In this unit, students will retell the major events from a story using key details. Students will be able to identify story elements.They will make connections between two texts by identifying how they are the same and different. At the end of the unit the students will use their understanding of story elements to compose a narrative including details regarding what happened, signal event order and provide closure.
Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
- Why is using key details from the story important in retelling the story?
- How can I use the details of the text to express the central message or lesson?
- What can I learn from comparing two texts?
Reading Learning Goals
Students will be able to understand how to retell stories using key details and story elements. Students will be able to describe the connection between two individuals or events in a text.
RL.1.3 Scale RI.1.3 Scale RL.3.9 Scale RI. 3. 9 Scale / Writing Learning Goals
Students will understand how to write a narrative with two or more detailed events in order. W.1.3 Scale
Focus Reading Standard
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
LAFS.1.RI.1.3 (DOK 2) Describe the connection between two individuals, events, ideas, or pieces of information in a text.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the adventures and experiences of characters in stories.
LAFS.1.RI.3.9 (DOK 3) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). / Focus Writing Standard
LAFS.1.W.1.3 (DOK 3) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Recursive Standards
Reading Foundational Skills
LAFS.1.RF.1.1 (DOK 1) Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
LAFS.1.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading
LAFS.1.RL/RI.1.1 (DOK 2) Ask and answer questions about key details in a text.
LAFS.1.RL/RI.4.10 (DOK 2) With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Speaking and Listening
LAFS.1.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.
LAFS.1.SL.1.2 (DOK 2) Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LAFS.1.SL.1.3 (DOK 2) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
LAFS.1.SL.2.4 (DOK 2) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
LAFS.1.W.2.5 (DOK 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Language
LAFS.1.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
LAFS.1.L.3.5 (DOK 2) With guidance and support from adults, demonstrate understanding, word relationships and nuances in word meanings.
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
LAFS.1.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
Writing
LAFS.1.W.2.5 (DOK 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Phonics
S blends
Short vowel e /e/
Short vowel u /u/
Ending blends (end, ast,ink) / High Frequency/Vocabulary
DOLCH WORD LINK
FRY LIST LINK / Grammar/Language
Sentences
Nouns
Singular/Plural Nouns
Possessive Nouns
Mechanics:
Capitalization and Punctuation
Commas in a Series
Apostrophes with Contractions
Apostrophes with Possessive Nouns
Deconstructed ReadingStandards
LAFS.1.RL.1.2 (DOK 2) Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- Identify meanings and details within a story.
- Identify central message/lesson of the story.
- Retell story, including key plot points, details, and ideas.
- Apply understanding of a central message, meaning, or lesson.
- Orally demonstrate understanding of a central message, meaning or lesson.
2nd: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
LAFS.1.RI.1.2 (DOK 2) Identify the main topic and retell key details of a text.
- Identify the main topic of a text.
- Retell key details of a text.
- Identify the key details of a text.
2nd: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
- Define character.
- Define setting.
- Define major events.
- Define key details.
- Identify characters using key details.
- Identify setting using key details.
- Identify major events using key details.
- Describe characters using key details, discern which details are important.
- Describe setting using key details, discern which details are important.
- Describe major events using key details, discern which details are important.
2nd: Describe how characters in a story respond to major events and challenges.
LAFS.1.RI.1.3 (DOK 2) Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- Identify key details in an informational text.
- Associate details with an individual, event or idea.
- Describe the connection / relationship between the details within an informational text.
- Describe the connection between 2 pieces of information.
2nd: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the adventures and experiences of characters in stories.
- Identify characters in a story.
- Identify similarities and differences of adventures and experiences of characters.
- Compare/contrast details from stories about the experiences of characters.
2nd: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or by different cultures.
LAFS.1.RI.3.9 (DOK 3)Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- Identify comparable points between two texts on the same topic.
- Identify basic similarities between two texts on the same topic.
- Identify differences between two texts on the same topic.
2nd: Compare and contrast the most important points presented by two texts on the same topic.
Deconstructed Writing Standard
LAFS.1.W.1.3 (DOK 3) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
- Choose an experience in which to write.
- Identify two or more events of the experience and sequence appropriately.
- Identify transitional words.
- Identify details, transitions, closure, final thoughts.
- Choose relevant details that correspond to a chosen event.
- Reflect on identified event.
- Apply appropriate transitional words in order to signal change of events in narrative.
- Create relevant and elaborate details to support events of narrative writing.
- Write a narrative, recounting two or more events and including supporting details.
- Write a narrative, recounting two or more events and including transitional words.
