English Language Arts
Wonders Unit 7: The Animal Kingdom
Unit Overview-Stage 1
Grade K
Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask questions
“What is worthy of understanding?” or What enduring understandings are desired?” These questions help guide conversations about important knowledge (facts, concepts, principles) and
skills (processes, strategies, methods) that students need to master to develop the requisite understanding.
Unit Description: Students will learn about the similarities and differences among animals. They will explore the different kinds of pets and the places animals live. Students will make connections within texts by
comparing and contrasting and identifying problem/solution and cause/effect. Students will be introduced to the sounds of letters u, g, w, x, and v and practice phoneme deletion. When writing to sources, students
will apply all three text types. During modeled and independent journal writing, students will be writing informative pieces in which they name what they are writing about and supply some information about the
topic.
Standards Addressed in the Unit
Standards build from unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessment.
Reading*
Writing*
Speaking and Listening*
Language*
Literature
Text Types and Purposes
Comprehension and
Conventions of Standard English
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
W.K.2 Use a combination of
Collaboration
L.K.1 Demonstrate command of the
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
drawing, dictating, and
SL.K.1 Participate in collaborative
conventions of standard English grammar
RL.k.4 Ask and answer questions about unknown words.
writing to compose
conversations with diverse
and usage when writing or speaking.
RL.K.5 recognize common types of texts.
informative/explanatory
partners about kindergarten
b) Use frequently occurring nouns
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role
texts in which they name
topics and texts with peers and
and verbs.
of each in telling the story.
what they are writing about
adults in small and larger groups.
L.K.2 Demonstrate command of the
RL.K.10 Actively engage in group reading activities with purpose and understanding.
and supply some
a) Follow agreed upon
conventions of standard English
Informational
information about the topic.
rules for discussions.
capitalization, punctuation, and spelling
RI.K.3With prompting and support, describe the connection between two individuals, events,
Research to Build and
SL.K.2 Confirm understanding of a when writing.
ideas, or pieces of information in a text.
Present Ideas
text read aloud or information
c)
Write a letter or letters for most
RI.K.4 with prompting and support, ask and answer questions about unknown words in a text.
W.K.7 Participate in shared
presented orally or through other
consonant and short vowel
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas
research and writing
media by asking and answering
sounds.
or information in a text.
projects.
questions about key details and
d) Spell simple words phonetically,
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts
W.K.8 With guidance and
requesting clarification if
drawing on knowledge of sound
on the same topic.
support from adults, recall
something is not understood.
letter relationships.
RI.K.10 Actively engage in group reading activities with purpose and understanding.
information from
SL.K.4
Vocabulary Acquisition and Use
Reading Foundational Skills
experiences or gather
Presentation of Knowledge and
L.K.5 With guidance and support from
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
information from provided
Ideas
adults, explore word relationships and
d) Isolate and pronounce the initial, medial vowel, and final sounds in three phoneme
sources to answer a
SL.K.6. Speak audibly and express
nuances in word meanings.
thoughts, feelings, and ideas
words.
question.
c)
Identify real life connections
clearly.
e) Add or substitute individual sounds in simple, one-syllable words to make new words.
between words and their use.
f)
Blend two to three phonemes into recognizable words.
L.K.6 Use words and phrases acquired
through conversations, reading and being
RF.K.3 Know and apply grade-level phonics and words analysis skills in decoding words.
read to, and responding to texts
a) Demonstrate basic knowledge of one to one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.
b) Associate the long and short sounds with common spellings for the five major vowels.
c)
Read common high-frequency words by sight.
d) Distinguish between similarly spelled wo4ds by identifying the sounds of the letters that
differ.
RF.K.4 Read emergent-reader text with purpose and understanding.
* The California English Language Development Standards (CA ELD Standards) amplify the language knowledge, skills and abilities of the CA CCSS essential for ELs success while developing their English
Long Beach Unified School District
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2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Unit Goals-Stage 1
Transfer Goals: SBAC Claims
Students will be increasingly able to independently use their learning to…
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Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
Making Meaning
UNDERSTANDINGS
Students will understand that…
 There are many different kinds of animals, all of which have similarities and differences in how they live
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and grow.
Good readers make connections within a text by listening closely to facts, details, and events.
Plots are developed around events that include problems and solutions.
Asking questions allows a reader to understand what they are reading, make predictions, and clarify
information.
Rereading is a strategy used when a reader does not understand a word or something they read in a text.
Beginning writers don’t always know how to spell words correctly, but it’s important to take risks and
utilize segmenting strategies.
Writers of informational text write to educate, teach, or inform their readers by providing facts about a
topic.
