Subjects By Grade
ESSENTIAL QUESTION

How does understanding the sequence of a story help me become a better reader? Why do stories follow a certain order? What is the beginning, middle and end of a story?

Common Core Standards 2017-2018 Common Assessments Print Unit 4
Primary - Reading - Kindergarten - Unit 4
Unit 4: Sequence
This is a unit on sequence focusing on the beginning, middle and end of a text. Continue working on the thinking strategies of making connections and schema during read alouds.
OVERVIEW Show All | Hide All | Top

This is a unit on sequence focusing on the beginning, middle and end of a text.  It also focuses students to explore why it is important to follow the sequence of a text.

Example texts:  Laura Numeroff, I Went Walking, Duck on a Bike, The Very Hungry Catterpillar, The Little House, The Napping House, Room on the Broom, Pumpkin Pumpkin, There Was an Old Lady Who Was Not Afraid of Anything. 

Resources:  Sequencing cards, act out/retell, graphic organizers for beginning, middle, end

Books from BigUniverse.com (pc1, pc1, kyacpc1). May use BrainPopJr for hooks (primarycenter, k123).

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COMMON CORE STANDARDS Show All | Hide All | Top

Priority Standards

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.  

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STUDENT LEARNING TARGETS Show All | Hide All | Top

Priority Targets

RL.K.2 I can retell familiar stories with key(important) details.

RL.K.3 I can identify the major events of a story.

 

Supporting Targets

RL.K.1 I can ask and answer questions about key (important) details in a story.

 

RL.K.3 I can identify characters in a story.

RL.K.3 I can identify the setting of a story.

RL.K.4 I can ask/answer questions about words I do not understand.    

 

RL.K.6 I can name the author of a story and tell what the author does.

 

RL.K.6 I can name the illustrator of a story and tell what the illustrator does.

 

L.K.6 I can use new words and phrases I have learned.  

RL.K.7 I can describe how the illustrations help me better understand the story.

   

 

 

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COMMON ASSESSMENTS Show All | Hide All | Top
CRITICAL VOCABULARY Show All | Hide All | Top

sequence

beginning

middle

end

order of events

schema

 

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LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics)
E-TOOLS Show All | Hide All | Top
RESOURCES Show All | Hide All | Top

sequencing cards




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LITERACY STRATEGIES Show All | Hide All | Top

*Schema

*Making Connections

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THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

Thoughtful Strategies by Learning Style

 

Mastery

Interpersonal

Understanding

Self – Expressive

Utility (Can be used in multiple styles)

Fact or Fiction

Spider/Fist List

Word Association

Word Wall

Reading for Meaning

Interactive Lecture

Group & Labeling

Categories

Memory Box

Write to Learn

Building Writing

Reciprocal Learning

Think/Pair/Share

Give one, Get one

Collaborative Summarizing

Jeopardy

Anticipation Guides

KWL

Concept Attainment

Compare/Contrast

1,2,3,4

Yes, No, Why

Etch-a-Sketch

Mystery

Graduated Difficulty

Comprehension Menu

Task Rotation

Voc Notebook

Carousel Brainstorming

Boggle

Reader’s Theatre

Vocabulary Code

TGT

Jigsaw

4-2-1 Free Write

Kindling

 

 

 

The biggies…. The following strategies require a little more planning to use. They are all very effective. Your school has folders and materials that specifically explain these strategies.

 

Word Works-Cracking Vocabulary’s CODE – 4 phases of vocabulary learning

  • Connect – new words to prior knowledge
  • Organize – new words to find relationships
  • Deep-processing – internalizing the words, deepen the understanding
  • Exercise – or rehearse their knowledge of new words

 

Reading for Meaning – strategy that helps students become proficient at making claims, finding main ideas, and using reasoning and details to support their ideas.

·         Students are presented with a series of statements before they read the text, they need to either agree/disagree with the statement. 

·         After reviewing the statements, the students read the text and collect evidence either for or against the statements.

 

Task Rotation – creating activities that fit students’ learning styles:

·         Mastery

·         Interpersonal

·         Understanding

·         Self-expressive

 

Interactive Lecture – strategy that increases the students’ ability to remember, comprehend, and think actively about a lectures’ content. It engages the students by moving them through the four phases:

  • Connect – hook students’ attention
  • Organize – use graphic organizer/note taking procedure to help organize info
  • Deep-processing – pause every 5-7 min during lecture to allow students time to process information with questions in the different learning styles
  • Exercise – use review questions and have students use notes in a synthesis or application task.

 

Activities/Tools

These activities or tools are easy to slip in anywhere within your unit plan. They can be used for the CODE strategies, class openers, to brainstorm, to review, or as energizers for those “glazed over” moments. They are categorized somewhat, but several of these activities can be used in more than one category. Many of the strategies are referenced (in parenthesis) if you want more information on each of these activities.

