Grade 1 Realistic Fiction Scope and Sequence

Transcription

1 Grade 1 Realistic Fiction Scope and Sequence Holyoke Public Schools Department of Early Childhood Learning Department of English Language Arts and Humanities

2 2 ½ hour Literacy Block Breakdown for minutes ELA Block 45 minutes 45 minutes Reader's Workshop Reading 30 minutes Word Study Writer's Workshop

3 This unit has 11 lessons including the CEPA. We have allowed 16 days for the unit to be completed. Teachers may use their discretion as to which lessons need more/less than a day to be completed. Objective: By the end of the Realistic Fiction Unit, students should be able to demonstrate understanding of the elements of Realistic Fiction and how these help them to understand texts that they read. The unit also allows for students to be able to express responses to their reading and using their own experiences as a basis of their narrative writing. They should be reading instructionally at level D/E. Students will be able to Students will be able to identify an event or idea in the story that could have actually happened. Students will be able to identify and describe the main characters and their feelings using details from the texts. Students will be able to compare and contrast characters in different texts. Students will be able to draw/write about their feelings on the first day of school. Students will be able to make predictions and confirm predictions based on books they have read. Students will be able to identify, discuss and write about the elements of stories within texts. Students will be able to ask and answer their own text based questions from texts read to them or read independently. Students will be able to write a sequel based on what they know about the story already. Teacher will Teacher will make an anchor chart for the Essential Questions. Teacher will prepare a concept map to be utilized for lesson vocabulary. Prepare a small story to be modeled for students about the first day of teaching. Prepare sentence strips for sentences stems that might utilized within lessons. Prepare an anchor chart to be utilized for discussing traits of characters within texts. Prepare whole class story maps as well as copies of story maps to be utilized within small groups. See Appendix B. Choose a chapter book to read. See reccommendations on page 22. Provide sticky notes, reading journals and clipboards for student responses. Plan necessary support in collaboration with ELL teachers, special education teachers, and/or reading specialists. Create small levelized groups and choose texts to be utilized for guided reading. (See Appendix A for suggested titles) Plan guided reading lessons which place emphasis on making predictions, asking questions, as well as teaching explicit phonics instruction. Prepare book boxes with appropriate Realistic Fiction stories based on students reading levels. Create centers for students to utilize while conducting small group guided instruction.

4 Standards for the Unit Reading Standards addressed: CCSS.ELA- Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA- Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA- Literacy.RF1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. CCSS.ELA- Literacy.RF.1.3.f Read words with inflectional endings. CCSS.ELA- Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA- Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting or events. CCSS.ELA- Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. CCSS.ELA- Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA- Literacy.RF.1.3 Know and apply grade- level phonics and word analysis skills in decoding words. Writing Standards addressed: CCSS.ELA- Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Speaking/Listening: CCSS.ELA- Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA- Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA- Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. Language Standards: CCSS.ELA- Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA- Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

5 Structure of Document: This document provides a daily scope and sequence of objectives, texts, and student work products to support the implementation of Model Curriculum Units (see green section); therefore, each column represents one day, and each table represents one week s worth of guidance. Reader s Workshop (Model Curriculum Unit Implemen- tation) (45min) MCU Lesson # Focus Standard(s) Daily Bite- Sized Objectives Day 1 *May take more than one day. Lesson 1: What is Realistic Fiction RL.1.3 SL.1.2 RL.1.7 L.1.6 I can identify an event or idea in the story that could have actually happened. I can tell how the main character in the story is feeling about school. Week 1: Realistic Fiction Day 2 Lesson 2: Comparing Characters in Realistic Fiction RL.1.9 RL.1.3 SL.1.2 RF.1.3 RL1.7 L.1.6 I can tell how the main character is feeling I can compare the main characters of books to other books that I read Day 3 Lesson 3: Writing About Beginning First Grade W.1.3 SL1.4 SL.1.6 L.1.2 I can draw a picture about how I felt on the first day of school. I can write about how I felt on the first day of school using feeling words/phrases. Day 4 *May take more than one day. Lesson 4: Identifying Story Elements, Making Predictions RF.1.3 I can make predictions and confirm predictions based on what I read. I can talk about story elements in stories read aloud. Day 5 Lesson 5: More Story Mapping RL.1.2 RL.1.7 SL.1.2 SL.1.4 L.1.6 I can tell what is happening in the story. I can describe the two main characters in the story using details from the text.

