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TOTAL CORRECT 13 10-19-12 Task 4 Phonemic Awareness and Common Word Reading: Common Words Student Form I a and the is my to you she are do of does 14 10-19-12 Task 5: Comprehension STUDENT LEARNING OBJECTIVES CCSS 1 With prompting and support, retell a familiar story including key details (main characters and setting). RL.K.2 2 With prompting and support, state key details of an informational text. RI.K.2 3 With prompting and support, identify the major events in a story. RL.K.3 6 Listen and respond with purpose and understanding to literature and informational text in group reading activities. RI.K.10; RL.K.10 Administration: Small group (3 or fewer) and individual Directions Read aloud a narrative story or informational text to a small group of students. Following the reading of the story, ask the students individually to retell the story (narrative text) or to provide details about the book (informational text). The students waiting to retell the story to you can engage in a response activity such as drawing about the story, but should be separated from the student retelling the story so they do not hear their classmate’s retellings. First, allow the student the opportunity to independently retell or summarize the book without prompts. Then, provide the appropriate level of prompting and support for each student on the various elements as needed and indicate on the rubric when assistance or prompting was offered. Use the appropriate rubric for evaluation. 15 10-19-12 Task 5 Comprehension: Narrative Retell Rubric Name _______________________________________________________ Date _______________________ Book Title _________________________________________________ Author _________________________________ Directions: “Pretend you are telling the story to someone who has not read it or heard it. Start at the beginning and tell as much as you remember.” Beginning 1 Developing 2 Secure 3 o Retells only a small portion of the story or o Makes up a story or o Misunderstands the story or o Does not respond (e.g., shrugs, etc.) to most of the prompts Circle one: Assisted or Unassisted o Tells a partial recount of some of the major story events Prompt: What are the most important things that happened in the story? o Retells only the beginning or ending of the story Prompt: Did anything else happen in the story? o Names main character(s) Prompt: Who was in the story? Circle one: Assisted or Unassisted o Tells the most important events of the story sequentially (beginning, middle, ending) o Names and describes main character(s) and other characters o Describes setting o Uses story vocabulary to retell the story Circle one: Assisted or Unassisted Comments: Score ________________ 16 10-19-12 Task 5 Comprehension: Informational Text Oral Summary Rubric Name _______________________________________________________ Date _______________________ Book Title _________________________________________________ Author _________________________________ Directions: “Tell me about the book. Use some of the words from the book to tell about what you learned.” Beginning 1 Developing 2 Secure 3 o Retells only a small portion of the text or o Retells only minor details or o Provides irrelevant details or information or o Gives opinions that are not supported with evidence from the text or o Does not respond (e.g., shrugs, etc.) to most of the prompts Circle one: Assisted or Unassisted o Summarizes most of the main idea or gist Prompt: What was the book about? o Retells key details, includes a few supporting facts, and sequences most of the text Prompt: What are the important things that you learned in the book? o Uses some key vocabulary from the text to summarize/retell Prompt: What words are important for talking about _____ (fill in topic from text)? Circle one: Assisted or Unassisted o Summarizes the main idea or gist of the text o Retells key details and facts from the text in sequential order o Describes connections between the topic and the illustrations/photos Prompt: What do the photos/illustrations tell you about ____(fill in topic from text)? o Uses key vocabulary from the text to summarize Circle one: Assisted or Unassisted Comments: Score ________ NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 4 UNIT NAME: # STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS 1 Ask and answer questions to learn about unfamiliar words in literature texts. RL.K.4 2 With prompting and support, ask and answer questions to learn about unfamiliar words in informational texts. RI.K.4 3 With prompting and support, state reasons an author gives to support points in a text. RI.K.8 4 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories, utilizing pictures clues or other story props. RL.K.9 5 Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.c 6 Read emergent reader texts with purpose and understanding. RF.K.4 7 With guidance and support, add details to strengthen writing (e.g., adding the names of characters to a story) in response to questions and suggestions from peers. W.K.5 8 With guidance and support from adults, recall information from experiences or gather information from provided sources (e.g., magazines, websites) to answer a question W.K.8 9 Produce and expand complete sentences in shared language activities. LK 1.f 10 Identify new meanings for familiar words (e.g., knowing fly is a bug and learning flies is something an airplane does) and apply them accurately. L.K.4.a 11 With guidance and support, identify the meaning of frequently occurring verbs (e.g., walk) and adjectives (e.g., big) and relate them to their antonyms (e.g., walk-run; big-small). L.K.5.b VOCABULARY blend, reason, opposite, meaning, finger space, similar and different NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 4 UNIT NAME: Code # Common Core State Standards RL.K.4 Ask and answer questions about unknown words in a text. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RF.K.4 Read emergent reader texts with purpose and understanding. 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.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LK.1 Produce and expand complete sentences in shared language activities. L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-syllable spoken words. ELA – Kindergarten - Unit 4 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build: background knowledge, key vocabulary and critical language structures connected to the actual tasks and texts that students will use. Emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering, so Turn and Talk, Think/Pair/Share and Small group/ triads activities are effective strategies that build academic language. