Pig Trilogy Grade 1 Literary Text Set Recommended Second ...€¦ · The Three Little Wolves and...

Pig Trilogy Grade 1 Literary Text Set 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

Different authors

sometimes retell a familiar story, and it’s

interesting to compare and contrast the adventures and

experiences of the characters in each

author’s retelling.

How can we describe

characters’ feelings?

How are the adventures and experiences of the characters

the same in each story?

How are the adventures and experiences of the characters

different in each story?

beware

determined frightened

prowling trembling

butter churn

fair at Shanklin huffed and puffed

Merry Gardens sow turnip

characters

compare and contrast describe/description

events opinion reasons

settings version

villain

Days At-A-Glance

DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE

Discuss vocabulary and read version one

by Galdone two times. Use shared writing to identify story elements.

Conduct whole class discussions to describe

characters and settings in collaborative groupings to describe

events.

Review class charts from Day One and read

version two by Trivizas. Continue with shared writing to identify story

elements. Conduct whole class discussions

to describe characters and settings in collaborative groupings

to describe events.

Conduct picture walks of versions one and

two. Review writing charts from Day Two. Use shared writing to

compare and contrast characters and

settings. Use collaborative (paired) writing to compare

and contrast events.

Students read version three by Tarlow

independently. Continue shared writing to identify story

elements. Conduct whole class discussions

to describe characters and settings and use collaborative writing to

describe events.

Review opinion writing, support

students to write an independent opinion paper focused on

which character from the three versions

was most determined. Students share opinions.

CI

CCSS

Student Work

Product

CI

CCSS

Student Work

Product

CI

CCSS

Student Work

Product

CI

CCSS

Student Work

Product

CI

CCSS

Student Work

Product

RL.1.3 RL.1.7 Oral response

RL.1.3 RL.1.7

RL.1.4

Oral response

Gesture and/or

Oral Response

RL.1.9 Collaborative

Writing

RL.1.3 RL.1.7

RL.1.3

Oral response

Collaborative

Writing

W.1.1 L.1.1 L.1.2

Written

Response

Three Little Pigs Trilogy

K-2 Formative Tools Grade 1 Performance Task: Literary Text

COMPARING AND CONTRASTING CHARACTERS’ ADVENTURES

Table of Contents Performance Task Overview ................................................................... 3

Time of Delivery ................................................................................ 3 Enduring Understanding ..................................................................... 3 Essential Questions ............................................................................ 3 Text Summary .................................................................................. 3 Rationale for Text Selections ............................................................... 3 Text Considerations ........................................................................... 3 Targeted Word Study/Vocabulary ........................................................ 4 Opportunities to Collect Information ..................................................... 5 Scoring Tools .................................................................................... 5 Sample Student Work Products ........................................................... 6 Instructional Next Steps ..................................................................... 6 Reflecting on the Formative Performance Task ...................................... 6 Days-At-A-Glance .............................................................................. 7 CCSS Alignment Chart ...................................................................... 10 Get Ready, Get Set, Go! ................................................................... 12

The Three Little Pigs Written by Paul Galdone

HMH Books for Young Readers, 1984

The Three Little Wolves and the Big Bad Pig

Written by Eugene Trivizas Illustrated by Helen Oxenbury

Margaret K. McElderry Books, 1997

“The Pigs, the Wolf, and the Mud”

Written by Ellen Tarlow Illustrated by

Pablo Bernasconi McGraw-Hill n d

The Three Little Pigs

by

Paul Galdone


DAY ONE ........................................................................................... 14 DAY TWO .......................................................................................... 23 DAY THREE ........................................................................................ 31 DAY FOUR ......................................................................................... 37 DAY FIVE ........................................................................................... 44 Collecting Student Information: RL.1.3/RL.1.7 Comprehension Checklist ... 49 Collecting Student Information: RL.1.4 Vocabulary Checklist .................... 50 Collecting Student Information: RL.1.9 Comprehension Checklist ............. 51 Collecting Student Information: RL.1.3 Comprehension Checklist ............. 52 Collecting Student Information: W.1.1 Opinion Writing Checklist ................ 53 Collecting Student Information: L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist ............................................................. 54 If/Then Chart ..................................................................................... 55 Student Resource: Compare and Contrast Events in Versions 1 and 2 ....... 56 Student Resource: Describing an Event in Version 3—Tarlow ................... 57 Student Resource: My Opinion: The Character Who Was the Most Determined........................................................................................ 59 Sample Student Work Product #1: STEP 3.6 .......................................... 60 Sample Student Work Product #2: STEP 4.6 .......................................... 61 Sample Student Work Product #3: STEP 5.3 .......................................... 62 Sample Student Work Product #4: STEP 5.3 .......................................... 63 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 first grade.

