Unit 5

English Language Arts
Unit 5: Stick to It
Kindergarten
Unit Overview- Listening and Learning
Unit Focus:
Students will begin to learn
the importance and
satisfaction of staying with
something even though it
may not be much fun and
the payoff may not be
immediately apparent. In
Listening and Learning,
students will learn about
perseverance and reflect
on instances in their own
lives when they have
persisted. Students will
interpret and evaluate a
variety of literature about
perseverance and compare
and contrast the
experiences of different
characters. Students will
write about their ideas
and/or understandings of
being persistent in a
“Listening and Learning
Log”.
Duration:
21 days
(Approximately 30 minutes
daily)
Transfer Goals
Students will be increasingly able to independently use their learning to…
• Listen closely to stories read in order to understand how and why people act as they do.
• Understand how characters, setting, and events work together to tell a story.
• Write about new understandings and experiences using vocabulary acquired through conversations and reading.
Making Meaning
UNDERSTANDINGS
Students will understand that…
ESSENTIAL QUESTIONS
Students will keep considering…
•
Perseverance can lead to great rewards which sometimes are not immediately
apparent.
•
•
People who persevere share common behaviors and personality traits.
•
Asking questions increases comprehension and helps a reader monitor their
own understanding of a story or piece of text.
1.
2.
3.
4.
5.
Authors convey information about characters in a story through characters’
appearance, behavior, interests, way of speaking, and other mannerisms.
How do you reach your goals?
How do authors tell a story?
In what ways does the author help me get to know a character?
Do I see myself in any of these characters?
How can asking questions help me?
Acquisition
Students will know…
Students will be skilled at (Do)
•
•
•
Listening and responding to questions about characters, setting, and
main events in stories about perseverance
•
•
•
•
•
•
•
Interpreting and evaluating a variety of literature about perseverance
Perseverance is the act of sticking to something
Literary features of narrative: character, setting, events, challenges, problem,
solution
•
•
Vocabulary: perseverance, persistence, accomplishments
•
•
Thought process and language for making comparisons (both, same, similar)
•
Setting includes both place and time
Thought process and language for cause and effect (as a result of.., so,
because...if..then...)
Characterization includes appearance, behavior, interests, thoughts, words,
and feelings
1
Comparing characters that exhibit perseverance
Responding to literary texts through drawing, writing and speaking
Expressing opinions about (characters) who persevere
Making connections from one text to another
Setting a personal goal and persevering to achieve it
Using newly acquired vocabulary in conversations, reading and being
read to
English Language Arts
Unit 5: Stick to It
Kindergarten
Assessment Overview- Listening and Learning
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the essential questions and meet the expectations of the Common Core State Standards on the unit assessments.
Essential Questions
Interim Assessment
Daily Performance Activities
The essential questions of this unit
include:
1. How do you reach your goals?
2. How do authors tell a story?
3. In what ways does the author help
me get to know a character?
4. Do I see myself in any of these
characters?
5. How can asking questions help me?
Students will demonstrate an
understanding of the “essential questions”
through the completion of the following
performance task:
Daily instruction and activities aligned to
the CCSS prepare and inform students on
meeting the expectations of the unit
assessments.
1. Group Work: Teacher will read aloud
JoJo’s Flying Sidekick from the OCR
leveled classroom libraries (or an
alternative picture book with the theme
of perseverance). Students will work in
groups to identify the characters,
setting, problem, and events and
record their ideas in a Tree Map.
2. Independent Draw/Write: Students will
draw/write to answer the question:
What did JoJo do to accomplish her
goal?
Students will demonstrate their daily:
1. Understanding of texts and the
“essential questions” by meeting grade
level CCSS expectations for reading,
listening, and language:
2. Ability to express their understanding
by meeting grade level CCSS
expectations for speaking,
writing/drawing, and language.

2
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English Language Arts
Unit 5: Stick to It
Text, Standards and Assessment- Listening and Learning
Text
Literature
Bunny Cakes (OCR)
The Great Big Enormous Turnip (OCR)
BAP: Tillie and the Wall (OCR)
To Catch a Fish (OCR)
BAP: Wanda’s Roses (OCR)
Multi-Media (Website, Video, Film, Music, Art,
Graphics)
Overcoming Obstacles – Steven Claunch
http://larryferlazzo.edublogs.org/2013/08/24/t
his-is-the-best-video-ive-seen-on-perseveranceresilience-theres-no-dishonor-in-having-adisability/
Amazing Kids of Character: Portraits of
Perseverance
http://www.youtube.com/watch?v=S7vouKO8
4oI&safe=active
Resources
Thinking Maps Setting the Stage
Binder
WftB Response to Literature pages
38-39 for text-to-text and text-toself examples
Reading
Speaking and Listening
Literature
RL.K.1 With prompting and support, ask and answer
questions about key details in a text.
RL.K.2 With prompting and support, retell familiar
stories, including key details.
RL.K.3 With prompting and support, identify
characters, settings, and major events in a story.
RL.K.4 Ask and answer question about unknown words
in a text.
RL.K.5 Recognize common types of texts (e.g.
storybooks, poems).
RL.K.6 With prompting and support, name the author
and illustrator of a story and define the role of each in
telling the story.
RL.K.7 With prompting and support, describe the
relationship between illustrations and the story in
which they appear.
RL.K.9 With prompting and support, compare and
contrast the adventures and experiences of characters
in familiar stories.
RL.K.10 Actively engage in group reading activities
with purpose and understanding.
Kindergarten
Writing
Language
Comprehension and
Collaboration
Research to Build
Present Knowledge
Vocabulary and
Acquisition
SL.K.1 Participate in collaborative
conversations with diverse partners
about kindergarten topics and texts
with peers and adults in small and
larger groups.
SL.K.3 Ask and answer questions in
order to seek help, get information, or
clarify something that is not
understood.
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.
W.K.8 With guidance and
support from adults, recall
information from
experiences or gather
information from
provided sources to
answer a question.
L.K. 4 Determine or
clarify the meaning
of unknown words
and multiplemeaning words
and phrases based
on kindergarten
reading and
content.
Presentation of Knowledge and
Ideas
SL.K.4 Describe familiar people,
places, things, and events and with
prompting and support, provide
additional detail.
SL.K.5 Add drawings or other visual
displays to descriptions as desired to
provide additional detail.
SL.K.6 Speak audibly and express
thoughts, feelings, and ideas clearly.
L.K.6 Use words
and phrases
acquired through
conversations,
reading and being
read to, and
responding to
texts.
Performance Task –
Group Work: Teacher will read aloud JoJo’s Flying Sidekick from the OCR leveled classroom libraries (or an alternative picture book with the
theme of perseverance). Students will work in groups to identify the characters, setting, problem, and events and record their ideas in a Tree
Map.
