East newark public schools
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Text Level Characteristics □ Longer episodes/ more complex ideas □ Sentences carry over several pages, with more complex punctuation □ Adding more high frequency words □ Language changes increase with the levels rather than patterned stories □ Variety of print styles and sizes □ Less repetition EXAMPLES Foot Book – Seuss (E) Harry Takes a Bath – Ziefert (F) Just Like Daddy – Asch ( F) All About You – Anholt & Anholt (G) Sammy the Seal – Hoff (H) Big Dog, Little Dog – Eastman (I) □ Easy reader chapter style books □ Whole pages of text with fewer illustrations □ Readers learn about characters and events outside of their own experiences □ Readers need to use a variety of strategies to figure out different writing styles EXAMPLES Danny and the Dinosaur – Hoff (J) Days with Frog and Toad – Lobel (J) Fox on the Job – Marshall (J) Little Bear – Minarik (J) I Can Read with My Eyes Shut – Seuss (J) Nate the Great and the Lost List – Sharmat (K) Frog and Toad Together – Lobel (K) Commander Toad ‘s Voyage Home – Yolen (K) □ Some abstract or symbolic themes □ Much longer chapter book □ Expanded vocabulary □ Smaller print / narrower spacing □ Complex language and subtle meanings EXAMPLES Cam Jansen and the Mystery of the UFO – Adler (L) Pinky and Rex and the Bully – Howe (L) Horrible Harry and the Dungeon – Kline (L) Junie B. Jones is Not a Crook – Park (M) The Littles Give a Party – Peterson (M) Amber Brown Goes to Fourth – Danziger (N) Approximate Text Level Correlation Lexile DRA Guided Reading Grade Level BR -250 8-16 E-I 1 Lexile DRA Guided Reading Grade Level 200-500 18-20 J-K 1/2 Lexile DRA Guided Reading Grade Level 450-790 24-30 L-N 2/3 14 Kindergarten, Unit 4 Draft 1-18-13 Leveling Resources http://www.readinga-z.com/ ----- DRA/Guided Reading/ Grade Level Correlation Guide http://www.readinga-z.com/basalsearch/ --- Reading Series Correlation http://www.scholastic.com/bookwizard/ ----- Search 50,000 books by book level http://lexile.com/fab/ ----- Lexiles Matching Books to Readers by Fountas and Pinnell Growing Readers – by Collins Strategies That Support Comprehension and Fluency □ Uses illustrations to solve unknown words and make meaning □ Establishes purpose for reading □ Activates prior knowledge □ Makes meaningful predictions □ Uses sentence level context clues to confirm or self-correct (e.g., Does it make sense?) □ Uses sentence level context clues to determine the meaning of unknown words or phrases □ Makes meaningful connections to the text (text to text/text to self/text to world) □ Generates questions before, during and after reading to determine, clarify, or extend the meaning of vocabulary or text □ Makes inferences □ Reads in a grammatical and linguistically reasonable manner so it sounds the same as oral speech (e.g., Does it sound right?) Phonics and Word Analysis Skills □ Gets mouth ready for first letter and thinks about what makes sense □ Uses graphophonic cues (Sound it out.) □ Looks for “chunks” in words such as word endings, known syllables, etc. Matching Students to Text Levels Independent Level – Students develop fluency as they read these easy and/or familiar books. They increase speed of reading as well as expression as a result. Use these books for independent reading and reading aloud. Instructional Level – Students are reading books that require them to use strategies but they are fluent enough at this level to make meaning. These books are “just right” for guided reading with the teacher or parent at home. They provide some challenges, so the children can practice using strategies and skills. Frustrational Level - This level of text is too difficult for the student. At this level, reading is choppy and does not sound fluent. Move to a lower-level book so the student can read with success and meaning. 15 Kindergarten, Unit 4 Draft 1-18-13 Task 3 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 Expanding 4 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 the setting o Uses story vocabulary to retell the story Circle one: Assisted or Unassisted o Accurately retells the story sequentially using key details o Describes the relationship between two individuals, events or ideas in the text Prompt: How is ____ (use information from the story) and ____ (use information from the story) related? o Compares/contrasts adventures and experiences of characters to another story Circle one: Assisted or Unassisted Comments: Score ________________ 16 Kindergarten, Unit 4 Draft 1-18-13 Task 3 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 Expanding 4 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 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 o Summarizes the main idea of the text o Provides key details and facts from the text with the reasons the author provides to support the points in the text Prompt as the student shares the key details: What in the text supports that fact? o Identifies basic similarities in and differences between two texts on the same topic Prompt: How does this text compare to _____ (fill in another text the student is familiar with) also about _______ (fill in the topic) Circle one: Assisted or Unassisted 17 Kindergarten, Unit 4 Draft 1-18-13 Circle one: Assisted or Unassisted Comments: Score ________ 18 Kindergarten, Unit 4 Draft 1-18-13 Task 4: Oral Language/Vocabulary STUDENT LEARNING OBJECTIVES CCSS 1 Ask and answer questions about unfamiliar words in literature text. RL.K.4 2 With prompting and support, ask and answer questions to learn about unfamiliar words in informational texts. RI.K.4 9 Produce and expand complete sentences in shared language activities. LK.1 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 