ESSENTIAL QUESTIONS
Students will keep considering…
1.
Big Idea: What are different kinds of animals?
2.
What is happening in the text?
3.
How do asking questions help me learn more?
4.
What sounds do I hear when I say this word aloud?
5.
Why am I writing this piece? Who will read it?
Acquisition
Knowledge
Students will know…
Skills
Students will be skilled at (Do)
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Vocabulary: appearance, behavior, wander, plenty, exercise, habitat, responsibility, train, depend,
compared, social, habitat, wild, complain, join, stubborn
Animal needs and habitats
Story Elements: Character, Setting, Plot (problem/solution)
Thought process and language for compare/contrast and cause/effect
Text Feature: chart
Question words: who, what, why, when, how
Letter/sound relationships for u, g, w, x, v
HFWs: for, have, of they, said, want
Elements of Informational Writing
Verbs are action words
Compound words
Prepositions tell position or place of something
Long Beach Unified School District
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Using factual information about animals and newly acquired vocabulary
during collaborative conversations and in writing
Citing evidence when making connections within a text
Comparing and contrasting information
Identifying characters, setting, plot, including problem and solution
Asking questions and making predictions while listening to a text read
aloud.
Producing and blending sounds orally and when reading
Segmenting CVC words and writing corresponding letters to spell a word
Recognizing, reading, and writing HFWs: for, have, of they, said, want
Drawing/writing informative pieces
Revising and editing writing using the “5 Star paper”
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Stage 2 Overview
Stage 2 of Understanding by Design approach answers the question, “How will we know if students have achieved the desired results and met the standards?” and “What
will we accept as evidence of student understanding and proficiency?” Having a balance of formative and summative assessments helps to build a comprehensive portrait
of student learning. Formative assessments serve as “assessments FOR learning.” Giving the teacher information about students along the way, while summative
assessments serve as “assessments OF learning,” helping to gauge final levels of mastery or proficiency.
Assessment Types
Ed Code 60603 defines formative assessment as:
Assessment tools and processes that are embedded in instruction and are used by teachers and pupils to provide timely feedback for the purposes of adjusting instruction and
to improve learning.
Ed Code 60603 defines interim assessments as:
An assessment that is given at regular and specified intervals throughout the school year, is designed to evaluate a pupil’s knowledge and skill relative to a specific set of
academic standards, and produces results that can be aggregated by course, grade level, school, or local education agency in order to inform teachers and administrator at the
pupil, classroom, school, and local education agency levels.
Ed Code 60603 defines summative “achievement test” as:
Any standardized test that measures the level of performance that a pupil has achieved in the core curriculum areas.
Standards Assessed in the Unit
Reading
Reading Foundational
Writing
Language
Literature
RL.K.3 With prompting and
support, identify characters,
settings, and major events in a
story.
Informational
RI.K.3 With prompting and
support, describe the connection
between two individuals, events,
ideas, or pieces of information in
a text.
RF.K.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
d) Isolate and pronounce the initial, medial vowel, and final
sounds (phonemes) in three-phoneme words.
e) Add or substitute individual sounds (phonemes) in simple,
one-syllable words to make new words.
f)
Blend two to three phonemes into recognizable words.
W.K.2 Write
informative/explanatory texts in
which they name a topic, supply
some facts about the topic, and
provide a sense of closure.
W.K.7 Participate in shared research
and writing projects.
RF.K.3 Know and apply grade-level phonics and words analysis
skills in decoding words.
a) Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary sound or many of
the most frequent sounds for each consonant.
b) Associate the long and short sounds with common spellings
(graphemes) for the five major vowels. (Identify which letters
represent the five major vowels (a, e, i, o, u) and know the
long and short sound of each vowel.
c)
Read common high-frequency words by sight.
Long Beach Unified School District
L.K.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a) Capitalize the first word in a sentence and the
pronoun I.
d) Spell simple words phonetically, drawing on
knowledge of sound-letter relationships.
L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings.
c)
3
Identify real life connections between words and
their use.
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Evidence of Learning-Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence)
See answer key located in Wonders-Think Smart Unit Assessments pgs. 93-94
 Asks and answers questions about text and unknown words
 Reads and comprehends text at the appropriate complexity level for the grade
 Understands features of print and written language
Assessment Evidence
SUGGESTED End of Unit Assessment (located in Wonders-Think Smart Unit
Assessments pgs. 85-92).
Over the course of 1-2 days, students will answer questions about events in a text,
and make connections within a text. They will also be assessed on skills that were
addressed during Word Work.
See CCSS-Aligned Opinion Rubric
 Writes opinion, narrative, and informative pieces
 Uses a combination of drawing, dictating, and writing to communicate about a
topic.
 Adds details to strengthen writing and drawing
 Spells simple words
 Capitalizes first words in a sentence, uses end punctuation, and spaces
*Directions for administering this summative assessment can be found in the Think
Smart Unit Assessments resource on pages iv-v and pages 95-97.
Suggested Performance Writing Prompt (located in Wonders-think Smart Unit
