Amazing Animals: Snakes Grade K Informational Text ...€¦ · Amazing Animals: Snakes. Respond to...

Amazing Animals: Snakes Grade K Informational Text Recommended Second Half of Year

Enduring Understanding

Essential Question(s)

Vocabulary From the text Vocabulary

Needed to talk about the text Focused

Instruction Fast

Instruction People share the world with other animals.

What do we need to learn about other animals in our world? What do we need to learn about snakes?

• huge • snake • tiny

• forests • deserts

• connection • describes • different • facts • opinion • photograph • prefer • same/similar

Days At-A-Glance

DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE Reintroduce and read Snakes and introduce the new book, Amazing Animals: Snakes. Respond to questions posted on the “All About Snakes” class chart, make connections between the facts, and introduce the concept of same and different.

Review facts on “All About Snakes” class chart. Introduce and read Amazing Animals: Snakes to determine which facts are either the same or different as those found in Snakes and add to the “All About Snakes” chart. Review essential questions.

Continue to read Amazing Animals: Snakes and add facts to the class chart. Determine which new facts are the same or different and discuss how these facts are connected. Write independently to show understanding of two vocabulary words.

Continue to read Amazing Animals: Snakes and add new facts to chart. Determine which new facts are the same or different and discuss how these facts are connected. Independently write two connected facts and share.

Finish reading Amazing Animals Snakes. Independently write an opinion letter to show preference for one of the two snake books. Share responses in small group.

CI CCSS

Student Work Product

CI CCSS


CI CCSS


CI CCSS


CI CCSS


RI.K.1

Oral Response RI.K.9

Oral Response

RI.K.9 RI.K.4 RI.K.1

Oral Response Written Response

RI.K.9 RI.K.2 RI.K.3

Oral Response Written Response

W.K.1 RI.K.1 L.K.1 L.K.2

Written Response

Amazing Animals: Snakes

K-2 Formative Tools

Kindergarten Performance Task: Informational Text

Amazing Animals: Snakes Written by Valerie Bodden

Creative Paperbacks, 2010

PEOPLE SHARE THE WORLD WITH OTHER ANIMALS

Table of Contents

Performance Task Overview ................................................................... 3

Enduring Understanding ..................................................................... 3

Essential Questions ............................................................................ 3

Text Summary .................................................................................. 3

Rationale for Text Selection ................................................................ 3

Text Considerations ........................................................................... 3

Targeted Word Study/Vocabulary ........................................................ 4

Opportunities to Collect Information ..................................................... 5

Scoring Tools .................................................................................... 5

Sample Student Work Products ........................................................... 5

Instructional Next Steps ..................................................................... 6

Reflecting on the Formative Performance Task ...................................... 6

Days At-A-Glance .............................................................................. 7

CCSS Alignment Chart ........................................................................ 9

Get Ready, Get Set, Go! ................................................................... 11

DAY ONE ........................................................................................... 13

DAY TWO .......................................................................................... 20

DAY THREE ........................................................................................ 24

DAY FOUR ......................................................................................... 30

DAY FIVE ........................................................................................... 39

Collecting Student Information: RI.K.1 Checklist .................................... 44

Collecting Student Information: RI.K.9 Comprehension Checklist .............. 45


Collecting Student Information: RI.K.4/RI.K.1 Vocabulary and

Comprehension Checklist ..................................................................... 46

Collecting Student Information: RI.K.2/RI.K.3 Comprehension Checklist .... 47

Collecting Student Information: W.K.1/RI.K.1 Writing and Comprehension Checklist ........................................................................................... 48

Collecting Student Information: L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist ............................................................. 49

If/Then Chart ..................................................................................... 50

Teacher Resource: Suggested Gestures and Definitions ........................... 52

Student Resource: Snake Vocabulary Comparison .................................. 53

Student Resource: Connected Facts ...................................................... 54

Student Resource: My Opinion Letter Option 1 ....................................... 55

Student Resource: My Opinion Letter Option 2 ....................................... 56

Sample Student Work Product #1: STEP 3.4 .......................................... 57







Retrospective Journal .......................................................................... 64


Performance Task Overview

Time of Delivery

Based on text and task complexity, this formative tool is recommended for use during the second half of kindergarten.

Enduring Understanding People share the world with other animals.

Essential Questions

What do we need to learn about other animals in our world? What do we need to learn about snakes?

Text Summary

The author describes snakes, including details about where these animals live, their physical features, how they spend their time, what they eat, and

how they are born. The end of the book includes a short fable regarding how the snake lost its legs. This fable is not used for instruction or to collect

information on students.

Rationale for Text Selection

This text is more complex than Snakes (Riggs, 2014), which was used in the

first performance task. The sentences in Amazing Animals: Snakes are longer and contain subordinate clauses, figurative language, and more supporting

details. Presented as a read-aloud, Amazing Animals: Snakes continues preparing kindergarten students for the more complex informational texts

they will encounter as they become mature readers. In addition, the content

is easily compared with the content in the book Snakes, which was used in Kindergarten Performance Task: Informational Text.

Text Considerations Students may be less familiar (or new) to the structure of informational text

with domain-specific content. This lack of experience could make it more

difficult for them to retain information not connected to storylines with engaging settings, characters, and problems. Instead, a book like Amazing

Animals: Snakes presents students with a collection of related details.

Reptiles are an important part of our environment. However, some individuals,

both adults and children, currently may experience anxiety when reading about reptiles, especially snakes. Teachers can help ensure that students remain

focused and engaged in learning by remaining objective and promoting a culture of inquiry.

In some cultures, snakes are revered animals. This task has been written to focus on factual and scientific information about snakes. Teachers working with students from populations where the study of snakes requires sensitivity should


use their knowledge of the student population and community when

implementing the task.

Targeted Word Study/Vocabulary

The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. When the terms Focused or Fast Instruction1 (Glossary)

are used in conjunction with vocabulary, they refer to the allocation of time and the amount of instruction required.

Focused Instruction refers to those vocabulary words that are needed to

carry meaning forward and, therefore, require more time. The term Fast Instruction refers to words that will likely be scaffolded by the words and

illustrations or will require only brief support from the teacher. Neither approach requires isolated instruction and students will benefit most from

hearing and learning the words in the context of story.

For both Focused and Fast vocabulary the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will

build deep understanding within the context of a text over the course of multiple days.

Vocabulary in the text (Focused Instruction):

huge snake

tiny

Vocabulary in the text (Fast Instruction): deserts

forests

Vocabulary needed to talk about the text: connection

describes different

facts

opinion photograph

prefer same/similar

1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:

Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.

McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored

Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.


Opportunities to Collect Information

CI Opportunities to collect information are embedded throughout the performance task. These opportunities are designed to fit within the

instructional experiences and to be invisible to the student. The student work products collected within this task may be oral responses, gestures or

written responses.

Scoring Tools Scoring tools are provided to help educators analyze student responses and

plan instructional next steps. The scoring tools incorporate evidence from the PARCC Evidence Statements which describe the knowledge and skills

that a task requires. The evidence(s) listed in each of the standards-aligned checklists targets what the teacher needs to observe, analyze, and consider

when planning instruction.

The scoring tools used in this performance task are checklists. Scoring tools

are standards-aligned and may reflect one or more standards. In this task, the RI.K.1 Comprehension Checklist is an example of a single standard

checklist used when students provide a key detail in answer to a question or prompt. The RI.K.2/RI.K.3 Comprehension Checklist is an example of a

combination checklist used to analyze a retelling of two facts (RI.K.2) and the description of their connection (RI.K.3).