Enduring Understanding Different authors sometimes retell a familiar story, and it’s interesting to compare and contrast the adventures and experiences of the characters in each author’s retelling.

Essential Questions How can we describe characters’ feelings? How are the adventures and experiences of the characters the same in each story? How are the adventures and experiences of the characters different in each story?

Text Summary There are three texts used in this task. The first, The Three Little Pigs by Paul Galdone (1984), follows the traditional version of this story with each pig building a house, the wolf destroying the first two pigs’ homes, and the third pig tricking the wolf into coming down the chimney and landing in a pot of hot water. The second, The Three Little Wolves and the Big Bad Pig by Eugene Trivizas (1997), reverses character roles by putting three little wolves in danger as a villainous pig destroys each house the wolves build. The third version of this tale, “The Pigs, the Wolf, and the Mud” by Ellen Tarlow (n.d.), was written as a decodable text for young readers. The pigs love mud and the wolf does not and that determines the outcome.

Rationale for Text Selections These texts were chosen as a set for the purposes of comparing and contrasting the adventures and experiences of characters. The first and second texts are appropriate for reading aloud. The third text was chosen specifically for students to read independently.

Text Considerations The language in Galdone’s The Three Little Pigs is sparse, requiring the reader to depend on the characters’ actions and the illustrator’s drawings to describe the characters’ feelings. The second text, The Three Little Wolves and the Big Bad Pig by Trivizas, is rich in language, describing the characters’ responses to the events with words like frightened, trembling, and determined.


Because the third text, “The Pigs, the Wolf, and the Mud” by Tarlow, was written for young readers, the vocabulary is limited (e.g., “Mud is fun.”). Despite this, there is adequate content in this tale for students to make some comparisons to the two previous versions.

Targeted Word Study/Vocabulary The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. The terms Focused or Fast Instruction1 (Glossary) used in conjunction with vocabulary refer to the allocation of time and the amount of instruction given. Focused Instruction refers to those vocabulary words that are needed to carry meaning forward and, therefore, require more time. 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 the story. In both Focused and Fast Instruction 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):

• beware • determined • frightened • prowling • trembling

Vocabulary in the text (Fast Instruction):

• butter churn • fair at Shanklin • huffed and puffed • Merry Gardens • sow • turnip

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.


Vocabulary needed to talk about the text (Focused Instruction):

• characters • compare and contrast • describe/description • events (major) • opinion • reasons • settings • version • villain

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 that may reflect one or more standards. In this task, the RL.1.9 Comprehension Checklist is an example of a single standard checklist. The RL.1.3/RL.1.7 Comprehension Checklist is an example of a combination checklist used when the student describes the characters, settings, and events using key details (RL.1.3) and illustrations (RL.1.7) from the text(s). Teachers unfamiliar with the 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

60 min

• Begin a “Words for Discussing Stories” anchor chart by adding and discussing version, compare, and contrast.

• Introduce and read The Three Little Pigs by Galdone focusing on student engagement and enjoyment.

• Prepare, display, and explain the three “Compare and Contrast Class Charts,” titling one as “Version 1—Galdone,” another as “Version 2—Trivizas,” and the third as “Version 3—Tarlow.”

• Read Galdone version a second time and support students to identify characters and settings and listing them on the “Version 1—Galdone” chart.

• As characters and settings are listed on the class chart, ask students to describe them.

• Collect information using the RL.1.3/RL.1.7 Comprehension Checklist (p.49).

• Ask students to contribute events to the “Version 1—Galdone” chart.

• Model how to describe an event. • Form collaborative student groups and ask each group to

present a description of one event. • Collect information using the RL.1.3/RL.1.7 Comprehension

Checklist (p.49).

Day Two

50 min

• Review the information on the anchor chart, “Words for Discussing Stories” and class chart, “Version 2—Galdone.”.

• Ask students to use the cover and title of The Three Little Wolves and the Big Bad Pig by Eugene Trivizas to compare and contrast with the Galdone version read on Day One.

• Read aloud the Trivizas version, stopping to discuss five words that suggest feelings on the part of the characters.

• Collect information on students using the RL.1.4 Vocabulary Checklist (p.50).

• Read the Trivizas version a second time, stopping to identify characters and settings and listing them on the “Version 2—Trivizas” chart.