Assessments page 143)
Draw a picture of an animal. Write a sentence about it.
Remind students to use factual information about the animal nd include the
following:
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Evaluative Criteria
Asks and answers questions about text and unknown words
Uses details to retell stories
Recognizes common types of texts
Names parts of a book
Compares and contrasts information or ideas from two or more texts
Reads and comprehends text at the appropriate complexity for the grade
Participates in collaborative conversations and grade level topics and texts
(See CCSS-Aligned Collaborative Discussion Rubric)
Listens and takes turns speaking
Expresses thoughts, feelings, and ideas clearly
Uses grade level appropriate language and vocabulary
Long Beach Unified School District
Grade K
Detailed picture of the animal
Detailed picture which includes authentic colors, multiple parts, and behavior
of the animal
Detailed authentic context (setting) where the animal could be found
Other Evidence-may be used formatively
Participation during Listening Comprehension and Interactive Read Alouds
Large and Small Group Collaborative Conversations
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English Language Arts
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Wonders Unit 7: The Animal Kingdom
Asks and answers questions about texts and unknown words
Compares and contrasts information or ideas from two or more texts
Reads and comprehends text at the appropriate complexity level for the grade
See CCSS-Aligned Opinion Rubric
 Writes opinion, narrative, and informative pieces
 Uses a combination of drawing, dictating, and writing to communicate about a
topic.
 Adds details to strengthen writing and drawing
 Spells simple words
 Capitalizes first words in a sentence, uses end punctuation, and spaces
Grade K
Close Reading Companion: Short constructed responses
Listening and Learning Log
Journal Writing
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Understands features of print and written language
Reads grade level text with purpose and understanding
Foundational Reading Skills Assessment (LBUSD)/Placement and Diagnostic
Assessment (Wonders)
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Understands features of print and written language
Reads grade level text with purpose and understanding
Asks and answers questions about texts and unknown words
Uses details to retell stories
Recognizes common types of text
Names the parts of a book
Compares and contrasts information or ideas from two or more texts
Reads and comprehends text at the appropriate complexity level for the grade
Guided Reading/Small Group Instruction
Long Beach Unified School District
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2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Stage 3 Overview
Grade K
Stage 3 of the Understanding by Design approach serves as the natural extension of the previous stages, with the teacher planning learning experiences and instruction
that will assist all students in attaining mastery of the standards. Given that the content within any given course of study typically exceeds what can reasonably be
addressed within a school year, teachers make informed decisions about their instruction. The recommended organizational plan and recommended spans of time offered
below serve as a guide to teachers as they address the specifics of instructional planning (choices about teaching methods, sequence of lessons, and resource materials).
Through the regular and skilled use of formative assessments of student learning, teachers can and should adjust this plan to better meet the needs of their respective
students.
Supplemental Resources
Videos
Resources
myPD
Formative Assessment Videos
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Course # 2366 Students Owning Their Own Learning (Lrng Logs)
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Course # 2474 Reflection and Goal Setting (Collaborative Conv.)
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Course #2146 Students Acting as Resources for One Another (Preflight Checklist)
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Course #2149 Success Criteria (Best Examples)
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Course #2154 Students Acting as Instructional Resources for One Another (Two
Stars and a Wish)
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Course #2889 Students Owning Their Own Learning (Writing)
Writing Videos
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Course #2146 Preflight Checklist
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Course #2149 Best Examples
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Course #2154 Two Stars and a Wish
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Course #2889 Writing Continuum
Collaborative Conversation Video
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Course #2474
Foundational Skills Videos
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Language Wall Kindergarten (Classroom 1) #3299
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Language Wall Kindergarten (Classroom 2) #3333
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Language Wall Grade 1 #3300
Long Beach Unified School District
Curriculum Intranet (LBUSD ELA Intranet-Instructional Tools)
California Standards Writing Resources
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California Standards Aligned Informational Rubric
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Informational 5 Star Paper
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Informational Annotated Student Samples
Foundational Reading Skills Resources
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Teacher Resource Guide
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Foundational Reading Skills Instructional Plan
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Photos of Workshop Activities
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Instructional Plan
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Parent Foundational Reading Skill Resource Guide (Internet)
