Student Achievement Toolkit 2006 by wuxiangyu


									Institute Student Achievement Toolkit 2011
Entering K Balanced Literacy: Text Alignment Guide
The following is an example of how an experienced literacy teacher would choose texts that have deep meaning for students and align to
the unit plan. This resource is meant to help CMs “get into a teacher’s head” to understand why they choose certain texts, why the
repeat texts, etc.

While, some/all of these texts are available in the resource room, it is highly unlikely that a CM will be able to use all of these books to
teach this unit. Instead, CMs should use this thought process when choosing their own texts.

For text descriptions of the books in this alignment guide, see page 7.

       The shared reading texts listed here will NOT fill the entire 50-min SR block in one reading. They’ll take more like 5-10 min. This is intentional.
       SR texts should be repeated, acted out, discussed in depth. The purpose of SR is to build fluency, teaching students to rely on semantic and syntactic
        cues (i.e. to trust their knowledge of language to predict what will come next and listen for language that sounds right) and not just get stuck sounding
        everything out. Also, short texts provide lots of time for individual assessment conversations.

       Also, use this time to practice tracking 1-1 correspondence and finding word study/ sight words/phonics/PPA skills in the texts. Take time to play with the
        texts you select for RA/ SR a bit—ideas are suggested for a few (clapping the beat, acting out, having different groups voice different roles) but add in your
        own ideas depending on your class and your knowledge of what they need/ will enjoy.

Theme One Objectives                                                                                                                                           9 days
Prediction, Literary Elements and Sequencing – Basic Retell and Comprehension
Day     Objective                                 Read Aloud Text Selection & Rationale                      Shared Reading Text Selection & Rationale
M,          1. SWBAT make and
Wk 2             confirm predictions      Knuffle Bunny by Mo Willems                             Please, Baby, Please! By Spike Lee and Tonya Lewis Lee
                 about what a story will
                 be about/what will       I chose this book because the illustrations on the      I chose this book because, like Knuffle Bunny, the cover and
                 happen in a story,       first few pages and the cover give a clear              illustrations align nicely with the title and the theme of the book
                 referencing the title,   indication for what the story might be about. It’s      (parents telling a baby what to do/ not do throughout the day).
                 cover and illustrations, not a giveaway, though, so many possible                The basic topic is also similar to Knuffle Bunny, focusing on the
                 heard or read.           predictions would be valid, allowing students to        baby’s activities with her parents throughout the day.
                     o On this day,       later confirm or disconfirm their predictions. Also,
                          teacher/student it’s short and appropriate for the first day of          As shared reading, I’d invite students to say the words ―please‖
                          s should read   kindergarten, and has characters students can            and ―baby‖ when I stop talking (cloze reading) – after reading
                          entire story in relate to.                                               this through once. Repeated readings give beginning K
                          both read aloud                                                          students comfort and familiarity with the texts—they don’t have
                          and shared                                                               to be able to read each word to be able to join in. ―Baby‖ and
                          reading.                                                                 ―Bunny‖ also allow for a first-sound lesson.
T, Wk       2. SWBAT name
2                important characters in  Knuffle Bunny by Mo Willems                             Please, Baby, Please!
                 the story and tell the
                 things that the          It’s a short story with just a few main characters      Again, a close reading and choral reading of this book will be fun.
           important characters do    who have names (Mommy, Daddy, Trixie, and               It has a steady rhythm, so students might be invited to tap their
           in the story (actions),    Knuffle Bunny). At this point, it’s just as important   knees or clap to the beat as I read it the first time through.
           heard or read.             for students to learn what a character is as well as
                                      to name them and their actions. Students can            There’s really just one main character in this book—the baby.
                                      begin to work on tomorrow’s objective as well,          Her parents also make appearances. So, assessing will allow me
                                      naming the characters and what they do. This will       to see if students know what a ―character‖ is, and they can name
                                      set them up for a full retelling on Wednesday.          any of the baby’s many actions.

