the primary sound or many of the most frequent sounds for each

consonant Produces letter sound correspondence


Elementary Literacy


Resources

District-Level Resources Planning Notes

Reading Units of Study (Calkins)

Unit 1: We are Readers

Writing Units of Study (Calkins)

Unit 1: Launching the Writing Workshop Unit 2: (begin) Looking Closely: Observing, Labeling, and Listing Like Scientists (supplemental unit on CMS Literacy Wiki)

Making Meaning Unit 1 The Reading Life

Title (Interactive Read Aloud) My Friends If You Give a Mouse a Cookie Cat’s Colors Flower Garden Friends at School Whistle for WillieVocabulary from Making Meaning Units

Unit 1 Text-dependent Tier 2 Vocabulary Note: The vocabulary listed is drawn from the Making Meaning texts from the units listed above. Refer to the Making Meaning Vocabulary manuals for specific lessons. creature, imitate, companion, explore, generous, nuisance, energetic, exhausted, soar, tangled, snooze, drowsy, pedestrian, passenger, eager, assortment, enjoy, gooey, container, scrumptious, whirl, scramble, determined, proud


Elementary Literacy

Student Name: __________________ Assessment

Letter & Sound Identification Score Sheet Directions: Score each correct response as +1. The gray column is for the initial assessment score. The remaining columns are for the teacher to use for progress monitoring.

Upper Out of 26 Lower Out of 28 Sound Out of 31 A o A F p F K j K P b P W g W Z d Z B u B H k H O e O J z J U c U C a C Y i Y L r L Q q Q M m M D y D N g N S x S X f X I t I E n E G w G R s R V l V T v T a

h Total Total Total

Date Attempt 1 __________ Total (all three) ________ Date Attempt 2 __________ Total (all three) ________ Date Attempt 3 __________ Total (all three) ________ Date Attempt 4 __________ Total (all three) ________


Elementary Literacy

Student Reading Checklist

Grade: Kindergarten Cycle 1 Task Title: Identify and Define Parts of a Book Task #1

Task Description: I can identify and define the role of each of the following (RI.K.5, RI.K.6, RL.K.6)

Front Cover Back Cover Title Page Author and Illustrator

Note: Your teacher may add to this checklist based on what has been taught in your classroom. Your teacher may also add items just for you based on the next steps you are ready to add to your reading.

Not Yet Starting To Yes!

Assessing the Task

Student is not able to identify or define any of the items.

Student is able to identify each but not define role

or

Student is able to identify 1 or more and define 1 or more role. Some prompting may be provided.

Student is able to identify and explain role of each without prompting or support from the teacher.

Next Steps: Instruction for this Student

Continue to model through explicit instruction throughout the day.

Specific small group instruction task deficits.

Teach students how to stop and think about the above before reading to help build background knowledge of the text.

My Notes:


Elementary Literacy


Grade: Kindergarten Cycle 1 Task Title: Print Concepts Task #2

Task Description: I can demonstrate understanding of the organization and basic features of print by completing the following tasks: (RF.K.1)


Note: This checklist could be used as a progress monitoring tool. It is meant to be administered near the end of cycle 1.


Assessing the Task

Student is not able to demonstrate understanding of any of the items.

Student is able to successfully complete 3 of the tasks. Some prompting may be provided.

Student is able to successfully complete all tasks without prompting or support from the teacher.


Continue to model through explicit instruction throughout the day.

Specific small group instruction task deficits.

Teach students how to self-monitoring using the above tasks.

My Notes:


Elementary Literacy

Student Writing Checklist

Grade: Kindergarten Cycle 1 Task Title: Draw, Label, or Write a Personal Narrative Task #1 Task Description: I drew, labeled, dictated, or wrote about something I knew or something that happened to me. (W.K.3)

Labeled with initial sound Read what I wrote by looking at the pictures or sounds used Added details with support and prompting

Note: Your teacher may add to this checklist based on what has been taught in your classroom. Your teacher may also add items just for you based on the next steps you are ready to add to your writing.

Grade K Not Yet Starting To Yes!

Structure Overall I used pictures and sounds to label my writing in order to tell about

something I know or something that happened to me. (W.K.3)

Lead Transitions Ending Organization Development Elaboration I told about my drawings and labels, adding some details. (SL.K.4) Craft Language Conventions Spelling I wrote many upper and lower case letters. (L.K.1.a)

I wrote letters for the sounds I hear in words. (L.K.2.a)

Punctuation


Elementary Literacy

Letter Identification Assessment Purpose: What does your student know about letters? Which letters can he/she identify? Although research has shown that students do not need to know the names of all letters before they begin reading books, knowing letters helps them communicate with the teacher and each other (Samuels, 1972). Being able to discriminate and quickly recognize important letter(s) is also helpful in attaching sounds to the correct letters when reading words (Neuhaus, 2003). Directions: Ask students to identify all upper case and lower case letters, using the following directions:

1. Place the letter identification sheet on the table in front of the student. 2. Ask, “Can you name these letters? Can you say the sounds they make?” 3. Mask the letters with a sheet of paper showing one row of letters at a time. You may

want to point to each letter for the child, or let the child point to the letters naming them. 4. Use the upper case sheet for letter and sound identification. If the student does not

automatically say the letter name and sound at the same time. Let the student name the letters then ask him/her to return to the beginning of the sheet, saying the sound for each letter.

5. Use the lower case sheet for letter identification. Sound identification on this lower case sheet is optional.

Scoring: Place a check mark in the column if the child identifies the letter or sound correctly. Record any letter or sound the child names incorrectly in the boxes. Count the checks (correct letters or sounds) and total them onto the score sheet. Score as correct for letter identification:

1. An alphabet name. 2. You could also score as correct a response in which a child identifies the letter and a

word that has the letter in it (e.g. “There’s a ‘t’ in ‘cat.’”) Score as correct for sound ID:

1. A sound that is acceptable for the letter. 2. A response in which the student says, “It begins like…” giving a word that has that letter

sound as its initial letter.

Record for further teaching: • The student’s preferred mode of identifying letters (i.e. name, sound, or word that

contains the letter). • The letters a child confuses. It is recommended that one of the confused letters is taught

to mastery before introducing the other confused letter. Thus, confused letters are kept apart in the teaching program.

• Unknown letters. Neuhaus, G. F. (2003). What does it take to read a letter? The International Dyslexia Association quarterly

newsletter—Perspectives, pages 27 – 31. Samuels, S. J. (1972). The Effect of Letter-Name Knowledge on Learning to Read. American Educational Research Journal, Vol. 9,

No. 1. pp. 65-74


Elementary Literacy

Grade K

GRAD

E

Overview



RF.K.3 & RF.K.4


RF.K.3 L.K.2 L.K.6


Learning Cycle 2

October 17- December 2, 2016

During the beginning of Learning Cycle 2, students begin working with fiction texts. Students begin to identify char-acters, settings, and events. They begin to retell stories and ask questions about the books they are reading. The reading task during this cycle is to retell the beginning, middle, and end of a story from a shared reading experi-ence or read aloud text. The focus then moves into stu-dents learning how to read by using letters, sounds, and sight words. Students begin reading Kindergarten books with purpose and are able to discuss them after they read. In Writing, students show, through their culminating task, how to write about a topic and label their picture with letter or words during this cycle. Students begin to form sentenc-es using basic sentence structure. They will and add de-tails to their pictures or words as they move into writing with a beginning, middle, and end, (capitalization, punctuation, phonetic spelling). Texts used in this cycle should be at the B-C range in The Continuum of Literacy Learning. The personalized Learning work page will guide plans for differ-entiated instruction based on the needs of your students.

Cycle 2

Planning Notes

RF.K.1.d RF.K.2.d-e RF.K.3.a,c

W.K.3 L.K.1.a L.K.2

RL.K.2 RL.K.3 RL.K.5 RL.K.7

SL.K.4 SL.K.5

L.K.1.a L.K.4

RF.K.1.c

SL.K.1

SL.K.6


Elementary Literacy

Kindergarten Learning Cycle 2 October 17-December 2


ON-GRADE LEVEL WORK

Focus Standard








CCSS Standard

RL.K.2 With prompting and support, retell familiar stories, including key details.

Students will put key details in sequential order to retell a story they know with assistance as needed.

Discuss the text after reading, remembering important information or details of a story

Tell me what happened at the beginning of the story. What happened after that? What happened at the end of the story?

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Students will be able to recognize and name elements in a story with assistance as needed.

Talk about characters, problems, solutions and events in a story

Who are the characters in the story? Can you show me the picture of a character in the

book? Name that character. Show me where in the book the author talks about

the character? Find the part that tells where the story takes place

(picture or words)? Show me in the book where the problem

happens? And where the problem gets solved. What are the important events in the story?

RL.K.5 Recognize common types of texts (e.g., story book, poems).

