Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. The Work We Do: play, practice, learn
This module includes attachments. / Students will be able to:
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. (K.L.2a)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3) / Extended/Short Texts:
Feast for 10 , Cathryn Fawell
Pancakes for Breakfast, TomiedePaola
Somewhere in the Ocean , Jennifer Ward and T.J. Marsh Sea
Watch Me Throw the Ball, Mo Willems
Zinnia’s Flower Garden , Monica Wellington
Scholastic Bookroom Adoptions:
Push! Pull! Move It!, Bob Taylor
Rabbit House, The, Cathryn Bridie McBeach
Sammy the Turtle, Amy Bakers
Sports, Jessica Wolfe / Formative Assessments:
Literature Response Journal: Draw/write how practice and play help us learn (see instructional strategies attachment). Focus on capitalization of pronoun “I.”
Summative Assessments:
Literature Response Journal: Draw/write about the practicing process(see instructional strategies attachment). Focus on telling about the events in order that they occur and the capitalization of pronoun “I.” / Think, pair, share to invite students to make personalconnections.
Peer discussion.
Literature response
2Challenges in Our Work: Learning Something Hard: Mo Willems Author Study
This module includes attachments. / Students will be able to:
Identify the front cover, back cover, and title page of a book. (K.RI.5)
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (K.RI.6)
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). (K.RI.7) / Extended/Short Texts:
A Time for Playing , Ron Hirshchi
Are you Ready to Play Outside, Mo Willems
Elephant Cannot Dance , Mo Willems
Listen to My Trumpet, Mo Willems
Watch Me Throw the Ball , Mo Willems
Scholastic Bookroom Adoptions:
I Just Forgot , Mercer Mayer
One Frog, One Fly, Wendy Blaxland
Very Busy Spider, The, Eric Carle
Electronic Resources and Alternative Media:
MO Williams(
Author Study Toolkit
www.readingrockets.org/content/.../authortoolkit_rr.pdf) / Formative Assessments:
After each reading selection, add to an anchor chart that demonstrates the challenges characters overcome.
Literature Response Journal: Draw and/or write about the characters practicing something hard.
Summative Assessments:
Personal connection to literature Response Journal: Draw and/or write about what is hard to learn or practice for them. / Investigation author study
Mo William’s exploration center
Think, pair, share
Anchor chart after all reading selections
3. Challenges in Our Work: Learning From Mistakes
This module includes attachments. / Students will be able to:
With prompting and support, ask and answer questions about key details in a text. (K.RI.1)
With prompting and support, identify the main topic and retell key details of a text. (K.RI.2)
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (K.RI.3) / Extended/Short Texts:
Elephant Cannot Dance, Mo Willems
Listen to My Trumpet, Mo Willems
Pancakes for Breakfast ,TomiedePaola
Three Little Pigs, The, Anne Rockwell
Watch Me Throw the Ball , Mo Willems
Scholastic Bookroom Adoptions:
Five Little Monkeys, Eileen Christelow
Three Little Pigs, The, Emily Banks: / Formative Assessments:
Chart understanding of how we learn from our mistakes: (T-chart) participation.
Summative Assessments:
Literature Response Journal:
Students will draw a picture that will demonstrate practicing something until they get it right (tying their shoes, throwing a ball, doing jumping jacks, and so on). Under their illustration they will write, “If at first you don’t succeed…try, try again.” / After reading selections, the students will think, pair, and make connections to the text to prepare for literature response journaling
4.Challenges in Our Work: Getting Along with Others
This module includes attachments. / Students will be able to:
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). (K.RI.7)
Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page. (K.RF.1a)
Read emergent-reader texts with purpose and understanding. (K.RF.4) / Extended/Short Texts:
Feast for 10, Cathryn Fawell
Listen to My Trumpet, Mo Willems
One World, One Day, Barbara Kerley
Multicultural Adoptions:
What a Wonderful World, George Weiss
Scholastic Bookroom Adoptions:
Little Red Hen, The, Steve Salerno / Formative Assessments:
After Literature Circle discussions about The Little Red Hen by Steve Salerno, students will create The Little Red Hen heart maps on what is important to her.