Teachers unfamiliar with use of these types of tools may find initially that

they are more confident in using only a single part of a multi-part tool for

scoring or that it is best to apply all parts of a multi-part tool, but to a small

group, rather than the whole class. As teachers learn to use these types of

tools, they may expand the application of the tools with their classes. Over

the course of the first year of implementation of the formative tasks,

teachers should develop a greater understanding of how these scoring tools

allow for the collection of information on student performances in relation to

the standards. They will become better poised to provide refined feedback

to students and parents and to more efficiently alter instruction based on

information collected.

Sample Student Work Products For each written student work product created in the task, a sample student

work product is provided.

Sample student work products include a/an: Description of the task/prompt

Facsimile of the student work product Excerpt from the standards-aligned scoring tool

Scoring rationale


Bulleted list of possible next steps

Materials needed to collect information and to analyze student work products

are noted as CI within the Step-by-Step Directions.

Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource

that may be used as teachers consider instructional next steps. The chart lists the standards that have been areas of focus within the performance

task, offering suggestions for engaging with students who need more support, practice, and/or instruction with a particular standard. The If/Then

Chart is not intended to be an exhaustive list and it is not intended to return students to the same performance task. Rather, the If/Then Chart offers

some suggestions that teachers may find helpful as they go forward with standards-aligned instruction in new tasks and new texts.

Reflecting on the Formative Performance Task The Retrospective Journal consists of a series of questions to guide the

reflective process after the completion of the performance task. These questions are intended to promote thinking and planning of standards-

aligned instruction for primary grade students. Responses to these questions

may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.


Days At-A-Glance Times are approximate. Teachers should use professional judgment to determine the actual time needed for their students.

Day Duration

Description

Day

One

40 min

Prepare a class chart(s), “All About Snakes” (or accessexisting class chart from Snakes performance task and create

one new chart) for shared writing of facts about snakes. Read aloud Snakes by Kate Riggs, encouraging students to

use gestures to express understanding of key vocabulary.

Lead a shared writing of facts about snakes’ bodies, wherethey live, and what they eat and enter on to the “All About

Snakes” class chart. Support students to describe the connections between facts

about snakes. Collect information using the RI.K.1 Comprehension Checklist

(p.44).

Day

Two

40 min

Introduce Amazing Animals: Snakes by Valerie Bodden and

review the role of an author.

Read pages 4 to 7 and support students to identify and circlesimilar body facts that are already on the class chart, “All

About Snakes” (from Snakes by Kate Riggs). Read pages 4 to 7 and support students as they identify the

new facts about snakes’ bodies that are in Amazing Animals:Snakes and enter those new facts on the class chart, “All

About Snakes.” Collect information using the RI.K.9 Comprehension Checklist

(p.45). Discuss the Essential Questions: What do we need to learn

about other animals in our world? What do we need to learnabout snakes?

Day Three

30 min

Read pages 10-11 in Amazing Animals: Snakes. Support

students as they identify and circle similar facts about snakes’bodies and where they live that are already on the class

chart, “All About Snakes” (from Snakes by Kate Riggs). Note:Pages 10 and 11 are read before pages 8 and 9.

Read pages 8-9 and support students as they identify the new facts about snakes’ bodies and where they live that are in Amazing Animals: Snakes and add those new facts to the class chart. Note: Pages 8 and 9 are read after pages 10 and 11 to prepare for the vocabulary activity in STEP 3.3.

Collect information using the RI.K.9 Comprehension Checklist(p.45).


Day Duration

Description

Day Three

Continued

Discuss the meaning of huge and tiny as they are used in

the text. Invite students to write/draw to express their understanding

of huge and tiny snakes and to include a fact about where

the snakes live. Collect information using the RI.K.4/RI.K.1 Vocabulary and

Comprehension Checklist (p.46).

Day Four

30 min

Read pages 12-13 and support students to identify and circle

similar facts about what snakes eat that are already on the class chart, “All About Snakes” (from Snakes by Kate Riggs).

Read pages 12-13 and support students to identify the new facts about what snakes eat that are in Amazing Animals:

Snakes and enter those new facts on the class chart, “All About Snakes.

Collect information using the RI.K.9 Comprehension Checklist

(p.45). Support students to identify the facts that are on the same

topics across both books (i.e., where snakes live, their bodies, and what they eat).

Explain and support students to draw/write two connected facts and to describe how they are connected using Student

Resource: Connected Facts (p.54). Collect information using the RI.K.2/RI.K.3 Comprehension

Checklist (p.47).

Day Five

30 min

Finish reading aloud Amazing Animals: Snakes. Discuss the meaning of opinion.

Explain an opinion-writing activity using the Student Resource: My Opinion Letter (p.55 or p.56), including the

requirement to include a key detail with their opinion. Invite students to write a letter to the teacher and support

them as needed. Collect information using the W.K.1/RI.K.1 Writing and

Comprehension Checklist (p.48). Collect information using the L.K.1/L.K.2 Comprehension

Checklist (p.49). Provide opportunities for students to share their opinion

letters.


CCSS Alignment Chart

Day.

Step Standard Evidence

Student Work

Product Scoring Tool If/Then

1.4

p.16 RI.K.1

With prompting and

support, ask and

answer questions

about key details in

a text.

*Provides

questions and

answers that

show

understanding

of key details

in a text.

Oral:

Response

during shared

writing

RI.K.1

Comprehension

Checklist

p.44

RI.K.1

p.50

4.7

p.38

RI.K.2

With prompting and

support, identify

the main topic and

retell key details of

a text.

RI.K.3

With prompting and

support, describe

the connection

between two

individuals, events,

ideas, or pieces of

information in a

text.

*Provides a

retelling of key

details in a

text. (2)

*Provides a

description of

the connections

between two

ideas or pieces

of information

in a text. (3)

Written

Response

RI.K.2/RI.K.3

Comprehension

Checklist

p.47

RI.K.2

p.50

RI.K.3

p.50

3.4

p.29

RI.K.4

With prompting and

support, ask and

answer questions

about unknown

words in the text.

RI.K.1

With prompting and

support, ask and

answer questions


a text.

*Provides a

statement or

other

expression that

shows

understanding

of unknown

words in an

informational

text.

*Provides

questions and

answers that

show

understanding

of key details

in a text.

Written

Response

RI.K.4/RI.K.1

Vocabulary

and

Comprehension

Checklist

p.46

RI.K.4

p.50

RI.K.1

p.50

2.2

p.22

2.3

p.23

RI.K.9

With prompting and

support, identify

basic similarities in

and differences

between two texts

on the same topic

*Provides an

identification of

the basic

similarities and

differences

between two

texts on the

Oral:

Response

during shared

writing

RI.K.9

Comprehension

Checklist

p.45

RI.K.9

p.51


Day.

Step Standard Evidence

Student Work

Product Scoring Tool If/Then

3.1

p. 26

3.2

p.26

4.1

p.31

(e.g., in

illustrations,

descriptions, or

procedures).

same topic

(e.g., in

illustrations,

descriptions, or

procedures).

Oral:

Response

during shared

writing

5.5

p.42

W.K.1

Use a combination

of drawing,

dictating, and

writing to compose

opinion pieces in

which they tell a

reader the topic or

the name of the

book they are

writing about and

state an opinion or

preference about

the topic or book.

RI.K.1

With prompting and

support, ask and

answer questions


a text.

States an

opinion or

preference

about a topic or

book using a

combination of

drawing,

dictating,

and/or writing.

(1)

*Provides

questions and

answers that

show

understanding

of key details

in a text.

Written

Response

W.K.1/RI.K.1

Writing and

Comprehension

Checklist

p.48

W.K.1

p.51

RI.K.1

p.50

5.5

p.43L.K.1

Demonstrate

command of the

conventions of

standard English

grammar and usage

when writing or

speaking.