Students will recognize different types of texts.

Identify how texts are different from each other Use specific vocabulary when identifying different texts

What kind of text is this and how do you know? What makes this a storybook, poem, ______ ?

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Students will connect stories and illustrations. Students will use details from illustrations to support points made in discussion. Students will notice and derive information from pictures.

Explain why illustrations support a story Explain how the illustrations support a story Identify details in the pictures to support the story

Show me the details from the illustrations to support ______________.

Explain why the illustrator selected this picture for the story?

RF.K.1.d Recognize and name all upper case and lower case letters of the alphabet

Students will know all of the names of upper case and lower case letters

Recognize and produce the letter names What’s the name of this letter?


Elementary Literacy


ON-GRADE LEVEL WORK

Focus Standard




RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVC endings /l/, /r/, or /x/. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Students will recognize and use the consonant-vowel-consonant (CVC) pattern (cab, fad, map). Students will connect words by sound (sun, sat)

Read and produce CVC words correctly Create new words by adding or substituting sounds Identify and produce sounds in CVC words

Can you read this (CVC) word? If I change the beginning letter of this (CVC) word,

what is the new word?

RF.K.3 a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Students continue learning specific strategies for decoding words in texts: letter-sound correspondence, vowel patterns, and high frequency words enhances decoding, spelling ability, and vocabulary development. Students are able to read common sight words.

Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)

Does that sound right? Does that look right? Does that make sense? Look at the word, does it look like ____ ? You said ____ does it look like ______? Look at the beginning of that word, can you get it

started? Read this sight word.


Elementary Literacy



ON-GRADE LEVEL WORK

Focus Standard


To what level of rigor do we need to teach? How will we know WHEN they’ve learned it? Students might:

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.

Students will choose words or illustrations to use within writing that shows thinking Students will articulate ideas in ways that are purposeful and appropriate for their audience

Think of topics, events or experiences from one’s own life that are interesting to write about

Explain one’s thoughts and feelings about an experience or event Understand that a story can be a “small moment” Tell events in the order that they occur

SL.K.1

Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in smaller and larger groups.

Students will follow agreed upon rules for discussion (e.g. listening to others and taking turns speaking about topics and texts under discussion).

Enter a conversation appropriately Engage in turn taking of conversation Participate actively in whole class discussion or with peers as partners

or in a small group

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Students will communicate what they are thinking and feeling clearly. Communicate their thoughts and feelings clearly

L.K.1.a Print many upper and lower case letters.

Students will write upper and lowercase letters. Form upper and lower case letters efficiently in manuscript print

L.K.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Students will: a. Capitalize the first word in a sentence and the pronoun i b. Recognize and name end punctuation c. Write a letter or letters for most consonant and short-vowel sounds (phonemes) d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships

Use capital letters in the beginning position in a few familiar, known proper nouns

Show awareness of the first place position of capital letters in words Use a capital letter for the first word of a sentence Capitalize first letter of a sentence Use periods, exclamation points, and question marks as ending marks Say words slowly to hear a sound and write a letter that represents it Write some words and consonant letters appropriate for sounds in words Understand that letters represent sounds


Elementary Literacy


Text Features Required to Meet Focus Standards this Cycle. Continuum of Literacy Learning by Fountas & Pinnell Level B-C Pages 256-261

NOTE: In general, texts and/or tasks associated with the text in Learning Cycle 2 should be in the Level B-C range. All texts and tasks listed in this document meet the grade level complexity expectations for the standards. Text Characteristic Description - On Grade Level Work

Range of Levels for


Range of Levels for


Text Structure


A & B

A-F A-E A-F A-F


C & D


A-D A-C

Familiar content expands beyond content and school Most concepts supported by pictures

E & F D & E

Themes & Ideas


E-G E-N E-G


Mostly nameless, flat characters Repeating language patterns (simple 3-6 words on each page) Texts with familiar settings close to children’s experiences A few simple elements of fantasy (for example talking animals)

A & B A

A-F A-G

Amusing one-dimensional characters Repeating natural language patterns (3-6 words per sentence) Simple dialogue

C-I C

C-D

Sentence Complexity

Short and predictable sentences that are close to oral language Simple sentences Subject preceding verb in most sentences

A & B A

A-C

Some longer sentences (some with more than six words) Some sentences that are questions Many sentences with prepositional phrases and adjectives Few sentences beginning with phrases Mostly simple sentences (subject and predicate) Language structures of text not repetitious

D F-H

C & D D C D


Elementary Literacy


Vocabulary

Almost all vocabulary familiar to children and likely to be used in their oral language

Word meanings illustrated by pictures

A-E

A-E


Word meanings illustrated by pictures Variation in words used to assign dialogue Greater range of vocabulary and multi-syllable words Large numbers of high-frequency words Complex word solving required to understand meaning

A-E

A-E D & E D-H D-H D-H

Words

Mostly one syllable words with very easy and predictable letter sound relationships

Some simple plurals Repeated use of a few easy high frequency words Some words with a –s and –ing Many words with easy predictable letter sound relationships (decodable) Words with easy spelling patterns

A & B

A & B A & B A & B A-D A-C

Mostly one- to two-syllable words Simple plurals Many high frequency words Some words with –s and –ing Some words with inflectional ending

(-ing) Many words with easy, predictable letter-sound relationships (decodable) Some words used multiple times in different language structures (said,

Mom; Mom said) Mostly simple spelling patterns Simple contractions and possessives

C & D C & D D-G A-D

D & E

A-D C-G

D

C & D

Illustrations

Illustrations that match print very closely Clear illustrations that support meaning Illustrations that support each page of text Very simple illustrations with no distracting detail Consistent layout of illustrations and print

A-C A & B A & B

A A-C

Highly supportive illustrations that generally match the text Illustrations on every page or every other page More details in the illustrations

D-G C-H D-F


Length One line of text on each page Very short, usually 8 pages of print in text and illustrations

Print and Layout Ample space between words and lines Print in large font Print clearly separated from pictures Consistent placement of print

Punctuation Period only punctuation in most text.

A

A-D

A-I A-I A-D A-C

A & B

Length Very short, usually eight pages of print Most texts three to eight lines of print per page Print and Layout Ample space between words and lines Print in large plain font Some words in bold or larger font for emphasis Some sentences turn over one line or more lines Sentences beginning on the left in most texts Print clearly separated from pictures Line breaks match ends of phrases and sentences Punctuation Ellipses in some texts to create expectation Periods, commas, quotation marks, exclamation point, question marks,

and ellipses

D

E-I

A-I A-I C-G

B & C D & E A-D B-E

E-H C-D


Elementary Literacy


Performance Tasks

Focus Standard(s)



W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Related Standards: SL.K.5, SL.K.4, L.K.2.c, L.K.1.a, RF.K.1.c

Writing Task #1 Description Students write like a scientist and create a booklet about a topic with labels and possible simple sentences. They will include details in pictures and words.

Use pictures and words to name their topic and give information about the topic

Use words and pictures to tell/write information across pages about their topic

Tell about their drawings and labels, adding some details Write letters for the sounds they hear Write many upper and lower case letters Use spaces in their writing

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Related Standards: SL.K.5, SL.K.4, L.K.2.c, L.K.1.a, RF.K.1.c

Writing Task #1 Description Students write about an experience or event and explain how they reacted to the event. They will include details in pictures and words.

Use pictures and words to tell about the event Use words and pictures to tell/write about the events in the order they

happen Tell about how they reacted or felt about what happened in the story Write many upper and lower case letters Use spaces in their writing

RL.K.2 With prompting and support, retell familiar stories, including key details. Related Standards: SL.K.5, SL.K.4, L.K.2.c, L.K.1.a, RF.K.1.c

Reading task Description Using a familiar shared reading ask students to retell the story. It is recommended to use a Level C-D text for shared reading. Teacher Directions: Reread the text. Say to the student, “Start at the beginning and tell me what happened in this story.” As a scaffold for students the teacher can place the book in front of students. If students are completely text dependent on the book for retell it might be helpful to include that in your observation notes for future instruction.

Tell what happened at the beginning of the story Tell what happened in the middle of the story Tell what happened at the end of the story


Elementary Literacy


Resources



Unit 2: (finish) Readers Read, Think, and Talk About Emergent Storybooks Unit 3: (begin) Readers Use Superpowers to Read Everything in the Classroom


Unit 2: (finish) Looking Closely: Observing, Labeling, Listing Like Scientists (supplemental unit on CMS Literacy Wiki) Unit 2: (begin) Writing for Readers

Making Meaning Unit 2 Making Connections: Fiction

Title (Interactive Read Aloud) When Sophie Gets Angry---Really, Really, Angry… I Was So Mad Noisy NoraVocabulary from Making Meaning Units

Unit 2 Text-dependent Tier 2 Vocabulary Note: The vocabulary listed is drawn from the Making Meaning texts from the units listed above. Refer to the Making Meaning Vocabulary manuals for specific lessons. snatch, furious, comfort, welcome, allow, frustrated, decide, practice, slam, filthy, concerned, moan


Elementary Literacy


Grade: Kindergarten Cycle 2 Task Title: Retell a Familiar Text Task #1 Task Description: I can retell a story using a text that is familiar. (RL.K.2) If students need prompting ask

Can you tell me what happened at the beginning of the story? What happened after that? What happened at the end of the story?