Additional Resources
Text Connections:
Frank in a Tank (Narrative Fiction)
Animal Colors (Informational Text)
Content Connections
Habitats Around the World (Informational)
Thinking Maps Binder
WftB Expository Spiral
ELD Standards
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2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Suggested Learning Plan-Stage 3
Instructional Sequence Overview
Big Idea Essential Question: What are different kinds of animals?
(See Unit Opener p.xii to share the goals of the unit with students)
Week 1
Reading and Responding to Texts
Genre Writing
Introduce/Build the Concept
Introduce and discuss essential question p.T10, P.T24
Oral Vocabulary- appearance, behavior, exercise, wonder,
plenty p.T11, T34
Informational/Explanatory Writing
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Listening Comprehension
Literature Big Book/Close Reading Companion: ZooBorns
p.T12, T26
Skill: Compare and Contrast
Strategy: Reread
Interactive Read Aloud: Baby Farm Animals p. T35
Literature Big Book/Close Reading Companion: Poetry p.T44
In writing to report information, students will draw and write about what they know
and learned about a topic. In their drawing they will include:
- Detailed picture of the object/person/topic
- Detailed picture which includes authentic colors, multiple parts, and behavior and
/or function of the topic (if applicable)
- Detailed authentic context (setting) where the topic could be found
Focused Modeled Journal Writing
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Explore drawing and writing a Report of Information (Suggested Prompt: Choose a
particular baby animal from the text ZooBorns. Use the illustration and the text
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Example: Discuss with the students what they know or observe about the elephant, Pg
4-5 (long trunks, big floppy ears, four legs).
•
Model drawing a detailed picture of an elephant in its proper setting and writing one
fact.
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Students will write a complete sentence that states a fact about the topic.
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Provide numerous examples of published informative texts, calling attention to the
introductions, key ideas or points, organization, graphics, and endings.
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After reading the Interactive Read Aloud Baby Farm Animals, choose a baby animal
(foal, calf, lamb, or piglet) to model writing a report of information.
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After modeling, you may want to reread about the duckling and together as a class
record the facts learned. Students can then refer to the Tree Map for ideas when
attempting to write. The use of pictures instead of words will encourage students to
take risks with their writing.
Test Drive: Ducklings live on farms. They have a beak and two legs. Ducklings like to swim in
lakes or ponds.
Word Work
Phonological Awareness: Phoneme Isolation, Phoneme
Blending
Phonics: Introduce u,
HFW: for, have
Essential
Question
How are some
animals alike and Shared Read
how are they
Reading Writing Workshop:
A Pup and a Cub p.T30, T49
different?
Writing to Sources
Shared Writing: Name some animals we met in Zooborns
T22
Interactive Writing: Look at pages 26-27 and pages 32-33.
How are these animals the same? How are they different?
p.T32
See Page 422 in WftB Expository Spiral for Comparing and
Contrasting using Focused Modeled Journal Writing
Long Beach Unified School District
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2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Mini lessons
Mini Lesson (Student Model) How do the wolf pup and the
lion pup feel about their families?
Independent Writing: How are the wolf pup and the lion pup
the same? different? p.T41, p.T50, p.T56
What is a fact? When we are writing a report of information, we are looking to give the
reader facts or factual information about a topic. Facts provide the reader with information
about the color, parts, or what the topic can do or is used for. Facts help us learn more
about at topic and are authentic.
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Compare examples and non-examples of authentic facts (EX: Pigs are pink. Pigs are
green.)
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Sort sentences into categories (where animals live, what animals look like, what animals
do)
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Orally rehearse telling one fact about a picture the teacher presents (cow – a cow has
udders)
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Facts vs. opinion statements about animals
Interactive Writing:
Write an interactive report of information about animals. Use the illustrations and any books on
animals you have on hand as a source.
Grammar
Action Verbs
Long Beach Unified School District
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2016-2017
English Language Arts
Week 2
Wonders Unit 7: The Animal Kingdom
Reading and Responding to Texts
Introduce/Build the Concept
Introduce and discuss essential question p.T92,
p.T106
Oral Vocabulary: responsibility, train, depend,
compared, social p.T93, p.T116
Listening Comprehension
Literature Big Book/Close Reading Companion:
The Birthday Pet p.T94, p.T108
Skill: Character, Setting, Plot
(Problem/Solution)
Strategy: Prediction
Grade K
Genre Writing
Informative/Explanatory Writing
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Daily Modeled Journal Writing (Be sure to use the “5 Star Paper” (See Appendix) for
Informative Writing when modeling)
- Writes factual information about a single topic using complete and connected thoughts.
- Drawing matches the writing
- The picture needs to include authentic color and parts, behavior (characteristics) and/or
function
- Includes descriptive language
- Conventions (left to right, spacing, punctuations, capitalization and complete sentences)
Focused Modeled Journal Writing
Reread the page about the Dason Family (Interactive Read Aloud) and their choice to get a parakeet as