Independent Draw/Write: Students will draw/write to answer the question: What did JoJo do to accomplish her goal?
Note: Bolded standards are assessed on the performance tasks and all others are taught and assessed formatively throughout the Daily Performance Activities.
3
English Language Arts
Unit 5: Stick to It
Kindergarten
Text Sequence Overview – Listening and Learning
Approximate
Number of Days
Text(s)
Days 1-3
Bunny Cakes (OCR)
Days 4-7
The Great Big Enormous Turnip (OCR)
Days 8-12
BAP: Tillie and the Wall (OCR)
Days 13
To Catch a Fish (OCR)
Days 14-18
BAP: Wanda’s Roses (OCR)
Days 19-21
Performance Task: Group Work and Independent Write
Note: In addition to the texts listed above, it is very important to include daily read-alouds to expose students to the rich language of quality text.
When choosing read alouds for this purpose, the teacher should consider how the books will extend students’ understanding of the theme, build
vocabulary and provide opportunities for thoughtful classroom discussions.
4
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Kindergarten
Bunny Cakes (OCR)
Days 1-3
Standards:
Reading Literature
RL.K.1 With prompting and
support, ask and answer
questions about key details in a
text.
RL.K.2 With prompting and
support, retell familiar stories,
including key details.
RL.K.3 With prompting and
support, identify characters,
settings, and major events in a
story.
RL.K.4 Ask and answer questions
about unknown words in a text.
Writing
W.K.8 With guidance and support
from adults, recall information
from experiences or gather
information from provided
sources to answer a question.
Speaking and Listening
SL.K.1 Participate in collaborative
conversations with diverse
partners about kindergarten
topics and texts with peers and
adults in small and larger groups.
SL.K.4 Describe familiar people,
places, things, and events and,
with prompting and support,
provide additional detail.
SL.K.5 Add drawings or other
visual displays to descriptions as
desired to provide additional
detail.
Theme Connections
In this story, Max shows determination and perseverance in getting what he wants.
Reader and Task Considerations
Students would benefit from listening to this story if you have a copy of the book with the illustrations. Without the pictures, it may be difficult for students to realize that Max
continues to have to go back to the store because he keeps knocking over the ingredients. If you don’t have the book and you need to read the book from the teacher edition, be sure
to clarify what may be happening as you read. For example, students need to infer that Max was sent to the store because he dropped the eggs, whereas the illustrations show that
this is what happened.
Preparing for the Unit: Tell students that in this unit, they will be reading and learning about how to stick to something to accomplish a goal. Explain that this is called perseverance and
many of the stories they will be reading about have characters who try to accomplish their goals by continuing to try until they succeed.
As an introduction to the unit theme, watch the two suggested videos on hard-work and perseverance. (Not all teachers may have access to these videos. If this is the case,
watching the videos are not necessary)
Share a time you continued to do something until you were able to persevere.
Daily Performance Task
Tell students that the main character is the person (or animal) that the story is mostly about. There is a lot you can learn about a character by paying close attention to their actions
throughout a story. Tell students you want them to pay close attention to the main character Max, what he does throughout the story, and why he does what he does.
Read Bunny Cakes all the way through without stopping
Reread the text, stopping in chunks to ask text-dependent questions:
Who are the other characters in the story besides Max? Begin a Tree Map with the branches “Characters, Setting, Problem, Major Events” and start the branch titled
“character” by placing “Max” in a circle that will later become a Bubble Map (see page 10)
Tell students that the setting of a story can include not only where the story takes place but also when the story takes place.
Where and when does this story take place? What evidence in the story supports your answer? (add the branches where and when to the Tree Map under setting, pg. 10)
Why did Ruby continue to send Max to the grocery store?
Did Max purposely knock over the ingredients? (Some students will say yes and some may say no. Either answer is acceptable but be sure to have them support their
answer with evidence from the text.
What did Max want from the grocer?
Why didn’t the grocer give Max the Red-Hot Marshmallow Squirters the first time he asked for them? (add the problem to the Tree Map)
What are the different things Max did to try to get the Red-Hot Marshmallow Squirters? Begin a Multi-Flow map to illustrate all the things Max did to accomplish this goal
(Record only the left side of the map. This Multi-Flow can then be added under events to the Tree Map).
How does Max accomplish his goal and how does this show perseverance? How would you describe Max? (Record words that describe Max in the Bubble Map under
Characters on the Tree Map)
Do you think Ruby also showed perseverance? What evidence from the text supports your answer?
What was the effect of Max accomplishing his goal? (Add the effects on the right side of the Multi-Flow, see page 10)
Vocabulary: grocer, thrilled
Building on the Theme: Tell the students that they will decide on a class goal that they will “stick to”. Once the goal has been decided, discuss ways the class will work towards reaching
that goal (see left side of the sample goal and map on pg 11)
Listening and Learning Log: What did Max have to do to get what he wanted?
5
English Language Arts
Unit 5: Stick to It
Kindergarten
Daily Performance Activities – Listening and Learning
The Great Big Enormous Turnip (OCR)
Days 4-7
Standards:
Reading Literature
RL.K.1 With prompting and
support, ask and answer
questions about key details
in a text.
RL.K.2 With prompting and
support, retell familiar
stories, including key details.
RL.K.3 With prompting and
support, identify
characters, settings, and
major events in a story.
RL.K.4 Ask and answer
questions about unknown
words in a text.
RLK.7 With prompting and
support, describe the
relationship between
illustrations and the story in
which they appear.
Writing
W.K.8 With guidance and
support from adults, recall
information from
experiences or gather
information from provided
sources to answer a
question.
Speaking and Listening
SL.K.3 Ask and answer
questions in order to seek
help, get information, or
clarify something that is not
understood.
Vocabulary: turnip,
enormous, granddaughter,
pulled
Theme Connections
This story illustrates the value of “sticking to it” as it tells of an old man’s attempt to pull a giant turnip from the ground.
Reader and Task Considerations
Students may not be familiar with a turnip. You may want to consider bringing one in to show the class.
Remind students of the different types of texts they have been exposed to this year (storybooks, poems, informational books). Tell students that the Great Big Enormous Turnip is similar to a
storybook but it is a Russian folktale. A folktale is a story that has been passed down from generation to generation. Folktales contain things that are not real (e.g. animals that act like
humans, unusual things happen)
Daily Performance Task
Tell students that paying close attention to a character’s actions (what they do) throughout a story, can give you clues to what the character is like.
Point out that although this story is made up, it shows how important “sticking to it” can be in solving a problem. Tell the students to listen closely as you read to find out who has a
problem, what the problem is, and the events that lead to the solution.
Read the title and author. Prior to reading, do a picture walk and have the students discuss in partners who they think the characters are in the story and where and when they think
the story takes place.