Assessing the Task

Student is not able to give any details.

Student is able to retell one detail or

Student is able to retell at least 2 out of 3 details in order. Some prompting may be provided. or

Student is able to retell at least 1 detail from the beginning, 1 detail from the middle and 1 from the end in order. Some prompting support may be provided.

Student is able to retell the beginning, middle and end of the story in sequential order, including multiple details without prompting or support from the teacher.


Refer to The Continuum of Literacy Learning (Guided Reading A-Z section -Thinking within the Text) Model Sentence starters

highlighting sequencing words

Infuse small group work with tactile activities

Small group instruction focusing of specific skill deficit.

Use 5 Finger retell Have students

sequence events using pictures or sentence strips

Teach students how to have a collaborative conversation with peers when retelling a story with specific details

My Notes:


Elementary Literacy


Grade: Kindergarten Cycle 2 Task Title: Informational Writing Task #1 Task Description: I wrote like a scientist and created a booklet about a topic with labels and possible simple sentences. I included details in pictures and words. After my first draft was complete I added more details. (W.K.2)



Structure Overall I used pictures and words to name my topic and gave information about

my topic. (W.K.2)

Lead Transitions Ending Organization I used words and pictures to tell/write information across pages about my

topic. (W.K.2)

Development Elaboration I told about my drawings and labels, adding some details. (SL.K.5) Craft Language Conventions Spelling I wrote letters for the sounds I hear. (L.K.2.c)

I wrote many upper and lower case letters. (L.K.1.a)

Punctuation I used spaces in my writing. (RF.K.1.c)


Elementary Literacy


Grade: Kindergarten Cycle 2 Task Title: Single Event Writing Task #2 Task Description: I drew, told, and/or wrote about a single event and included details in the order they happened and expressed how I reacted to what happened. (W.K.3)



Structure Overall I drew, told and or wrote about an event or events and expressed how I

reacted to the events. (W.K.3)

Lead Transitions Ending Organization I told the events in order. (W.K.3) Development Elaboration I chose words or illustrations that show my thinking. (W.K.3) Craft I explained my thoughts and feelings about the events. (SL.K.4) Language Conventions Spelling Punctuation


Elementary Literacy

Grade K

GRAD

E

Overview



RF.K.3 & RF.K.4


RF.K.3 L.K.2 L.K.6


Learning Cycle 3

December 5, 2016 - January 27, 2017

During the beginning of Learning Cycle 3, students con-tinue to learn to read by using letters, sounds, and sight words. Students read kindergarten texts with purpose and discuss them afterward. The recommended reading task is to assess students’ sight word knowledge. The comprehension focus emphasizes working with informa-tional text. Students identify main idea and details in informational texts they are reading or listening to. The writing task during this cycle will be for students to write true stories with a beginning, middle, and end with cor-rect sentence structures and details in their pictures and words. Later in the cycle, they begin working writing how-to informational texts that teach others about a topic. Independent texts should be at the C level in The Contin-uum of Literacy Learning during this unit.

The personalized Learning work page will guide plans for differentiated instruction based on the needs of your stu-dents.

Cycle 3

Planning Notes

RF.K.3.a,b,c RI.K.2 RI.K.7

W.K.3 W.K.5 L.K.1.b-d

RF.K.3.a-d

SL.K.1

W.K.2 W.K.8 L.K.2.a-d

RL.K.7

RL.K.2

SL.K.4 SL.K.3


Elementary Literacy

Kindergarten Learning Cycle 3 December 5 – January 27


ON-GRADE LEVEL WORK

Focus Standard







Text-dependent questions require students to return to the text to support their answers. This rereading (or close reading) fosters deep thinking, the ultimate goal of text-dependent questions. Text-dependent questions are best used as a basis for class discussion and writing. They are not meant to be solely used as multiple choice question stems.

CCSS Standard

RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Students will continue learning specific strategies for decoding words in texts. Learning letter-sound correspondence, vowel patterns, and high frequency words enhance decoding, spelling ability, and vocabulary development. Students will read a core of 20-25 high frequency words ( a, am, an, and, at, can, come, do, go, he, I, is, in, it, like, me, my, no, see, so, the, to, up, we, you)


Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) within text while maintaining fluent reading

Read in isolation in context and use in writing Recognize and use beginning consonant sounds and

the letters that represent them to read and write words Understand there is a relationship between sounds and

letters

Does that sound right? Does that look right? Does that make sense? What would you expect ______to start with or

look like? Do you know a work that starts with those letters? Look at the word, does it look like...? You said...does it look like...? Look at the beginning of that word, can you get it

started? Can you read this word all at once? This is a snap word – read it in a snap.

RI.K.2

With prompting and support, identify the main topic and retell key details of a text.

Students will be able to state the main idea in their own words and locate, then state, supporting details with assistance as needed.

Recall text details to support meaning Discuss the text after reading, remembering information

or details of a story

What is an important idea in this text? What details in the text support your ideas? What could be another important idea? Tell me how these two ideas are the same. Tell me how they are different. On what page did you find evidence about

_______?


Elementary Literacy


ON-GRADE LEVEL WORK

Focus Standard




RI.K.7

With prompting and support, describe the relationship between the illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Students will study images (illustrations, photographs, diagrams, etc.) to understand how they help explain and support the text.

Use details from illustrations to support points made in discussion

Look at this image. Can you tell how the author uses this image to help you understand the topic?


Elementary Literacy



ON-GRADE LEVEL WORK

Focus Standard



W.K.3


Students will write words and illustrations to convey a focused story. Students will articulate ideas in ways that are purposeful and appropriate for the audience.

Think of topics, events or experiences from own life that are interesting to write about

Explain one’s thoughts and feelings about an experience or event Understand and write a “small moment” story Tell events in the order that they occur

W.K.5

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Students will respond to questions and suggestions about their writing. Students will understand how to add descriptive words to their writing to strengthen the piece.

Listen actively to others read or talk about writing and give feedback Generate and expand ideas through talk with peers and teacher Alter their writing based on feedback from peers and/or teacher

L.K.1 Demonstrate command of conventions of Standard English grammar and usage when writing or speaking

b. Use frequently occurring nouns and verbs.

d. Understand and use question words (e.g. who, what, where, when, why, how).

Students will use nouns and verbs correctly in speaking and writing. Students will be able to answer who, what, where, when, why and how when discussing a story.

Name nouns and verbs correctly, including appropriate verb tense when speaking

Form clear questions to gain information Use grade appropriate specific vocabulary when talking about text

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Students will ask and answer questions to gain a better understanding of what they are reading.

Notice and ask questions when meaning is lost or understanding is interrupted

Form clear questions to gain information

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Students will be able to articulate clearly using details about familiar people, places, things and events.

Explain and describe people, events and objects


Elementary Literacy


Text Features Required to Meet Focus Standards this Cycle. Continuum of Literacy Learning by Fountas & Pinnell Level C Pages 260-261

NOTE: In general, texts and/or tasks associated with the text in Learning Cycle 3 should be in the Level C range. All texts and tasks listed in this document meet the grade level complexity expectations for the standards. Text Characteristic Description – On Grade Level Work

Range of Levels for


Range of Levels for


Text Structure


A & B

A-F A-E A-F


C & D


A-D A-C

Familiar content expands beyond content and school Most concepts supported by pictures

E & F D & E

Themes & Ideas


E-G E-N E-G


Amusing one dimensional characters Repeating natural language patterns Texts with familiar settings Simple dialogue A few simple elements of fantasy

C-I C

A-F C

A-G

More complex repeating language patterns Greater variety of language structures Texts with familiar settings close to children’s experience Simple dialogue and some split dialogue Variety in assignment to speaker Simple sequence of events Simple elements of fantasy

D D

A-F D

G & H D-G A-G

Sentence Complexity

Simple predictable sentence structure but varied patterns Sentences that are questions Sentences with prepositional phrases and adjectives

C D & E E & F

Some longer sentences (some with more than six words Some sentences that are questions Many sentences with prepositional phrases and adjectives Few sentences beginning with phrases Mostly simple sentences (subject and predicate) Language structures of text not repetitious

D F-H

C & D D C D

Vocabulary Almost all vocabulary familiar to children and likely used in oral language Word meanings illustrated by pictures Some variation in words used to assign dialogue (mostly the word said)

A-E A-E C

Variation in words use to assign dialogue Greater range of vocabulary and multi-syllable words Large numbers of high-frequency words Complex word solving required to understand meaning

D & E D-H D-H D-H


Elementary Literacy


Words

Mostly one or two syllable words A greater range of easy high frequency words Many words with easy predictable letter sound relationships (decodable) Words with easy spelling patterns

C & D C

A-D A-C

Simple plurals Many high frequency words Some words with –s and –ing Some words used multiple times in different language structures (said,

Mom; Mom said) Mostly simple spelling patterns

C & D D-G A-D C-G

C & D

Illustrations Illustrations match print very closely More meaning carried in the text and less in pictures

A-C C

Highly supportive illustrations that generally match the text Illustrations on every page or every other page More details in the illustrations

D-G C-H D-F


Length Usually 8 pages of print 2-5 lines of text on each page Print and Layout Sentences turn over one or more lines The line breaks match ends of phrases and sentences. Punctuation A variety of punctuation marks are used in the book.

