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….