kindergarten rwunit #5 nonfiction -...

GMSDGrade Level: K

ELA Unit 4, Quarter 2

STANDARDS: · RL.K.5 Recognize common types of texts (e.g., storybooks, poems). · RI.K.1 With prompting and support, ask and answer questions about key details in a text. · RI.K.2 With prompting and support, identify the main topic and retell key details of a text. · RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. · RI.K.5 Identify the front cover, back cover, and title page of a book. · RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. · RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). · RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. · 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). · RF.K.4 Read emergent-reader texts with purpose and understanding. · SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. · SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Knowledge

Students will know. . .

the difference between fiction & non-fiction features of a non-fiction text how to read for information

Skills

Students will be able to. . .

identify and use features of non-fiction: glossary, table of contents, captions, headings, etc.

talk about non-fiction, answer questions, discuss important facts determine main idea & key details

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Big Idea

Students will understand…

The difference between fiction & non-fiction text and the purpose for each

Essential Question: How is reading informational text different from reading narrative text? How do nonfiction text features help readers understand informational text?

Whole Group Lessons

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Consider continuing having baskets of books with emergent storybooks, familiar nursery rhymes, concept books, leveled or decodable readers and if possible, smaller versions of shared reading texts. Also consider adding as many simple, leveled non-fiction books as possible to baskets, so that students have an opportunity to practice using the informational reading skills that they learn about. Resources could include classroom books, library books, Studies Weekly, online articles, etc. Increase the amount of independent “just right” leveled books for students to read from during i=ndependent reading time and/ or during an independent reading center. Consider aiming for 10-15 minutes of independent reading for the 2nd quarter.

Monday Tuesday Wednesday Thursday FridayWeek 1Immersion phase/Genre Anchor Chart

Whole group teaching point: Readers notice differences and similarities between fiction and nonfiction

Possible activity:-read a short fiction book, as well as a short non-fiction book, on the same topic-discuss similarities and differences

Resources needed:-short fiction book and short non-fiction book on same topic

Whole group teaching point: Readers notice features of non-fiction (anchor chart)

Possible activity:-discuss yesterday’s observations and begin new non-fiction book-begin an anchor chart (possibly titled, “Non-fiction books often…”)

Resources needed:-non-fiction book-chart or Promethean board

Whole group teaching point: Readers notice features of non-fiction (anchor chart)

Possible activity:-review anchor chart (“Non-fiction books often..)-read a different non-fiction book-add to anchor chart

Resources needed:-non-fiction book-chart or Promethean board

Whole group teaching point: Readers identify non-fiction vs. fiction books

Possible activity:-review non-fiction anchor chart-show students examples of a variety of fiction and non-fiction texts-practice identifying non-fiction or fiction and explaining evidence of genre

Resources needed:-variety of fiction and non-fiction texts (5-10 texts total)

Whole group teaching point: Readers sort books into non-fiction and fiction groups

Possible activity:-review anchor chart-students practice sorting classroom books into fiction / non-fiction

Resources needed:-classroom books (or a selection from classroom)

Week 2Non-fiction

Whole group teaching point:





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features as tools Readers notice and identify the cover, title, author, illustrator

Possible activity:-review terms (front cover, title, author, illustrator) and roles-discuss purpose of noticing-identify with 1-2 non-fiction books

Resources needed:-1-2 non-fiction books

Readers identify and think about the table of contents and headings

Possible activity:-define “table of contents” and “headings”-establish purpose in noticing (preparing for new learning)-think-aloud re: chapter titles and what reader might learn about/ any prior knowledge-shared practice

Resources needed:-non-fiction text with table of contents

Readers identify and think about diagrams and labels

Possible activity:-define “diagrams” or “charts” and “labels”-establish purpose in noticing (better understanding of facts/information)-read text aloud and think-aloud understanding of diagram-shared practice

Resources needed:-non-fiction text that includes diagrams and labels

Readers identify and think about captions and photographs

Possible activity:-define “captions” and “photographs”-establish purpose in noticing (better understanding of facts/ information and what photo depicts)-read text aloud and think-aloud understanding of photos with captions-shared practice

Resources needed:-non-fiction text with photos and captions

Readers identify and think about bold print and the glossary

Possible activity:-show example of bold printed word-discuss why author used bold print-define and show glossary-establish purpose in noticing bold print and glossary (better understanding for important words)-read text aloud and illustrate using bold print as clue to notice new word; guess meaning-check meaning in glossary-shared practice

Resources needed:-non-fiction text with bold print and glossary

Week 3Main Idea and Supporting Facts

Readers think about what the book is mostly about

Possible activity:-define term “main idea”-establish purpose

Readers notice the title as a clue to the main idea

Possible activity:-review term “main idea”-review purpose-preview title as a

Readers name several facts from the book

Possible activity:-review non-fiction genre as a source of information-purpose of reading

Readers name several facts from the book (ctd.)