D C

B & C B-E

C-D

Length Very short, usually eight pages of print Most texts three to eight lines of print per page Print and Layout Ample space between words and lines Print in large plain font Some words in bold or larger font for emphasis Some sentences turn over one line or more lines Sentences beginning on the left in most texts Print clearly separated from pictures Line breaks match ends of phrases and sentences Punctuation Ellipses in some texts to create expectation Periods, commas, quotation marks, exclamation point, question marks,

and ellipses

D

E-I

A-I A-I C-G

B & C D & E A-D B-E

E-H C-D


Elementary Literacy


Performance Tasks

Focus Standard(s)




Related Standards: W.K.5, L.K.2.c, L.K.2.a, L.K.2.b

Writing Task #1 Description Students write a true story with a beginning, middle, and ending across several pages, adding details to their pictures and words.

Use drawings and simple sentences to tell a personal story with a beginning, middle, and end across pages

Use details in their story with guidance and support from adults and friends

Use letters for the sounds they hear Use capital letters at the beginning and use a period at the end of

sentences

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Related Standards: W.K.5, L.K.2.c, L.K.2.a, L.K.2.b

Writing Task #2 Description Students write an informative text where they name what they are writing about and give some information about the topic.

Use drawings and simple sentences to tell about a topic Name the topic they are writing about Use facts in their story with guidance and support from adults and friends

to give information about the topic Use letters for the sounds they hear Use capital letters at the beginning and use a period at the end of

sentences

RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Reading Task Description Teachers will administer sight word assessments one on one with students based on sight words taught up to this point in the year. *Kindergarten teams create sight word assessment to assess their instruction.

Recognize and read commonly used sight words


Elementary Literacy


Resources



Unit 3: (finish) Readers Use Superpowers to Read Everything in the Classroom and Beyond Unit 4: (begin) Becoming a Class of Reading Teachers


Unit 2: (finish) Writing for Readers Unit 3: (begin) How-To Books: Writing to Teach Others

Making Meaning Unit 3 Retelling

Title (Interactive Read Aloud) Pumpkin Pumpkin Maisy’s Pool “Charlie Needs a Cloak” Unit 4 Visualizing Cat’s Colors “Cats” Cookie’s Week “UmbrellasVocabulary from Making Meaning Units

Text-dependent Tier 2 Vocabulary Note: The vocabulary listed is drawn from the Making Meaning texts from the units listed above. Refer to the Making Meaning Vocabulary manuals for specific lessons.

Unit 3: observe, enormous, patient, scoop, uncomfortable, comfortable, wade, mend, cozy, straight, evening, complete

Unit 4: various, edge, fits, cupboard, amusing, upset, grin, stuck, unpleasant, pleasant, crowded, uncrowded


Elementary Literacy


Grade: Kindergarten Cycle 3 Task Title: Personal Narrative Task #1 Task Description: I wrote a true story with a beginning, middle, and ending across several pages, adding details to my pictures and words. (W.K.3)



Structure Overall I used drawings and simple sentences to tell a personal story with a

beginning, middle, and end across pages. (W.K.3)

Lead Transitions Ending Organization Development Elaboration I used details in my story with guidance and support from adults and my

friends. (W.K.5)

Craft Language Conventions Spelling I used letters for the sounds I hear in words. (L.K.2.c) Punctuation I used a capital letter at the beginning and used a period at the end of my

sentences. (L.K.2.a, L,K.2.b)


Elementary Literacy


Grade: Kindergarten Cycle 3 Task Title: Informative/Explanatory Task #2

Task Description: I wrote about a topic using facts to give information about the topic. (W.K.2)



Structure Overall I used drawings and simple sentences to give information about a topic.

(W.K.2)

Lead Transitions Ending Organization Development Elaboration I used facts in my story with guidance and support from adults and my

friends. (W.K.5)

Craft Language Conventions Spelling I used letters for the sounds I hear in words. (L.K.2.c) Punctuation I used a capital letter at the beginning and used a period at the end of my

sentences. (L.K.2.a, L,K.2.b)


Elementary Literacy

Grade K

GRAD

E

Overview

K

Independent Reading & Writing Levels

Writing about Reading Stamina and Volume Conferring Individual Student Data

RF.K.3 & RF.K.4


RF.K.3 L.K.2 L.K.6


Learning Cycle 4

January 30 - March 10, 2017

During the beginning of Learning Cycle 4, students contin-ue to use their strategies to help them through less familiar and more challenging texts. Students learn to retell their books to a partner to demonstrate understanding of the text and attention to detail. The focus will then shift to informational texts, through which students learn that they can gain information from the books they read. Students learn to read closely, reading for new information, ideas, and vocabulary. Students begin to identify the main topic of what they are reading along with supporting details. This cycle teaches students to generate questions about their learning, study the pictures and illustrations to learn more about their topics, and read across two texts to gain more information on topics and compare the information within the texts. The reading task during this cycle will be for students to read a text on a level C and write or tell the teacher the main idea/topic and details. Students finish writing How-To Books during this cycle. The culminating writing task calls for students to write a how-to information-al book that teaches others about a topic. Students may choose to use technology to publish their book. Later in the cycle, the students move into writing All About Books. As a class or small group, they will research and write informational books about one topic using drawings, la-bels, and words. Independent texts should be at a level C in The Continuum of Literacy Learning during this cycle.

Cycle 4

Planning Notes

W.K.7

W.K.2

W.K.6 L.K.1.e,f W.K.8

RI.K.2 RI.K.8 RI.K.9

SL.K.5 SL.K.6

SL.K.1

L.K.5.b RF.K.3.b



Elementary Literacy

Kindergarten Learning Cycle 4 January 30 – March 10


ON-GRADE LEVEL WORK

Focus Standard






Bullets listed below provide examples of how students might demonstrate mastery of the standard(s) during this cycle. These habits, behaviors, and mini performance tasks are taken directly from the Continuum of Literacy Learning, materials from Fountas & Pinnell, materials from Reading & Writing Units of Study, and the NCDPI.


CCSS Standard

RI.K.2

With prompting and support, identify the main topic and retell key details of a text

Students will be able to state the main idea in their own words, with assistance.

Remember details while reading Discuss the text after reading, remembering information

or details of a story

What is the main idea the author wants you to know? How do you know?

What is an interesting detail the author shared with you?

RI.K.8

With prompting and support, identify the reasons the author gives to support points in a text.

Students will develop the ability to recognize the author’s main points within the text and the specific reasons/details given for each point.

Discuss how the author makes points about a given topic and how the author uses details/reasons to support these specific points

What reasons does the author give to help you understand _____?

What does the author what you to know about ____? How do you know? OR What in the text makes you think that?

RI.K.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Students will be able to articulate similarities and differences in two texts that focus on the same topic (could share a main idea).

Notices and articulates the similarities between two text on the same topic

Notices and articulates the differences between two text on the same topic

What do these two books have in common? How are they different?

How are the main ideas in text A and text B different? The same?

How did text A and text B use (words, illustrations) to explain the topic?


Elementary Literacy



ON-GRADE LEVEL WORK

Focus Standard


To what level of rigor do we need to teach? How will we know WHEN they’ve learned it? Students might:

W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Students will compose a structured and cohesive text that teaches others about a topic. Students will choose specific words or illustrations to use within writing that supports their topic. Students will articulate ideas in ways that are purposeful and appropriate for the audience.

Select interesting and pertinent information to include in a piece of writing Write books or short pieces that are enjoyable to read, as well as,

informative Understand how to write a variety of nonfiction styles from mentor texts

W.K.7

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Students will understand their role (job on the team). Students will contribute to the project from beginning to end.

Understand that writers can get help from other writers Provide support and constructive feedback all parts of shared projects Change writing in response to peer or teacher feedback Create texts that have some of the characteristics of published texts

SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Students create/add images to their writing that support/enhance the reader’s understanding about a topic.