Read the book in its entirety. You may want to stop a few times to give students an opportunity to predict. Confirm predictions: Who are the characters? How would you describe the
old man? (Bubble Map) Where and when does the story take place (setting)? The text doesn’t mention the setting, how do you know where the story takes place? Complete the
Characters and Setting branches of the Tree Map (see sample on page 12)
Reread the text, stopping in chunks to ask text-dependent questions. While discussing The Great Big Enormous Turnip, be sure to give students opportunities to discuss with partners
and/or small groups as well as whole class discussions. While engaging in discussions with partners and small groups, remind students to not only follow the agreed-upon rules
(listening to others, taking turns speaking, and continuing a conversation through multiple exchanges) but to ask questions in order to seek help, get information, or clarify something
that is not understood.
Earlier we talked about Folktales containing unusual things that happen or animals that act like humans (reader and task considerations). What examples from The Great Big
Enormous Turnip have these characteristics? Point out that the story starts with Once upon a time which also suggests it is a folktale.
What was the problem in the story? What was the old man not able to do? (add to the Tree Map)
How did the old man “stick to it” and show perseverance? What are some of the things he did to try to pull up the turnip? Begin a Mulit-Flow map to record the sequence of
events that led him to accomplish this goal (see page 12). Record the left side of the map.
What phrase is repeated over and over again in the story?
Tell students that sometimes the illustrations provide information the text does not. Paying close attention to the illustrations will help you learn more about the story and help the
reader understand more about what may be happening.
Ask the students the following questions about the illustrations:
What was the old lady doing when the man called her? What was the daughter doing?
The text mentions that the turnip is big and enormous. How big is it in relation to the old man?
What happened as a result of the turnip coming out of the ground? (Add to the right side of the Multi-Flow map, see page 12)
Revisit the Bubble Maps that were created for both Max and the Old Man. How are these characters similar? (Create a Double Bubble, only recording the similarities, see page 13)
Orally rehearse taking information “off the map”. Max and the old man are alike (similar) because ...Max and the old man are both...
Listening and Learning Logs: Write a sentence about the similarities between Max (Bunny Cakes) and the old man.
Building on the theme: What goal would you like to accomplish by the end of the unit? You may want to give the students the template from page 18. Give students time to think of
something they are currently not able to do or something they need to work on. Have the students set a goal that they would like to accomplish by the end of the unit and what they plan on
doing to accomplish this goal. (Examples could be learning how to ride your bike, passing a particular sight word list, learning how to tie your shoes, being kind to others...) Encourage
students to use drawings as well as written words.
6
English Language Arts
Unit 5: Stick to It
Kindergarten
Daily Performance Activities – Listening and Learning
BAP Lesson: Tillie and the Wall (OCR)
Days 8-12
Culminating Task:
Students will describe Tillie
using a character trait that
was the most helpful in
getting her to achieve her
goal of getting to the other
side of the wall.
Standards Addressed:
Please refer to the BAP
lesson located on the
Intranet for the standards
reference.
Theme Connections
This story tells of a young mouse whose curiosity, imagination, and persistence allow her to extend the boundaries of her world.
Reader and Task Considerations
To help the students be more successful with the Culminating Task, early on in the week you may want to choose an adjective from the bubble map and
together as a class interactively write a sentence about Tillie.
Daily Performance Task (See BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks.)
Prior to reading, point out that this story is another example of how important “sticking to it” can be in solving a problem. Tell the students to listen
closely as you read to find out who has a problem, what the problem is, and the events that lead to the solution.
As you go through the BAP lesson, create a Tree Map to record the Characters (including describing Tillie), Setting (when and when), Problem, Major
Events after reading the story. Create a Multi-Flow Map to sequence the different things Tillie tried to do to get to the other side of the wall and what
happened as a result(see below or page 13 for a larger sample)
For other examples of photos, go to Intranet, Language Arts, Instructional Tools, BAPS, scroll down to bottom of page, click Instructional
Tools, Photo Examples (kindergarten)
7
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Kindergarten
To Catch a Fish (OCR)
Day 13
Standards:
Reading Literature
RL.K.1 With prompting and support, ask and
answer questions about key details in a text.
RL.K.3 With prompting and support, identify
characters, settings, and major events in a
story.
RL.K.5 Recognize common types of texts (e.g.
storybooks, poems)
RL.K.6 With prompting and support, name the
author and illustrator of a story and define the
role of each in telling the story.
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.
Speaking and Listening
SL.K.3 Ask and answer questions in order to
seek help, get information, or clarify
something that is not understood.
SL.K.4 Describe familiar people, places, things,
and events and, with prompting and support,
provide additional detail.
Sl.K.6 Speak audibly and express thoughts,
feelings, and ideas clearly.
Vocabulary: wish, hook, bait, concentrate,
appetite, “hit the spot”
Theme Connections
The poem “To Catch a Fish” shows how perseverance, or sticking to it, is helpful in catching a fish and in doing any other thing you really want to
do.
Reader and Task Considerations
This poem contains the expression “hit the spot” which may not be familiar to the students. Explain that when something “hits the spot” it is just
the thing that is needed, for example: “When I am hot and thirsty, a glass of ice water hits the spot!”
Daily Performance Task
Tell students that they are going to read a poem about fishing. The author of this poem is Eloise Greenfield. She is the same author as “Making
Friends”. Remind students that poems will often times not use punctuation or capital letters and may include rhyme and rhythm. Tell students
that although poems can be written very differently than a narrative or piece of literature, poems do tell a story.
Have students think about what they already know about perseverance. After a brief discussion, tell them to ask any questions about
how perseverance might be related to fishing (e.g. What do I need to do to catch a fish? Why do you need to really “stick to it” to catch a
fish?)
Read “To Catch a Fish” without stopping one time through. Emphasize the rhyme and rhythm of the poem as you read. On the second
read, encourage students to stop you to ask questions in order to build
understanding, or clarify something that is not understood.
Ask the following text-dependent questions:
What are the words in the poem that rhyme? Create a Bridge Map (see
sample)
Why does it take more than a wish to catch a fish? What evidence from the
poem supports your answer?
What are all the things the fisherman did to try and catch a fish? Create a one-sided MultiFlow map (see below)
What is the main idea of this poem? What is it you need to do to catch a fish (be patient).
Have any other characters we have read about so far showed patience? What evidence do
you have to support your answer?
Engage students in a discussion about the progress they are making in regards to their personal
goals and the class goal.
There are certain qualities each character has exhibited in each story or poem that contributed or
helped him/her persevere. Have the students help you make a list of some of those qualities.
Listening and Learning Log: In your opinion, which quality do you think is the most important when you
want to accomplish something?