L.K.2

Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and

spelling when

writing.

Written

Response

L.K.1/L.K.2

Knowledge of

Language and

Conventions

Student

Checklist

p.49

L.K.1

p.51

*With Prompting & Support

(#) Evidence identified in PARCC Kindergarten Evidence Tables


Get Ready, Get Set, Go!

Get

Ready

Read Amazing Animals: Snakes by Valerie Bodden.

Read all Step-by-Step Directions for each day before

beginning the performance task. Determine whether each day’s activities can be

accomplished within the time estimated and plan additionalsessions as needed.

Determine access to the text for all students (e.g., digital

text, document camera, standard sized book). Determine grouping options for each activity (e.g., whole-

group, small groups, partners).

Determine location for each activity (e.g., whole-group

meeting area, a small-group meeting area, or one-to-oneconferences).

Read all checklists to become familiar with descriptors forstudent responses.

Refer to the Glossary as needed.

Get

Set

For Day One:

Secure digital copy of Snakes by Kate Riggs (may have been

introduced as part of earlier performance task). Make one copy of Teacher Resource: Suggested Gestures

and Definitions (p.52). Prepare a two-column class chart titled, “All About Snakes”

(or two separate charts), with embedded reproductions(thumbnails) of two book covers (Snakes by Kate Riggs and Amazing Animals: Snakes by Valerie Bodden) and with three rows, each labeled with a question (repeated in each column): “Where do snakes live?” “What do we know about their bodies?” and “What do they eat?”

Use a sentence strip cut into three or three strips/cards

large enough to title: “Snakes live,” “Snakes’ bodies,” and“Snakes eat.”


Get Set

Continued

Prepare and copy as needed: RI.K.1 Comprehension

Checklist (p.44).

For Day Two:

Prepare and copy as needed: RI.K.9 ComprehensionChecklist (p.45).

For Day Three:

Prepare individual copies of the Student Resource: Snake

Vocabulary Comparison (p.53). Prepare and copy as needed: RI.K.4/RI.K.1 Vocabulary and

Comprehension Checklist (p.46). Prepare and copy as needed: RI.K.9 Comprehension

Checklist (p.45).

For Day Four:

Make individual copies of the Student Resource: Connected

Facts (p.54). Prepare and copy as needed: RI.K.2/RI.K.3 Comprehension

Checklist (p.47). Prepare and copy as needed: RI.K.9 Comprehension

Checklist (p.45).

For Day Five:

Make individual copies of the Student Resource: My OpinionLetter Option 1 or Option 2 (p.55 or p.56).

Prepare and copy as needed: W.K.1/RI.K.1 Writing andComprehension Checklist (p.48).

Prepare and copy as needed: L.K.1/L.K.2 Knowledge of Language and Conventions Checklist (p.49).

Go! Begin DAY ONE.


DAY ONE

Estimated time needed

40 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day One

Snakes by Kate Riggs digital text Teacher Resource: Suggested Gestures and Definitions (p.52)

Prepared class chart, “All About Snakes,” with pre-written questions andembedded reproductions of two book covers (Snakes by Kate Riggs and

Amazing Animals: Snakes by Valerie Bodden): STEPs 1.1 through 1.6 Three “Connection Cards” titled: Snakes live, Snakes’ bodies, and

Snakes eat: STEPs 1.5 and 1.6 RI.K.1 Comprehension Checklist (p.44): STEP 1.4

Key

T=Teacher alone T+S=Teacher & students

S+S=Student & student

S=Student alone

CI=Collect information on student performance

Step-by-Step Directions

Tips for Teacher Language & Student Engagement CCSS

STEP 1.1

T Prepare class chart(s) for Snakes by Kate Riggs and

Amazing Animals: Snakes by Valerie Bodden.

Notes: If the class has completed an earlier performance task using

Snakes by Kate Riggs, there may be an existing sharedwriting class chart with facts from Snakes. This previously

developed class chart may be used with this currentperformance task, provided it is organized with the same key

questions (Where do snakes live? What do we know about

their bodies? What do they eat?)

The directions in this performance task refer to the creation

of a new class chart—if Snakes is being read for the first

time. Otherwise, the saved class chart can be reviewed onDay One and used throughout the task.



STEP 1.1 Continued

If creating a new chart, determine whether to create one

chart (with two-columns for facts from both books) or twoseparate charts (a separate one for each book).

The amount of space available to display multiple charts

during the shared writing may influence the decision to useone or two charts.

Although two charts allow more space for writing, the Step-by-Step Directions given throughout the lessons assume the

use of a single chart.

OR

STEP 1.2

T T+S

Introduce (or reread) the first book on snakes, Snakes by

Kate Riggs.

You might say: T We’re going to read our first book, Snakes by Kate Riggs. Later

we’ll read a second book about snakes.

We’ll write down some key facts on this chart as we read. It’ll help

us think about the facts we’re learning.

Introduce the

“All About Snakes” class

chart.

RI.K.1



STEP 1.2 Continued

Point to the first column and say,

You can see a picture of the book cover for Snakes by Kate Riggs at the top of the chart.

Below the book, are some questions to help us think about the facts as we read the book together.

As we read today, I want you to listen for the facts that give us

answers to these questions. Let’s read the questions together.

T+S Point to questions below the Kate Riggs’ Snake book cover, read the questions aloud, and encourage students to read along.

RI.K.1

Step 1.3

T

T+S Teacher Resource: Suggested Gestures and Definitions (p.52)

Read aloud Snakes by Kate Riggs and encourage students

to use gestures for key vocabulary.

T Read aloud Snakes by Kate Riggs.

T+S Use Oral Cloze (Glossary) for the 10 key words/phrases that have been identified. Encourage students to use the gestures

suggested for these words/phrases to both emphasize their meaning and increase student engagement.

These gestures may

have been introduced and practiced with a previous performance

task, Snakes by Kate Riggs. An explanation is

available in the Teacher Resource: Suggested

Gestures and Definitions.

RI.K.1



STEP 1.4

T+S CI RI.K.1 Comprehension Checklist (p.44)

CI Oral contributions to a shared writing class chart

Lead shared writing of facts learned from Snakes by Kate Riggs to create a class chart of facts (or review facts on a

class chart created earlier).

Point and reread each question on the chart, pausing for student responses and clarifying where needed. Responses to the

questions might include:

Where do snakes live? All around the world.

What did we learn about snakes’ bodies?

Snakes have scales. Snakes have no legs.

Snakes have forked tongues.

What do snakes eat? Snakes eat meat.

Snakes eat frogs. Snakes eat mice.

As facts are written on the chart, include students’ initials when

they contribute a fact. This may be helpful for

collecting information on the RI.K.1 Comprehension

Checklist.

If students offer facts that do not fit in a category or were not in

the book, affirm their thinking and redirect them to the question at hand or to that area of the text where the answer is located.

CI Use the RI.K.1 Comprehension Checklist to collect information

as students contribute responses to the shared writing chart.

RI.K.1

RI.K.1



STEP 1.5

T+S

Use “Connection Cards” to describe connections between facts about snakes’ bodies.

Create “connection cards” on cut-up sentence strips prior to Day

One. Title the cards: “Snakes live,” “Snakes’ bodies,” and “Snakes eat.”

Note:

In the course of this performance task, students will be asked to describe the connections between two pieces of information in one

text (RI.K.3). Students will also be asked to identify the

similarities and differences between two texts on the same topic (RI.K.9).

Without

rereading the question, point to and read the

facts written under the

question, “What do we know about snakes’

bodies?”

You might say: Let’s think about the facts in this row. How do they go together?