SuggestedLiterary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Teach and Model
Unit 2 RL.1.3/ RI.1.3
*Week 5 – Oliver Button (RL.1.3)
~ Day 1
*Vocabulary: character, setting, major events, key details, relevant. Read, tree map for characters, setting, plot, and ask clarifying questions.
~ Day 2
*Reread, have students work in pairs to draw/write a detail from an assigned page. Put them in order on the board. Ask which are relevant or key details….throw away ones that are not.
~ Day 3
*Reread, construct a flow map using the relevant key details
~ Day 4
*Add writing
~ Day 5
*Share with group
*Week 6 – Molly Lou Melon (RL.1.3)
~ Day 1
*Vocabulary: character, setting, major events, key details, relevant. Read, tree map for characters, setting, plot, and ask clarifying questions.
~ Day 2
*Reread, have students work in pairs to draw/write a detail from an assigned page. Put them in order on the board. Ask which are relevant or key details….throw away ones that are not.
~ Day 3
*Reread, construct a flow map using the relevant key details
~ Day 4
*Add writing
~ Day 5
*Share with group
*Week 7 – Alligator Mini Lesson and Alligators and Crocodiles (RI.1.3)
~ Day 1
*Alligator Mini Lesson Relevant details vs. Irrelevant details (FCRR)
~ Day 2
*Describe the connection/ relationshiop between the details within an informational text.
~ Day 3
*Read Alligators and Crocodiles, sort the relevant and irrelevant details,
~ Day 4
*Reread and describe the connection/ relationship between the details within an informational text.
~ Day 5
*Describe the connection between the 2 pieces of text, complete double bubble map
*Week 8 – Eating Well and Exercise (RI.1.3)
~ Day 1
*Sort the relevant and irrelevant details from the text, Eating Well
~ Day 2
*Describe the connection/ relationship between the details within an informational text.
~ Day 3
*Read Exercise, sort the relevant and irrelevant details
~ Day 4
*Reread and describe the connection/ relationship between the details within an informational text.
~ Day 5
*Describe the connection between the 2 pieces of text, complete double bubble map
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal.
Tools and Resources for Finding Optional Text
Science Texts
Social Studies Texts
Unit 2: Work in the Community
Unit 3: Looking at Our World
Document-Based Questions (DBQs)
When applicable
Ebscohost
Under this link, use “Searchasarus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text) / Literary Tasks(Teach and Model)
Choose at least 1 task per standardthat will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.
LAFS.1.RL.1.2 (DOK 2) After reading a suggested text or one of your choice, the teacher and students will collaborate to determine the central message/lesson of the story. Use the key details from the story to support your conversation.
LAFS.1.RL.1.2 (DOK 2) After reading a suggested text or one of your choice students will use a graphic organizer to retell the major events from the story. Students should use the key details to support their product.
LAFS.1.R.1.3 (DOK2)After reading a suggested text use a tree map or other graphic organizer to describe the characters,setting and key details from the text. Use the key details from text to complete the graphic organizer.
LAFS.1.RL.1.3 (DOK 2) After reading a suggested text or a text of your choice, create a graphic organizer to describe the major events from the story. Use key details to discern which details are important.
LASF.1.R.3.9 (DOK 2) After reading ______and ______ or other paired texts.
Part A: Students will have a collaborative discussion to discuss the similarities and differences between the experiences in each text.
Part B: After reading paired texts, students will use a Thinking Map/graphic organizer (i.e. Tree Map) to list the various characters from the stories.
Part C: Students will use the main characters to compare/contrast details from stories about the experiences of characters within the story.
LASF.1.R.3.9 (DOK 2) After reading ______, and ______or other paired texts, students will use a Thinking Map/graphic organizer to similarities and differences between two texts on the same the topic.
Use to create your own tasks starting on page 3–
LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standards, with modeling. Use Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading a text, write a narrative piece that retells a personal experience that is similar to the events in the story. Use the text to support your writing.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
LAFS.1.RL.1.2 (DOK 2)
- Who, what, when, where questions
- What happened at the beginning, middle, and of story?
- Ask your partner to share a detail from the text.
- What lessons were learned in the story?
- How do the characters in the story solve their problem?
- What happens at the beginning, middle, and end of the story?
- How are the characters behaving, or feeling, at the beginning, middle, and end of the story?
- How do we know the characters are feeling _____, or are going to do ______?
- How are their adventures similar? How are they different?
- Can you tell me how that picture is the same as this one?
- We read two books, what was different about them?
- We are going to compare these two books. How were they the same?
- We are going to fill in this chart; can you tell me how the two texts we read were different?
- What happened first? What happened next? Was this the same order as what we read in the other book?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 5/23/16