8
English Language Arts
Unit 5: Stick to It
Kindergarten
Daily Performance Activities – Listening and Learning
BAP Lesson: Wanda’s Roses (OCR)
Days 14-18
Culminating Task:
How would you
describe Wanda? Use
evidence from the text
to support your
answer.
Standards Addressed:
Please refer to the
BAP lesson located on
the Intranet for the
standards reference.
Theme Connections
This story shows how belief and determination to reach one’s goal can inspire others.
Reader and Task Considerations
Wanda’s Roses has a different outcome than the other stories in this unit. You may have to explain to students that often times, no matter how hard we work, we
still may not be able to accomplish something we set out to do. This will be a good time to discuss the importance of trying your best. An example may be playing on
a sports team. A team may practice and play really hard, but still lose.
Daily Performance Task
Prior to reading, point out that this story is another example of how important “sticking to it” can help someone accomplish something, and in this case to help make a wish come
true. Tell the students to listen closely as you read to find out who has the wish, what the wish is, and the events that lead to the solution. Create a Tree Map to record the
Characters, Setting, Problem, and Events after reading the story (see page 14 for sample). Create a one-sided Multi-Flow Map to sequence the different things Wanda (and the
neighbors) did to get the rosebush to bloom (events).
Discussion: The characters in The Great Big Enormous Turnip, Tillie and the Wall, and Wanda’s Roses all worked hard-work and didn’t give up until they accomplished their goals.
What else may have contributed to their success? Engage the students in a discussion about how they all had support and received help from other characters in the story. While
engaging in this discussion, remind students to not only follow the agreed-upon rules (listening to others, taking turns speaking, and continuing a conversation through multiple
exchanges) but to ask questions in order to seek help, get information, or clarify something that is not understood.
Listening and Learning Logs: How are Tillie and Wanda similar?
Create a Double Bubble to record the similarities between Tillie and Wanda (see
map to the right). Orally rehearse taking information off the map prior to having
students write about the similarities in their listening and learning logs. Tillie and
Wanda are similar because they both...
Building on the theme:
Revisit the class goal and record the results on the right side of the Multi
Flow map (see page 11) Give students time to also record the results of their
own personal goal on the right side of their Multi-Flow Map.
For other examples of photos, go to Intranet, Language Arts, Instructional Tools, BAPS, scroll down to bottom of page, click Instructional Tools, Photo Examples (kindergarten)
9
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Sample Thinking Maps-Bunny Cakes
Note: You may consider using illustrations instead of text when possible in the maps
10
Kindergarten
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Sample Thinking Maps-Building the Theme
Note: You may consider using illustrations instead of text when possible in the maps
11
Kindergarten
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Sample Thinking Maps-The Great Big Enormous Turnip
Note: You may consider using illustrations instead of text when possible in the maps
12
Kindergarten
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Sample Thinking Maps-Tillie and the Wall
Note: You may consider using illustrations instead of text when possible in the maps
13
Kindergarten
English Language Arts
Unit 5: Stick to It
Daily Performance Activities – Listening and Learning
Sample Thinking Maps-Wanda’s Roses
Note: You may consider using illustrations instead of text when possible in the maps
14
Kindergarten
English Language Arts
Unit 5: Stick to It
Kindergarten
Interim Assessment - Listening and Learning
Performance Task: Read Aloud, Group Map, and Independent Write
Days 19-21
Performance Task:
For this task, teacher will read aloud JoJo’s Flying Side Kick from the OCR leveled classroom libraries (or an alternative picture book with the main character demonstrating perseverance). Students
will work in groups to discuss and identify the characters, setting, problem, and events and record their ideas in a Tree Map. The goal is NOT to produce a perfectly made Tree Map but to provide
the teacher with an opportunity to listen to the students’ discussions. Students will then independently write to answer the question: What did JoJo do to accomplish her goal?
Day One:
Teacher Input:
“Throughout this unit we read about many different characters who showed perseverance to accomplish a goal. We have discussed character traits that contributed to each character’s success and
used evidence to support our answers. We have also discussed the setting, problem, and the events that led up to the solution (or accomplishment). I am going to read JoJo’s Flying Side Kick aloud
to you. While I read, I want you to listen closely for who is the main character, where and when the story takes place, what is the problem, and what events lead up to the character solving the
problem. When I am done reading, in groups you will complete the Tree Map like the ones we have been doing throughout the unit. (Show students the blank Tree Map from page 17. You may want
to consider giving the groups large newsprint to make their own Tree Map)
Teacher Instructions:
st
1 Read: Read the book all the way through without stopping.
In their groups, ask students to discuss the characters, the setting, and the problem and complete those three branches on the Tree Map. Using the collaborative checklist, use this
opportunity to step back and observe what the groups can do without support. If students (groups) are struggling, provide additional scaffolding by guiding the students step by step
through the story and asking probing questions such as: “Who is the main character?”, “Where and when does the story take place?”, “What is the character’s problem?”
Day Two:
2nd Read: Prior to rereading the text, tell the students that as you read the text again, you want them to listen for the events that led up to the character being successful or solving the
problem.
Groups will complete the one-sided Multi-Flow map with the events that led up to the character achieving her goal (provide scaffolding if necessary)
Lastly, have groups go back to the character branch and create a Bubble Map with words that describe JoJo.
Day Three:
Teacher Input:
“In order for JoJo to be promoted to a yellow belt, she had to do a flying side kick to break a board. She was really nervous she wouldn’t be able to do this. What did she do to be able to accomplish
this goal?”
Teacher Instructions:
Place students in groups to orally rehearse prior to writing independently. They may want to use the one-sided Multi Flow map as a reference.
Scoring Rubric: Students knowledge, use of vocabulary, and speaking and listening skills will be evaluated using the Performance Task Rubric.
15
English Language Arts
Unit 5: Stick to It
16
Kindergarten
English Language Arts
Unit 5: Stick to It
Name _____________________________
17
Kindergarten
English Language Arts
Unit 5: Stick to It
Kindergarten
Interim Assessment - Listening and Learning Strand
Performance Task Rubric – Group Work
Students are able to demonstrate a clear understanding of the unit as defined by:
4
•
Actively participating in collaborative conversations, building on others’ comments, and speaking in complete sentences (SL.K.1)
•
Accurately drawing and/or writing characters, setting, problem, and events in a Tree Map (RL.K.3)
•
Accurately recall the events from the text to answer the question: What did JoJo do to accomplish her goal? (W.K.8)
•
Using many new vocabulary words correctly and fluently (character, setting, problem, events, goal, accomplish, persistence, perseverance...)