What do they tell us about? If students need additional support to respond, point to the facts about bodies and say:

They go together because they tell the same kind of information. What kind of information is it?

Pause for student response.

After students respond, affirm by saying: Yes. All the facts are connected or go together because they tell

us about snakes’ bodies.

RI.K.1 RI.K.3



STEP 1.5 Continued

Use oral cloze to

say: I’m going to place the words,

“Snakes’ bodies” here because these facts all tell us

about snakes’ __________.

(bodies)

RI.K.1

RI.K.3

STEP 1.6 T+S

Use “Connection Cards” to describe connections between

facts about what snakes eat.

Without rereading the

question, point to and read the

facts written under the question, “What

do snakes eat?”

You might say:

Let’s think about the facts in this row. How do they go together?

What do they tell us about snakes?

If students need additional support to respond, point to the facts about bodies and say:

They go together because they tell the same kind of information. What kind of information does it tell us?

Pause for student response.

After students respond, affirm by saying: Yes. All the facts are connected or go together because they tell

about what snakes eat.

RI.K.1

RI.K.3



STEP 1.6 Continued

I’m going to put the words,

“Snakes eat” here because these facts all

tell us about what snakes

__________. (eat)

RI.K.1 RI.K.3

STEP 1.7 T+S

Use “Connection Cards” to describe connections between

facts about where snakes live.

Let’s go back to the first

question. There’s only one fact listed.

What does this fact tell us?

After students respond, affirm by saying: Yes. It tells us about where snakes live.

I’m going to put the words

“Snakes live” next to this fact because this fact

tells us where_______.

(snakes live)

RI.K.1

RI.K.3


DAY TWO



Materials needed for Day Two

Amazing Animals: Snakes digital text “All About Snakes” class chart (including “Connection Cards”): STEPs

2.2 and 2.3 RI.K.9 Comprehension Checklist (p.45): STEPs 2.2 and 2.3

Key


S+S=Student & student S=Student alone




STEP 2.1

T+S

Introduce a second book on snakes, Amazing Animals: Snakes by Valerie Bodden.

You might say:

This is our second informational book about snakes. The title of this book is Amazing Animals: Snakes.

In this book, the author shares even more fascinating facts about

snakes for us to learn and to share with others.

The author is Valerie Bodden.

Use oral cloze (Glossary) to have the students identify the role of

the author.

Say: The author is the person that ___________________________.

There is no illustrator named because the pictures in this

informational book are not drawings. They are ____________.

RI.K.1 RI.K.6



STEP 2.1 Continued

While I’m reading, please listen for facts that are the same as the

facts we read in the first book and facts that are different or new—facts we did not read in the first book.

RI.K.1

RI.K.9

STEP 2.2 T+S

CI RI.K.9 Comprehension Checklist (p.45) CI Oral contributions to a shared writing class chart

Read pages 4-5 of Amazing Animals: Snakes to identify

similarities and differences with the facts about bodies that are in Snakes by Kate Riggs.

Read pages 4 and 5 and allow students time to study the

photograph on page 5.

Read through the details listed in the “Snakes’ bodies” row under

the first book (Snakes by Kate Riggs) and ask students: Which facts about snakes’ bodies in this second book were the

same as the facts we learned from Kate Riggs’ book?

After students respond say:

Let’s circle the facts on our chart that

were the same in both books. Circle:

Snakes have no arms or legs.

Then ask students to identify differences between the facts in the

two books.

You might say: What facts about snakes’ bodies were new or different in this

second book?

Pause for students to respond.

RI.K.1

RI.K.9



STEP 2.2 Continued

After students respond say:

Let’s add the new fact from our second

book to our second column.

Add: Snakes are long and thin.

CI Use RI.K.9 Comprehension Checklist to collect information on whether students can identify the similarities and differences in

facts from two books on the same topic.

RI.K.1

RI.K.9

RI.K.9

STEP 2.3



Read pages 6-7 of Amazing Animals: Snakes to identify similarities and differences with the body facts that are in

Snakes by Kate Riggs.

Read pages 6 and 7 and allow students time to study the photograph on page 6.

Review the details listed in the “Snakes’ bodies” row under the first

book (Snakes by Kate Riggs) and ask students: Which facts about snakes’ bodies on these pages were the same as

the facts we learned from Kate Riggs’ book?

After students

respond, say: Let’s circle the facts on

our chart that are the same in both books. Circle:

Snakes have forked tongues.

Snakes have scales.

RI.K.1 RI.K.9



STEP 2.3 Continued

Then ask students to identify differences between the two books,

saying: What facts about snakes’ bodies were new or different on these

two pages?

As students respond, say:

Let’s add the new facts—the ones that

are different—to the second column Add: Snakes are

different colors. Snakes smell with

their tongues.

CI Use RI.K.9 Comprehension Checklist to collect information on

whether students can identify the similarities and differences in facts from two books on the same topic.

RI.K.1

RI.K.9

RI.K.9

STEP 2.4

T+S

Close by returning to the Essential Questions: What do we need to learn about other animals in our world? What do we

need to learn about snakes?

You might ask these two questions, both of which are related to

the Essential Questions. What did we learn about snakes today?

Why do you think it’s important to learn about the animals in our

world?


DAY THREE



Materials needed for Day Three

Amazing Animals: Snakes digital text “All About Snakes” class chart: STEPs 3.1, 3.2, and 3.4

Student Resource: Snake Vocabulary Comparison (p.53): STEPs 3.4 RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist (p.46): STEP

3.4

RI.K.9 Comprehension Checklist (p.45): STEPs 3.1 and 3.2 Sample Student Work Products #1-2 (p.57-58)

Key






STEP 3.1 T




similarities and differences with the facts about where snakes live that are in Snakes by Kate Riggs.

Note:

Pages 10-11 will be read before pages 8-9 are read. If students notice the change in order you might say:

We’re reading informational books about snakes. Informational books teach us facts; the information is true. Informational books

are not storybooks; sometimes you can read informational books out of order and they still make sense.

RI.K.1

RI.K.9



STEP 3.1 Continued

T Read pages 10 and 11 and allow students time to study the photograph on page 10.

Reread the one item written under the question “Where do snakes live? from the Kate Riggs’ book (answer: “All around the world”).

T+S Then ask students:

Is any fact that we learned in this second book the same as the fact about where snakes live from the first book?

After students respond, say:

Let’s circle the fact from our first book that

is the same as one of the facts in our second book.

Circle:

Snakes live all around the world.

Then ask students to identify differences between the two books, saying

What facts (about where snakes live) are new or different in this second book?

As students respond,

say: Let’s add the new

facts—the ones that are different—to our second column.

Add: Snakes live in the

grass. Snakes live in

forests. Snakes live in

deserts. Snakes live in water.

RI.K.1 RI.K.9



STEP 3.1 Continued



RI.K.9

STEP 3.2 T


CI Oral Response during Shared Writing

Read pages 8-9 of Amazing Animals: Snakes to identify similarities and differences with the facts about snakes’

bodies that are in Snakes by Kate Riggs.

T Read pages 8-9 and allow students time to study the photograph on page 9.

T+S Review the facts about snakes’ bodies from the first book to

help students understand that there are no similar facts on page 8 of the second book:

Which facts about snakes’ bodies in this second book were the same as the facts we learned from Kate Rigs’ book?

After students realize there are no similar facts, ask them to

identify differences.

Say: What facts about snakes’ bodies are new or different on page 8?

As student respond, say:

Let’s add the new facts to our second column. Add:

Some snakes are smaller than a worm.

Some snakes are tiny. Some snakes are huge. Some snakes are longer

than a school bus.