6 Vocabulary Day 1 *May take more than one day. Jitters Cranky Realistic fiction Week 1: Realistic Fiction Day 2 Revisit vocabulary from previous day. Tunnel/tunneled Tumbled Stumbled Fumbled Slumped cold and clammy Day 3 Realistic Fiction Personal Narrative Sentence Punctuation Capital letter Revise/review feedback Day 4 *May take more than one day. Predict Prediction Setting Characters Problem Solution Events Story elements Wondered Syllables Inferences Day 5 Review of story element words: characters Setting Events Beginning Middle End Sequencing Question Evidence Tia Shared Text First Grade Jitters by Robert Quackenbush First Day Jitters by Julie Danneburg Refer to Day 1 and 2 Read Alouds Dear Juno by Soyung Park World Map A Birthday Basket by Pat Mora Text Based Questions By the end of the book, how do we know what Aidan is feeling? What is Sarah doing that reminds you of Aidan? What is the difference between Sarah and Aidan? Refer to TBQ s from Day 1 and Day 2 Refer to TBQ s on page 23 and 24 (predicting and inferencing) Based on the text so far, what has the author told us about the kind of Cecilia is?

7 Student Work Product Day 1 *May take more than one day. Response Journal: Answering the TBQ: How do we know what Aidan is feeling by the end of this book? Sentence Stem: Aidan was feeling because. Week 1: Realistic Fiction Day 2 Whole Group Concept Map: See Appendix B Day 3 Graphic Organizer for student drawings and writings about how they felt on the first day of school. Refer to page 22 of MCU for possible sentence stems Day 4 *May take more than one day. Day 5 Continuing to add Story Map and to the Whole Group discussion of Concept Map. See sequence of events. page 24 for suggestions of ideas Character Map

8 Objectives RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Use knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Skills Block / Word Study (30 min) Content Monday Tuesday Wednesday Thursday Friday Group Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Partner Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Independent Sort: 1. Read 2. Say sound 3. Say principle 4. Sort 5. Write and Highlight Blind Sort: 1. Teacher or partner reads word 2. Students say word, sound, and point to header 3. Check 4. Write word under header and highlight feature Quiz and Game: 1. Magnetic letters Read, build, match. Read, write 2. Go Fish 3. Concentration Reading (45 min) Guidance Students will read daily at both their independent and instructional levels. They will read at their independent reading levels during Independent Reading with support and accountability (e.g., conferencing, logging, daily tasks, etc.). They will read at their instructional levels during Guided/small- group Reading with additional supports for students who need them according to the RTI framework. During Independent Reading, students will choose just right independent level texts with a balance of literary and informational texts and read them daily with accountability, demonstrating comprehension through various reading response tasks and one on one teacher conferences. During Guided Reading, students will read instructional level text, with a strong emphasis on informational texts (non- fiction) in small guided groups with support. Students who are not working with the teacher should be engaged in either independent reading or center activities that genuinely promote literacy development.

9 Writing: 6+1 Traits: Ideas Focus Standard(s) Day 1 Day 2 Day 3 Day 4 Day 5 SL.1.1 W.1.5 W.1.5 RL.1.4 RL.1.4 Writer s Workshop (30 min) Writing Lesson 6 +1 Traits: Ideas Lesson 1 : Ideas I can generate topic ideas for writing Traits: Ideas Lesson 2: Day 1: Ideas I can use details to describe an important thing Traits: Ideas Lesson 2: Day 2: Ideas I can use details to describe an important thing Traits: Ideas Lesson 3: Day 1: Ideas I can generate a list of sensory words (in general) Traits: Ideas Lesson 3: Day 2: Ideas I can generate a list of sensory words (in general). Daily Bite- Sized Objectives