(SL.K.1, L.K.6)
Students are able to demonstrate some understanding of the unit as defined by:
3
•
Participating in collaborative conversations, sometimes building on others’ comments, and speaking in complete sentences (SL.K.1)
•
Drawing and/or writing characters, setting, problem, and events in a Tree Map with some prompting and support (RL.K.3)
•
With prompting and support, recall the events from the text to answer the question: What did JoJo do to accomplish her goal? (W.K.8)
•
Using some new vocabulary words (character, setting, problem, events, goal, accomplish, persistence, perseverance...) (SL.K.1, L.K.6)
Students are able to demonstrate a limited understanding of the unit as defined by:
2
•
Participating in collaborative conversations in a limited manner and speaking in phrases (SL.K.1)
•
Attempting to draw and/or write characters, setting, problem, and events in a Tree Map (RL.K.3)
•
With prompting and support, recall limited events from the text to answer the question: What did JoJo do to accomplish her goal? (W.K.8)
•
Attempting to use some new vocabulary words although may be used incorrectly (character, setting, problem, events, goal, accomplish,
persistence, perseverance...) (SL.K.1, L.K.6)
Students are not able to demonstrate understanding of the unit as defined by:
1
•
Not participating in collaborative conversations and struggles with presenting their ideas (SL.K.1)
•
Not able to draw and/or write characters, setting, problem, and events in a Tree Map (RL.K.3)
•
Not able to recall the events to answer the question: What did JoJo do to accomplish her goal? (W.K.8)
•
Not using new vocabulary (character, setting, problem, events, goal, accomplish, persistence, perseverance...) (SL.K.1, L.K.6)
18
English Language Arts
Unit 5: Stick to It
Kindergarten
Unit Overview-Reading and Writing
Unit Focus:
In Reading and Writing
Skills lessons, students will
blend phonemes into
recognizable words,
segment final phonemes,
identify frequently
occurring sight words, and
fluently identify and
pronounce letter sounds.
Through interactive
writing, students will begin
to segment simple words
into individual phonemes,
and apply their
understanding of
capitalization, punctuation,
spacing, HFW’s and lettersound relationships. In
writing, particular focus
will be spent on making
sure students understand
the components of a good
opinion piece.
Duration:
20 days
(Approximately 90 minutes
daily)
Transfer Goals
Students will be increasingly able to independently use their learning to…
•
•
•
•
Demonstrate an understanding of the basic features of print
Demonstrate an understanding of spoken words, syllables, and sounds
Acquire and use new vocabulary
Communicate ideas orally and in writing
Making Meaning
UNDERSTANDINGS
Students will understand that…
•
•
Linking a sound to the correct letter will prevent misspellings
•
•
•
•
Word choice can provide clarity when speaking or writing
ESSENTIAL QUESTIONS
Students will keep considering…
1. How does hearing and playing with sounds help us
All words in a sentence serve a different purpose; nouns name people, places, things, and
verbs show action.
Playing with language and words increases vocabulary
Opinions are never wrong
read words?
2.
3.
Did I include all sounds when writing this word?
4.
5.
How do I support my opinion with good reasons?
Is there another word I can use to make my writing
sound better?
What do I need for a 5 Star Paper?
It’s important to support an opinion with quality reasons
Acquisition
Students will know…
•
•
•
•
•
•
•
Students will be skilled at (Do)
Letter sound correspondences for consonants s, m, t, h, p, l; sort vowels /ă/ and /ĭ/
Blending phonemes into recognizable words
Each sound in a word is represented with a letter or letters
Spelling simple words phonetically
HFW: on, my has
Antonyms are opposites and synonyms are similarities
Verbs show action
Plural nouns refer to more than one and are spelled using an s or es
Opinions represent preferences and are supported by reasons
19
Decoding simple CVC words
Listening for initial and final phonemes in spoken words
Applying the rules of correct capitalization, punctuation,
and spacing in their writing
Using the most frequently occurring nouns and verbs
Drawing and writing opinion pieces
English Language Arts
Unit 5: Stick to It
Kindergarten
Assessment Overview - Reading and Writing Skills
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the essential questions and meet the expectations of the Common Core State Standards on the unit assessments.
Essential Questions
Interim Assessments
Daily Performance Activities
The essential questions of this unit include:
Students will demonstrate an
understanding of the “essential questions”
through the following assessments:
Daily instruction and activities aligned to
the CCSS prepare and inform students on
meeting the expectations of the unit
assessments.
1. How does hearing and playing with
sounds help us read words?
2. Did I include all sounds when writing this
word?
3. Is there another word I can use to make
my writing sound better?
4. How do I support my opinion with good
reasons?
5. What do I need for a 5 Star Paper?

1. Foundational Reading Skills
Assessments (FRSAs), which assesses
whether students are meeting the
expectations of the Reading Standards:
Foundational Skills.
2. An opinion writing task: Students will
write to the prompt, “Which character
from the unit did you like best? Max,
Tillie, Wanda, Old Man?”
20

Students will demonstrate their daily:
1. Understanding of foundational
skills (print concepts, phonological
awareness, phonics and word
recognition), writing text types,
and language as described by the
CCSS.
2. Ability to express understanding by
meeting grade level CCSS
expectations for reading, writing,
speaking, and language.
English Language Arts
Unit 5: Stick to It
Kindergarten
Resources, Standards, and Assessment Reading and Writing Skills
Resources
Open Court:
•
•
Green Section- Unit 5, Lessons 1-20
Blue Section-
•
•
•
•
•
•
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.
Vocabulary (Lessons 1-3, 6-8)
English Language Conventions (Lessons 1-3, 6-8)
Write from the Beginning and Beyond : Expository (Explain why)
•
•
•
Reading
Foundational
RF.K.1 Demonstrate understanding of the organization
and basic features of print.
Expository Writing ; pages 9-20
Writing to Explain Why in Kindergarten; p.21
Example of a Teacher Modeled Focused Journal Writing to Explain
Why; 24-25
How to Manage Focused Journal Writing; p.26-28
Student Samples of Focused Journal Writing to Explain Why; p.30-34
Kindergarten Rubric for Explain Why; p.35
Mini-Lessons; p.40-44
Setting the Stage (mini lessons)
Main Idea pages 136-139
Elaboration pages 161-164
Organization pages 184-187
Coherence pages 210-213
Conventions pages 234-237
Text Connections : Opinion Text Types
America Has Great Marches
The Best things in Nature Are Blue
Holidays are Great Days
Monet’s Paintings Are Lovely
Libraries are Important
Assessments
d.
Recognize and name all upper-and lowercase
letters of the alphabet.
RF.K.2 Demonstrate understanding of spoken words,
syllables and sounds.
a.
b.
Recognize and produce rhyming words
Count, pronounce, blend, and segment
syllables in spoken words.
c.
Blend and segment onsets and rimes of
single-syllable spoken words.
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
common spellings for the five major vowels.
c.