W,      3. SWBAT to retell the
Wk 2       story with events from     Knuffle Bunny                                           Please, Baby, Please!
           the beginning, middle
           and end in the correct     Students will have heard the story three times by       This book doesn’t lend itself to assessment of retelling quite as
           order, heard or read.      this point, and will know the characters well.          well as Knuffle Bunny, so I’d focus assessment there. I’d
                                      There is a clear beginning, middle, and end. This       informally assess Please, Baby, Please by making sure students
                                      story would lend itself well to a retelling where the   remembered at least a few things the baby does, and that they’re
                                      teacher covers the words and the class retells          in the order of her day (play, have dinner, go to bed, etc.) The
                                      before students individually retell.                    focus at this point should be on understanding what retelling
                                                                                              means, and on participating in shared reading. We’ll look for
                                                                                              complete mastery as we focus on retelling throughout the
TH,     4. SWBAT make and
Wk 2       confirm predictions        Knuffle Bunny Too by Mo Willems                         Yo, Yes! By Chris Raschka
           about what a story will
           be about/what will         Since students know the characters, Knuffle             This book has just a few words on each page, and text that is
           happen in a story,         Bunny Too will allow them to reference the cover        clearly matched to each character. Students can practice
           referencing the title,     as well as their prior knowledge. Again, the cover      tracking words or reading as the teacher points, in addition to the
           cover and illustrations,   allows for a variety of acceptable predictions. I’d     comprehension objective. Both characters are shown on the
           heard or read.             set the books next to each other and ask what           front cover, allowing for students to make predictions about what
                o On this day,        students notice is the same or different, then          might happen or what the characters are like. The possibilities
                    teacher/student   begin the conversation about predicting what            for SR are great: acting it out, having some students read each
                    s should read     might be different for Trixie and KB in this book.      part, etc.
                    entire story in
                    both read aloud
                    and shared
F, Wk   5. SWBAT name
2          important characters in    Knuffle Bunny Too                                       Yo, Yes!
           the story and tell the
           things that the            This will serve as a good re-check for students         There are just two characters in this story, so mastery will be
           important characters do    who did not master the first assessment.                clear. They don’t have names, so be sure discussion is clear—
           in the story (actions),    Additionally, reading a similar book will allow         the boy in the shorts or pants, the African-American or white boy,
           heard or read.             students to focus on naming what the important          etc. The actions can then be the focus of this lesson, much as in
                                      characters do in the story. The focus was on            Knuffle Bunny.
                                      understanding characters before, now we can
                                      focus on understanding actions. This also sets
                                      students up well for writing complete sentences
                                      (which have a who and a what/ subject and verb)
                                      and for understanding basic grammar in
M,      6. SWBAT to retell the
Wk 3       story with events from     Knuffle Bunny Too                                        Yo, Yes!
           the beginning, middle
           and end in the correct     Again, since the characters and basic plot are           By now, students should have had several chances to read,
           order, heard or read.      familiar from the first book in this series, students’   choral read, echo readings, cloze reads, and acting out this book.
                                      ability to retell will really be clear in this           Retelling can be very simple: the boys don’t know each other,
                                      assessment. If time allows, reading the third in         one asks the other to be his friend, they become friends.
                                      the series, Knuffle Bunny Free, would be a good
                                      way to extend this lesson cycle.
T, Wk   7. SWBAT make and
3          confirm predictions        Tacky the Penguin by Helen Lester                        No, David! By David Shannon
           about what a story will
           be about/what will         The cover and illustrations allow for clear (but         The cover and illustrations all feature our hero, David, and the
           happen in a story,         varied) predictions, as with Knuffle Bunny and           cover hints at the trouble he might find. We can use this book to
           referencing the title,     Knuffle Bunny Too. Tacky is a vibrant character          practice tracking print, like we did with Please, Baby and Yo!
           cover and illustrations,   who students will care about, and the book offers        Yes?, and can use the book to talk about what kind of friends
           heard or read.             lots of chances for characterizations (voices,           we’d like in our class/ how we should talk to each other (more like
                o On this day,        acting out) so students can start to synthesize          the parents of the baby, the friends, or David’s mom?) ―Please,‖
                    teacher/student   predictions, characters, and retellings by this point    ―No‖ and ―Yes‖ are also great beginning sight words students will
                    s should read     in the lesson cycle.                                     be starting to recognize now. All of this will set students up not
                    entire story in                                                            only to predict but also to make connections and infer—which
                    both read aloud                                                            predictions are important for.
                    and shared
W,      8. SWBAT name                 Tacky the Penguin                                        No, David!
Wk 3       important characters in
           the story and tell the     Tacky is clearly the main character, and we can          Again, there is one main character with lots of different actions,
           things that the            start to talk about how authors make one                 and the parent is a supporting character. I’ll also start to do lots
           important characters do    character stand out (the title, more focus in the        of retelling strategies today, asking students to act out the story in
           in the story (actions),    story, etc.) There are also different groups of          a general pattern (one student is David and does something
           heard or read.             characters in this story—the other penguins and          mischievous, the others say ―No, David!) and have students try
                                      the hunters—so students can see how important            reading a few pages on their own.
                                      characters can be in groups, too.
TH,      9. SWBAT to retell the       Tacky the Penguin
Wk 3        story with events from                                                             No, David! OR David Goes to School
            the beginning, middle     Like the other two books we’ve focused on, Tacky
            and end in the correct    has a clear beginning, middle and end that               If students are really into No, David still, I’ll stay with it today
            order, heard or read.     wouldn’t make sense in any other order. We’ll            (previous classes have loved this book all year!) But if we’re
                                      use the same graphic organizers/ anchor charts           ready for something new, we can read David Goes to School and
                                          as in the first assessments of this objective, so I’ll   focus on retelling this new story. We’ll also be able to connect
                                          really be able to see growth as well as who to           this to how we read 2 books about Knuffle Bunny, make a
                                          focus on. I might photocopy key pages from the           prediction based on our knowledge of David, and connect it to
                                          beginning, middle and end, and ask students to           classroom culture. The story line is similar enough to the first
                                          put them in order before doing an oral retelling         book, and simple enough, that students will be able to show
                                          with me.                                                 mastery after one day.
Theme Two Objectives                                                                                                                                             9 days
Prediction, Literary Elements and Sequencing       – Reflection and Connections
Day       Objective                                     Read Aloud Text Selection & Rationale                     Shared Reading Text Selection & Rationale
F, Wk 3       10. SWBAT make and confirm               When Sophie Gets Angry—Really, Really
                  predictions about what a             Angry by Molly Bang                                   Dinosaur vs. Bedtime by Bob Shea
                  story will be about/what will
                  happen in a story, based on          The new part of this objective is for students        There is more text on the page here than in our other
                  student’s life experiences           to use their life experiences. We can read            shared readings, but students can all choral read ―roar
                  and referencing the title,           the title and make predictions, connecting to         roar roar‖ on each page, and ―dinosaur wins!‖ and a few
                  cover and illustrations, heard       life experiences—and I can model this by              other repeated phrases. We can use this book to
                  or read.                             explaining what I do when I get angry. The            notice the pattern in the text (dinosaur vs… and then he
                       o On this day,                  plot also offers great places to stop and             wins!) and to predict. We can also talk about what
                           teacher/students            revisit our predictions, such as when                 students do at bedtime and if they ever argue with their
                           should read entire          Sophie’s sister takes her toy, and when               parents, using their experience to predict what our dino
                           story in both read          Sophie first gets angry.                              friend will do.
                           aloud and shared
T, Wk 4       11. SWBAT name important                                                                   The Carrot Seed by Ruth Krauss
                  characters in the story, tell    Leo the Late Bloomer by Robert Kraus
                  the things that the important                                                          Students should be able to use their life experiences to
                  characters do (actions) and      This gives me a chance to assess students’            relate to the little boy—they’ve likely done something
                  how students think the           ability to name characters while only studying a      they’re proud of or been told no at some point. The story is
                  character feels, based on        book for one day. We can also add the ―based          simple, with one sentence on each page, and repeats so
                  student’s life experiences,      on life experiences‖ because students should be       will be good for repeated readings or cloze reading. We
                  heard or read.                   able to relate to Leo in some respect. They are       can also relate this to Leo, getting to the other part of the
                                                   growing a lot at four or five, after all. This        objective.
                                                   objective is teaching students to infer with more
                                                   complexity and to use connections to justify their
                                                   thinking—so it’s important that the character is
W, Wk         12. SWBAT to retell the story                                                              The Carrot Seed
4                 with events from the             Leo the Late Bloomer
                  beginning, middle and end in                                                           The storyline is straightforward, so I’ll use this text for a
                  the correct order, heard or      We can start today with a picture walk just           formal assessment of this objective.
                  read.                            retelling what we remember, then retelling to
                                                   ourselves, then checking the teacher’s retelling
                                                   to see if it’s in order. Students should
                                                   understand how to retell by now, and this will be
                                                   a good time to re-check informally and formally
                                               with those who might be struggling.

