Integrated Task RL K.4 Ask and answer questions about unknown words in a text.
This standard is addressed on the Close Reading integrated task on
days 1, 3, 4 and 5 of week 1 and day 1 of week 4.
Focus Standards: RL. K.4, RI K.3; RI. K.8; L.K.4a, L.K.5a; W.K.8; RF.K.2d, 3c
Integrated Standards: RL.K.1, 5, 7, 10; RI.K.1, 2, 4, 6, 7, 10
Check In’s per focus standard:
RL. K.4 - Vocabulary Organizer
L. K. 5 a - Word Sort
RI. K.3; RI. K.8 – Graphic Organizer: Key Ideas & Details
K-2 Weekly Template Shared Reading with Close Reading Focus:
Week 1
Close Reading Lens: Evidence Lens (What the character does in relation to relative location
words) RL.K.4; RF.K.3c; L.K.4a; W.K.8
English Text: Rosie’s Walk by Pat Hutchins
Spanish Text: El paseo de Rosie por Pat Hutchins: traducido por Alma Flor Ada
Introduce Text
Foundational Skills
Close
Close
Close Reading
(Foundational
Skills
are
an
Vocabulary
Reading
Reading
Developing a
essential component in the
Development
Read for
Look For
new
primary framework.
(Intentionally plan
Evidence
Patterns
understandin
Intentionally plan this lesson
this lesson based on
g (Kinder and 1st
based on the RF standards,
the Language
Standards and
Vocabulary, student
needs and the text
you’ve selected.)
Instructional
Focus (Standard and
Focus):
RL.K.4
Introduce relative
location words
grade students
can complete a
text response
activity such as:
dramatic
interpretation,
artistic
representation,
etc)
student needs and the text
you’ve selected. )
Instructional Focus
(Standard and Focus):
RF.K.3c
Reading High Frequency
Words
Instructiona
l Focus
Instructiona
l Focus
(Standard and
Focus):
(Standard and
Focus):
RL.K.4
Find
evidence of
how the
author used
relative
location
words to
Instructional
Focus (Standard
and Focus):
RL.K.4 How
did the author
use relative
location words
to describe
Rosie’s walk.
RL.K.4
How did the
author use
relative
location
words to
describe
W.K.8
Rosie’s walk. Recalling
information
Day 1 Structure:
Day 2 Structure:








Teacher
introduces text
(Options: genre,
structure,
summary,
predictions)
Teacher reads
the text,
modeling fluency
while students
follow along
pointing at the
text.
Invite students to
join in the
reading. (Whole
Group)
Teacher models
finding
vocabulary within
text.
Mini-lesson:
Teacher connects
vocabulary to
skill
Students turn
and talk and
discuss
vocabulary.
Together
students find
more vocabulary
related to skill.
Vocabulary/Language
:





Teacher reads the text,
modeling fluency while
students follow along
pointing at the text.
Invite students to join in
the reading. (Whole
Group)
Teacher models finding
foundational skill within
text.
Mini-lesson: Teacher
specifically addresses the
skill.
Students turn and talk
and discuss foundational
skill and where to find in
the text.
Together students find
other examples within
the text.
Foundational Skill Focus is:
________________________
.
Choose 1 foundational skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological Awareness:
Rhyming, Alliteration,
Syllables, On-Set and
Rhyme
describe
L.K.5a
Rosie’s walk. Categorize
location
words based
on Rosie’s
actions.
from the story
to support
new learning.
Read the text,
model fluency
and point to
words as you
read. Invite
students to
join in the
reading.
(Whole Group)
Read the book,
model fluency
and point to
words. Invite
students to join
in the reading.
(Whole group or
pairs.)
Reread the
passage
looking for
evidence (lens)
of what the
character does
or what is
happening to
the character
Have students
highlight text
evidence.
Chart student
responses in
the first
column of an
anchor chart.
Read the text,
model fluency
and point to
words as you
read. Invite
students to
join in the
reading.
(Whole group
or pairs)
Reread the
passage and
the evidence
from
yesterday.
Have students
work in pairs
and find which
pieces of
evidence fit
together.
Review anchor
chart evidence
and patterns.
Turn and Talk
about noticing’s.
Student
Response – First I
was thinking
______ now I am
thinking _____
because….
Chart the
patterns you
find in the
second column
of your anchor
chart.
Week 4
Close Reading Lens: Evidence Lens (descriptions of children) RL.K.4, RI.K.8; RF.K.2d; L.K.5a;
W.K.8
English Text: Whoever You Are by Mem Fox
Spanish Text: Quienquiera que seas by Mem Fox: traducido por Alma Flor Ada
Introduce Text
Foundational Skills
Close
Close
Close Reading
(Foundational
Skills
are
an
Vocabulary
Reading
Reading
Developing a
essential
component
in
the
Development
Read for
Look For
new
primary framework.
(Intentionally plan
Evidence
Patterns
understandin
Intentionally plan this lesson
this lesson based on
g
based on the RF standards,
the Language
Standards and
Vocabulary, student
needs and the text
you’ve selected.)
Instructional
Focus (Standard and
Focus):
RL.K.4
Introduce
vocabulary words
(Kinder and 1st
grade students
can complete a
text response
activity such as:
dramatic
interpretation,
artistic
representation,
etc)
student needs and the text
you’ve selected. )
Instructional Focus
(Standard and Focus):
RF.K.2d
Locate words to practice
isolating and
pronouncing initial,
medial vowel and final
sounds.
Instructiona
l Focus
Instructiona
l Focus
(Standard and
Focus):
(Standard and
Focus):
RI.K.8
Find
evidence of
how
children are
the same
and
different
compared to
you from
around the
world.
L.K.5a
Categorize
evidence of
similarities
and
differences.
Instructional
Focus (Standard
and Focus):
RI.K.8
Use evidence
of the
similarities
and
differences.
How do they
connect to the
author’s
purpose?
(children are
all the same
throughout
the world)
W.K.8
Recalling
information
from the story
to support
new learning.
Day 1 structure:
Day 2 Structure:


Teacher
introduces text
Teacher reads the text,
modeling fluency while
Read the text,
model fluency
and point to
words as you
Read the text,
model fluency
and point to
words as you
Read the book,
model fluency
and point to
words. Invite






(Options: genre,
structure,
summary,
predictions)
Teacher reads
the text,
modeling fluency
while students
follow along
pointing at the
text.
Invite students to
join in the
reading. (Whole
Group)
Teacher models
finding
vocabulary within
text.
Mini-lesson:
Teacher connects
vocabulary to
skill
Students turn
and talk and
discuss
vocabulary.
Together
students find
more vocabulary
related to skill.
Vocabulary/Language
:





students follow along
pointing at the text.
Invite students to join in
the reading. (Whole
Group)
Teacher models finding
foundational skill within
text.
Mini-lesson: Teacher
specifically addresses the
skill.
Students turn and talk
and discuss foundational
skill and where to find in
the text.
Together students find
other examples within
the text.
Foundational Skill Focus is:
________________________
.
Choose 1 foundational skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological Awareness:
Rhyming, Alliteration,
Syllables, On-Set and
Rhyme
read. Invite
students to
join in the
reading.
(Whole Group)
Reread the
passage closely
for text
evidence.
Read for
evidence that
tells you about
children
around the
world.
Have students
highlight the
textual
evidence.
Chart student
responses in
the first
column of an
anchor chart.
read. Invite
students to
join in the
reading.
(Whole group
or pairs)
Reread the
passage and
the evidence
from
yesterday.
Have students
work in pairs
and find which
pieces of
evidence fit
together.
Chart the
patterns you
find in the
second column
of your anchor
chart.
students to join
in the reading.
(Whole group or
pairs.)
Review anchor
chart evidence
and patterns.
Turn and Talk
about noticing’s.
Student
Response – First I
was thinking
______ now I am
thinking _____
because….