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. Student Learning Objective (SLO) Language Objective Language Needed SLO: 1 CCSS: RL.K.4 WIDA ELDS: 1,2 Reading Listening Speaking Ask and answer questions to learn about unfamiliar words in literature texts. Ask and answer questions for clarification of unknown words in a text, read aloud or independently, using a guiding questions checklist. VU: Ask, answer, clarify, checklist LFC: Interrogatives, nouns, verbs, sentences with context clues added LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Ask and answer questions about the meaning of content-based words in L1 and/or answer Choice questions about high- frequency, unknown words in a leveled text using single words and short phrases. Ask and answer questions about the meaning of content-based words in L1 and/or answer questions about key words in a leveled text using pictures, phrases and short sentences. Ask and answer questions about the meaning of key, words in a leveled text using simple, related sentences. Ask and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences. Ask and answer questions about the meaning of unknown words in a grade- level text using multiple, complex sentences. Learning Supports Pictures /Photographs Word/Picture Wall L1 Support Choice questions Checklist for guiding questions Pictures /Photographs Word/Picture Wall L1 Support Checklist for guiding questions Pictures /Photographs Word/Picture Wall Checklist for guiding questions Checklist for guiding questions ELA – Kindergarten - Unit 4 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build: background knowledge, key vocabulary and critical language structures connected to the actual tasks and texts that students will use. Emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering, so Turn and Talk, Think/Pair/Share and Small group/ triads activities are effective strategies that build academic language. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. Student Learning Objective (SLO) Language Objective Language Needed SLO: 2 CCSS: RI.K.4 WIDA ELDS: 1 -5 Reading Listening Speaking With prompting and support, ask and answer questions to learn about unfamiliar words in informational texts. Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. However, teachers should only cite the specific content used. Ask and answer questions about unfamiliar words in text, read aloud or independently, by using pictures, photographs and Gestures . VU: Ask, answer LFC: Subject verb agreement, declarative and interrogative sentences LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Ask and answer questions about the meaning of content- based words in L1 and/or answer Choice questions about high- frequency, unknown words in a leveled text using single words and short phrases. Ask and answer questions about the meaning of content-based words in L1 and/or answer questions about key words in a leveled text using pictures, phrases and short sentences. Ask and answer questions about the meaning of key, words in a leveled text using simple, related sentences. Ask and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences. Ask and answer questions about the meaning of unknown words in a grade- level text using multiple, complex sentences. Learning Supports Pictures /Photographs Word/Picture Wall L1 Support Gestures Pictures /Photographs Word/Picture Wall L1 Support Pictures /Photographs Word/Picture Wall Pictures /Photographs ELA – Kindergarten - Unit 4 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build: background knowledge, key vocabulary and critical language structures connected to the actual tasks and texts that students will use. Emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering, so Turn and Talk, Think/Pair/Share and Small group/ triads activities are effective strategies that build academic language. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. Student Learning Objective (SLO) Language Objective Language Needed SLO: 3 CCSS: RI.K.8 WIDA ELDS: 1-5 Reading Listening Speaking With prompting and support, state reasons an author gives to support points in a text. Describe the reasons the author gives to support his point of view using a Graphic Organizers . VU: Describe, Graphic Organizers , support LFC: Present progressive text, adverbs, adjectives LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Describe the reasons the author gives to support his point of view in L1 and/or using high-frequency, single words in phrases. Describe the reasons the author gives to support his point of view using L1 and/or using key vocabulary in phrases or short sentences. Describe the reasons the author gives to support his point of view by using key vocabulary in simple, related sentences. Describe the reasons the author gives to support his point of view producing key vocabulary in expanded and some complex sentences. Describe the reasons the author gives to support his point of view using precise, vocabulary in multiple, complex sentences. Learning Supports L1 text and/or support Partner work Visuals Graphic Organizers L1 text and/or support Partner work Visuals Graphic Organizers Small group/ triads Visuals Graphic Organizers Small group/ triads ELA – Kindergarten - Unit 4 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build: background knowledge, key vocabulary and critical language structures connected to the actual tasks and texts that students will use. Emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering, so Turn and Talk, Think/Pair/Share and Small group/ triads activities are effective strategies that build academic language. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. Student Learning Objective (SLO) Language Objective Language Needed SLO: 4 CCSS: RL.K.9 WIDA ELDS: 1,2 Reading Listening Speaking Writing With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories, utilizing pictures clues or other story props. Compare and contrast the adventures and experiences of characters in stories using pictures to complete a Venn Diagram . VU: Character, adventure, experiences, compare, contrast LFC: Comparative and superlative adjectives; sentences with conjunctions LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Compare and contrast the adventures and experiences of characters in stories with pictures using L1 and/or using single words. Compare and contrast the adventures and experiences of characters in leveled stories with pictures using L1 and/or using phrases and short sentences. Compare and contrast the adventures and experiences of characters in leveled stories with pictures using key vocabulary in simple, related sentences. Compare and contrast the adventures and experiences of characters in leveled stories using key vocabulary in expanded and some complex sentences. Compare and contrast the adventures and experiences of characters in stories using precise vocabulary in multiple, complex sentences. Learning Supports Venn Diagram L1 Support Partner work Choice questions Pictures and Photographs Gestures Venn Diagram L1 Support Partner work Pictures and Photographs Sentence Frame Venn Diagram Partner work Pictures and Photographs Venn Diagram Partner work Pictures ELA – Kindergarten - Unit 4 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build: background knowledge, key vocabulary and critical language structures connected to the actual tasks and texts that students will use. Emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering, so Turn and Talk, Think/Pair/Share and Small group/ triads activities are effective strategies that build academic language. In addition, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. Student Learning Objective (SLO) Language Objective Language Needed Download 5.31 Kb. Do'stlaringiz bilan baham: 
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