Brenham ISD Unit Plan
Unit 1 Plan - What Do Good Readers and Writers Do/Fiction (24 days) | RLA Kindergarten | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
BISD strives for our kindergarten students to become successful readers. The main focus for instruction will be centered around the phonics curriculum which is separate from the unit plans. These unit plans are intended to expose students to skills that they will continue to develop in later grades. Understanding that, there will be more supporting standards than essential standards within the unit plan. K.2Dv identify all uppercase and lowercase letters K.2E develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality K.6D retell texts in ways that maintain meaning K.7B identify and describe the main character(s) K.7D describe the setting K.10A plan by generating ideas for writing through class discussions and drawings K.10B Develop drafts in oral, pictorial, or written form by organizing ideas | K.1A listen actively and ask questions to understand information and answer questions using multi-word responses K.1B restate and follow oral directions that involve a short, related sequence of actions
K.1C share information and ideas by speaking audibly and clearly using the conventions of language K.1D work collaboratively with others by following agreed-upon rules for discussion, including taking turns K.1E develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants K.2Di demonstrate print awareness by identifying the front cover, back cover, and title page of a book
K.2Dii demonstrate print awareness by holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep K.2Diii demonstrate print awareness by recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries K.2Div recognize the difference between a letter and a printed word
K.3B use illustrations and texts the student is able to read or hear to learn or clarify word meanings
K.3C identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations
K.4A develop and sustain foundational language skills: listening, speaking, reading, writing and thinking. The student reads grade-appropriate texts independently K.5A establish purpose for reading assigned and self-selected texts with adult assistance K.5B generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance K.5C make and confirm predictions using text features and structures with adult assistance K.5D create mental images to deepen understanding with adult assistance K.5E make connections to personal experiences, ideas in other texts, and society with adult assistance K.5F make inferences and use evidence to support understanding with adult assistance K.5H synthesize information to create new understanding with adult assistance K.5I monitor comprehension and make adjustments such as re‐reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance
K.6A describe personal connections to a variety of sources K.6B provide an oral, pictorial, or written response to a text K.6C use text evidence to support an appropriate response K.6E interact with sources in meaningful ways such as illustrating or writing K.6F respond using newly acquired vocabulary as appropriate K.9A discuss with adult assistance the author's purpose for writing text
K.10.C: Revise drafts by adding details in pictures or words K.10E Share Writing K.11.A. Dictate or compose literary texts, including personal narratives
K.12E The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
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What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential teks. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: K.2Dv
K.2D.iv
K.2E
K.6D
K.7B
K.7D
K.10A
K.10B
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Retell - to tell about something read or heard with attention to details Character - a person, thing, or animal in a literary text Setting - the time and place of a literary text Fiction - literature that is created from the imagination and typically has a narrative Uppercase - capital letters as opposed to small letters Lowercase - small letters as opposed to capital letters Prediction - the act of telling about an idea or an event in advance Directionality - the ability to identify that words are written and read from left to right and from top to bottom of page | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: Students will show mastery by identifying (name) all uppercase and lowercase letters in random order by the start of quarter 2. Independently, students will complete a graphic organizer and illustrate key events in the beginning, middle, and end of the story they read independently. Students can retell text by oral answers, pictures or written form according to their ability. Students must show mastery by completing assessment of the whole group and on an independently read text. Independently, students will complete a graphic organizer and illustrate the character and setting of the story they read independently or reading mini lesson read aloud. | ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
Assess uppercase and lowercase letters | ||
Assess identifying main character of fiction story | ||
Assess identifying the setting of a fiction story | ||
Assess identifying the main events of a fiction story | ||
1st week and 9th week | Name assessment | |
Notes: K.2Dv identifying all uppercase and lowercase letters
Teacher Rigor: Sorting the letters by straight lines/curved lines Put letters in a bag and have kids feel and name the letter based off the attributes they are feeling
K.2D.iv: Make sure to discuss the difference between a letter and a number as well when discussing letters. K.6D Retelling may include:
What good readers do: How to hold the book Reading left to right How to turn the pages of a book K.10A
K.10B
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