19 Kindergarten, Unit 4 Draft 1-18-13 20 Kindergarten, Unit 4 Draft 1-18-13 Task 4: Oral Language/Vocabulary Directions During instruction, shared language experiences, and read alouds, take note of children’s oral language. Focus on 5-7 children per day over the course of one week to evaluate your entire class. Notice how children ask and answer questions about words in texts, the vocabulary they are using, and the details in their sentences during shared language activities. Write the children’s names in the columns. There is space for 7 children per page, print multiple pages for the number of students in your class. Place a 1 in the box if the child achieves the SLO and a 0 if the child has not yet achieved the SLO. Note the specific information for each SLO needed in the box, where appropriate, along with the score. Produces and expands complete sentences. (Provide one example.) Identifies new meanings for familiar words and apply them accurately. (Note vocabulary words and how they are used.) Identify meaning of verbs and adjectives and relate them to their antonyms. (Provide examples.) NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 5 UNIT NAME: # STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS CCSS 1 With prompting and support, retell a familiar story including key details. RL.K.2 2 With prompting and support, name the illustrator and define their roles. RL.K.6; RI.K.6 3 With prompting and support, compare and contrast characters’ adventures and experiences in familiar stories. RL.K.9 4 Listen and respond to questions about literature and informational text in group reading activities. RL.K.10; RI.K.10 5 With prompting and support, describe the relationship between two individuals, events, ideas, or pieces of information in a text. RI.K.3 6 With prompting and support, ask and answer questions about unknown words in informational texts. RI.K.4 7 With prompting and support, state reasons an author gives to support points in an informational text. RI.K.8 8 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.9 9 Recognize and name all the upper and lowercase letters of the alphabet. RF.K.1.d 10 Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three- phoneme (consonant-vowel-consonant, or CVC) words (e.g., bat, can). RF.K.2.d 11 Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words (e.g., fat, cat). RF.K.2.e 12 Produce the primary or most frequent sound for each consonant. RF.K.3.a 13 With prompting and support connect the long and short sounds with common spellings RF.K.3.b NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 5 UNIT NAME: (graphemes) for the five major vowels. 14 Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.K.3.c 15 Identify the letter sounds that differ in similarly spelled words (e.g., let-get). RF.K.3.d 16 Read emergent-reader texts with purpose and understanding. RF.K.4 17 Draw and write an opinion piece (self-selected or teacher directed), stating the topic or the name of the book they are writing about, and an opinion on the topic or book. W.K.1 18 Draw and write the beginning, middle, and end of an event or several loosely linked events, including a reaction to what happened and spelling words phonetically. W.K.3; L.K.2.d 19 With guidance and support, strengthen writing as needed by responding to questions and suggestions from peers and adding details (e.g., labeling pictures, naming characters). W.K.5 20 With guidance and support, produce and publish a piece using digital tools with peers. W.K.6 21 With guidance and support, gather information from provided sources (e.g., library books) to answer a question in group writing and shared research activities (e.g., compare and contrast two mammals and state an opinion on them). W.K.7; W.K.8 22 Ask and answer questions in order to seek help or clarify concepts. SL.K.3 23 Express thoughts, feelings and ideas to other clearly. SL.K.6 24 Capitalize the first word in a sentence and pronoun I. L.K.2.a 25 Recognize and name end punctuation (e.g., period, question mark). L.K.2.b 26 Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2.c 27 Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, - less) as a clue to the meaning of an unknown word. L.K.4.b VOCABULARY lower case letters, upper case letters, capital letter, punctuation, short vowels, long vowels NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 5 UNIT NAME: Code # Common Core State Standards RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information 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.1 Demonstrate understanding of the organization and basic features of print. d. Recognize and name all the upper and lower case letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.). e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 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 common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. L.K.2 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. L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 5 UNIT NAME: meaning of an unknown word. RL.K.2 With prompting and support, retell familiar stories, including key details. 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.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. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. 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.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.4 Read emergent-reader texts with purpose and understanding. 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...). W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 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.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 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 |
