Sequencing Worksheets Kindergarten - DOC - DOC

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Sequencing Worksheets Kindergarten - DOC - DOC Powered By Docstoc
					          KSD Technology-Integrated Unit Template

                                                              Date July 15, 2002

Author
First and Last Name           Carol Egelston and Lisa Londino
School Name                   Meadow Ridge
Email Address                 cegelsto@kent.k12.wa.us, clondino@kent.k12.wa.us


Unit Overview
Title                         How are Stories Organized?
Focus Questions
What is the difference between “character” and “setting”?
What is the beginning, middle, and end of a story?
Unit Summary
In this kindergarten unit, students will learn key elements of a story. Emphasis will be placed on
characters and setting. Students will begin to focus on sequencing a familiar story using beginning,
middle and end.
Subject Area(s) (Click boxes of targeted subject areas.)


   Math                          Reading                     Other:
   Science                       Social Studies              Other:
   Writing                       Library and Information Literacy
Grade Level
   Kindergarten                  Grade 1                     Grade 2
   Grade 3                       Grade 4                     Grade 5
   Grade 6
Standards
Essential Academic Learning Requirements:
Reading 1.4 – Understand elements of literature – fiction.
Reading 2.3 – Think critically and analyze author’s use of language, style, purpose, and
perspective.
Writing 3.1 – Generate own ideas (brainstorm); organize and plan writing (outlines, webbing, story
mapping, listing, jotting, free writing, etc.);
Use available tools and technology such as a simple word processor consistently through the writing
process.
Writing 3.2 – Dictate or record stories, poetry, etc.; Create text with drawing, writing, or dictation.
Sometimes write before drawing.
KSD Curriculum Frameworks (or SLOs):
Reading: Understands story elements – uses pictures and words as cues to setting and character;
Applies information gained from reading (or hearing a story read) – identifies some features or traits of
characters and setting from illustrations and text.
Writing: Form – Recount – Students will be able to tell what happened in a story using terms
beginning, middle and end.
         KSD Technology-Integrated Unit Template
KSD Technology:
III.A.1(I) Use input/output devices (keyboard, mouse, printer)
III.B.4(I) Use draw and paint applications.
III.B.6(I) Use electronic resources to practice skills and remediate deficits.
VII.A.2(I) Appropriate behavior and respect for technology use/equipment.


Learning Outcomes
Students will demonstrate an understanding of:
     Beginning, middle and end of a story
     Retell
     Relationships between objects in a story
     Character and setting
Students will apply:
     Group cooperation skills (prerequisite to unit)
     Listening skills (prerequisite to unit)
Unit Scope and Sequence
    1.   Story Sequence – Beginning, Middle and End
    2.   Retelling a Story – Orally, Dramatically
    3.   Matching Objects by Relationships
    4.   Story Elements – Character
    5.   Story Elements – Setting
Student Assessment
Students’ abilities to identify story sequence will be evaluated using Story Sequence Worksheet.
Students’ abilities to identify characteristics of setting for a familiar story “Who Will Help?” will be
evaluated using Story Elements Worksheet - Setting.
Students’ abilities to identify the characters from a familiar story “Who Will Help?” will be evaluated
using Story Elements Worksheet – Characters.
Students’ abilities to identify and match objects by relationship will be evaluated using Match the
Pictures Worksheet.
All of above skills and students’ abilities to contribute to a group will be assessed by teacher and
reported on a rubric.
         KSD Technology-Integrated Unit Template


Unit Implementation
Instructional Strategies           Grouping Options                    Scaffolds


Teacher introduces the story       Large-group instruction
“Who Will Help?” to the class
and reads it aloud.

During and/or after each reading   Large-group discussion.
of the story, ask questions or
openly discuss with students
what happened first, second,
and so on.

Illustrate the beginning, middle   Large-group interaction.
and end of the story on a large
easel using the terminology
“beginning, middle and end.”

Have students retell the story     Large-group interaction.
including acting it out with
props.

Students will use input/output     Individual activity in a computer   Story Sequence Worksheet
devices (keyboard, mouse,          lab.
printer) to complete Story
Sequence Worksheet.
Demonstrate and teach click,
drag and drop with the mouse.

Students will match real           Small group activity/center.
objects by relationship
(cup/saucer, pencil/pencil
eraser, hand/mitten, etc.)

Students will apply technology     Individual activity in a computer   Match the Pictures Worksheet
skills to complete worksheet       lab.
entitled Match the Pictures
Worksheet.

Reread the familiar story “Who     Large-group interaction.
Will Help”? and define and
discuss characters in the story.
Read other appropriate
literature and highlight
character(s) in the story.

Reread the familiar story “Who     Large-group interaction.
Will Help”? and define and
discuss setting in the story.
        KSD Technology-Integrated Unit Template

Students will apply technology     Individual activity in a computer    Story Elements Worksheet –
skills to complete worksheet       lab.                                 Characters
entitled Story Elements
Worksheet – Character.

Students will apply technology     Individual activity in a computer    Story Elements Worksheet -
skills to complete worksheet       lab.                                 Setting
entitled Story Elements
Worksheet – Setting.
Accommodation Options
ELL / IP Students            Students might be paired with another student or an Instructional
                             Assistant to complete tasks.
                             Students might be given a worksheet with some of the choices
                             completed for them ahead of time (increasing their success rate).
Highly-Capable Students      Students might differentiate between character and setting on one
                             worksheet in the computer lab using Differentiating Character &
                             Setting Worksheet.
                             Additional stories may be provided for these students.
                             Students may be asked to complete the same tasks using additional
                             stories.
                             Students might read a story and then illustrate the beginning, middle and
                             end independently.
                             Students may be asked to write a draft of a story and begin to build a
                             beginning, middle and end.
Management/Organization Tips
Students should work with the teacher in a guided-instruction model as a group. Students will then be
asked to work individually (or with a partner) to complete the technology skills applied to the unit.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
The unit may be broken into 20-30 minute lessons. There will be approximately 8-10 lessons over a
two-three week period.
Prerequisite Skills
       Ability to sit and attend to a story for 10 minutes at a time.
       Some prior instruction in skills of contributing to a group discussion.
       Some prior instruction in “acting out a story” using props.
       A basic understanding of the elements of “character” and “setting” in a familiar story.
       Some prior instruction in using a computer keyboard and mouse.
Materials and Resources Required for Unit
Adopted Print Materials:
       LOLP Kindergarten Reading Curriculum and Materials.
       KSD Writing Curriculum Notebook – Kindergarten Level.
Adopted and other Audio/Visual: None
Supplemental Resources (including Internet resources):
       Book: “Who Will Help?”
Supplies:
        Large easel and markers
        Student or teacher created props for story
         KSD Technology-Integrated Unit Template
Technology – Hardware (Click boxes of all equipment needed.)
   Computer(s)                 VCR                                    Projection System
   Printer                     Video Camera                           Camera
   Digital Camera              Scanner                                Video Conferencing
   Television                  Laser Disk                             Other
Technology – Software (Click boxes of all software needed.)
   Microsoft Word              Microsoft Front Page                   KidPix
   Microsoft Excel             Microsoft Internet Explorer            Inspiration
   Microsoft PowerPoint        SchoolKiT                              Clicker 4
   Publisher                   Encarta Reference Materials            Image Blender/Photo Editor
Optional Technology         Highly capable students may write their own stories and use the scanner
Extensions                  to scan student illustrations into the story for publication.
                            Inspiration program could be used to develop another story web.
Key Word Search             Story elements; character and setting.
                            Story order; beginning, middle and end.

				
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