Create informative and appropriate images are present in writing

SL.K.6 Speak audibly and express thoughts, feelings and ideas clearly.

Students will write and speak clearly about a self-selected / kindergarten topic. Use words to discuss their thoughts, feelings, and ideas clearly.

L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating items to their opposite (antonym).

Students will identify and use antonyms. Identify and use antonyms when speaking and writing

RF.K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Students will use long and short vowel sounds correctly when speaking, reading and writing.

Use long and short vowel sounds correctly when speaking, reading and writing


Elementary Literacy


Text Features Required to Meet Focus Standards this Cycle. Continuum of Literacy Learning by Fountas & Pinnell Level C Pages 260-261

NOTE: In general, texts and/or tasks associated with the text in Learning Cycle 4 should be in the Level C range. All texts and tasks listed in this document meet the grade level complexity expectations for the standards. Text Characteristic Description - On Grade Level Work

Range of Levels for


Range of Levels for

Characteristic

Genre

Simple narratives with several episodes (fiction) Focused on a single idea Underlying text structure One simple category of information Some texts with sequential information

A-E A-F A-E A-F A-F

A variety of informational texts on easy topics Simple animal fantasy Realistic Fiction Simple retellings of traditional tales

E-G A-K A-Z E-F

Text Structure


A & B

A-F A-E A-F A-F

Narrative texts with clear beginnings, series of events, and ending (fiction)

E-F

Content Familiar easy content All concepts supported by pictures

A-D A-C

Familiar content that expands beyond home, neighborhood, and school Concepts accessible through text and illustration

E-F F-I

Themes & Ideas

Familiar themes and ideas C-D Themes related to typical experiences of children Many light, humorous stories, typical of childhood experiences Concrete, easy to understand ideas

E-G E-N E-G


Amusing one dimensional characters Repeating natural language patterns Texts with familiar settings Simple dialogue A few simple elements of fantasy

C-I C

A-F C

A-G

More literary stories and language Text with familiar settings close to children’s experience Both simple and split dialogue, speaker usually assigned Some longer stretches of dialogue Simple sequence of events

E-G A-F E-F E-F D-G

Sentence Complexity

Simple predictable sentence structure but varied patterns Sentences that are questions Sentences with prepositional phrases and adjectives

C D-E E-F

Some long sentences (more than 10 words with prepositional phrases, adjective, and clauses

Some sentences that are questions in simple sentences and in dialogue Some complex sentences with variety in order of clauses Variation in placement of subject, verb, adjective, and adverbs Use of commas to set words apart Some compound sentences conjoined by and Language structures of text not repetitious

F-I

F-H E-H F-I E-F I-J

D-H


Elementary Literacy


Vocabulary

Almost all vocabulary familiar to children and likely used in oral language Word meanings illustrated by pictures Some variation in words used to assign dialogue (mostly the word said)

A-E A-E D-E

Most vocabulary words familiar to children and likely to be used in their oral language

Variation in use of words to assign dialogue in some texts (said, cried, shouted)

Greater range of vocabulary and multi-syllable words Large numbers of high frequency words Complex word solving required to understand meaning

F-J

D-E

D-H D-H D-H

Words

Mostly one or two syllable words A greater range of easy high frequency words Many words with easy predictable letter sound relationships (decodable) Words with easy spelling patterns

C-D C

A-D D

Some three-syllable words Plurals, contractions, and possessives Many high frequency words Many words with inflectional endings Mostly words with easy predictable letter sound relationships and spelling

patterns Some complex letter sound relationships in words Some words used multiple times in different language structures Variety of easy spelling patterns Easy contractions

E-H F-K D-G F-K E-F

F-I

C-G E-F E-F

Illustrations

Illustrations match print very closely More meaning carried in the text and less in pictures

A-C C

Highly supportive illustrations that generally match the text Illustrations that support the text but do not carry all important aspects of

meaning Illustrations on every page or every other page in most texts More details in the illustrations

D-F F-G

C-H D-F


Length Usually 8 pages of print 2-5 lines of text on each page Print and Layout

Sentences turn over one or more lines The line breaks match ends of phrases and sentences.

Punctuation A variety of punctuation marks are used in the book

D C

D-F B-E

C-D

Length Short, eight to sixteen pages of print Most texts three to eight lines of print per page Print and Layout Ample space between words and lines Print in large plain font Some words in bold or larger font for emphasis Some sentences turn over one line Sentences carrying over two to three lines and some over two pages Longer sentence starting on left margin Some short sentences, starting middle of a line Print in most texts clearly separated from pictures Many texts with layout supporting phrasing Some limited variation in print placement Punctuation Periods, commas, quotation marks, exclamation point, question marks,

and ellipses

E-I E-I

A-I A-I C-G B-C E-K F-J F-J A-D F-H E-I

E-H


Elementary Literacy

Kindergarten Learning Cycle 4 January 30– March 10

Performance Tasks

Focus Standard(s)



W.K.2 W.K.6


Related Standards: SL.K.5, SL.K.4, L.K.2.c, L.K.1.a, RF.K.1.c With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Related Standards: W.K.8, W.K.2, SL.K.5, L.K.2.

Writing Task #1 Description Students write a how-to-book to teach others about a topic. They use technology to create their book with a partner (e.g., Educreation, Scribble Press, and Story Maker).

Use pictures and words to name their topic and give information about the topic

Use words and pictures to tell/write information across pages about their topic

Tell about their drawings and labels, adding some details Write letters for the sounds they hear Write many upper and lower case letters Use spaces in their writing Access and use simple programs on the computer Locate letter keys on the computer key board to type simple messages

(sentences, visuals). Generate and expand ideas through talk with peers and teacher Look for ideas and topics and personal experiences, shared through talk Ask questions and gather information on a topic

RI.K.2 With prompting and support, identify the main topic and retell key details of a text. Related Standards: RI.K.7

Reading Task Description Students can read an informational text, identify the main topic, and identify three important details, and tell how an illustration supports the text

Identify main topic and at least 3 details from the text and explain how the illustration supports the text without prompting and support


Elementary Literacy

Kindergarten Learning Cycle 4 January 30– March 10

Resources



Unit 4: (finish) Becoming a Class of Reading Teachers Unit 5: (begin) Learning About Ourselves and Our World: Reading for Information


Unit 3: (finish) How-To Books: Writing to Teach Others Unit 5: (begin) All About Books (supplemental unit on CMS Literacy Wiki)

Making Meaning Unit 6 Making Connections: Expository Nonfiction

Title (Interactive Read Aloud) A Day with a Doctor A Day with a Mail Carrier Tools On the Go Unit 7 Wondering: Expository Nonfiction Title (Interactive Read Aloud) Knowing about Noses I Want to Be a Vet A Tiger Cub Grows UpVocabulary from Making Meaning Units

Text-dependent Tier 2 Vocabulary Note: The vocabulary listed is drawn from the Making Meaning texts from the units listed above. Refer to the Making Meaning Vocabulary manuals for specific lessons. Unit 6: healthy, prevent, load, important, useful, similar, repair, communicate, active, haul, switch, swiftly

Unit 7: prey, object, unusual, fact, assist, injure, recover, clever, wild, tame, creep, pounce


Elementary Literacy


Grade: Kindergarten Cycle 4 Task Title: Identify Main Topic &Details Task #1

Task Description: I can read an informational text, identify the main topic, and identify three important details, and tell how an illustration supports the text. (RI.K.2, RI.K.7)

*Student can dictate or write information. After student reads, the teacher will ask, “What is the main topic of the text you just read?” after the student responds, the teacher says, “Tell 3 details that support the main topic”. “Choose an illustration and tell me how it supports the text.”

Not Yet Starting To Yes! Assessing the Task

Student is not able to recall the main topic, any details from the text or the purpose of the illustration

OR Student recalls topic/details not related to the text.

Student may recall details but is not able to identify main topic or explain how the illustration supports the text.

OR

Student identifies main topic and at least 2 details from the text with prompting and support and could explain how the illustration supports the text.

Without prompting and support, student identifies main topic and at least 3 details from the text and is able to explain how the illustration supports the text.


Refer to The Continuum of Literacy Learning (Guided Reading A-Z section -Thinking about the Text) Model

“Show” using visuals with familiar topics (ex. mobile, graphic organizers)

Small group instruction focusing of specific skill deficit.

Use 5 Finger retell for informational texts (main topic, 3 details, illustration)

Increase level of texts Teach students how to have a collaborative conversation with peers when identifying main topic, details and illustrations. Teach students how to transfer verbal knowledge to written form.

