Engaging Scenario: Unit 2
Engaging scenarios include the following components: situation, challenge, specific roles, audience,
product of performance…
Marty the Martian has decided to stay in kindergarten this year. We are going to help him fit right in
and know what kindergarteners on Earth do to be good readers and writers. We are going to help
Marty by making him a “Martian’s Guide to Kindergarten at South Holt.” We are going to show him
our alphabet, how to read words in “human talk,” what our important sight words are, and how to get
along with each other during the most important part of the day…recess!
Task 1
Summary of Engaging Learning Experience Task 1
Students will create a list of the uppercase and lowercase letters. They will record
them on a chart (one letter written in each box; one side upper-case and one side
lower-case). The chart will be written with the letters going in order from left to
right, top to bottom.
Task 2
Summary of Engaging Learning Experience Task 2
Students will be given 4 words to segment (each student has a different set of
words). The teacher will read the word and the student will tell the sounds. The
teacher will record these words with sound correlations (sound dots) on a wholegroup chart to give to Marty. Students will say, “My word is _____. Marty would
say it __ __ __.”
Task 3
Summary of Engaging Learning Experience Task 3
Students will identify important sight words in an emergent reader text. Students
will circle the sight words. Students will then share out the sight words to be
recorded on a whole class chart to give to Marty. Students will say, “I found the
sight word _______ in my book.”
Task 4
Summary of Engaging Learning Experience Task 4
Read aloud the story “The Recess Queen.” Have the kids draw a picture of how
not to be a “Mean Jean” on the playground. Students will then share with the class
their picture, using a detail from the text.
Length of Time
2 days
20-25 minutes each
day
Length of Time
2 days
20-25 minutes each
day
Length of Time
1 day
25 minutes
(independent)
Length of Time
2 days
25 minutes each day
ELE Task 1
Standards
Addressed
in ELE
Task 1
Length
Priority Standard:
RF.K.1a Print Concepts: Follow words from left to right, top to bottom, and page by page.
L.K.1a Conventions of Standard English: Print many upper- and lowercase letters.
RF.K.1d Print Concepts: Recognize and name all upper- and lowercase letters of the alphabet.
Supporting Standard(s):
Description of Task 1
DOK 2
Students will create a list of the uppercase and lowercase letters. They will record them on a chart (one letter written in
each box; one side upper-case and one side lower-case). The chart will be written with the letters going in order from left
to right, top to bottom.
Scoring Guide
Instructional
Strategies and
Supporting Activities
Differentiated
Accommodations/
Modifications (ELL, SPED,
RtI)
Differentiated Instruction
Resources and
Materials


Interdisciplinary Connections
Blank letter
chart (Martian
border)
pencils
ELE Task 2
Standards
Addressed
in ELE
Task 2
Length
Priority Standard:
RF.K.2c Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3a Phonics and Word Recognition: Demonstrate basic knowledge of letter-sound correspondences
by producing the primary or most frequent sound for each consonant.
Supporting Standard(s):
RF.K.2c Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words.
L.K.5 Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and nuances in word
meanings.
Description of Task 2
DOK 2-3
Students will be given 4 words to segment (each student has a different set of words). The teacher will read the word and
the student will tell the sounds. The teacher will record these words with sound correlations (sound dots) on a wholegroup chart to give to Marty. Students will say, “My word is _____. Marty would say it __ __ __.”
Scoring Guide
Instructional
Strategies and
Supporting Activities
Differentiated
Accommodations/
Modifications (ELL, SPED,
RtI)
Differentiated Instruction
Resources and
Materials


cvc word
cards
chart paper
Interdisciplinary Connections
ELE Task 3
Standards
Addressed
in ELE
Task 3
Length
Priority Standard:
RF.K.3c Phonics and Word Recognition: Read common high-frequency words by sight. (e.g., the, of, to, you, she,
my, is, are, do, does).
SL.K.6 Presentation of Knowledge and Ideas: Speak audibly and express thoughts, feelings, and ideas clearly.
Supporting Standard(s):
RL.K.4 Craft and Structure: Ask and answer questions about unknown words in a text.
RL.K.6 Craft and Structure: With prompting and support, name the author and illustrator of a story and define the role of each in
telling the story.
RL.K.10 Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and
understanding.
SL.K.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
SL.K.1b Comprehension and Collaboration: Continue a conversation through multiple exchanges.
L.K.1b Conventions of Standard English: Use frequently occurring nouns and verbs.
L.K.1d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, when, why,
how).
L.K.1e Conventions of Standard English: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by,
with).
L.K.5 Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and nuances in word
meanings.
L.K.5a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts
the categories represent.
L.K.5b Vocabulary Acquisition and Use: Demonstrate understanding of frequently occurring verbs and adjectives by relating them
to their opposites (antonyms).
Description of Task 3
DOK 2-3
Students will identify important sight words in an emergent reader text. Students will circle the sight words. Students will
then share out the sight words to be recorded on a whole class chart to give to Marty. Students will say, “I found the sight
word _______ in my book.”
Scoring Guide
Instructional
Strategies and Supporting
Activities
Differentiated
Accommodations/
Modifications (ELL,
SPED, RtI)
Differentiated
Instruction
Resources and
Materials



Interdisciplinary Connections
ELE Task 4
Length
sight word lists
(top 100 book)
chart paper
a-z emergent
reader
texts/sight
word texts
Standards
Addressed
in ELE
Task 4
Priority Standard:
RL.K.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details
in a text.
Supporting Standard(s):
RL.K.2 Key Ideas and Details: With prompting and support, retell familiar stories, including key details.
RL.K.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9 Integration of Knowledge and Ideas: With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
Craft and Structure: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a
text.
L.K.5c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at school that
are colorful).
L.K.5d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (e.g.,
walk, march, strut, prance) by acting out the meanings.
L.K.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
Description of Task 4
DOK 2
Read aloud the story “The Recess Queen.” Have the kids draw a picture of how not to be a “Mean Jean” on the
playground. Students will then share with the class their picture, using a detail from the text.
Scoring Guide
Instructional
Strategies and
Supporting Activities
Differentiated
Accommodations/
Modifications (ELL, SPED,
RtI)
Differentiated Instruction
Interdisciplinary Connections
Resources and
Materials
 The Recess Queen
 Crayons/Pencils
 Drawing Paper