a pet. Model writing what you learned about parakeets as a pet. Ex: Parakeets are fun pets. They live
in cages that need to be cleaned. They need to be fed daily. Parakeets can be trained to talk.
After modeling about parakeets as pets, reread the page about the Park family and the goldfish. Create
a Tree map to record what you learned about goldfish as pets.
Essential Question
How do you take
care of different
kinds of pets?
*See appendix for larger version of Tree Map. The clip art is
available as a separate document. Complete the Tree Map
as you ask the questions from the TE regarding plot.
Interactive Read Aloud: The Family Pet p.T117
Literature Big Book/Close Reading Companion:
The Perfect Pet, p.T126
Word Work
Phonological Awareness: Phoneme Isolation,
Phoneme Blending, Substitution
Phonics: Introduce g, w
HFW: of, they
Shared Read
Reading Writing Workshop:
I Hug Gus p.T112, T131
Long Beach Unified School District
Test Drive: Goldfish are easy pets. They live in a fish tank. Goldfish need a clean tank and fish food
to survive. *the use of pictures instead of print encourages students to take risks in segmenting words
rather than copying.
Prior to having students write, provide ample time for students to orally rehearse.
Interactive Writing:
Interactively write a report of information on different types of pets.
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English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Writing to Sources
Shared Writing: Write a story about taking care
of a pet. P.T104
Interactive Writing: Write a story about choosing
a pet. p.T114
Mini Lesson (Student Model): Write about
getting a new pet. p.T122
Independent Writing: Narrate a story about the
first day with a new pet. p.T123
Grammar
Action Verbs
Long Beach Unified School District
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2016-2017
English Language Arts
Week 3
Wonders Unit 7: The Animal Kingdom
Reading and Responding to Texts
Introduce/Build the Concept
Introduce and discuss essential question
p.T174, P.T188
Oral Vocabulary: habitat, wild, complain, join,
stubborn P.T175, p.T198
Listening Comprehension
Literature Big Book/Close Reading Companion:
Bear Snores On p.T176, p.T190
Skill: Plot (Cause and Effect)
Strategy: Predictions
Grade K
Genre Writing
Informative/Explanatory Writing
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Daily Modeled Journal (Be sure to use the “5 Star Paper” for Informative Writing when
modeling)
- Writes factual information about a single topic using complete and connected thoughts.
- Drawing matches the writing
- The picture needs to include authentic color and parts, behavior (characteristics) and/or
function
- Includes descriptive language
- Conventions (left to right, spacing, punctuations, capitalization and complete sentences)
Observe students during reading time to see which topics they are interested. If you notice
students going for the particular topics such as sharks or space, gather three or four books on
the topic and place them in a basket or zip lock bag so students have access to these sets while
writing.
Edit strategy
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Essential Question
Where do animals
live?
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Using a previously modeled piece, show students how to check student writing for authentic
details and setting.
Have students work with a partner to check for authentic details and setting.
Interactive Writing
*see appendix for a larger version of Tree Map. Clip art is
available as a separate document.
Interactively write a report of information on animal habitats. You may want to use the text Animal
Homes.
Interactive Read Aloud: Anansi: An African Tale
p.T199
Literature Big Book/Close Reading Companion:
Animal Homes
Word Work
Phonological Awareness: Phoneme Isolation,
Blending, Substitution
Phonics Review: v, x
HFW: said, want
Shared Read
Reading Writing Workshop:
A Vet in a Van p.T194, T212
Long Beach Unified School District
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2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Writing to Sources
Shared Writing: Write a book report telling
how you liked Bear Snores On P.T186
Interactive Writing: Write a book report telling
your favorite character in Bear Snores On
p.T196
Mini Lesson (Student Model): Write a book
report about what animals you liked best in A
Vet in a Van p.T204
Independent Writing: Write a book report
about your opinion about the art in the story.
p.T205
Grammar
Verbs
Universal Access for
our SPED, struggling
students, ELL, GATE
Differentiation to Accelerate: Differentiated Instruction is designed to meet the needs of each learner in making the necessary progress towards mastery of the
standards.
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Universal Access (p.T9)
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Designated ELD (See ELD Teacher Edition)
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EL Scaffolds (can be found in the right margin within the daily lessons)
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Monitor and Differentiate (p.T9 and can also be found in the right margin within the daily lessons)
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Small Group Instruction (lesson plan and mini lessons can be found on pages p.T60-T83, p.T142-T165, p.T224-T247)
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Gifted and Talented (p.T75, p.T157, p.T239)
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Progress Monitoring (p.T83A, p.T165A, p.T247A)
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Using Assessment Results (p.T83B, p.T165B, p.T247B)
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Tier 2 Interventions-Comprehension, Phonemic Awareness, Fluency, Phonics and Word Study, Vocabulary (See Online PDFs)
Long Beach Unified School District
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2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Essential Question
Understanding
Big Idea: What are different kinds of
There are many different kinds of animals, all of
which have similarities and differences in how
they live and grow
animals?
Knows