Summative Assessments:
Literature Response Journal: Fold a paper in half. On one side, draw and/or write about a problem they had with a friend. On the other side, draw and/or write an appropriate way friends can solve problems. / Think, pair, share
T-chart
Create Literature Circles using The Little Red Hen by Steve Salerno
5. Challenges in Our Work: Working Conditions
This module includes attachments. / Students will be able to:
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3)
Add drawings or other visual displays to descriptions as desired to provide additional detail. (K.SL.5) / Extended/Short Texts:
Day the Crayons Quit, The, Drew Daywalt
Click, Clack, Moo! Cows that Type, Doreen Cronin
Electronic Resources and Alternative Media:
The Day the Crayons Quit , / Summative Assessments:
After listening to selected text(s) within the unit, students will describe (through dictation, written text, or illustrations) challenges people may have while they work, play, and/or practice (e.g., getting along with others, following rules, doing something new). / Compare/contrast graphic organizer
6. Action: Taking a Stand
This module includes attachments. / Students will be able to:
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K.W.2)
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
a.With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. ( K.W.4a) / Extended/Short Texts:
Cactus Soup, Eric A. Kimmel
Click, Clack, Moo! Cows that Type, Doreen Cronin
Day the Crayons Quit, The , Drew Daywalt
Multicultural Adoptions:
These Hands by Margaret Mason
Electronic Resources and Alternative Media:
The Day the Crayons Quit, Drew Daywalt / Formative Assessments:
Take compare/contrast chart from Module 5 about characters in the stories are unhappy with their working conditions and add to it after reading Cactus Soup and These Hands. Then t-chart the solutions.
Students will make a “problem map” where students face problems. They will write/draw where those problems occur.
Summative Assessments:
Literature Response Journal: Draw and/or write a letter to the principal about a problem and possible solutions at the school (more balls, more play time, cleaner campus, unfair rules, talking during lunch). / Think, pair, share
Discussion
Problem map
7. Action: Making Compromises
This module includes attachments. / Students will be able to:
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. ( K.W.4a) / Extended/Short Texts:
Cactus Soup, Eric A. Kimmel
Click, Clack, Moo! Cows that Type, Doreen Cronin
Day the Crayons Quit,The, Drew Daywalt
Electronic Resources and Alternative Media:
The Day the Crayons Quit, Daywalt / Formative Assessments:
Anchor chart rules that are fair for everyone: (web) participation.
Summative Assessments:
Students will draw or write a list of rules that helps everyone get along with each other. They will share their list of rules to see which rules are compromises (both partners agree upon). / Think, pair, share
Cooperative Learning Placemat activity
8. Action: Do Unto Others-Fair Play
This module includes attachments. / Students will be able to:
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. ( K.W.4a) / Extended/Short Texts:
Cactus Soup, Eric A. Kimmel
Click, Clack, Moo! Cows that Type , Doreen Cronin
Day the Crayons Quit , The, Drew Daywalt
Do Unto Otters: A Book About Manners , Laurie Keller
Multicultural Adoptions:
These Hands, Margaret Mason
Electronic Resources and Alternative Media:
Do Unto Otters: A Book About Manners , Laurie Keller video
The Day the Crayons Quit, Drew Daywalt / Formative Assessments:
Students will share their list of rules from module 8 with the class and discuss if the rules are fair for everyone. How can rules be changed for everyone? They will revise their list to add new rules or change rules to make them fair. / Continue peer discussion after all the module text (knee-to-knee partner talks, stand up, hands up, pair up) on fairness of rules
9. Action:
Do Unto Others-Cooperation
This module includes attachments. / Students will be able to:
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K.W.2) / Extended/Short Texts:
Cactus Soup, Eric A. Kimmel
Do Unto Otters: A Book About Manners , Laurie Keller
Feast for 10, Cathryn Fawell
Watch Me Throw the Ball, Mo Willems
Multicultural Adoptions:
These Hands, Margaret Mason
What a Wonderful World, George Weiss
What does Peace Feel like?, ValdimirRadunksky
Scholastic Bookroom Adoptions:
We Play Together, Wiley Blevins: Games Played together: practice/ cooperation
Magic Pot,The,Laura Smith: How manners are important in relationships. / Formative Assessments:
Literature Response Journal: Draw and write how manner help us get along.
Summative Assessments:
After listening to selected text(s) within the unit, students will describe (through dictation, written text, or illustrations) write solutions to challenges people may have while they work, play, and/or practice (e.g., getting along with others, following rules, doing something new, unfairness). / After reading texts, students will engage in a peer discussion
Create a class word web to build connection to learning something new in their lives.
ELA, Office of Curriculum Development© Page 1 of 7
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.