My Notes:


Elementary Literacy


Grade: Kindergarten Cycle 4 Task Title: Informational Writing/How-to Task #1 Task Description: I wrote a how-to book to teach others about a topic. I used technology to create my book with a partner (i.e. Educreation, Scribble press, Story Maker). (W.K.2, W.K.6)



Structure Overall With help from adults, I gathered information to teach others about a topic

and used technology to publish my book with a partner. (W.K.6, W.K.7)

Lead Transitions Ending Organization I used words and pictures to tell/write information across pages about my

topic. (W.K.2)

Development Elaboration Craft I wrote to teach about my topic. (W.K.2) Language Conventions Spelling I used sounds to spell words I did not know. (L.K.2.d) Punctuation


Elementary Literacy

Grade K

GRAD

E

Overview

K



RF.K.3 & RF.K.4


RF.K.3 L.K.2 L.K.6


Learning Cycle 5

March 13 - April 28, 2017

During Learning Cycle 5, students continue to work with informational texts. Students use multiple texts to build on what they know about various topics. The reading task for this cycle is for students to study a picture in an information-al text and describe how the picture helps the reader under-stand the topic. In this cycle, students focus on self-monitoring as they read by learning additional strategies for word solving, making meaning, and self-correcting. Through this cycle, students also become more aware of error pat-terns such as meaning, syntax, and visual cues to solve words. Students finish writing All About Books with the cul-minating task of researching and writing an informational book about a topic using drawings, labels, and words. Later in the cycle, students begin working on writing opinion piec-es about their favorite characters. Independent texts should be at a level C-D in The Continuum of Literacy Learning during this cycle.

Cycle 5

Planning Notes


SL.K.1 SL.K.5

SL.K.6

W.K.1

W.K.5

L.K.1 W.K.2 W.K.7

RL.K.4 RI.K.7 RI.K.8

L.K.4 RF.K.3.b-d


Elementary Literacy

Kindergarten Learning Cycle 5 March 13 – April 28


ON-GRADE LEVEL WORK

Focus Standard








CCSS Standard

RI.K.3 With prompting and support describe the connections between two individuals, events, ideas, or pieces of information in a text.

Students will tell how two individuals, events, ideas, or information are linked together.

Describes how two individuals, events, ideas, or pieces of information are related

Shares how the relationship supports the story, the facts, etc. (Why does it matter? How does it support what we know or learned?)

Tell me how ______ and ______ are the same. Tell me how ______ and ______ are different? Where in the text did you learn about ______? Locate another part of the text that supports your

ideas about _______.

RI.K.4

With prompting and support, ask and answer questions about unknown words in a text.

Students will ask and answer questions about words they do not know.

Acquire understanding of new words from context Use new words in discussion of text Acquire new vocabulary from listening and use it in

discussion Use problem-solving strategies to figure out unfamiliar

words in a text

What do you do when you come to a word you do not know?

How can you figure out a word you don’t know? How does the author explain what this word

means? What other words help you figure out the meaning

of _________?

RI.K.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Students will discuss similarities and differences in two texts that share the same main idea.

Articulate connections between texts on the same topic by identifying similarities and differences

What do these two books have in common? How are they different?

How are the main ideas in text A and text B different? The same?

How did text A and text B use (words, illustrations) to explain the topic?


Elementary Literacy



ON-GRADE LEVEL WORK

Focus Standard



W.K.2


Students will compose informative text focused on a single topic. Students will choose words or illustrations to use within writing that shows knowledge about the topic (gained from texts, images, or other sources of information). Students will articulate ideas in ways that are purposeful and appropriate for the audience.

Select interesting information to include in a piece of writing Write books or short pieces that are enjoyable to read and give information

to readers about a topic Use mentor texts to develop and refine their own informational texts

W.K.7


Students will understand their role (job on the team) and how they will contribute (work they will do) to the project from beginning to end.

Understand that writers can get help from other writers Understand that writers can change writing in response to peer or

teacher feedback Create texts that have some of the characteristics of published texts Work with others to compose a text

SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Students will follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Students will continue a conversation through multiple exchanges.

Sustain a conversation with a variety of audiences, including peers, teacher and family

Enter a conversation appropriately Engage in turn-taking of conversation Participate actively in whole-class discussion or with peers as partners, or

in a small group SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Students create/add images to their writing that support/enhance the reader’s understanding about a topic.

Create informative and appropriate images are present in writing

L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Students will be able to understand the meaning of words during reading. Students will be able to acquire understanding of new words from context.

Articulate meaning of words through discussions Use new words appropriately in speaking, reading and writing

RF.K.3 Know and apply grade-level phonics and words analysis skills in decoding words. b. Associate the long and short sound with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sound of the letters that differ.

Students will continue learning specific strategies for decoding words in texts. Learning letter-sound correspondence, vowel patterns, and high frequency words enhance decoding, spelling ability, and vocabulary development. Students will read a core of 20-25 high frequency words ( a, am, an, and, at, can, come, do, go, he, I, is, in, it, like, me, my, no, see, so, the, to, up, we, you)


Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) within text while maintaining fluent reading

Read in isolation in context and use in writing Recognize and use beginning consonant sounds and the letters that

represent them to read and write words Understand there is a relationship between sounds and letters


Elementary Literacy


Text Features Required to Meet Focus Standards this Cycle. Continuum of Literacy Learning by Fountas & Pinnell Level D Pages 264-265

NOTE: In general, texts and/or tasks associated with the text in Learning Cycle 5 should be in the Level D range. All texts and tasks listed in this document meet the grade level complexity expectations for the standards. Text Characteristic Description - On Grade Level Work

Range of Levels for


Range of Levels for

Characteristic

Genre Some simple factual texts Simple animal fantasy Realistic Fiction Simple retellings of traditional tales

A-D A-K A-D D

A variety of informational texts on easy topics Simple retellings of traditional tales

E-G E-F

Text Structure

Simple narratives with several episodes (fiction) Focused on a single idea or one simple topic (non fiction) Underlying text structure (non fiction) Present one simple category of information (non fiction) Some texts with sequential information (non fiction)

C-D A-F A-E A-F A-F


E-F

Content Familiar, easy content (family, play, pets, school) Most concepts supported by pictures

A-D D-E


E-F F-I

Themes & Ideas

Familiar themes and ideas

C-E Themes related to typical experiences of children Many light, humorous stories, typical of childhood experiences Concrete, easy to understand ideas

E-G E-N E-G


Amusing or engaging one-dimensional characters More complex repeating language patterns Greater variety of language structures Texts with familiar settings close to children’s experience Simple dialogue and some split dialogue Variety in assignment to speaker Simple sequence of events Simple elements of fantasy

C-I D D

A-F D

E-F D-G A-G

More literary stories and language Text with familiar settings close to children’s experience Both simple and split dialogue, speaker usually assigned Some longer stretches of dialogue

E-G A-F E-F E-F

Sentence Complexity


D D-E E-F D D

D-H

Some long sentences (more than 10 words with prepositional phrases, adjective, and clauses)

Some sentences that are questions in simple sentences and in dialogue Some complex sentences with variety in order of clauses Sentences with prepositional phrases and adjectives Variation in placement of subject, verb, adjective, and adverbs Use of commas to set words apart Some compound sentences conjoined by and

F-I

F-H E-H C-D F-I E-F I-J


Elementary Literacy


Vocabulary


Word meanings illustrated by pictures Variation in words use to assign dialogue Greater range of vocabulary and multi-syllable words Large numbers of high-frequency words Complex word solving required to understand meaning

A-E

A-E D-E D-H D-H D-H


F-J

Words

Mostly one- to two-syllable words Simple plurals Many high frequency words Some words with –s and –ing Some words with inflectional ending (-ing) Many words with easy, predictable letter-sound relationships (decodable) Some words used multiple times in different language structures (said, Mom;

Mom said) Mostly simple spelling patterns

C-D C-D D-G A-D D-E A-D C-G

D

Some three-syllable words Plurals, contractions, and possessives Many words with inflectional endings Mostly words with easy predictable letter sound relationships and spelling

patterns Some complex letter sound relationships in words Variety of easy spelling patterns Easy contractions

E-H F-K F-K E-F

F-I E-F E-F

Illustrations Highly supportive illustrations that generally match the text Illustrations on every page or every other page More details in the illustrations

D-F C-H D-F

Illustrations that support the text but do not carry all important aspects of meaning

F-G


Length Very short, usually eight pages of print Most texts three to eight lines of print per page Print and Layout Ample space between words and lines Print in large plain font Some words in bold or larger font for emphasis Some sentences turn over one line or more lines Sentences beginning on the left in most texts Print clearly separated from pictures Line breaks match ends of phrases and sentences Punctuation Ellipses in some texts to create expectation Periods, commas, quotation marks, exclamation point, question marks, and

ellipses

D E-I

A-I A-I C-G B-C D-E A-D B-E

E-H I-L

Length Short, eight to sixteen pages of print Print and Layout Sentences carrying over two to three lines and some over two pages Longer sentence starting on left margin Some short sentences, starting middle of a line Print in most texts clearly separated from pictures Many texts with layout supporting phrasing Some limited variation in print placement

E-I

F-J F-J A-D F-H E-I E-H


Elementary Literacy


Performance Tasks

Focus Standard(s)



W.K.2 W.K.7



Related Standards: SL.K.2, SL.K.5, L.K.2.d

Writing Task #1 Description Students write an informational book about one topic using drawings, labels, and words across pages.