CI Use RI.K.9 Comprehension Checklist to collect information on

whether students can identify the similarities and differences in facts from two books on the same topic.

RI.K.1 RI.K.9

RI.K.9



STEP 3.3 T+S

Discuss the meaning of two words on page 8: huge and tiny.

Reread the third and fourth sentences on page 9 and say:

The facts on this page are interesting!

The words say, “Other snakes are huge. They can be almost as long as a school bus!” Let’s talk about what that means.

Write the word huge on

paper. Use large letters to visually show the meaning of huge.

huge

This word says huge. Can you read it with me? Huge!

Can you show me with your hands what huge means?

Prompt students to explain the meaning of huge by including

“almost as long as a school bus” in their explanation.

Then say: Listen to these other words the author wrote to tell us more about

the size of snakes.

Read the second sentence on page 9 aloud again: “They can be smaller than a worm.”

Can you show me using your hands how long a snake that is smaller than a worm might be?

As students demonstrate, say:

Yes. Worms are very small. There are snakes that are even smaller than a worm! If a snake is smaller than a worm, it must be

______. (tiny)

Write the word tiny on the

paper—next to huge using small letters to visually

support student understanding.

huge tiny

RI.K.4



STEP 3.3 Continued

Then say: Now let’s practice showing what these words mean with your

hands. I’ll point to a word on the chart paper. Then you read each

word and show me what the word means with your hands!

Point to huge and then to tiny and then cue students to demonstrate a physical response with their hands.

RI.K.4

STEP 3.4 T

T+S S+S

S CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist (p.46).

CI Student Resource: Snake Vocabulary Comparison (p.53) CI Written response

CI Sample Student Work Products #1-2 (pp.57-58)

Invite students to draw/write to express their understanding of the words huge and tiny.

Display the Student Resource: Snake Vocabulary

Comparison.

T Provide directions for students to complete the Snake Vocabulary Comparison:

1. Ask students to join in reading the heading, “Huge and Tiny

Snakes,” calling attention to the difference in font size.2. Instruct students to draw one huge and one tiny snake on

the paper in the blank space below the heading.3. Ask students to label their snake drawing using the vocabulary

huge and tiny (point again to the words in the heading).4. Read the sentence stem at the bottom of the paper, “My huge

and tiny snakes live in the . Instruct students to use a fact learned from the book (about where snakes live) and to

include details in their illustration to match the fact chosen.

RI.K.4

RI.K.1



STEP 3.4 Continued

T+S Before inviting students to write, read facts about where snakes live that are written on the class chart.

S+S Organize students for Turn & Talk to provide an opportunity to rehearse the fact they will use (about where snakes live).

You might say:

Turn & Talk to tell your partner where the huge and tiny snakes in your picture will be living.

S Invite students to begin writing by saying:

Now you have an opportunity to show what you have learned about snakes.

Work with students in a small group as they write, or circulate if

students work as a whole group. Clarify any misconceptions students may have about the directions.

CI After students have completed their writing/drawing, use RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist to collect

student information.

RI.K.4 RI.K.1

RI.K.4 RI.K.1


DAY FOUR

Estimated time needed 30 minutes

If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Four Amazing Animals: Snakes digital text

“All About Snakes” class chart: STEPs 4.1, 4.2, 4.3, and 4.4

Individual copies of the Student Resource: Connected Facts (p.54):STEPs 4.6, 4.7, and 4.8

RI.K.2/RI.K.3 Comprehension Checklist (p.47): STEP 4.7 RI.K.9 Comprehension Checklist (p.45): STEP 4.1

Sample Student Work Products #3-6 (pp. 59-62)

Key

T=Teacher alone

T+S=Teacher & students S+S=Student & student

S=Student alone




STEP 4.1

T+S S+S

CI RI.K.9 Comprehension Checklist (p.45) CI Oral Response during Shared Writing


similarities and differences with the facts about what snakes eat that are in Snakes by Kate Riggs.

T+S Read pages 12 and 13 and allow students time to study the

photograph on page 13.

Read through the details listed in the “Snakes eat” row under the first book (Snakes by Kate Riggs). Invite students to read along.

S+S Organize for Turn & Talk, saying: Turn & Talk to a partner. Tell which facts about what snakes eat

were the same as the facts we learned from Snakes by Kate Riggs.

RI.K.1

RI.K.9



STEP 4.1 Continued

T+S Ask specific pairs of students to share their ideas with the

group and then add those facts to the “All About Snakes” class chart.

You might say: Let’s circle the facts

on our chart that were the same in

both books. Circle: Snakes eat meat.

(Same as “Snakeseat lots of different

animals.”[Bodden])

Snakes eat frogs.

Snakes eat mice.

S+S Organize again for Turn & Talk.

Say: Turn & Talk to a partner to tell what facts were new or different

about what snakes like to eat.

T+S Ask specific pairs of students to share their ideas with the group. Add facts to the “All About Snakes” class chart.

Say: What facts about what

snakes eat were new or different? Let’s add

them to our chart.

Add:

Snakes eat monkeys. Snakes eat birds.

Snakes eat deer.



RI.K.1

RI.K.9

RI.K.9



STEP 4.2

T S+S

T+S

Identify the facts that provide information on the same

topic across two texts (where snakes live).

T Without reading the

question, read and point to the facts

across both columns of the “Where do snakes

live?” row.

S+S After reading facts across the first row, organize for Turn & Talk.

Say:

Turn & Talk to a partner to answer this question: How do these facts go together?

If additional prompting is needed, you might ask:

How are these facts connected? or What do the facts tell us about?

T+S Listen to conversations and choose one student pair to share

their thinking with the larger group. Affirm correct responses

and/or clarify misconceptions.

To reinforce the similarity, say: Yes. All the facts tell us where snakes live.

Then use oral cloze to prompt student engagement, saying:

Let’s move the words, “Snakes live” to the center of our chart to show that the facts in both books are connected because they tell

us ________ (where snakes live.)

RI.K.1 RI.K.9



STEP 4.2 Continued

Move the sentence

strip “Snakes live” to the center of the

chart between the two books.

RI.K.1

RI.K.9

STEP 4.3 T

S+S

T+S

Identify the facts that provide information on the same topic across two texts (snakes’ bodies).

T Without reading the question, read and point to the facts

across both columns of the “Snakes’

bodies” row.

S+S After reading the facts, organize students into Turn & Talk.

Say:

Turn & Talk to a partner to answer this question: How do these facts go together?

Listen to conversations and choose one student pair to share their

thinking with the larger group. Affirm correct responses and/or

clarify misconceptions.

RI.K.1 RI.K.9



STEP 4.3 Continued

To reinforce the connection, say:

Yes. All the facts tell us about snakes’ bodies.

T+S Then say:

Let’s move the words “Snakes’ bodies” to the center of our chart to show that the facts in both books are connected because they

tell us about ________ (snakes’ bodies.)

Move the sentence strip “Snakes’ bodies” to the

center of the chart between the two books.

RI.K.1 RI.K.9

STEP 4.4

T S+S

T+S

Identify the facts that provide information on the same topic across two texts (what snakes eat).

T Without reading the

question, read and point to the facts across both

columns of the “Snakes eat” row.

RI.K.1 RI.K.9



STEP 4.4 Continued

S+S After reading the facts, organize for Turn & Talk.

Say:

Turn & Talk to a partner to answer this question: How do these

facts go together?

Listen to conversations and choose one student pair to share their thinking with the larger group. Affirm correct responses and/or

clarify misconceptions.

To reinforce the similarities, say: Yes. All the facts tell us about what snakes eat.