Read common high-frequency words by
sight.
FRSAs
Note: Administer portions of the FRSAs
based on individual student readiness.
Writing
Language
Text Types and Purposes
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.
Conventions of Standard English
L.K.1 Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
a.
Print many upper-and lowercase
letters.
b. Use frequently occurring nouns and
verbs.
c.
Form regular plural nouns orally by
adding /s/ or /es/ (e.g. dog, dogs;
wish, wishes).
f.
Produce and expand complete
sentences in shared language
activities.
L.K.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
d.
Spell simple words phonetically,
drawing on knowledge or soundletter relationships.
Vocabulary Acquisition and Use
L.K.5 With guidance and support form adults,
explore word relationships and nuances in word
meanings.
a.
Sort common objects into categories
to gain a sense of the concepts the
categories represent.
b. Demonstrate understanding of
frequently occurring verbs and
adjectives by relating them to their
opposites.
d. Distinguish shades of meaning
among verbs describing the same
general action by acting out the
meanings.
Production and Distribution
of Writing
W.K.5 With guidance and
support from adults, respond
to questions and suggestions
from peers and add details to
strengthen writing as needed.
Research to Build and
Present Knowledge
W.K.8 With guidance and
support from adults, recall
information from experiences
or gather information from
provided sources to answer a
question.
Opinion Writing Task:
Students will write to the prompt, “Which character from the unit
did you like best? Max, Tillie, Wanda, Old Man?”
Note: Bolded standards are assessed on the performance tasks and all others are taught and assessed formatively throughout the Daily Performance Activities
21
English Language Arts
Unit 5: Stick to It
Kindergarten
Reading and Writing Skills
Daily Performance Activities
Reading:
Foundational
Skills
Unit 4
Print Concepts,
Phonological
Awareness,
Phonics and
Fluency
Language
Vocabulary
Acquisition
and Use
Sorting into
Categories
L.K.5.a
Conventions
Writing
Verbs
L.K.1b
Text Type
Production
and
Distribution
Opinion
W.K.1
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 5, Lesson 1
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource
Guide)
Unit 5, Lesson 2
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource
Guide)
Unit 5, Lesson 3
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Guide)
Unit 5, Lesson 4
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Guide)
Unit 5, Lesson 5
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Guide)
Input (Blue Section, Follow lesson
on page T33)
Tell students that grouping words
into categories can help them see
the similarities and differences
between words.
Classification: Fruits
Brainstorm different fruits
Classify the fruit by how we
eat them (peeled, unpeeled)
Input (Blue Section, Follow lesson
on page T33)
Review verbs are words that show
action.
Use Language Arts Big Book
page 54.
Guided Practice (Follow lesson on
page T51)
Classification: Vegetables
Brainstorm different
vegetables
Classify the vegetables by
color
Guided Practice
Revisit the list of vegetables
from yesterday
How else can vegetables be
classified? (grow
underground/top of ground,
with leaves/without leaves,
large/small)
Guided Practice (Follow lesson on
page T 75)
Classification: Relatives
Brainstorm family names
Classify by male/female
Independent Practice
In groups, students will
decide the best way to
classify a group of pictures.
Guided Practice
Work through Language Arts Skills
pages 44 and 45 with students to
practice identifying and using
words that show action.
Guided Practice
Play Simon says. Use a variety of
words that show action: jump,
touch, turn, wiggle, shake, run in
place.
Independent Practice
Write nouns and verbs on index
cards. Read the word and have
students give a thumbs up if the
word is a verb and a thumbs down
if the word is NOT a verb.
Independent Practice
Students will identify verbs in
sentences.
Explore and draw/write opinions
In opinion writing students will draw and write a response to a question posed by the teacher. In their drawing they will include:
Detailed picture of the writer (the one with the opinion) including emotion
Detailed picture of the object/person/activity that is the answer to the question (the opinion)
Detailed context (setting) related to the response (reason)
Students will write their opinion (including the topic) and the reason why.
Using the Text Connection, “The Best Things in Nature are Blue”, model opinion writing by having students identify the person with the opinion
(the boy), what the opinion is (best things in nature are blue), the context (nature), and the reason for the opinion (water, sky, flowers).
What is your favorite color? Model drawing and writing about your favorite color. Follow procedure on pages 22-25 in WftB & B, Expository
Binder.
Continue modeling throughout the week with more prompts. You may want to link them to the text you are reading in Listening and Learning.
Editing Strategy
•
•
Using a previously modeled
opinion piece, show
students how to use the “5
Star Paper” to check for the
elements of opinion writing.
Have students work with a
partner to check for the
elements of a “5 star paper.”
Interactive Writing is done on a daily basis throughout the entire unit. Many Foundational, Language, and Writing skills can be reinforced during Interactive Writing
(capitalization, punctuation, color words, antonyms/synonyms, adjectives, verbs, correct letter formation, opinion)
22
English Language Arts
Unit 5: Stick to It
Kindergarten
Reading
andand
Writing
Skills
Reading
Writing
Skills
Performance
Activities
DailyDaily
Performance
Activities
Unit 4
Reading:
Foundation
al Skills
Print Concepts,
Phonological
Awareness,
Phonics and
Fluency
Vocabulary
Acquisition
and Use
Language
Antonyms/
Synonyms
L.K.5a
Conventions
Writing
Nouns
L.K.1c
Text Type
Production
and
Distribution
Opinion
W.K.1
Day 9
Day 10
Unit 5, Lesson 6
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Resource Guide)
Day 6
Unit 5, Lesson 7
Follow lesson plan in OCR
Name Game
Phonological Awareness
Songs
Day 7
Unit 5, Lesson 8
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Resource Guide)
Unit 5, Lesson 9
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
Unit 5, Lesson 10
Follow lesson plan in OCR
Decodable Book 1: Sam Sat
(HFW: on)
Input (Blue Section, lessons 6-8)
Remind students that many words have
opposites.
Follow the Teach and Practice
lesson on page T111.
Guided Practice
Follow the Guided
Practice lesson on page
T123.
Guided Practice
Follow the Guided Practice
lessons on page T137.
Guided Practice
Follow the Guided Practice
lesson on page T145.
Application
During workshop, students
can match antonyms
and/or synonyms.
Input
Nouns are singular nouns when they
refer to just one person, place, or thing.
Nouns are plural when they refer to
more than one person, place, or thing.
The regular plural form of nouns is made
by simply adding an “s” to the end of the
word.
Write singular nouns on a chart
paper and have students help you
write the plural form of the word.
Input
Explain that some plural nouns
are written by adding an “es”
to the end of the word. es is
usually added to words that
end with an s, ss, ch, sh, z,
Guided Practice
Write several plural forms of
nouns on index cards. Be sure to
write some plural forms correctly
and some incorrectly. Have
students give a thumbs up or a
thumbs down depending if the
word is spelled correctly or not.