 

Class Openers

Fact or Fiction/ Three’s a Crowd – Students decide which word/fact of three doesn’t belong and explain why. (Tool book p.10)

Anticipation Guides – Teacher prepares 3-5 statements based on the content that the students will be reading. Students are asked to decide which statements they believe the text will support. Teacher develops a class tally for each statement and discusses opinions. Students then read text. (Tool book p. 40)

Give one, Get one- students generate ideas from a question posed by the teacher, then have to collect a predetermined number of ideas from their classmates. (Tool book, p.11)

KWL- Tool to assess students’ prior knowledge, help generate questions about what they want to learn, and encourage reflection about what they have learned. (Tool book, p.28)

Spider List/Fist list/Fishbone- teacher provides a category in palm of hand/belly of spider and the students brainstorm ideas to fill in the fingers/legs/bones of hand print, spider, or fish sketch or vice versa.

Word Association/3-way tie- students select 3 words from a unit vocabulary and arrange them in a triangle. They then connect the words with lines then write a sentence that describes the relationship between the words that are connected. (binder)

 

Content Teaching

Word Wall – Collection of words on the wall for students to use during their reading and writing (Binder)

Reciprocal Learning/Peer Practice Strategy- students work in pairs (player and coach) to review or read & summarize concepts.

Think/pair/share-teacher poses a question, the students think and construct a response, then share their ideas with a neighbor, teacher records/collects their ideas. (Tool book, p.10)

Vocabulary Notebook- Where students collect critical vocabulary In the notebook students can write their initial “educated” definitions, then they can write the dictionary definition, and maybe a visual image as well. There is a lot of variations to this one. (Tool book, p. 92; binder)

Group & Labeling – students examine a list of vocabulary words and place them into groups based on common characteristics. For each group that students create, they devise a label that describes

Etch-a-sketch – students draw pictures, symbols, or icons to represent ideas presented in a lecture, reading, or other form of presentation (Tool book, p. 60)

Collaborative Summarizing – After lecture or reading, the students are asked to identify the 3-6 most important ideas. Students then pair up and compare their lists and come up with a consensus of the most important ideas with their partner. They (the group of two) pair up with another group of two and compare lists and once again come with an agreed upon list of 3-6 important ideas. These four use their list to create a collaborative summary. (Tool book, p.78)

Jigsaw- students work cooperatively with each student having an assigned task within the group to accomplish/perform.

Carousel Brainstorming – teacher generates different styles of questions & posts them around the room. The students work in groups of 3-5, rotates around the room to reading the question, the other responses, and either expands on existing ideas or develops a new idea. (Tool book, p.19)

4-2-1 Free Write – students identify 4 important ideas previously presented in the lesson. Each student meets with another student to compare ideas and decide on the two most important from their lists of four. This pair meets with another pair. They compare their ideas, then come to a consensus on the most important idea. The students then take this and do a free write, explaining all they know about the big idea. (Tool book, p. 82)

Concept Attainment – teacher presents examples and non-examples of a concept in a class discussion, the students use these to brainstorm the key attributes/characteristics of the concept.

Compare/Contrast – comparing likenesses and differences. The Georgia website I sent you has several different variations on this that are interesting.

Kindling –   F - Find a question that can be explored

              I  - Internalize the question

              R - Record your thoughts (sketch, write…)

              E - Exchange ideas with a neighbor

              S - Select and record your ideas in public (Tool Book p.74)

Comprehension Menu – an abbreviated version of Task Rotation. Teacher creates at least four questions in the four learning styles about the content. (Tool book, 162)

 

 

Review Activities/Tools

1,2,3,4 – teacher stops 5 minutes before end of class period to allow the students to reflect upon what was presented by writing in this format:

        1 – What was the big idea

        2 – Important details discussed

        3 – Personal connections discovered

        4 – Questions students have about the content

Boggle – students review notes for 2 minutes, then list as many ideas or details they can remember for 2-5 minutes, then students share their ideas with 1 or 2 other students and can add to their lists. Lastly, students pair up and compete with another student using the Boggle technique (They earn a point for every idea that their Boggle partner doesn’t have). Then the students go back to their study teams and compute the team score. (Tool book p.134)

Memory Box – a box usually put on a test where students can take the first five minutes to list as many things they can remember(formulas, definitions, etc…)

TGT – (Teams Game Tournament) teacher creates vocabulary/fact cards. The teacher divides the students heterogeneously by academic ability. This is the study group. After they have studied for a while, they then move to homogenous groups established by the teacher and compete against each other. They follow the points system to see how many points they take back to their study teams. This is a great review activity, it takes some time to prepare it, but it is well worth it.  

Jeopardy - This follows the same format as the game show. It is great to use on the active board. There are many already developed on the Ashland Schools website.

Categories – technique for forming groups and reviewing content. (Tool book,

p. 138)

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