Possible activity:-review non-fiction genre as a source of information-purpose of reading

Readers use their own words to tell facts from the book

Possible activity:-discuss importance of using own words/paraphrasing-model

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(better understanding of central message of text)-read non-fiction text together and discuss what text is “mostly about”; name as “main idea”

Resources needed:-non-fiction text

clue to what text’s main idea is-read text and establish main idea


is to gain more information-model reading several pages and then renaming facts learned in own words-shared practice


is to gain more information-model reading several pages of a different non-fiction text and then renaming facts learned in own words-shared practice


paraphrasing facts from a book-shared practice


Week 4Understanding new vocabulary

Readers use prior knowledge to figure out new vocabulary

Possible activity:-model using prior knowledge to figure out what a new (content) word might mean-shared practice


Readers use context clues to figure out new vocabulary

Possible activity:-model using context clues to figure out new (content) word-shared practice


Readers use photographs to help figure out new vocabulary

Possible activity:-model using photos to figure out new (content) word-shared practice

Resources needed:-non-fiction text with illustrative photos

Readers use the glossary to help them figure out new vocabulary

Possible activity:-define term “glossary”-establish purpose (defining terms or checking definitions)-read text and guess meaning of bold vocabulary from context, photos, etc. and check definition in glossary-shared practice

Resources needed:-non-fiction text with bold print and

Readers use more than one strategy to help figure out new vocabulary

Possible activity: -review strategies for determining new vocabulary-model flexibly using various strategies to figure out meaning of content word-shared practice


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glossary

Word Study TN State Standard Possible Activities Resources / Materials Needed

Week 1: RF.K.2e: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

e) add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

-teacher posts list of CVC words; students record; students change first letter to create new (real) word and read the word **variations: change middle or last letter to create new word or record non-sense words as well as real words, recording in different columns

**Also include time for sight word instruction and review each week. This week’s suggested words: “she” & review words from 1st quarter

-list of CVC words

-student notebooks or whiteboards and dry erase markers

Week 2: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but, for)

Write first and last name correctly (report card).

-students practice reading sight words from their own lists/flashcards

-practice studying, writing, and reading sight words on whiteboards

-build and read sight words with magnetic letters

-sight word scavenger hunt (write selected words on slips of paper and students hide; find and can keep if

-student lists of sight words (on sheet of paper or flashcards)

-whiteboards and markers

-magnetic letters

-slips of paper (approximately 3 per student for each scavenger hunt)

-sandpaper or sand and paper plates

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able to read; ask for help if needed)

-write and read sight words in sand or on sand paper

-practice writing first and last name correctly on handwriting lines

**Include time for sight word instruction and review each week. This week’s suggested words: “was” & review words from 1st quarter

Week 3: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but, for)

-See Week 2

**Include time for sight word instruction and review each week. This week’s suggested words: “all,” “but,” & review words from 1st quarter

-See Week 2

Week 4: RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.

-clap and count syllables in students’ names (as a whole group)

-teacher segments syllables in students’ names; students practice blending

-use picture cards for students to pull, clap, and count syllables

-teacher selects words from familiar poem or book; class claps and counts syllables

-students generate words for class to

-students’ names posted (on Word Wall or on chart)

-picture cards

-variety of familiar poems or books

-chart paper or Promethean board

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count; chart 2, 3, and 4 syllable words

-use social studies or science content words for class to clap and count syllables

**Also include time for sight word instruction and review each week. This week’s suggested words: “for” & review words from 1st quarter

Read-alouds (Questioning and /or Close Reading Tasks) Consider revisiting some texts, as “anchor texts,” for repeated close readings. Repeated readings promote deeper analysis and greater listening and language comprehension. TN State Standard Possible Question Stems and / or

Close Reading TasksPossible Texts

Week 1: RL.K.1: With prompting and support, ask and answer questions about key details in a text.

RL.K.10: Actively engage in group reading activities with

-How would you explain the reason that…?-Predict the outcome if…-What would happen if…?-How many ways can you…?-What is your opinion of…?

-Leonardo the Terrible Monster

-A Chair for My Mother

-The Relatives Came

-Koala Lou

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purpose and understanding. -If You Give a ____ a _____ series (Laura Numeroff)

Week 2: 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).

RL.K.10: Actively engage in group reading activities with purpose and understanding.