T+S Then say:

Let’s move the words “Snakes eat” to the center of our chart to show that the facts in both books are connected because they tell

us about ________ (what snakes eat.)

Move the sentence strip

“Snakes eat” to the center of the chart between the

two books.

RI.K.1

RI.K.9

STEP 4.5 T

S+S

Prepare and support students for writing about two connected facts.

T You might say: We’ve learned a lot of facts about snakes!

We’ve learned facts about where snakes live, facts about snakes’

bodies, and facts about what snakes like to eat.

RI.K.2 RI.K.3



STEP 4.5 Continued

We’ve also thought about how the facts are connected or go

together because they are on the same topic.

For example, “Snakes live in forests and snakes live in water go

together because _________________________.” Pause for students to respond “they tell where snakes live.”

To continue explaining, say:

Today we’ll write two facts to share with others so they can learn about amazing snakes! Let’s think about how to do this.

First, you will need to decide which two facts you want to write.

The facts must be connected. That means they must be on the same topic.

S+S Organize students for Turn & Talk and say:

What are you interested in writing about? Do you want to write about where snakes live, snakes’ bodies or what snakes eat?

Turn & Talk to your partner.

Now tell your partner the two facts you are thinking of writing

about. Remember, the facts have to be connected.

Listen to conversations. At the end of this step, encourage students to share their thinking with the larger group. Affirm

correct response or clarify misconceptions.

As students share their two facts with the class, use oral cloze as a way to prompt students to determine whether the facts they have

chosen are connected.

You might say: (The first fact) and (the second fact) are connected because they

both tell about ___________________.

For further support, turn to the "All About Snakes” class chart.

Locate and point out the facts chosen by the students to confirm that the facts are connected.

RI.K.2

RI.K.3



STEP 4.6

T Student Resource: Connected Facts (p.54)

Display and explain the Student Resource: Connected Facts

Say: This is the paper that you

will write two facts that you learned by reading our

informational books about snakes. The facts you choose need to be

connected.

Provide directions for students to complete the connected facts writing.

1. Point to the fact boxes on top of the page. Instruct students

to write and draw one fact in each box that was learned fromreading the two snake books, reminding students that the

facts need to be connected.2. Point and read the sentence stem at the bottom of the page

together, “Both of my facts tell about _____” –againemphasizing that the facts must be connected.

3. Encourage students to use sounds and spaces betweenwords to express their ideas in writing.

RI.K.3

STEP 4.7 S

CI RI.K.2/RI.K.3 Comprehension Checklist (p.47) CI Student Resource: Connected Facts (p.54)

CI Sample Student Work Products #3-6 (pp.59-62)

Invite students to independently write two connected facts and to describe how they are connected.

Distribute individual copies of the Student Resource: Connected

Facts.

RI.K.1 RI.K.3



STEP 4.7 Continued

Support students by:

Prompting with questions, such as, “Can you tell me whatfacts you learned that you think are really interesting?”

Working with students in small groups while other students

are at centers; Taking dictation from individual students;

Organizing students to write side-by-side with a helpfulpartner; and

Transcribing student writing to analyze later.

CI Use the RI.K.2/RI.K.3 Comprehension Checklist to collect information on whether students can draw/write to retell details

(RI.K.2) and describe how the pieces of information are connected (RI.K.3).

RI.K.2 RI.K.3

STEP 4.8 S+S

Close by asking students to share their work.

You might say:

You’ve written facts that show what you’ve learned about snakes.

Let’s share your writing in small groups. Provide sharing time.

After students have shared their writing, close by saying:

The next time we talk about snakes, you’ll have a chance to give your opinion about which snake book you liked better and why.


DAY FIVE Estimated time needed 30 minutes

If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day Five Amazing Animals: Snakes digital text

“All About Snakes” class chart: STEP 5.3 Individual copies of the Student Resource: My Opinion Letter Option 1

or Option 2 (pp.55-56): STEPs 5.4 and 5.5 W.K.1/RI.K.1 Writing and Comprehension Checklist (p.48): STEP 5.5

L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist

(p.49): STEP 5.5 Sample Student Work Products #7 (pp.63): STEP 5.5

Key






STEP 5.1 T+S

Finish reading aloud Amazing Animals: Snakes, stopping

only to answer student-initiated comments and questions.

Finish reading pages 14-23.

Note:

The purpose of reading the remaining text is exposure to the content, not mastery of the information.

RI.K.2

STEP 5.2

T

Discuss the meaning of opinion to prepare for an independent draw/write activity.

W.K.1



STEP 5.2 Continued

You might say: I may not have time to read two snake books to the kindergarten

students next year, so I need your help. If I can only read one, I

need your opinion about which of these two snake books I should read to next year’s students.

Opinions tell what people think or feel or prefer. Sometimes people

agree and that means they share the same opinion.

Other times, people do not agree and that means they have different opinions. Opinions are not right or wrong; they are just

what you think or what you prefer.

When you tell someone your opinion, you usually tell people why you have that opinion—why you prefer a certain thing.

W.K.1

STEP 5.3 T

S+S

Ask students to discuss which snake book they prefer and provide at least one detail from the text that supports their preference.

Point to the thumbnails of the two book covers on the “All About Snakes” class chart.

T Say:

Think about which

book you prefer—or like better—the

Snakes book by Kate Riggs or Amazing

Animals: Snakes book by Valerie

Bodden.

Form student partners and say: S+S Turn & Talk to a partner to tell which snake book you

prefer—or like better.

W.K.1



STEP 5.3 Continued

Continue with Turn & Talk by saying: Now turn to your partner and tell one detail from the book that

helped you form your opinion. One detail that explains why you

prefer—or like the book you chose better.

Call on some students to share both their opinion and a detail from the text that tells why they prefer that book.

W.K.1

STEP 5.4

T Student Resource: My Opinion Letter Option 1 (p.55)

Student Resource: My Opinion Letter Option 2 (p.56)

Display Student Resource Opinion Letter (Option 1 or 2)

and explain the writing activity.

Two options are available for Opinion Letter writing. One option provides lines for writing and the second option provides a blank

white space for writing and drawing.

You might say: Now you’re going to write a letter to me to tell me which book you

prefer—or like better—and you’re going to include at least one detail from the text that helps explain why you prefer or like that

book better.

Display a copy of

the Student Resource: My

Opinion Letter (Option 1 with

lines or Option 2 without lines).

You might say:

This is the how you will tell me your opinion about which book I should read next year. You will use this paper and write an opinion

letter to tell me which book you like better and why.

W.K.1 RI.K.1



STEP 5.4 Continued

Guide students through the directions for the opinion letter, explaining:

1. First the student will circle the picture of the book cover that

shows their opinion.2. Then they will complete the sentence stem, “I like this book

better because ….” to tell one detail that explains why thestudent prefers one book over the other.

3. Finally, the student will sign their name at the bottom of theopinion letter.

W.K.1 RI.K.1

STEP 5.5

S CI W.K.1/RI.K.1 Writing Checklist (p.48)

CI L.K.1/L.K.2 Knowledge of Language and Conventions Student

Checklist (p.49) CI Student Resource: My Opinion Letter (p.55 or p.56) CI Sample Student Work Product, #7 (pp.63)

Invite students to write their opinion letter.

Distribute individual copies of the Student Resource: Opinion

Letter.

Allow time for students to begin to draw/write.

If students need more support, it may be helpful to:

Work with a small group in one area of the classroom whileothers work at centers or work on their own to write.

Divide the task into parts (e.g., first prompt all students toform their opinion and circle which book they prefer—or like

better; then prompt students to draw/write a detail that tellswhy they prefer the book they circled.

Continue to prompt students to include a detail to tell why they prefer one book, frequently using the words prefer and opinion

as support is provided.