TH, Wk    13. SWBAT generate their own                                                               Dinosaur V. Bedtime OR Yo! Yes?
4             opinion of a story/part of a     Leo the Late Bloomer OR Tacky the Penguin
              story and tell one relevant                                                            The same principle of choice applies here: state opinions
              reason why they liked or         This objective is perfect for initiating a class      during the opening, class vote, then reading and continued
              disliked the story/part of       discussion on which book to read today. In            discussion about our opinions throughout the text. (To
              story, heard or read.            order for students to choose which book to read,      avoid anyone feeling completely upset about not getting
                                               they’ll have to generate an opinion of why we         their choice, we’ll probably have time to read both, or we’ll
                                               should re-read it. That’s a perfect opening.          have another choice day soon.)
                                               Then we can take a class vote, and then apply
                                               the same principle to our discussion during and
                                               after reading about favorite parts and supporting
                                               an opinion with reasons.
F, Wk 4   14. SWBAT make and confirm           Lilly’s Purple Plastic Purse by Kevin Henkes
              predictions about what a         (Just to the part where Lilly’s purse is taken)       The Very Hungry Caterpillar by Eric Carle
              story will be about/what will
              happen in a story, based on      Although the ISAT says to read the entire book,       This book continues the theme of growth and change that
              student’s life experiences       there are 3 reasons not to with this selection.       we’ve seen in many of the texts so far. The book fits our
              and referencing the title,       First, it’s longer than the other texts we’ve read    focus on predictions because students can predict both
              cover and illustrations, heard   and students are still building stamina. Second,      what a hungry caterpillar might eat and use prior knowledge
              or read.                         we have another (also longer) book for Shared         to predict what a caterpillar might be by the end of the book.
                   o On this day,              Reading. Also, the book has a great place to
                       teacher/students        stop and make another prediction that we can          It’s a full, rich piece of literature, but also is appropriate for
                       should read entire      record and revisit tomorrow. If any students          Kinder shared reading because of the repetition and the
                       story in both read      haven’t yet mastered this objective, it will be       perfect text-picture matching during the food part of the
                       aloud and shared        easy to record their (justified) predictions and be   book. Students are likely familiar with it from pre-K and
                       reading.                sure they provide a relevant reference.               should be comfortable cloze and choral-reading by now
                                                                                                     (great for building syntactic and semantic awareness).