-Describe how the illustration on this page shows what’s happening in the story.-Do you think ____ is a good thing or a bad thing? Why?-What choice would you have made when ____?-What is the most important ____?

-Ira Sleeps Over

-Ira Says Goodbye

-Ruby the Copycat

-How Do Dinosaurs….series

Week 3: RL.K.4: Ask and answer questions about unknown words in a text.

RL.K.10: Actively engage in group reading activities with purpose and understanding.

-What does the word ____ mean? What clues in the sentence can we use to figure out the meaning?-(Define what an unknown word means. Then have students demonstrate their understanding of the new vocabulary with an action or an expression).-How is ___ similar to ____? Different?-Why did ____ happen?-How is the character feeling? What is your proof?

-My Great Aunt Arizona

-Owl Moon

-A Bad Case of Stripes

-Leo the Late Bloomer

Week 4: RL.K.2: With prompting and support, retell familiar stories, including key details.

RL.K.3: With prompting and support, identify characters,

-Retell the story.-(Ask literal comprehension questions re: the events of the story).-Why did ____ happen?-How is the character feeling? What is your proof?

-familiar books from 1st quarter

-familiar fairy tales/ folk tales

-Have You Filled a Bucket Today?

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setting, and major events in a story.

-What is the lesson of the story? What is your proof from the story?-What can you infer about _____? What is your proof from the book?

-I Like Me (by Nancy Carlson)

-Officer Buckle and Gloria

-Julius, Baby of the World

Shared Reading (reading an enlarged text together)TN State Standard Possible Activities Resources / Materials Needed

Week 1: 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 (e.g., what moment in a story an illustration depicts)

-read texts from a variety of genres throughout the week

During/after reading…-______ is the author of this book. Does s/he write the words or draw the pictures?-______ is the illustrator of this book. Does s/he write the words or draw the pictures?-How does the illustration on page ___ help you understand what is happening in the story?-Why are the illustrations so important to the book? How would the book be different without any illustrations?-**Include a variety of texts from different genres and work with

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

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students to identify the correct genre and identify characteristics of each genre (fiction stories, non-fiction, poems, fairy tales, etc.)

Week 2: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but for)

-read enlarged text (poem, fiction book, non-fiction book, morning message, etc)

During/after reading…

-find and read selected sight words from text

-teacher cover selected sight words from familiar book/poem; students determine what word is missing and check

-teacher and/or students wear and read selected students (on nametag or necklace)

-whiteboard practice writing and reading sight words

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

-Post-it note or highlighter tape to mask words

-nametags or necklaces with several sight words written on them

-whiteboards and dry erase markers

Week 3: RF.K.2a: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

a) recognize and produce rhyming words

-read big book or enlarged poem


-ID rhyming words

-generate list of more rhyming words

-variety of big books and/or enlarged poems

Week 4: Week 4: RF.K.2b: -read enlarged text (poem, fiction -enlarged texts that could include June 2015

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

book, non-fiction book, morning message, etc)


-teacher selects words from text; class claps and counts syllables

-teacher selects word to segment orally; students orally blend word together

- chart 2, 3, and 4 syllable words from text

poems, fiction books, non-fiction books, morning message, etc.)

-chart paper or Promethean board

Writing TN State Standards Addressed:

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…).

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W.K. 5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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.1a: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

a) print many upper- and lowercase letters

L.K.2a-d: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

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

RF.K.3ab: Know and apply grade-level phonics and word analysis skills in decoding words

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

b) associate the long and short sounds with the common spellings (graphemes) for the five major vowels

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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.

Prior to starting this opinion writing unit, clean out student writing folders from previous writing unit. Consider providing several options of paper for students to choose from in the upcoming unit, possibly providing options with more writing lines, to encourage more writing. You may also want to include friendly letter writing paper as well, for persuasive letters. Include illustration boxes on paper choices to allow children to accompany their writing with illustrations. You might want to have single sheets of paper available, as well as pre-stapled booklets. After each whole-group writing lesson below, provide independent and / or peer writing time for students to write.

Quarter 2 is paced based on Lucy Calkins’ Units of Study in Opinion/Argument, Information, and Narrative Writing A Common Core Workshop Curriculum, Grade K

Week Number

Possible Writing Lessons

Week 1: (Day 1): Opinion Writing Pre-testPossible prompt: “Think of a topic that you have strong feelings about. Write your opinion about it, and try to give reasons for why you have that opinion, and also an ending.” (Students obviously may not have an understanding of the term “opinion,” so just prompt them to write about something they have strong feelings about).