• As characters and settings are listed on the class chart, ask students to describe them.




Day Two

Continued

• Ask students to contribute events to “Version 1—Galdone” chart.

• Form collaborative student groups and ask each group to present a description of one event.


Day Three

45 min

• Conduct a picture walk through the Galdone version and review the “Settings” and “Characters” on the “Version 1—Galdone” class chart.

• Conduct a picture walk through the Trivizas version and review the “Settings” and “Characters” on the “Version 2—Trivizas” class chart.

• Use shared writing to collaborate with students to create two charts that compare settings and characters across the Galdone and Trivizas versions.

• Form students into pairs to collaborate in writing a compare and contrast of the events in the Galdone and Trivizas versions using the Student Resource: Compare and Contrast Events—Versions 1 and 2 (p.56).

• Collect information on students using the RL.1.9 Comprehension Checklist (p.51).

Day Four

50 min

• Use the cover of the digital version of version 3—“The Pigs, the Wolf, and the Mud” by Ellen Tarlow to consider similarities and differences in the three versions.

• Invite students to read version 3, “The Pigs, the Wolf, and the Mud” independently.

• Collaborate with students in a shared writing to fill in the “Settings” and “Characters” sections of the “Version 3—Tarlow” class chart.

• Ask students to describe each of the characters and settings as they are contributed to the chart.

• Collect information on students using the RL.1.3/RL.1.7 Comprehension and Illustration Checklist (p.49).

• Form students into pairs using the Student Resource: Describing an Event in Version 3—Tarlow (pp.57-58) to write a list of events and to select one of the events to describe using key details from the story.

• Collect information on students using the RL.1.3 Comprehension Checklist (p.52).



• Use sticky notes to enter events onto the “Version 3—Tarlow Class Chart.

• Vote on a favorite version, tally results, and share reasons.

Day Five

50 min

• Discuss the word determined and display where all students can see it.

• Identify a list of characters as topics for opinion writing. • Invite students to begin writing using the Student Resource:

The Character Who Was the Most Determined (p.59). • Collect information using the W.1.1 Writing Checklist (p.53). • Conduct an oral survey to identify the character most often

chosen by students. • Ask students to share their opinions with the class.


CCSS Alignment Chart Day. Step Standard Evidence

Student Work

Product

Scoring Tool If/Then

4.6 p.42

RL.1.3 Describe characters, settings, and major events in a story, using key details.

Provides a description of major events in a story using key details. (3)

Collaborative Writing

RL.1.3 Comprehension Checklist p.52

RL.1.3 p.55

1.5 p.18

1.10 p.22

2.6 p.28

2.8 p.30 4.4 p.40 4.5 p.41

RL.1.3 Describe characters, settings, and major events in a story, using key details.

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Provides a description of characters in a story using key details. (1)

Provides a description of the setting(s) of a story using key details. (2)

Provides a description of major events in a story using key details. (3) Provides a description of characters, setting, or events from a story using illustrations and details from a story. (1)

Oral: Responses during shared writing and class discussions

RL.1.3/RL.1.7 Comprehension Checklist p.49

RL.1.3 p.55 RL.1.7 p.55

2.5 p.26

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Provides identification of words or phrases in a story or poem that suggest feelings or that appeal to the senses. (1)

Gesture: Thumbs Up and/or Oral Responses

RL.1.4 Vocabulary Checklist p.50

RL.1.4 p.55

3.6 p.36

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Provides a comparison and contrast of the adventures and experiences of characters in two or more stories.

Collaborative Writing

RL.1.9 Comprehension Checklist p.51

RL.1.9 p.55


Day. Step Standard Evidence

Student Work

Product

Scoring Tool If/Then

5.3 p.47

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

States an opinion in writing. (1) Includes the topic or name of the book they are writing about when sharing an opinion in writing. (2) Includes a reason for an opinion when sharing an opinion in writing. (3) Provides some sense of closure when sharing an opinion in writing. (4)

Written Response

W.1.1 Opinion Writing Checklist p.53

W.1.1 p.55

5.3 p.47

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

N/A Written Response

L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist p.54

N/A

(#) Evidence identified in PARCC Grade 1 Evidence Tables


Get Ready, Get Set, Go!

Get Ready

• Read The Three Little Pigs by Paul Galdone, The Three Little Wolves and the Big Bad Pig by Eugene Trivizas, and “The Pigs, The Wolf, and the Mud” by Ellen Tarlow.

• Read all Step-by-Step Directions for each day before implementing the performance task.