10 Reader s Workshop (Model Curriculum Unit Implemen- tation) (45min) MCU Lesson # Focus Standard(s ) Daily Bite- Sized Objectives Day 6 Lesson 6: Asking Questions to Deepen Understanding SL.1.2 Sl.1.4 SL.1.6 L.1.4 I can write four questions about a text. I can write an answer to one of the questions using evidence from the text. Week 2: Realistic Fiction Day 7 Lesson 7: Comparing Events in Realistic Fiction RL.1.3 RL.1.7 SL.1.2 SL.1.4 SL.1.6 I can identify and discuss one of the elements of the text. I can write about the elements of the story using a story map. Day 8 *May take more than one day. Lesson 8: Words add Details RL.1.3 RL.1.7 SL.1.4 L.1.4 L.1.6 SL.1.6 WL.1.3 I can describe characters and events within texts using details. I can write about characters and events within texts using details. Day 9 Lesson 9: Thinking About Characters RL.1.3 RL.1.7 RL.1.9 SL.1.4 SL.1.2 RF.1.3 I can describe characters and how they change within texts we read. Day 10 *Guided Reading Lesson Lesson 10: Guided Reading of Realistic Fiction RL.1.3 RL.1.7 RF.1.3 RF.1.1 SL.1.2 L.1.4 L.1.6 I can ask and answer questions about stories read. I can describe characters and events within texts using details.

11 Vocabulary Day 6 Stinks *Review the vocabulary words question evidence Week 2: Realistic Fiction Day 7 *Review vocabulary from previous lessons for story elements. Day 8 *May take more than one day. Crossed Charged Amused Disaster Tangled *Word Bank with Academic Language Context clues Day 9 *Review vocabulary from previous lessons for story elements. Sequel Pleasant Coincidence Day 10 *Guided Reading Lesson Review the term sequel. Academic Vocabulary will depend on the books students read within small guided reading groups. Shared Text Text Based Questions First Grade Stinks! By Mary Ann Rodman Teacher modeling through the lesson. Refer to page 31 in MCU. Students will answer their own TBQ s they have developed throughout the reading of the text. See Appendix A for Suggestions of texts for small groups. n/a The Recess Queen by Alexis O Neill How would you describe Katie Sue? Use evidence from the text. Why did Mean Jean join Katie Sue? Ruby the Copycat by Peggy Rathmann What is happening in the story using evidence from the text? How is Ruby feeling? (Use illustrations and evidence from the text.) What is the relationship between Ruby and Angela in the text? How might this change or stay the same if the story were to continue? Use evidence from the text. See Appendix for Suggestions of texts for small groups. TBQ s at teacher discretion using story elements.

12 Student Work Product Day 6 Sticky notes with TBQ s. Written responses to TBQ s within response journals. Week 2: Realistic Fiction Day 7 Story Map to be used as a whole group. Smaller versions of the story map to be utilized within small groups. Day 8 *May take more than one day. Students will be given a choice for writing in their response journals. Favorite Part and why. Write from the perspective of a character from the story. (How do they feel and why?) Day 9 Interactive story map as a whole group. Day 10 *Guided Reading Lesson Within small groups, students will create a sequel or continuation to a story using pictures and words.

13 Objectives RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Use knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Skills Block / Word Study (30 min) Content Monday Tuesday Wednesday Thursday Friday Group Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Partner Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Independent Sort: 1. Read 2. Say sound 3. Say principle 4. Sort 5. Write and Highlight Blind Sort: 1. Teacher or partner reads word 2. Students say word, sound, and point to header 3. Check 4. Write word under header and highlight feature Quiz and Game: 1. Magnetic letters: Read, build, match. Read, write 2. Go Fish 3. Concentration Reading (45 min) Guidance Students will read daily at both their independent and instructional levels. They will read at their independent reading levels during Independent Reading with support and accountability (e.g., conferencing, logging, daily tasks, etc.). They will read at their instructional levels during Guided/small- group Reading with additional supports for students who need them according to the RTI framework. During Independent Reading, students will choose just right independent level texts with a balance of literary and informational texts and read them daily with accountability, demonstrating comprehension through various reading response tasks and one on one teacher conferences. During Guided Reading, students will read instructional level text, with a strong emphasis on informational texts (non- fiction) in small guided groups with support. Students who are not working with the teacher should be engaged in either independent reading or center activities that genuinely promote literacy development.

14 Writing Week 1: Personal Narrative Day 1 Day 2 Day 3 Day 4 Day 5 Lesson # ELA- Literacy.WS.2.3 ELA- Literacy.SL.2.1a ELA- Literacy.WS.2.3 ELA- Literacy.WS. 2.3 ELA- Literacy.SL.2.4 ELA- Literacy.WS. 2.3 ELA- Literacy.SL.2.5 ELA- Literacy.WS. 2.3 Focus Standard(s) Writer s Workshop (30 min) Writing Lesson Daily Bite- Sized Objectives Looking at Genre I can identify the characteristics of a personal narrative. I can recognize and use the structure of narrative text in order to communicate meaning through my writing. I can communicate in respectful ways with my peers. Thinking about ideas for a Small Moment story I can think about ideas that will make a great Small Moment story, explore my ideas and get prepared to write. Planning our stories using B, M, E Day 1 I can use my understanding of the characteristics of a narrative to ensure that my idea is strong. I can sketch out a beginning, middle, and end to my story. Sketching my story into a B, M, E Day 2 I can communicate effectively with a partner. I can identify the beginning, middle, and end of my story. I can communicate with a reader by sketching my story into a booklet Review: Using Writing Tools: The Alphabet Chart and Word Walls I can use both the alphabet chart and word wall as a resource to help me when I write.