What is happening in the text?


Good readers make connections within a
text by listening closely to facts, details,
and events.
Plots are developed around events that
include problems and solutions.
Grade K
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Skills
Vocabulary: appearance, behavior, wander,
plenty, exercise, habitat, responsibility, train,
depend, compared, social, habitat, wild,
complain, join, stubborn
Animal needs and habitats

Using factual information about animals
and newly acquired vocabulary during
collaborative conversations and in writing
Story Elements: Character, Setting, Plot
(problem/solution)
Thought process and language for
compare/contrast and cause/effect
Text Feature: chart

Citing evidence when making connections
within a text
Comparing and contrasting information
Identifying characters, setting, plot,
including problem and solution
Asking questions and making predictions
while listening to a text read aloud.



How do asking questions help me

learn more?

What sounds do I hear when I say

this word aloud?
Asking questions allows a reader to
understand what they are reading, make
predictions, and clarify information.
Rereading is a strategy used when a reader
does not understand a word or something
they read in a text.

Question words: who, what, why, when, how

Asking questions and making predictions
while listening to a text read aloud.
Beginning writers don’t always know how
to spell words correctly, but it’s important
to take risks and utilize segmenting
strategies.


Letter/sound relationships for u, g, w, x, v
HFWs: for, have, of they, said, want

Producing and blending sounds orally and
when reading
Segmenting CVC words and writing
corresponding letters to spell a word
Recognizing, reading, and writing HFWs:
for, have, of they, said, want


Why am I writing this piece? Who

will read it?
Long Beach Unified School District
Writers of informational text write to
educate, teach, or inform their readers by
providing facts about a topic.



Elements of Informational Writing
Verbs are action words
Compound words
Prepositions tell position or place of
something
13

Drawing/writing informative pieces
Revising and editing writing using the “5
Star paper”
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
____ and ____ both have ____ .
____ and ____ are similar because they both ______ .
____ have ___, but ___ have ___ .
____ can ____, but ___ can ____ .
Test Drive: Ducklings live on
farms. They have a beak
and two legs. Ducklings like
to swim in lakes or ponds.
Long Beach Unified School District
14
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
___ and ___ both have ____ .
___ and ___ both like to ___ .
___ has ___, but ___ has ___ .
___ likes to ____, but ____ likes to ____ .
Long Beach Unified School District
15
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Test Drive: Goldfish are easy pets. They
live in a fish tank. Goldfish need a clean
tank and fish food to survive.
Long Beach Unified School District
16
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
prairie dogs live in burrows as
_____ live in _____ as
_____ live in _____ as
_____ live in ____ .
Long Beach Unified School District
17
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
Grade K
Using Formative Assessment to Address the Specific Learning Needs of
English Language Learners, Low Achieving Students, Students with Disabilities, and High Achieving Students
In K-12 ELA and CONTENT LITERACY
For any given activity used to elicit evidence of students’ learning listed in the first column, a student could display a behavior described in the second column, and the teacher might
try the suggested actions in the third column.
During the following
instructional activities
Collected evidence shows…
Then I might try to…
(as applicable)


















Pre-testing students on
the pre-requisite skills
needed for the
upcoming unit
Administering and
collecting exit slips
Post-assessing
students at the end of a
period of instruction
Engaging in phonics
instruction
Interactive writing
Working in small group
instruction
Reading independently
Reading aloud
Asking and answering
text dependent
questions
Working through a BAP
/ AAP lesson (ELA) or
with TDQs (Science,
History, Health, CTE) or
DBQs (History)
Writing responses to
text
Discussing text in a
collaborative group
Learning and utilizing
academic vocabulary
Writing in a text type
Retelling/Comprehend
ing/Analyzing written
and spoken text
Editing and revising
work with a peer
Researching topics
Listening to text read
aloud