• Determine whether each day’s activities can be accomplished within the time estimated and plan additional sessions 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-one conferences).

• Secure a space large enough to mount three sheets of chart paper side-by-side.

• Read all checklists to become familiar with descriptors for student responses.

• Refer to the Glossary as needed.

Get Set

For Day One: • Prepare three sheets of chart paper for compare and

contrast shared writing, labeling one as “Version 1—Galdone,” one as “Version 2—Trivizas,” and one as “Version 3—Tarlow.”

• Prepare an anchor chart with the title, “Words for Discussing Stories.”

• Obtain 3 cards (or cut-up sentence strips) to serve as labels on the compare and contrast charts, titling one as “Settings,” one as “Characters,” and one as “Events.”

• Locate 3 different color markers to distinguish settings, characters, and events from each other as they are entered on the compare and contrast shared writing class charts (i.e., one color for “Settings,” one for “Characters,” and one for “Events.”

• Prepare and copy as needed: RL.1.3/RL.1.7 Comprehension Checklist (p.49).

For Day Two: • Prepare and copy as needed: RL.1.3/RL.1.7 Comprehension

Checklist (p.49).


Get Set

Continued

• Prepare and copy as needed: RL.1.4 Vocabulary Checklist (p.50).

For Day Three: • Prepare 2 additional class charts, labeling one as “Compare

and Contrast Settings” and one as “Compare and Contrast Characters.”

• Copy one Student Resource: Compare and Contrast Events—Versions 1 and 2 (p.56) for each pair of student partners.

• Prepare and copy as needed: RL.1.9 Comprehension Checklist (p.51).

For Day Four: • Download and prepare individual copies of “The Pigs, the

Wolf, and the Mud” following the directions for printing/copying the student booklets in the digital file.

• Make one copy per student pair of the Student Resource: Describing an Event in Version 3—Tarlow (pp.57-58/print 2-sided).

• Prepare as needed: RL.1.3/RL.1.7 Comprehension Checklist (p.49).

• Prepare and copy as needed: RL.1.3 Comprehension Checklist (p.52).

For Day Five: • Make one copy per student of the Student Resource: The

Character Who Was the Most Determined (p.59). • Prepare and copy as needed: W.1.1 Writing Checklist (p.53).

Go! Begin DAY ONE.


DAY ONE

Estimated time needed 60 minutes If needed to sustain student engagement, divide the day into multiple sessions.

Materials needed for Day One

• The Three Little Pigs digital text • 1 large sheet for an anchor chart titled “Words for Discussing Stories”:

STEPs 1.2, 1.6, & 1.7 • 3 large sheets for compare and contrast class charts, one titled

“Version 1—Galdone,” another titled “Version 2—Trivizas,” and a final one titled “Version 3—Tarlow”: STEPs 1.4, 1.5, 1.8, 1.9, and 1.10

• 3 cards (or sections of sentence strips), titled, “Settings,” “Characters,” and “Events”: STEPs 1.4, 1.5, 1.8, 1.9, and 1.10

• 3 different color markers for shared writing: STEPs 1.4, 1.5, 1.8, 1.9, and 1.10

• RL.1.3/RL.1.7 Comprehension Checklist (p.49): STEPs 1.5 and 1.10

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+S Project the digital version of The Three Little Pigs by Paul Galdone and introduce the word version. Read the title and author/illustrator of The Three Little Pigs by Paul Galdone. Then say: This is a story about three little pigs and a wolf. It’s one of three stories we’re going to read about pigs and wolves. That means we’re going to read three versions of the same story—sort of the same story! There are things in each of the stories that are the same and things in each of the stories that are different.

L.1.6


Tips for Teacher Language & Student Engagement CCSS STEP 1.1 Continued If students are not familiar with the word version, provide Fast Instruction (Glossary) by saying: Sometimes authors take a story that’s already been written by someone else, and they write it again, but they make their newer story a little different. We say that the first author and the second author each wrote a different version of the same story.

L.1.6

STEP 1.2 T Introduce and explain an anchor chart, “Words for Discussing Stories,” and add the words version, compare, and contrast to the chart. Explain the purpose of the anchor chart by saying: When we read a story, we need words to help us discuss it.

Say: Let’s start an anchor chart where we can write words that we need to talk about stories and let’s start with the word version.

You might say: This word will be important for us because we’ll read three versions of the same story about pigs and wolves. Each will be written by a different author. When we compare versions, we say how the versions are alike. When we contrast versions, we’ll say how they are different.