(Day 2): “Remember at the beginning of the year, when we wrote teaching books? When you taught about pets, sports, recess, school, etc. you were teaching true facts. The next few weeks, we are going to writing about our opinions.” (Define “opinion” and distinguish between fact and opinion. Teacher gives examples orally of a combination of facts and opinions, and students tell which it is, and how they know. Ask students what their opinion of a certain topic is (favorite season, favorite holiday, favorite activity at school, etc.). While still on carpet, students write a sentence on whiteboards to show their opinion. Students and teacher check for conventions in the sentence, too (capital, period, sounds, etc.).

(Day 3): “We’ve been working the past several days on opinion writing. Today we’ll start another type of opinion writing, called persuasive writing. The writer tries to persuade, or convince, someone to do something. Today I want to teach you that writers can try to make the

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world a better place by thinking of where they’ve noticed a problem, then thinking of ways to solve it. Then writers write to make it better.” (Provide an anchor chart to refer to during lesson, and leave posted for students to reference in future. Could be entitled, “Writers write to make the world better!” and have bullet points 1. See a problem 2. Think 3. Write. Think-aloud re: a problem, possibly something from school, modeling how you think of the problem, think of a solution, and then orally plan several sentences for a book that could be read aloud to the intended audience).

(Day 4): “When we are writing to try to make the world a better place, it means we need to pay lots of attention to the world around us all of the time, not just at writing time. We need to look around, and really notice what’s happening and what we’d like changed. Let’s practice doing that by looking around our classroom right now, and thinking about any problems we notice, or even any problems we’ve noticed happening when kids are working or playing together.” (Brainstorm possible “problems” to be solved, and also discuss types of writing that could help students to solve. Possible types of writing could include books to be read aloud, letters, songs, posters, etc.).

(Day 5): “When writers write about problems around them that they see, it helps to list lots and lots of reasons why the reader should follow their idea. The more reasons the writer gives, the more convinced the reader will be!” (Teacher shares the beginning of a persuasive book s/he’s written; brainstorm more reasons to add with students. Add to text together).

Week 2: (Day 1): “Writers don’t just write one piece about a problem they see! They write lots and lots of pieces, to many different people who are involved, and in many different ways.” (Share a school problem; think together of all of the people who are involved with this problem, and who could help solve it. Think of different ways to address these people: letters, books, posters, etc.).

(Day 2): “Writers take charge of their writing to make it the best it can be!” (Review revising/editing anchor chart from earlier in year, “When we are done, we’ve only just begun!” Model revising and editing a piece, using anchor chart as a guide for ways to revise and edit).

(Day 3): “As you are writing your opinion pieces, you want the reader to be able to read your writing easily, so they understand your important message. One way to do that is by making sure your spelling is easy to read. Remember, writers have strategies for spelling words. Let’s review.” (Review strategies: check the Word Wall, use words posted in the room, stretch the

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sounds, listen for vowels, listen for parts of words within larger words. Practice using several strategies while still on carpet).

(Day 4): Review “Writers Write to Make the World Better” chart. Add a 4th point, “Decide who.” To keep momentum of unit going, allow students to select a piece of their writing to share with an authentic audience in some way. Possibilities could include: giving a favorite opinion book to intended audience (or teacher making a copy to do so), reading book or letter aloud to intended audience, delivering letter, posting poster, singing song, etc.),

(Day 5): “We know that writing letters can be one powerful way to reach readers to help fix a problem. One way to write a really convincing letter is to pretend that you are talking right to the person, like they are right next to you. Think of exactly what words you would say to that person to convince them, and then write those words in your letter.” (Model and shared practice with a shared “problem”).

Week 3: (Day 1): Share a strong exemplar opinion piece, either of the teacher’s, or an older student’s, or even one of the kindergarten student’s. Study and discuss the strengths of the writing, and discuss together with students about what strategies students could attempt to replicate. Shared writing to practice together.

(Day 2): “Writers think about their audience, or who they are writing to, when they write a persuasive letter or book.” (Model thinking of a school problem, and then thinking aloud how the requests/reasons could be tailored to audience. For example, running in the halls. Ask the children to stop doing it because… and ask other teachers to discuss with their classes because…).

(Day 3): “Writers include their strong feelings in their opinion writing! Writers explain to the reader exactly how they are feeling, to help convince them to fix the problem.” (Model)

(Day 4): “Writers include ‘fix-it’ ideas, to help the reader understand how they can help to fix the problem.” (Model and shared practice)

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(Day 5): Pick a letter to briefly edit and revise. Allow students to mail or deliver in person.

***This unit will continue in the 3rd nine weeks.***

Guided Reading Groups (for teacher’s planning purposes)Guided Reading Group Name Teaching Points Resources / Materials Needed

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kindergarten rwunit #5 nonfiction -...

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