English Language Learners
 Struggling with Print Concepts (Reading left to right,
top to bottom, 1:1 matching of words, etc.)
 Struggling with understanding how the English
alphabetic system works
 Struggling with phonemic awareness
 Struggling to decode words correctly and efficiently
 Struggling to comprehend text read or heard
 Engaging in dialogue with others is difficult
 Speaking and/or writing is not in an academic
register
 Struggling to retell, comprehend and analyze written
texts
 Creating oral presentations is difficult
 Creating written texts is difficult due to oral
language, text structures and/or spelling knowledge
 Determining meaning of vocabulary in context is
difficult
 Understanding multiple meaning words
(homographs, homophones) is difficult
 Utilizing academic vocabulary is sporadic or
nonexistent in oral language and/or writing
Low Achieving Students
 Struggling to decode
 Having difficulty answering text-dependent questions
 Having difficulty locating evidence in text to support
answers
 Locating sections in the text
 Having difficulty determining meaning of vocabulary
in context
Long Beach Unified School District


18
English Language Learners

Show the similarities and differences between student’s primary language and English

Explicitly teach the English letter names, letter sounds, and letter formation

Increase designated and integrated ELD instruction

Provide multiple exposures to learn the language with instruction that supports the tactile,
auditory, and visual learner.

Utilize Thinking Maps; consider providing partially completed TMs and pictures, as needed

Teach explicitly Tier I, Tier II, and Tier III Vocabulary Words

Provide primary language support to assist Emerging Level English Learners with
comprehension of complex and grade level text

Provide English audio support for text to support comprehension through multiple exposures

Engage in repeated readings of the text

Utilize SDAIE strategies during instruction (Cooperative Learning Strategies, build on prior
knowledge, adapting the text, etc.)

Teach and use cognates when applicable to the student’s primary language

Utilize Comprehensible Input (concrete objects, pictures, gestures, charts, TPR, visuals, etc.)
during instruction

Provide ample opportunities for oral rehearsal opportunities prior to writing, oral presentations,
and reading text aloud

Explicitly teach how to comprehend complex text and write complex sentences (Dr. Lily WongFillmore’s “juicy sentence” technique, Common Core ELD Standards Appendix B)

Chunk the text to allow for a clearer focus on a smaller portion of text

Use flexible grouping (i.e., pairs, small groups, homogeneous or heterogeneous groups)

Support students’ oral and written response using linguistic frames

Set specific goals and clear success criteria for language as well as content

Consider strategies listed for other subgroups

Access this link to the new California ELD Standards:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Low Achieving Students

Utilize Thinking Maps; consider providing partially completed TMs as needed

Provide audio support for text to support comprehension

Engage in repeated readings of the text

Chunk the text to allow for a clearer focus on a smaller portion of text

Use flexible grouping (i.e., pairs, small groups, homogeneous or heterogeneous groups)

Support student response using linguistic frames

Set specific goals and clear success criteria
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
During the following
instructional activities
(as applicable)


Collected evidence shows…


Giving presentations
Note taking
Then I might try to…


Not participating in collaborative conversations
Needing significant prompting and support to get
started
Students with Disabilities
 Difficulty sounding out words and recognizing words
out of context
 Struggle to locate sections in the text
 Difficulty distinguishing significant information from
minor details
 Trouble remembering or summarizing what is read
 Struggle to retrieve the right words to express their
ideas
 Letter formation is not an automatic process
 Challenged by organizing their ideas for writing tasks


High Achieving Students
 Display verbal ability in self-expression by utilizing
formal and informal words
and phrases across contexts
 Use analogical thinking to communicate ideas
 Read two or more years above grade level
 Understand nuances of language beyond grade
level peers
 Understand text information well above grade level
standards and expectations
Long Beach Unified School District
Grade K
Provide models of proficient work as needed
Consider strategies listed for other subgroups