15 MCU Lesson # Focus Standard(s) Day 11 *May take more than one day. Lesson 11: Writing Realistic Fiction RL.1.3RL.1.2 RL.1.7 WL.1.3 SL.1.2 Week 3: Realistic Fiction Day 12 Day 13 Day 14 Day 15 Reader s Workshop (Model Curriculum Unit Implemen- tation) (45min) Daily Bite- Sized Objectives Vocabulary Shared Text I can describe story elements within texts read. I can write a sequel using details from elements within the story already read. Review the vocabulary word sequel. Teacher will choose a book previously used within the unit or other lessons. Extra Day Extra Day Extra Day Extra Day Text Based Questions TBQ s will be at the discretion of the teacher and based on story elements. Student Work Product Story Maps Student sequels to the story based on story maps.

16 Objectives RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Use knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Skills Block / Word Study (30 min) Content Monday Tuesday Wednesday Thursday Friday Group Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Partner Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Independent Sort: 1. Read 2. Say sound 3. Say principle 4. Sort 5. Write and Highlight Blind Sort: 1. Teacher or partner reads word 2. Students say word, sound, and point to header 3. Check 4. Write word under header and highlight feature Quiz and Game: 1. Magnetic letters: Read, build, match. Read, write 2. Go Fish 3. Concentration Reading (45 min) Guidance Students will read daily at both their independent and instructional levels. They will read at their independent reading levels during Independent Reading with support and accountability (e.g., conferencing, logging, daily tasks, etc.). They will read at their instructional levels during Guided/small- group Reading with additional supports for students who need them according to the RTI framework. During Independent Reading, students will choose just right independent level texts with a balance of literary and informational texts and read them daily with accountability, demonstrating comprehension through various reading response tasks and one on one teacher conferences. During Guided Reading, students will read instructional level text, with a strong emphasis on informational texts (non- fiction) in small guided groups with support. Students who are not working with the teacher should be engaged in either independent reading or center activities that genuinely promote literacy development.

17 Focus Standard(s) ELA- Literacy.WS. 2.3 ELA- Literacy.SL.2.4 Writing Week 2: Personal Narrative Day 6 Day 7 Day 8 Day 9 Day 10 ELA- Literacy.WS. 2.3 ELA- Literacy.WS. 2.3 ELA- Literacy.WS. 2.3 ELA- Literacy.SL.2.4 ELA- Literacy.WS. 2.5 ELA- Literacy.SL.2.4 ELA- Literacy.WS. 2.3 ELA- Literacy.WS. 2.5 Writer s Workshop Writing Lesson Writing Words to add to our B, M, E Day 3 Nudging students beyond List and Love stories Strategy Lesson Fleshing out Sketchy Writing by Cutting and Pasting Thinking about the Problem/Solution in our Stories Taking a Look at our Bold Beginnings (30 min) Daily Bite- Sized Objectives I can write words that go with my drawings I can listen to the sounds that I hear, spell the best way that I can, and move on. I can communicate effectively with my peers. I can distinguish places in my personal narrative where I used list or love and change my story to fit the narrative structure. I can discuss and elaborate on ideas with partners by following set classroom expectations. I can use the strategy of cutting and pasting my story into my Writer s Notebook to revise and edit. I can identify the problem in my personal narrative and write about it in detail. I can discuss and elaborate on ideas with partners by following set classroom expectations. I can study what authors have done and then craft a bold beginning.i c

18 Week 4: Realistic Fiction Day 16 Reader s Workshop (Model Curriculum Unit Implemen- tation) (45min) MCU Lesson # Focus Standard(s) Daily Bite- Sized Objectives Vocabulary Shared Text Text Based Questions Extra Day/Last Day of Unit 11/20/15