Choose a topic to research and create an informational book using drawings, labels, and words with their writing

Understand the key details that they read and use that information in their book across pages

Use their drawings to add details in their writing Use sounds to spell words they did not know and use the word wall to

spell sight words Notice and use some details from texts in groups or independent writing

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

Related Standards: SL.K.2, SL.K.5, L.K.2.d

Writing Task #2 Description Students write expressing their opinion about one topic or book using drawings, labels, and words across pages.

Create an opinion piece using drawings, labels, and words Begin their piece with, “My favorite book is ..” Use their drawings to add details in their writing Use sounds to spell words they did not know and use the word wall to

spell sight words

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or information in a text

Related Standards: SL.K.1, SL.K.2

Reading Task Description Students will tell how two individuals, events, ideas or information are linked together.

Tell about the illustration and how it tells more about the topic Tell about the illustration but may not link back to the topic Use details from the illustration to tell more about the topic they are

reading


Elementary Literacy


Resources



Unit 5: (finish) Learning About Ourselves and Our World: Reading for Information Unit 6: (begin) Readers are Resourceful: Tackling Hard Words and Tricky Parts in Books


Unit 5: (finish) All About Books (supplemental unit on CMS Literacy Wiki) Unit 4: (begin) Persuasive Writing of All Kinds: Using Words to Make a Change

Making Meaning Unit 8 Exploring Text Features

Title (Interactive Read Aloud) Getting Around By Plane Moon Building BeaversVocabulary from Making Meaning Units

Unit 8 Text-dependent Tier 2 Vocabulary Note: The vocabulary listed is drawn from the Making Meaning texts from the units listed above. Refer to the Making Meaning Vocabulary manuals for specific lessons. travel, transportation, depart, land, visible, entire, remarkable, future, wide, clear, construct, structure


Elementary Literacy


Grade: Kindergarten Cycle 5 Task Title: Connections within the Text Task #1 Task Description: Students should be able to tell how two individuals, events, ideas or information are linked together. (RI.K.3)


Student is not able to explain how 2 or more pieces of information within a text are connected.

Student is beginning to make the connection of related pieces of information but needs a high level of support to clearly communicate the relationship.

Student is able to tell how two individuals, events, ideas or information are linked together.


Refer to Continuum of Literacy Learning (Thinking beyond the Text) Scaffolding Instruction Classify/Sort information

Small group instruction with prompting to develop oral responses.

Increase level of text

My Notes:


Elementary Literacy


Grade: Kindergarten Cycle 5 Task Title: Informational Writing Task #1 Task Description: Write an informational book about one topic using drawings, labels, and words across pages. (W.K.7)



Structure Overall I chose a topic to research and created an informational book using

drawings, labels, and words with my writing. (W.K.2, W.K.7)

Lead Transitions Ending Organization I understood the key details that I read and used that information in my

book across the pages. (SL.K.2) change to (W.K.2)

Development Elaboration Craft I used drawings illustrations and additional words to add details in my

writing. (SL.K.5, W.K.2)

Language Conventions Spelling I used sounds to spell words I did not know and used the word wall to spell

sight words. (L.K.2.d)

Punctuation


Elementary Literacy


Grade: Kindergarten Cycle 5 Task Title: Opinion Writing Task #2 Task Description: I wrote an opinion piece about one topic or book using drawings, labels, and words across pages. (W.K.1)



Structure Overall I created an opinion piece about a topic or book using drawings, labels,

and words with my writing. (W.K.1)

Lead Transitions Ending Organization I included my opinion and wrote my piece across the pages. (W.K.1) Development Elaboration Craft I used drawings illustrations and additional words to add details in my

writing. (SL.K.5)

Language Conventions Spelling I used sounds to spell words I did not know and used the word wall to spell

sight words. (L.K.2.d)

Punctuation


Elementary Literacy

Grade K

GRAD

E

Overview

K



RF.K.3 & RF.K.4


RF.K.3 L.K.2 L.K.6


Learning Cycle 6

May 1 - End of School Year 2017

During this cycle, students continue working on self-monitoring their reading. Students set goals for their read-ing, including rereading texts to make their reading sound smoother while gaining a better understanding of the infor-mation presented in the text. In this cycle students role play characters and act out stories using both the text and illustrations to support their thinking. Students identify story elements, retell the stories, and imagine what characters are feeling and thinking. During this unit, students also learn how characters’ actions impact events and others in the story and compare characters within and across texts. The reading task for this unit will be for students to identify one similarity and one difference between characters in fiction books. The culminating task is for students to write their opinions about their favorite character or book explain-ing why. Students work with a partner to add details. Stu-dents then move into narrative writing. The culminating writing task for this unit will be for students to choose one thing that happened to them in Kindergarten and write a story about it with a clear beginning, middle, and end, in-cluding what happened and how they felt. Independent texts should be at the D/E range in The Continuum of Liter-acy Learning during this cycle.

Cycle 6

Planning Notes

RL.K.3 RL.K.4 RL.K.9

W.K.1 W.K.3 W.K.6

W.K.5 L.K.1

SL.K.4 SL.K.6 L.K.5.d RL.K.5

SL.K.3


Elementary Literacy

Kindergarten Learning Cycle 6 May 1 – End of School


ON-GRADE LEVEL WORK

Focus Standard








CCSS Standard

RL.K.3

With prompting and support identify characters, setting, and major events in a story.

Students will name and describe the following story elements: characters, setting, and major events, using key details and making inferences.

Describe characters, settings, problem/solution, and events in a story

Who were the characters in the story? How does the author describe _______(a

character) in this text? What in the text makes you think that?

Where does the story take place? How do the characters work to solve the problem? What are the events in the story? How do the events in the story support the

problem and solution?

RL.K.4

Ask and answer questions about unknown words in a text.

Students will ask and answer questions about words they do not know across various kinds of text by using a variety of word solving strategies to determine pronunciation and meaning.

Explain the meaning of a new word learned from a text Explain how they figured out an unfamiliar word Use new words in discussion of text Acquire new vocabulary from listening and use it in

discussion Use multiple word solving strategies to determine

unknown words

What do you do when you come to a word you do not know? (use multiple problem-solving strategies)

How can you figure out a word you don’t know? How does the author explain what this word

means?

RL.K.9

With prompting and support compare and contrast the adventures and experiences of characters in familiar stories

Students will look for similarities and differences in characters’ experiences within stories they know.

Discuss characters’ actions, experiences, and feelings in a story

Make predictions about what a character is likely to do Compare and contrast what various characters do in a

story

How are the characters the same in these two stories?

How are the characters different? How do the characters solve the problem in two

different stories? Did they solve the problem in the same way? Differently?


Elementary Literacy



Focus Standard



W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

Students will express opinions about topics and books Students will dictate their thinking, illustrate their ideas, and write about their thoughts across various genres

Express and write opinions about stories or poems Express and write opinions about characters or about their feelings or

motives

W.K.3


Students will write a focused, well-sequenced piece about an event that includes a reaction to what happened Students will articulate ideas in ways that are purposeful and appropriate for audience

Think and write of topics, events, or experiences from own life that are interesting to write about

Explain one’s thoughts and feelings about an experience or event Understand that a story can be a “small moment” Tell events in the order that they occur

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.

Students will develop strategies with peers and adults to explore the use of digital tools to publish their writing Students will explore and use a variety of digital tools to communicate

Share writing with a digital tool Understand how to use digital tools to communicate Understand a variety of available digital tools

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Students will ask and answer questions to gain a better understanding of what they are reading.