Students with Disabilities
 Provide multiple means for students to acquire information (i.e., how the information is
presented), demonstrate learning (i.e., oral presentation, written responses, graphic organizers,
demonstrations), and engagement/motivation (i.e., plan for choice opportunities when
appropriate, activities based on interest).
 Increased modeling or exemplars of the success criteria.
 Increased monitoring with specific feedback throughout instruction.
 Increase duration and frequency of flexible grouping (i.e., 1:1, pairs, or small groups;
homogeneous or heterogeneous groups).
 Create opportunities for peer support and collaborative learning that allow students to provide
support to each other.
 “Chunk” specific portions of the text to isolate the focus of the learning intention.
 Provide further focus to specific portions of the text through use of color-coding, masking,
highlighting, or bolding strategies.
 Provide dual-coded support by using visuals, pictures, and diagrams along with linguistic
representation.
 Incorporate Thinking Maps throughout instruction for note-taking, processing information, and
preparation for discussions and writing tasks.
 Provide partially completed or color-coded Thinking Maps to assist in focusing the student(s)’
attention to the identified learning intention.
 Allow students to use their previously developed Thinking Maps, notes, and/or other resources
as references while completing classroom tasks.
 Provide dual-coded support by using visuals, pictures, and diagrams along with linguistic
representation.
 Provide “framed” paragraphs with sentence starters for essay development.
 Teach linguistic patterns used in conversation (i.e., I agree with __, because __)
 Provide accommodations and/or modifications as identified in the student(s)’ Individualized
Education Program (IEP).
 Consider strategies listed for other subgroups
 For more support with Universal Design for Learning (UDL), access this link:
http://www.cast.org/udl/

High Achieving Students
 Utilize flexible grouping to provide students with appropriate learning experiences relative to
their attainment of grade level standards and learning targets
 Provide opportunities for students to read text at their individual reading level
 Implement more inquiry based models of teaching: advance organizer, concept attainment,
concept formation, deductive reasoning, group investigation and creative problem solving
 Study word origins and derivatives; study multiple meanings based on context, ethics, motives,
perspectives and/or language of the discipline; apply Thinking Like a Disciplinarian to analyze
word choice, meaning and structure
 Determine how patterns and trends in language support a point view and impacts structure,
19
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
During the following
instructional activities
(as applicable)
Collected evidence shows…








Then I might try to…
Uses multiple strategies to create meaning from text
Read and comprehends material beyond their grade
level
Read extensively; wants choice in reading selection
Utilize texts to solve problems
Make insightful connections
Process and retain large amounts of information
without multiple readings
Manipulate abstract ideas and make connections
more readily within and across texts
Can reverse steps in mental processes











Long Beach Unified School District
Grade K
20
ethics and/or perspectives
Incorporate Thinking Prompts (Depth, Complexity and Content Imperatives), universal concepts
and/or big ideas to create higher level questions to provide students more appropriate practice
Add Thinking Prompts/Icons (Depth, Complexity, Content Imperatives) and universal concepts
to the frame of reference of Thinking Maps to generate guiding questions that encourage more
higher order thinking, greater reflection and metacognition
Allow students to generate questions incorporating universal concepts, big ideas, key words,
and/or Thinking Prompts at ascending levels of complexity to include in discussion
Allow students to incorporate information from multiple and varied texts (current events,
contemporary works; classics, biography, primary sources…) to provide evidence for reading,
writing, listening and speaking tasks
Apply Thinking Like a Disciplinarian to allow students to interpret evidence and make claims
from various points of view, e.g., philosopher, sociologist, Confucius, Aristotle, Dr. Martin Luther
King, Plato, bell
hooks, Rousseau; and ask students to articulate and support multiple (and contradictory)
perspectives
Students provide interpretations using Thinking Prompts (Depth, Complexity and Content
Imperatives) and universal concepts as evidence to support claims
Relate written and oral interpretations and responses to big ideas, abstract concepts,
philosophical themes and ideas.
Generate Depth and Complexity pathways to inquire into
teacher and student generated questions, support reasoning, communication and reflection
Provide opportunities for teacher facilitated extensions and independent study that incorporate
students’ interests
2016-2017
English Language Arts
Wonders Unit 7: The Animal Kingdom
5 Star Paper
5 Star Paper
____Object/Person/Topic
____ Object/Person/Topic
____ Context
____ Context
____ Details (color, parts
or function)
____ Details (color, parts
or function)
____ Fact
Grade K
An apple has seeds and
a stem.
____ Writing matches picture
____ Fact
An apple has seeds
and a stem.
____ Writing matches picture
=
=
5 Star Paper
5 Star Paper
____ Object/Person/Topic
____Object/Person/Topic
____ Context
____ Context
____ Details (color, parts
or function)
____ Details (color, parts
or function)
____ Fact
____ Fact
An apple has seeds and
a stem.
____ Writing matches picture
=
Long Beach Unified School District
2016-2017
An apple has seeds and
a stem.
____ Writing matches picture
=
21
English Language Arts
Long Beach Unified School District
2016-2017
Wonders Unit 7: The Animal Kingdom
22
Grade K