Independent Practice
Write several singular
nouns of the board or
chart paper. Have
students write the correct
plural form of the word by
adding a s or es.
Independent Practice
During workshop, have
students sort singular
nouns and plural nouns.
Explore and draw/write opinions
In opinion writing students will draw and write a response to a question posed by the teacher. In their drawing they will include:
Detailed picture of the writer (the one with the opinion) including emotion
Detailed picture of the object/person/activity that is the answer to the question (the opinion)
Detailed context related to the response (reason)
Students will write their opinion (including the topic) and the reason why.
Using the Text Connection, “Libraries are Important”, model opinion writing by having students identify the person with the opinion (the girl), what
the opinion is (libraries are important), the context (setting), and the reason for the opinion (her grandma goes to use the computer, her dad goes to
find music...) You may also want to create a one-sided Multi Flow with the event “Libraries are important” and the reasons mentioned as the causes.
Mini-lesson- replacing vague reasons with those that are more specific (see page WftB & B, Expository Binder page 41).
Why is school important? Model drawing and writing prior to students answering the question. Follow procedure on pages 22-25 in WftB & B,
Expository Binder.
Continue modeling throughout the week with more prompts: Why are rules important? Why is reading important? You may also want to link them to the
text you are reading in Listening and Learning such as: Do you think it was a good idea that the old man asked for help?
Using a previously
modeled opinion piece,
show students how to use
the “5 Star Paper” to check
for the elements of
opinion writing.
Have students work with a
partner to check for the
elements of a “5 star
paper” with a particular
focus on specific reasons.
zz, or x.
Write several singular
nouns on the board and
have the students help
you write the plural form
of the word by adding an
s or es.
Day 8
23
English Language Arts
Unit 3
Reading:
Foundational
Skills
Print
Concepts,
Phonological
Awareness,
Phonics and
Fluency
Language
Vocabulary
Acquisition
and Use
Verbs-Shades of
Meaning
L.K.5
Conventions
Spelling simple
words
phonetically
Writing
L.K.2d
Text Type
Production
and
Distribution
Opinion
(W.K.1)
Unit 5: Stick to It
Day 11
Day 12
Day 13
Unit 5, Lesson 11
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource Guide)
Unit 5, Lesson 12
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource Guide)
Unit 5, Lesson 13
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource Guide)
Input
Understanding how words are
related, helps you become a
better reader and writer. Some
words are related because they
mean almost the same thing.
Words sip and slurp both
describe the action of drinking
something but differ slightly
(shades of meaning) in how it is
done. Write other words that are
similar in meaning to sip and
slurp: guzzle, gulp. Using a Flow
Map, model how you would
order these words according to
their intensity (weakest to
strongest)
Guided Practice
Write the word sleep on the
board.
Have students help you write
words that means something
similar to sleep: slumber, doze,
snooze, nap.
Decide as a class how to order
these words according to their
intensity (weakest to
strongest) using a Flow Map.
Encourage students to dialogue
and possibly debate why they
feel one word is more intense
than the other.
Start a Shades of Meaning
Chart. Add words to the chart
throughout week.
Guided Practice
Given CVC words, students will
practice writing each letter
sound by sound.
Independent Practice
Divide students into groups
and give each group the
following list of words to order
according to their intensity:
talk, exclaim, chat, yell,
mumble
Groups will then share the way
they ordered the words and
why they chose to do it this
way.
Kindergarten
Day 14
Day 15
Unit 5, Lesson 14
Follow lesson plan in OCR
Decodable Book 2: Hat (HFW:
has)
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource Guide)
Independent Practice
Repeat the lesson from
yesterday using a different sets
of words:
gaze, look, watch, peer
Unit 5, Lesson 15
Follow lesson plan in OCR
Pre-Decodable Book 10: We
Can Have a Team (HFW: like, to)
Name Game
Phonological Awareness Songs
Input
Guided Practice
Guided Practice
Each letter of the alphabet makes a
Given CVC words, students will
Given CVC words, students will
particular sound. Knowing which
practice writing each letter
practice writing each letter
letter goes with each sound will help
sound by sound.
sound by sound.
you with your writing.
Model writing simple CVC words
by segmenting each phoneme.
Explore and draw/write opinions
In opinion writing students will draw and write a response to a question posed by the teacher. In their drawing they will include:
Detailed picture of the writer (the one with the opinion) including emotion
Detailed picture of the object/person/activity that is the answer to the question (the opinion)
Detailed context (setting) related to the response (reason)
Students will write their opinion (including the topic) and the reason why.
Follow procedure on pages 22-25 in WftB & B, Expository Binder.
Mini-lesson- replacing vague reasons with those that are more specific (see page WftB & B, Expository Binder page 41).
Continue modeling throughout the week with prompts. You may want to link them to the text you are reading in Listening and Learning. In your opinion,
what is the best part of the story? Draw and write about it. Have students practice orally stating their opinion prior to writing (e.g. My favorite part of
Tillie and the Wall is when....because.....
24
Give students an opportunity to act
out their set of words.
Examples:
whisper-exclaim
tiptoe, walk
stare-look
Independent Practice
Have students work with a partner
to check for the elements of a “5
star paper” with a particular focus
on specific reasons and spelling
errors.
English Language Arts
Unit 5: Stick to It
Kindergarten
Reading and Writing Skills
Daily Performance Activities
Language
Reading:
Foundational Skills
Unit 4
Print
Concepts,
Phonological
Awareness,
Phonics and
Fluency
Vocabulary
Acquisition
and Use
Review
Conventions
Writing
Review
Text Type
Production
and
Distribution
Opinion
(W.K.3)
Day 16
Day 17
Day 18
Day 19
Unit 5, Lesson 16
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource Guide)
Unit 5, Lesson 17
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource
Guide)
Unit 5, Lesson 18
Follow lesson plan in OCR
Decodable Book 3:
Sit, Lil (HFW: my)
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource
Guide)
Unit 5, Lesson 19
Follow lesson plan in OCR
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource Guide)
Based on the needs of your
students review antonyms,
synonyms, shades of meaning,
categorizing.
Based on the needs of your
students review antonyms,
synonyms, shades of meaning,
categorizing.
Based on the needs of your
students review antonyms,
synonyms, shades of meaning,
categorizing.
Based on the needs of your students
review antonyms, synonyms, shades of
meaning, categorizing.
Based on the needs of your
students review verbs, nouns,
spelling simple words phonetically.