Determine whether students need to give dictation or whether

transcribing student efforts will help to analyze completed papers.

CI Use the W.K.1/RI.K Writing and Comprehension Checklist to collect information on students.

W.K.1 RI.K.1

W.K.1

RI.K.1



STEP 5.5 Continued

CI The L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist is also available to collect additional information

on students.

Note:

Rich academic words like opinion and prefer can be worked into the everyday fabric of classroom discourse and life. Providing

opportunities for students to hear and use these words in diverse settings may bring a deeper understanding of their meaning.

L.K.1 L.K.2


Collecting Student Information: RI.K.1 Checklist Use with oral responses in STEP 1.4.

Standard Evidence

RI.K.1 With prompting and

support, ask and answer questions

about key details in a text.

Provides questions and/or answers that show

understanding of key details in a text. (1)

RI.K.1

Provides a

key detail from the

text.

Student Name Yes No Comments

Insert ✓ in the appropriate box.

Prepare additional copies of this checklist to collect information on the entire class.


Collecting Student Information: RI.K.9 Comprehension

Checklist Use with oral response in STEPs 2.2 and 2.3.

Use with oral response in STEPs 3.1 and 3.2. Use with oral response in STEP 4.1.

Standard Evidence

RI.K.9 With prompting and support,

identify basic similarities in and

differences between two texts on the

same topic (e.g., in illustrations,

descriptions, or procedures).

Provides an identification of the basic

similarities and differences between two

texts on the same topic (e.g. in

illustrations, descriptions, or procedures).

(1)

RI.K.9

Provides an

identification of the

basic similarities

between the facts in

two texts.

Provides an

identification of the

basic differences

between the facts

in two texts.

Student Name Yes No Yes No Comments




Collecting Student Information: RI.K.4/RI.K.1 Vocabulary and

Comprehension Checklist Use with Student Resource: Snake Vocabulary Comparison (p.53) in STEP 3.4.

Standard Evidence (Scoring tool uses bold evidence only)

RI.K.4 With prompting

and support, ask and

answer questions about

unknown words in a

text.

Provides a statement or other expression that shows

understanding of unknown words in an informational

text. (1)

Asks questions about unknown words in an informational text.

(2)


and support, ask and

answer questions about

key details in a text.

Provides questions and answers that show

understanding of the key details in a text. (1)

RI.K.4.1 RI.K.1 Demonstrates a

full and accurate

understanding

of the words

huge and tiny.

Provides an

accurate key

detail.



Prepare additional copies to collect information on the entire class.


Collecting Student Information: RI.K.2/RI.K.3 Comprehension

Checklist Use with the Student Resource: Connected Facts (p.54) in STEP 4.7.



Standard Evidence (Scoring tool uses bold evidence only)


and support, identify

the main topic and retell

key details of a text.

Provides an identification of the main topic of a text. (1)

Provides a retelling of key details in a text. (2)


and support, describe

the connection between

two individuals, events,

ideas, or pieces of

information in a text.

Provides a description of the connection between two individuals

in a text. (1)

Provides a description of the connections between two events in

a text. (2)

Provides a description of the connections between two

ideas or pieces of information in a text. (3)

RI.K.2.2 RI.K.3.3

Provides a

retelling of two

accurate key

details about

snakes.

Describes the

connection

between two

pieces of

information in a

text.



Collecting Student Information: W.K.1/RI.K.1 Writing and

Comprehension Checklist Use with written response in STEP 5.5.

Standard Evidence

W.K.1 Use a combination of drawing,

dictating, and writing to compose

opinion pieces in which they tell a

reader the topic or the name of the

book they are writing about and state

an opinion or preference about the

topic or book.

States an opinion or preference about a

topic or book using a combination of

drawing, dictating, and/or writing. (1)

Includes the topic or name of the book they are

writing about when stating an opinion or

preference. (2)

RI.K.1 With prompting and support,

ask and answer questions about key

details in a text.

Provides questions and answers that show

understanding of the key details in a text.

(1)

W.K.1.1 RI.K.1 States an

opinion or preference.

Provides an accurate key detail.





Collecting Student Information: L.K.1/L.K.2 Knowledge of

Language and Conventions Student Checklist Use conventional writing in STEP 5.5.

Standards

L.K.1 Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.K.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Date:

CCSS Student Name: Yes No

L.K.1.A Uses only drawing to express ideas.

L.K.1.A Prints many upper- and lower-case letters

L.K.1.B Uses frequently occurring nouns and verbs.

L.K.1.C Forms regular plural nouns orally by adding /s/ or /es/

(e.g., dog, dogs; wish, wishes).

L.K.1.D Understands and uses question words (interrogatives)

(e.g., who, what, where, when, why, how).

L.K.1.E Uses the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with).

L.K.1.F Produces and expands complete sentences in shared

language activities.

L.K.2.A Capitalizes the first word in a sentence and the pronoun I.

L.K.2.B Recognizes and names end punctuation.

L.K.2.C Writes a letter or letters for most consonant and short-vowel

sounds (phonemes).

L.K.2.D Spells simple words phonetically, drawing on knowledge of

sound-letter relationships.


Prepare individual student copies of this checklist.


If/Then Chart If… Then…

RI.K.1 students have difficulty

asking and answering questions about key

details in the text

Reread particular pages to increase familiarity with key details.

Continue lessons focused on recalling and sharing facts.

Practice with student-created language experience informational texts

RI.K.2 students struggle to

retell key details

Provide with relevant pages from a book to recall key details.

Practice with student-created language experience informational texts.

Meet with the student(s) in a small group to

implement similar lessons over time.

RI.K.3

students are not identifying two facts

that are on the same topic

Cut up advertisements into two or three

categories of pictures (e.g., shirts, pants, dishes); ask the students to put the pictures

that belong together in groups. Ask students to use a Fist List to list five facts

on the same topic like “five foods you like.” Ask students to name a topic and then list five

facts related to that topic. As appropriate,

prompt the student to share how the five facts are connected to the each other and the topic.

RI.K.4 students are not using

(accurately) academic vocabulary when

sharing facts about snakes

Frequently read multiple books on the same topic and highlight academic vocabulary

across texts. Provide opportunities for students to hear

academic vocabulary in multiple settings, across content areas, and in conversations

outside content areas. Prompt for academic vocabulary in everyday

conversations.

Incorporate word games into centers and other activities.

RI.K.9

students are not

recognizing similarities and differences

between information in the text

Work with comparing information (one simple fact) in just two sentences. Gradually increase

to comparing a sentence with one simple fact and a sentence with two simple facts.

Work with comparing two pictures of a particular animal, discussing what is similar

and what is dissimilar.


If… Then…

W.K.1

student writing does

not reveal an opinion about which book is

better

During dictation, engage the student in orally composing what he or she will write; follow by

sharing the pen (both teacher and student write) to sketch, label, and/or draw.

Continue modeling sketching, labeling, and

writing during whole group and small group instruction.

Provide ample opportunities for student to discuss and work with peers before and during

writing about opinions. Build choices during the school day for

students to form and declare opinions and reasoning for those opinions (e.g., which

option on the lunch menu, which day of the week, which classroom activity, etc.).

L.K.1.A

students use only drawing to express

ideas when writing

Model use of print to express ideas by

transcribing student dictated ideas. Provide students with key words they are likely

to use to express ideas using a word wall, and encourage students to use the word wall to

remind them of how to spell and print words when writing.


Teacher Resource: Suggested Gestures and Definitions Use in STEP 1.3.