Notice and ask questions when meaning is lost or understanding is interrupted

Form clear questions to gain information

L.K.5.d

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Students will explore (in texts and through actions) how words can have the same or similar meaning but carry different connotations

Use a variety of words in spoken and written language Choose precise words when describing something or someone


Elementary Literacy


Text Features Required to Meet Focus Standards this Cycle. Continuum of Literacy Learning by Fountas & Pinnell Level D Pages 264-265

NOTE: In general, texts and/or tasks associated with the text in Learning Cycle 6 should be in the Level D range. All texts and tasks listed in this document meet the grade level complexity expectations for the standards. Text Characteristic Description - On Grade Level Work

Range of Levels for

Characteristic Description - Enrichment Range of Levels

for Characteristic

Genre Some simple factual texts Simple animal fantasy Realistic Fiction Simple retellings of traditional tales

A-D A-K A-D D

A variety of informational texts on easy topics Retellings of traditional tales

E-G E-F

Text Structure

Simple narratives with several episodes (fiction) Focused on a single idea or one simple topic (non fiction) Underlying text structure (non fiction) Present one simple category of information (non fiction) Some texts with sequential information (non fiction)

C-D A-F A-E A-F A-F


E-F

Content Familiar, easy content (family, play, pets, school) Most concepts supported by pictures

A-D D-E


E-F F-I

Themes & Ideas

Familiar themes and ideas C-E Themes related to typical experiences of children Many light, humorous stories, typical of childhood experiences Concrete, easy to understand ideas

E-G E-N E-G


Amusing or engaging one-dimensional characters More complex repeating language patterns Greater variety of language structures Texts with familiar settings close to children’s experience Simple dialogue and some split dialogue Variety in assignment to speaker Simple sequence of events Simple elements of fantasy

C-I D D

A-F D

E-F D-G A-G

More literary stories and language Text with familiar settings close to children’s experience Both simple and split dialogue, speaker usually assigned Some longer stretches of dialogue

E-G A-F E-F E-F

Sentence Complexity


D D-E E-F D D

D-H

Some long sentences (more than 10 words with prepositional phrases, adjective, and clauses

Some sentences that are questions in simple sentences and in dialogue Some complex sentences with variety in order of clauses Sentences with prepositional phrases and adjectives Variation in placement of subject, verb, adjective, and adverbs Use of commas to set words apart Some compound sentences conjoined by and

F-I

F-H E-H C-D F-I E-F I-J


Elementary Literacy


Vocabulary


Word meanings illustrated by pictures Variation in words use to assign dialogue Greater range of vocabulary and multi-syllable words Large numbers of high-frequency words Complex word solving required to understand meaning

A-E A-E D-E D-H D-H D-H


F-J

Words

Mostly one- to two-syllable words Simple plurals Many high frequency words Some words with –s and –ing Some words with inflectional ending (-ing) Many words with easy, predictable letter-sound relationships (decodable) Some words used multiple times in different language structures (said,

Mom; Mom said) Mostly simple spelling patterns

C-D C-D D-G A-D D-E A-D C-G

D

Some three-syllable words Plurals, contractions, and possessives Many words with inflectional endings Mostly words with easy predictable letter sound relationships and

spelling patterns Some complex letter sound relationships in words Some words used multiple times in different language structures Variety of easy spelling patterns Easy contractions

E-H F-K F-K E-F F-I

C-G E-F E-F

Illustrations Highly supportive illustrations that generally match the text Illustrations on every page or every other page More details in the illustrations

D-F C-H D-F

Illustrations that support the text but do not carry all important aspects of meaning

F-G


Length Very short, usually eight pages of print Most texts three to eight lines of print per page Print and Layout Ample space between words and lines Print in large plain font Some words in bold or larger font for emphasis Some sentences turn over one line or more lines Sentences beginning on the left in most texts Print clearly separated from pictures Line breaks match ends of phrases and sentences Punctuation Ellipses in some texts to create expectation Periods, commas, quotation marks, exclamation point, question marks, and

ellipses

D

E-I

A-I A-I C-G B-C D-E A-D B-E

I-L E-H

Length Short, eight to sixteen pages of print Print and Layout Sentences carrying over two to three lines and some over two pages Longer sentence starting on left margin Some short sentences, starting middle of a line Print in most texts clearly separated from pictures Many texts with layout supporting phrasing Some limited variation in print placement

E-I

E-K F-J F-J A-D F-H E-I


Elementary Literacy


Performance Tasks

Focus Standard(s)



W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). Related Standards: W.K.5, W.K.2, SL.K.6, L.K.2.a, L.K.2.a, L.K.2.c, L.K.2.d

Writing Task #1 Description Students choose a favorite character or book from a read aloud. Tell why it is their favorite and use examples from the text and share with a partner.

Use drawing and writing to tell their opinion about their favorite character or book and work with a partner to add details

Use the word “because” in their writing Use their writing to discuss their thoughts, feelings, and ideas clearly Use capital letters, punctuation, letter sounds, and the word wall in their

writing

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Related Standards: W.K.6, SL.K.5, L.K.2.c, L.K.d, RF.K.1.b, L.K.2.a, L.K.2.b

Writing Task #2 Description Students think about their year in Kindergarten. Choose one thing that happened that they would like to write about. They will write a story with a beginning, middle, and end including, how they felt and what they did.

Write about one thing that happened in Kindergarten and tell how they felt about it.

Use a digital tool to publish their work Use a beginning, middle, and ending Use many details in their drawings and in their writing Use all letters to sound out words they did not know and is able to read

their writing Capitalize the first word in their sentence and use correct punctuation

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories

Reading Task Description While conferring with a student choose two fiction texts (from book baggie) and ask student to identify one way the characters experiences, feelings or actions are alike and one way they are different. Say, “Looking at these two books, I want you to think about one way the books might be alike and one way they might be different. Can you name one way the characters’ experiences are alike or the same? Can you name one way the characters’ experiences are different?”

Describe the character Name either how the characters’ experiences, actions or feelings are the

same or how the characters’ experiences are different Name one way the characters’ experiences are the same in two texts and

also name one way the characters’ experiences are different in the two texts

Name at least two or more similarities and difference in characters’ experiences across two texts


Elementary Literacy


Resources



Unit 6: (finish) Readers are Resourceful: Tackling Hard Words and Tricky Parts in Books Unit 7: (begin) Readers Get to Know Characters by Pretending and by Performing Our Books


Unit 4: (finish) Persuasive Writing of All Kinds: Using Words to Make a Change Unit 7: (begin) Writing Stories: Using All We Know About Narrative Writing to Craft Stories for Readers (supplemental unit on CMS Literacy Wiki)

Making Meaning Unit 5 Wondering

Title (Interactive Read Aloud) Brave Bear A Letter to Amy Henry’s Wrong Turn Unit 9 Revisiting the Reader Life Title (Interactive Read Aloud) A Porcupine Named Fluffy Vocabulary from Making Meaning Units

Text-dependent Tier 2 Vocabulary Note: The vocabulary listed is drawn from the Making Meaning texts from the units listed above. Refer to the Making Meaning Vocabulary manuals for specific lessons. Unit 5: doubtful, confident, courageous, persistent, glance, peer, collide, disappointed, signal, pursue, disappear, warn Unit 9: pleased, soggy, unkind, kind


Elementary Literacy


Grade: Kindergarten Cycle 6 Task Title: Compare/Contrast Task #1 Task Description: Identify how a character’s actions, feelings and experiences are similar and different in familiar stories. (RL.K.9)


Student may describe the character but does not speak to the characters’ experiences, actions or feelings.

Student can name either how the characters’ experiences, actions and feelings are the same or how the characters’ experiences, actions and feelings are different but not both.

Student can name at least two or more similarities and differences in characters’ experiences, actions and feelings across the two texts.


Refer to Continuum of Literacy Learning (Thinking beyond the text) Reteach concept in a new way Scaffold supports using sentence frames

Reteach/Review character anchor charts Scaffold supports using sentence starters

Increase level of text

My Notes:


Elementary Literacy


Grade: Kindergarten Cycle 6 Task Title: Opinion Writing – Favorite Character/Book Task #1 Task Description: I chose a favorite character or book from a read aloud. I told why it is my favorite. I wrote examples from the text and shared with a partner. (W.K.1)



Structure Overall I used drawing and writing to tell my opinion about my favorite character or

book and worked with a partner to add details. (W.K.1, W.K.5)

Lead Transitions I used the word because in my writing. (W.K.1) Ending Organization Development Elaboration I used my writing to discuss my thoughts, feelings, and ideas clearly.

(SL.K.6).

Craft Language Conventions Spelling I used capital letters, punctuation, letter sounds, and the word wall in my

writing (L.K.2.a, L.K.2.b, L.K.2.c, L.K.2.d)

Punctuation


Elementary Literacy

Student Checklist

Grade: Kindergarten Cycle 6 Task Title: Opinion Writing – Personal Reflection Task #2 Task Description: I thought about my year in Kindergarten. I chose one thing that happened that I would like to write about. I wrote a story with a beginning, middle, and end. I included how I felt and what I did. (W.K.3)



Structure Overall I thought about my year in Kindergarten and wrote about one thing that

happened and told how I felt. I used a digital tool to publish my work. (W.K.3, W.K.6).

Lead Transitions I used a beginning, middle, and ending in my writing. (W.K.3) Ending Organization Development Elaboration Craft I used many details in my drawings and in my writing. (SL.K.5, W.K.5) Language Conventions Spelling I used all letters to sound out words I did not know and was able to read

my writing. (L.K.2.c, L.K.2.d, RF.K.1.b).

Punctuation I capitalized the first word in my sentence and used correct punctuation (L.K.2.a and L.K.2.b)


Elementary Literacy

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