Based on the needs of your
students review verbs, nouns,
spelling simple words phonetically
Based on the needs of your
students review verbs, nouns,
spelling simple words
phonetically
Based on the needs of your students
review verbs, nouns, spelling simple
words phonetically
Explore and draw/write opinions
In opinion writing students will draw and write a response to a question posed by the teacher. In their
drawing they will include:
Detailed picture of the writer (the one with the opinion) including emotion
Detailed picture of the object/person/activity that is the answer to the question (the opinion)
Detailed context (setting) related to the response (reason)
Students will write their opinion (including the topic) and the reason why.
Mini-lesson- based of needs of students (see page WftB & B, Expository Binder).
Continue modeling with an emphasis on emotion, specific reasons, and details related to the context.
Day 20
Unit 5, Lesson 20
Follow lesson plan in
OCR
Decodable Book 4:
Sam and Mat
Name Game
Phonological Awareness Songs
(see FRSA Teacher Resource
Guide)
Based on the needs of your
students review antonyms,
synonyms, shades of
meaning, categorizing.
Based on the needs of your
students review verbs, nouns,
spelling simple words
phonetically
Opinion Assessment
Students will write to the prompt, “Which character from the
unit did you like best? Max, Tillie, Wanda, Old Man?”
Note: Use the CCSS-aligned Opinion Rubric to score student
work.
Interactive Writing is done on a daily basis throughout the entire unit. Many Foundational, Language, and Writing skills can be reinforced during Interactive Writing
(capitalization, punctuation, color words, antonyms/synonyms, adjectives, verbs, correct letter formation, opinion)
25
English Language Arts
Unit 5: Stick to It
Interim Assessment
Performance Task: Opinion Writing
Kindergarten
Drawing and Writing
Teacher Instructions
Teacher Input
Gather your students as you do before a modeled-journal writing lesson. Have your blank piece of paper with the line drawn next to you. Review
the different characters who accomplished their goals through perseverance. Tell them which character you liked best. Describe but DO NOT draw
your picture. Tell what you would write but DO NOT write your sentences. Then help your students generate some ideas by talking about the
character they liked best.
Example: If a student says, “My favorite character is Tillie.” Point to your blank paper and say, “What would you draw in your picture? How would
you draw that? What would you draw for the context? How could you show details in your picture? What might you write? Could you give me
another sentence about that?”
Allow several students to share their ideas in front of the group and with partners.
Teacher directions to students for drawing/writing: (These are reminders you can give students before they write. Feel free to modify the
instructions to say what you normally do.)
“Today you are going to draw and write in your journal about your favorite character from the unit “Stick to It”. Do your best work. In your picture
be sure to include yourself showing some emotion, the context (setting), and details about the character you liked best. When you write your
opinion, be sure to include the topic, your opinion, and a reason for your opinion. Start your sentences with a capital letter, use a period at the end,
and leave good spaces between your words. Use the sight words that you know and if you don’t know how to spell a word, use the sound spelling
cards and the words around the room.”
Once students begin to write, do not prompt them or provide help on spelling. This is an assessment of what students can do independently.
Scoring Rubric: Use the CCSS-aligned opinion rubric to score student writing.
26
English Language Arts
Statement of Purpose/Focus and Organization
Score
The response is clearly focused in writing:
4
Unit 5: Stick to It
Development: Language and Elaboration
The response provides effective elaboration in writing:
Includes the topic in the response (My favorite book is…)
Provides a reason for the opinion or preference
Opinion or preference about the topic is clearly stated
(…because it is funny.)
Includes some of the following additional details about the
writer (emotion), topic (authentic parts, color,
behavior/function, etc…) and context (setting related to the
response)
Thoughts are represented in complete sentence(s) and all
words are decipherable
Writing clearly matches the drawing (if included)
Includes appropriate descriptive language
Stays on topic with no extraneous details in the drawing or
writing
The response is adequately focused using a combination of
writing and drawing:
Includes the topic in the response (My favorite book is…)
Opinion or preference about the topic is stated but may be
simple or patterned (…because it is good, I like it, etc…)
3
Most words are decipherable
Writing matches the drawing (if included)
•
Includes the topic but opinion may be missing or unclear (My
favorite book is Frog and Toad and I read it.)
Opinion or preference is given but topic may be unclear (I like
Frog and Toad because it is good.)
Attempts to write and dictation matches the drawing
The response lacks focus:
1
Provides a reason for the opinion or preference
Includes some of the following additional details about the
writer (emotion), topic (authentic parts, color,
behavior/function, etc…) and context (setting related to the
response)
Stays on topic but may include extraneous details in the
drawing or writing
The response is somewhat focused using a combination of
writing, drawing, and dictating:
2
The response provides some elaboration using a combination of
writing and drawing:
Opinion and topic are unclear
The response provides minimal elaboration using a combination
of writing, drawing, and dictating:
Provides a reason for the opinion or preference
Includes some of the following additional details about the
writer (emotion), topic (authentic parts, color,
behavior/function, etc…) and context (setting related to the
response)
The response provides no elaboration.
Unable to provide a reason for the opinion
Unable to provide details about the writer, topic, or context
May include random pictures
27
Kindergarten
Written Conventions
The response demonstrates a strong and consistent command
of conventions:
Writes left to right
Produces more than one complete sentence in writing
Uses appropriate spacing throughout the entire writing
Correctly uses capitalization for the first word in a sentence
and the pronoun “I”
Correctly prints most upper and lowercase letters
Uses logical approximations of all phonemes in most words
Correctly uses end punctuation
The response demonstrates an adequate command of
conventions:
Writes left to right
Produces a complete sentence in writing
Uses appropriate spacing throughout most of the writing
Uses capitalization for the first word in a sentence and the
pronoun “I “ most of the time
Prints most upper and lowercase letters
Uses logical approximations of most phonemes in most
words
Uses end punctuation most of the time
The response demonstrates a partial or inconsistent command
of conventions:
Writes left to right
Uses appropriate spacing throughout some of the writing
Attempts to use some capitalization
Prints some upper and lowercase letters
Uses logical approximations of some phonemes in most
words
Inconsistent use of punctuation
The response demonstrates a lack of command of conventions:
Attempts to form letters, but mainly scribbles
Little or no capitalization, punctuation, and spacing
English Language Arts
Unit 5: Stick to It
Kindergarten
Kindergarten Opinion
5 Star Paper
5 Star Paper
5 Star Paper
____ Writer with emotion
____ Writer with emotion
____ Context (setting)
____ Context (setting)
____ Object/Person
____ Object/Person
____ Opinion with reason
____ Opinion with reason
____ Writing matches picture
____ Writing matches picture
=
=
5 Star Paper
5 Star Paper
____ Writer with emotion
____ Writer with emotion
____ Context (setting)
____ Context (setting)
____ Object/Person
____ Object/Person
____ Opinion with reason
____ Opinion with reason
____ Writing matches picture
____ Writing matches picture
=
=
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