M, Wk     15. SWBAT name important                                                                   The Very Hungry Caterpillar
5             characters in the story, tell    Lilly’s Purple Plastic Purse
              the things that the important                                                          The caterpillar doesn’t have many explicitly-stated
              characters do (actions) and      We’ll start by revisiting our prediction from         emotions. But we can figure out how he might be feeling as
              how students think the           yesterday, then reading and taking special note       he eats, or when he turns into a butterfly. Students can
              character feels, based on        of how the main characters (Lilly and her             draw on prior knowledge from the text we’ve read to figure
              student’s life experiences,      teacher) must be feeling. Lilly is a particularly     this out, i.e. how did Leo or the boy in the Carrot Seed feel
              heard or read.                   emotional mouse, so she’s a good model for this       when they accomplished something new?
                                               objective. Also, we’re not quite sure how her
                                               teacher is feeling until the end, so we can
                                               continue predicting based on life experiences to
                                               build our understanding of his actions, feelings,
                                               and motives. We’ll finish the text today.

T, Wk 5   16. SWBAT to retell the story                                                                The Very Hungry Caterpillar
              with events from the             Lilly’s Purple Plastic Purse
              beginning, middle and end in                                                             Since the plot follows a life cycle, this is a good text to
              the correct order, heard or      Again—this is a long text (I’ll call it a first-grade   assess retelling and order. The egg can’t come after the
              read.                            book to help build investment and stamina).             cocoon!
                                               When we re-read it I won’t read every page, but
                                               will ask students to narrate certain pages. This
                                               will help them see that 1) retelling helps us
                                               become better readers because we can then
                                               rely on what we already know 2) good readers
                                               don’t always have to read every single word.
                                               They can show their understanding by reading
                                               pictures, too. We’ll focus on order this week,
                                               and using the key words beginning, middle and
W, Wk     17. SWBAT generate their own         Class Vote                                              Class Vote
5             opinion of a story/part of a
              story and tell one relevant      Choice is a huge factor in reader motivation, and
              reason why they liked or         as mentioned before it’s closely aligned to this
              disliked the story/part of       objective. We’ve talked about justifying opinions
              story, heard or read.            and observations throughout the summer, so we
                                               should be able to get a good discussion going
                                               about our opinions of a few books we’ve read.
                                               While reading I’ll be able to keep that discussion
                                               going by stopping to discuss parts of the story
                                               students remembered and asking for their
                                               opinions and reasoning.
TH, Wk      18. SWBAT generate their own       Class Vote                                              Class Vote
5               opinion about which book
                (of everything they read
                this summer) they liked the
                best and relevant reasons
                it was their favorite, heard
                or read.

Text Descriptions
     Text Title                                                Web Site Link
Knuffle Bunny            
Knuffle Bunny Too        
                            Child reading at:

Please Baby Please           Lee/dp/0689834578/ref=sr_1_1?s=books&ie=UTF8&qid=1305586040&sr=1-1
Yo! Yes?                 
                            Author reading at:
Dinosaur Vs.
Tacky the Penguin
No, David!                   =en&ei=hKrRTd6fIej20gHGtYTmDQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0
David Goes to
Leo the Late
The Carrot Seed          
Lilly’s Purple Plastic       astic+purse&hl=en&src=bmrr&ei=yubRTebTFIPKgQfd4JnICw&sa=X&oi=book_result&ct=
Purse                        result&resnum=1&ved=0CFkQ6AEwAA#v=onepage&q&f=false
                            Author’s Website:

The Very Hungry
                            youtube animation:
                            Author’s website:


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