Page Text Possible Gesture Student-Friendly

Definitions

6 Live all around

the world

Draw a large circle in the air with both hands

8 Scales

that cover

their bodies

Run hands up and down arms

9 Do not

have arms

and legs

Hold arms close to body

10 Big or

little

Hold hands far apart and move

closer

11 Forked Hold up two fingers in “V” Divided into two parts at one end

12 Eat Hold the tip of thumb touching other fingers, tap mouth

15 Born live All snake mothers do not

lay eggs; instead, some baby snakes grow inside

the mother l

15 By them-

selves

Hold up one finger Alone, without their

mothers, without other

snakes

16 Lie

around in the

sun

Hold head and arms back as

though basking in sun

16 Look for food

Hold hand above eyes as though scanning the horizon


Student Resource: Snake Vocabulary Comparison Use in STEP 3.7.

My name is _______________________________.

Huge and Tiny Snakes

My huge and tiny snakes live in the____________________

______________________________________________


Student Resource: Connected Facts Use in STEPs 4.6 and 4.7.

My name is _______________________________.

Fact 1

Snakes ________________

_____________________

_____________________

Fact 2

Snakes ________________

_____________________

_____________________

Both of my facts tell about ____________________________________.


Student Resource: My Opinion Letter Option 1 Use in STEP 5.5.

This is my opinion! The book I like better is:

Snakes Amazing Animals: Snakes

I like this book better because

_______________________________

_______________________________

_______________________________

From,

_______________________________


Student Resource: My Opinion Letter Option 2 Use in STEP 5.5.

This is my opinion! The book I like better is:

Snakes Amazing Animals: Snakes

I like this book better because

From,

__________________________________


Sample Student Work Product #1: STEP 3.4


Amazing Animals: Snakes by Valerie Bodden Creative Paperbacks, 2010

STEP 3.4 Task Description: Students participated in shared writing about where snakes live, read the words huge and tiny, and used physical gestures to express their meaning. For STEP 3.4, students are asked to use drawing, writing, or

dictation to express their understanding of huge and tiny. They are also asked to use a key detail to complete a sentence stem about where snakes live and to

incorporate that detail in their drawing.

Transcription

My huge and tiny snakes live in water.

CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist

RI.K.4 RI.K.1

Demonstrates a full and accurate

understanding of the words huge and tiny. Provides an accurate key detail.

Yes No Yes No

✓ ✓

Scoring Rationale: The student’s drawing accurately demonstrates understanding of huge and

tiny by displaying size differences in drawings and labels. The student accurately identifies a key detail about where snakes live (in water),

which is written with words and expressed as waves in the drawing.

Possible Next Steps:

Continue encouraging the use of context clues to determine meanings of unfamiliar words in new texts.

Support the use of new vocabulary words into classroom conversations and in various contexts throughout the school day.

Organize opportunities to brainstorm synonyms and uses for key vocabulary.




Amazing Animals: Snakes by Valerie Bodden Creative Paperbacks, 2010

STEP 3.4 Task Description: Students participated in shared writing about where snakes live, read the words huge and tiny, and used physical gestures to express their meaning. For STEP 3.4, students are asked to use drawing, writing, or

dictation to express their understanding of huge and tiny. They are also asked to use a key detail to complete a sentence stem about where snakes live and to

incorporate that detail in their drawing.

CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist

RI.K.4 RI.K.1

Demonstrates a full and accurate

understanding of the words huge and tiny. Provides an accurate key detail.

Yes No Yes No

✓ ✓

Scoring Rationale: The student’s drawing accurately demonstrates understanding of huge and

tiny by displaying size differences in drawings and labels.

The student expresses enjoyment of reading about snakes but omits a required key detail(s) about where snakes live.


Read multiple texts on the same topic to build familiarity with key details related to the topic.

Provide student with a topic and scaffold locating key details within a text that

are related to that topic (e.g., what snakes eat; color of snakes, etc.). Structure opportunities to work with a peer to identify key details in familiar

text.




Amazing Animals: Snakes by Valerie Bodden

Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have used a class chart and collaborated

with the teacher to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to

describe their connection by completing a stem, “Both of my facts tell about .”

Transcription

Fact 1

Snakes eat mice.

Fact 2

Snakes eat deer. Both of my facts tell about eating.

CI RI.K.2/RI.K.3 Comprehension Checklist

RI.K.2 RI.K.3

Retells two key details from the text. Accurately describes the connection between two

pieces of information in a text.

Yes No Yes No

✓ ✓

Scoring Rationale:

The student accurately retells two facts from an informational text and accurately

describes the connection between those two facts.


Provide opportunities to work with a partner to retell multiple key details in a variety of texts.

Work with a partner to describe the connection between multiple pieces of information in a text

Provide instruction for basic knowledge of letter sound correspondence for

consonants and prompt student to use in multiple writing contexts.





Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing

of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to


Transcription

Fact 1 Snakes eat birds.

Fact 2 Snakes eat monkeys.

Both of my facts tell about what snakes eat.


RI.K.2 RI.K.3



Yes No Yes No

✓ ✓

Scoring Rationale:


describes the connection between two pieces of information in an informational text.

Possible Next Steps: Provide less structured, more open-ended opportunities to describe connections

(i.e., without the use of a sentence stem). Provide opportunities to work with a partner to group multiple key details.

Structure opportunities to locate the details needed to support a topic (e.g., “What snakes eat,” The colors of snakes,” etc.) across multiple texts.








Transcription

Fact 1

Snakes live in the desert.

Fact 2

Snakes live in the water. Both of my facts tell about snakes.


RI.K.2 RI.K.3



Yes No Yes No

✓ ✓

Scoring Rationale:

The student accurately retells two facts from an informational text but does not fully develop/describe the connection between the facts.

Possible Next Steps: Provide frequent opportunities for student to describe connections in familiar

text, with prompting to “tell more” and “explain more of what you mean.” Model/insert descriptions of connections for facts, characters, stories, and

situations (e.g., “These two books are connected because they’re both storybooks.” “Our trip to the zoo and our trip to the museum are connected

because they’re both field trips.”). Organize opportunities to work with a partner to match visuals and then

describe how they are connected (e.g., sorting piles of books by poetry,

storybooks, informational and then describing the connection).








Transcription

Fact 1 Snakes have forked tongues about

their bodies.

Fact 2 They have scales.

Both of my facts tell about facts about bodies.


RI.K.2 RI.K.3



Yes No Yes No

✓ ✓

Scoring Rationale:


describes the connection between two pieces of information in an informational text.


Provide opportunities to work with a partner to retell multiple key details with a

variety of texts. Supply a topic and ask student to locate key details to support the topic. Encourage spacing between words and application of letter sound knowledge.





Creative Paperbacks, 2010

STEP 5.5 Task Description: Students are asked to share their opinions aboutwhich book about snakes should be read in next year’s class (Snakes by Kate Riggs or Amazing Animals: Snakes by Valerie Bodden). Students use a letter format to circle their preference and provide one detail that explains their preference.

Transcription

I like Amazing Snakes. I liked learning how they eat.

CI W.K.1/RI.K.1 Writing and Comprehension Checklist

W.K.1 RI.K.1

States an opinion or preference. Provides an accurate detail.

Yes No Yes No

✓ ✓

Scoring Rationale: The student states an opinion both by circling and by writing the name of the preferred book, and states a reason for preferring one of the texts (“I liked learning how they eat.”).

Possible Next steps:

Encourage elaboration or more description of the key details. Use familiar texts to provide opportunities to determine which key details in the

text made that book a “favorite” or preferred text.

Organize opportunities to work collaboratively with peers to locate and discusskey details in texts.

✓


Retrospective Journal

Performance Task____________________________Date_______________

What do I know about my class because of this performance task (including

strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?

After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:

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