19 Objectives RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Use knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Skills Block / Word Study (30 min) Content Monday Tuesday Wednesday Thursday Friday Group Sort: 5. Read 6. Say sound 7. Say principle 8. Sort Partner Sort: 5. Read 6. Say sound 7. Say principle 8. Sort Independent Sort: 6. Read 7. Say sound 8. Say principle 9. Sort 10. Write and Highlight Blind Sort: 5. Teacher or partner reads word 6. Students say word, sound, and point to header 7. Check 8. Write word under header and highlight feature Quiz and Game: 4. Magnetic letters: Read, build, match. Read, write 5. Go Fish 6. Concentration Reading (45 min) Guidance Students will read daily at both their independent and instructional levels. They will read at their independent reading levels during Independent Reading with support and accountability (e.g., conferencing, logging, daily tasks, etc.). They will read at their instructional levels during Guided/small- group Reading with additional supports for students who need them according to the RTI framework. During Independent Reading, students will choose just right independent level texts with a balance of literary and informational texts and read them daily with accountability, demonstrating comprehension through various reading response tasks and one on one teacher conferences. During Guided Reading, students will read instructional level text, with a strong emphasis on informational texts (non- fiction) in small guided groups with support. Students who are not working with the teacher should be engaged in either independent reading or center activities that genuinely promote literacy development.

20 Writer s Workshop (30 min) Focus Standard(s) Writing Lesson Daily Bite- Sized Objectives ELA- Literacy.WS. 2.3 ELA- Literacy.WS. 2.5 Writing Week #3: Personal Narrative Day 11 Day 12 Day 13 Day 14 Day 15 ELA- Literacy.WS. 2.3 ELA- Literacy.WS. 2.5 ELA- Literacy.WS. 2.3 ELA- Literacy.WS. 2.5 ELA Literacy.SL.2.5 ELA- Literacy.WS. 2.5 Working on our Excellent Endings I can write an Excellent Ending to my story by resolving the story s problem or showing a lesson that was learned. Word Choice Changing General Words to Specific I can study a piece of text and identify the careful word choices that the author used. I can look at my writing and identify places to use specific, engaging words. Revising and Editing with Partners I can improve my personal narrative by revising and editing with partners. ELA Literacy. SL. 2.1a ELA Literacy.SL.2.4 Editing one last Writing time/producing our Pieces Celebration/Sharing/Author s for Publishing Chair I can make changes to my story to ready it for publishing and sharing. I can ensure that my writing is ready for presentation by writing in my best handwriting. I can share my writing with an audience. I can listen attentively to others and follow our classroom expectations for listening and speaking.

21 Words Their Way Lessons RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Use knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Day of the Week Activity Directions 1. Read Monday Group Sort and Principal 2. Say sound 3. Say principle 4. Sort 1. Read Tuesday Partner Sort 2. Say sound 3. Say principle 4. Sort 1. Read Wednesday Independent Sort 2. Say sound 3. Say principle 4. Sort 5. Write and Highlight 1. Teacher or partner reads word 2. Students say word, sound and Thursday Blind Sort point to header 3. Check 4. Write word under header and highlight feature Possible Games / Activities: Magnetic letters: Read, build, match, Friday Quiz and/or Game read, write Go Fish Zingo Concentration Shaving cream

22 Jitters To be nervous or uneasy. Cranky Ill- tempered; irritable

23 Realistic fiction A story in which the characters are fictional, but the story could happen in real life. Problem Something that is wrong in the story.

24 Tunnel/tunneled To make a passage. To go under or through something. Tumbled To fall quickly.

25 Stumbled To walk unsteadily or trip. Fumbled Use the hands clumsily while doing or handling something

26 HPS Realistic Fiction Grade 1 Scope and Sequence Slumped Cold and clammy A bent position with your body. Unpleasantly damp and sticky or slimy to touch.

27 Personal narrative A story written from your own experience. Something that happened to you. Solution How the problem in the story is fixed.

28 Sentence Words put together to complete an idea or thought. Punctuation Symbols used to separate thoughts or sentence endings to make meaning clear.

29 Capital letter Revise/review A letter of the alphabet that is big. It is used at the beginning of the sentence or for names. To make corrections or improvements to writing.

30 Feedback A response given by another person about a particular situation. Predict/prediction To tell about future events based on what you already know.

31 Setting Where the story takes place and when it is happening. Characters The people or animals within the story.

32 Events Big things that happen in a story. Story elements The parts of a story.

33 Wondered To think or question about something unknown. Syllables Parts of a word broken up by individual sounds or beats.

34 Inferences To use what you know and what you have read to make an educated conclusion. Beginning The first part of a story.

35 Middle The portion of the story after the beginning and before the end. End The last part of the story.

36 Sequencing To put events in order.

37 Question A sentence that asks something. To wonder. Evidence To support your thinking with details.

38 Tia The Spanish word for aunt. Stinks To dislike something.

39 Crossed To move past. Charged To attack.

40 Amused To be entertained. Happy. Disaster A sudden event that caused a disruption.

41 Tangled Mixed up. Twisted. Context clues Using the clues from your reading in order to figure out unknown words or meanings.

42 Sequel a published, broadcast, or recorded work that continues a story Pleasant enjoyable

43 Coincidence When two or more events are happening at the same time and by chance.

44 Vocabulary Extension Activities 1. Charades Put the vocabulary words into a jar. Students pick a word out of the jar and act it out while other students guess the word. 2. Write- it- Better Use a text with some vocabulary words. Students cover passages with post- its and try reviewing it. 3. Word Sorting Write words on cards and make simple picture icons on separate cards. Have children match and/or create a sentence to go with the word and picture. 4. Silly Stories Put a bunch of vocabulary words out. Have the kids write a silly story using all of the words correctly and illustrate. 5. Sculpt it Give students materials such as clay, construction paper, blocks, string, etc. Students make a model of the vocabulary word and write about their creation. Optional: Discuss plan and verbally share their plan with a partner (using sentence stems). 6. Body Sculpt Students use their bodies to make a visual representation of the word. Share with the class. 7. Tally Mark Post vocabulary words. Make a tally mark next to each word every time a student or teacher uses the word. 8. Graphic Organizers Window Graphic, 4- Corner, Word Map, Portrait, Word Web, Semantic Web, Chart 9. Partner Share Pairs share their graphic organizer, co- create sentences using both words, write sentences and underline the words. 10. Realia Bring in actual items to match the vocabulary word. Have students write about them. 11. Vocab Rock N Roll Students roll a dice and perform a task based on the number they rolled. Additional links to Vocabulary Extension Activities

45 *Examples of CFU s for Unit Realistic Fiction Unit Vocabulary Assessment: Pre-test Directions: Read the vocabulary words. Use a check mark to show which statement best matches your thought on the vocabulary word(s). Vocabulary Word I don t know this word. I have heard this word, but I don t know the meaning. I know this word and I can explain its meaning. Realistic fiction Personal narrative Story elements setting characters events problem solution sequencing beginning middle end events prediction inference

46 Realistic Fiction Unit Vocabulary Assessment: Post-test (Option 1) Directions: Match the vocabulary words with their definitions. Write the letter of the definition that best matches the word on the line. Vocabulary Words Definitions 1. sequencing 2. characters 3. events 4. problem 5. setting 6. prediction 7. solution 8. inference 9. realistic fiction 10. personal narrative 11. end 12. beginning 13. middle 14. story elements A. to put in order B. the last part of the story C. to use what you know and what you read to make a guess about the story D. the first part of the story E. the part of the story after the beginning and before the end F. what is happening in the story (beginning, middle and end) G. the different parts of a story H. the people or the animals within the story I. a story from your own experience J. where and when the story is happening K. how the problem in the story is fixed L. to make a guess about future events based on what you know M. a story where the events could happen in real life but the characters are fictional N. when something in the story is wrong or is not planned

47 Realistic Fiction Unit Vocabulary Assessment: Post-test (Option 2) Directions: Write or illustrate (in the form of a quick picture) the meaning/definition for each of the vocabulary words. sequencing events characters

48 setting problem solution

49 prediction inference beginning middle

50 end inference Realistic fiction Personal Narrative

51 Realistic Fiction Book Report Suggestions: Can be utilized for teacher read aloud as well as within guided or independent reading settings. Title of Book: Author: Who are the characters within the story? Describe how the main character of the story is feeling or acting using evidence from the text. What is the setting of the story? How do you know? Please use evidence within the text to support your answers.

52 What is the problem in the story? Use details from the text. What is the solution of the story? How is the problem solved? Use details from the text. Which elements of the story are realistic? Use evidence to support your answers. Which elements of the story are fictional? Use evidence to support your answers.