Say: Let’s add compare and contrast to our chart.

L.1.6


Tips for Teacher Language & Student Engagement CCSS STEP 1.3 T+S Read aloud the Galdone version for the first time, pausing only to let students enjoy the illustrations and to provide Fast Instruction (Glossary) where needed. Before reading, remind students that the Galdone version was the first one written. Begin reading and invite students to join in when the little pigs say:

• “Not by the hair of my chinny chin chin.” • “Then I’ll huff and I’ll puff and I’ll blow your house in!”

During reading (rather than before), use Fast Instruction to briefly provide instruction as needed for:

sow (female pig) p.1 turnips (vegetable) p.21 Merry Garden (a farm) p.25 Fair at Shanklin (outdoor fair) p.29 butter churn (makes butter) p.32

For huff and puff, demonstrate by inhaling and exhaling instead of a verbal definition.

RL.1.4 RL.1.7 L.1.6

STEP 1.4 T Prepare and display the “Compare and Contrast Class Charts” to record settings, characters, and events across all three versions of the pig trilogy.

Display prepared “Compare and Contrast Class Charts.”

RL.1.3 RL.1.9


Tips for Teacher Language & Student Engagement CCSS STEP 1.4 Continued Notes:

• During Days One, Two, and Four, students will participate in shared writing to create three class charts—one for each version of a pig and wolf story.

• On Days One through Five, class charts will serve as a resource for students to compare and contrast across multiple versions (RL.1.9).

• It may support students’ understanding to see all three charts displayed, even if some activities focus only on one.

• Use one color marker for all settings entered on a chart, a second color marker for all character entries, and a third color marker for event entries.

• Consider writing “Settings,” “Characters,” and “Events” on a sticky note or card to save room on the charts.

RL.1.3 RL.1.9

STEP 1.5 T+S S S CI RL.1.3/RL.1.7 Comprehension Checklist (p.49) CI Oral response during shared writing on a class chart Reread the Galdone version, stopping for students to identify settings and characters and to use details in the text and illustrations to describe them. Establish a routine for identifying and describing characters and settings.

1. T+S Read aloud and ask students for a Thumbs Up (Glossary) each time a new setting or character is introduced. (Avoid listing minor characters.)

2. T Write each setting or character on the “Compare and Contrast” class chart, including student(s) initials.

3. S After writing the setting or the character, ask student(s) to describe the setting or character, using details in the illustrations (e.g., tears on the sow’s face, scary looking face or the words in the text (e.g., “…frightened the wolf” and “…was very angry…” and “…lived happily ever after.”). Students may also include their own descriptors (e.g., clever, sneaky, never gave up, etc.). Continue entering student initials.

RL.1.3 RL.1.7


Tips for Teacher Language & Student Engagement CCSS STEP 1.5 Continued

After entering a setting or character name on the chart, lead a class discussion to describe the character or the setting.

The settings students will likely identify and describe might include:

• old farm house the pigs leave • straw house • stick house • brick house • Mr. Smith’s farm • Merry Gardens • The Shanklin fair (or meadow around it)

The characters students will likely identify and describe might include:

• the sow • pig 1 • pig 2 • pig 3 • the wolf

CI Collect information on students using the RL.1.3/RL.1.7 Comprehension Checklist as they use key details from the words and/or illustrations to describe the characters and the settings during shared writing about the Galdone version.

RL.1.3 RL.1.7

RL.1.3 RL.1.7

STEP 1.6 T S+S T+S Add the word villain to the “Words for Discussing Stories” anchor chart. Avoid providing a definition of villain. Instead, prompt students to use what they know about the story to determine the meaning of villain.

L.1.6



T Add the word villain to the chart and say: Some people would describe the wolf as the villain in this story.

Then say: S+S Turn to a partner and share what you think villain means. T+S Ask partners to share their understanding of what villain means. Then ask: If the wolf is the villain, what would we call the three little pigs?

Accept descriptors such as “good guys” or “good characters” or “heroes.” Determine whether one of those words should also be entered to the chart.

Explain to students that this chart can be used for other stories and revised as needed.

L.1.6

STEP 1.7 T T+S S+S Discuss the word event and add to the “Words for Discussing Stories” anchor chart. Return to page 1 of Galdone’s digital text (without reading aloud again) and say: We’ve listed the important settings and the characters in this story, now let’s list the events.

L.1.6



Add the word event to the anchor chart.

Ask students to define (or review the meaning) of event. If support is needed, explain: When something happens in a story, we call it an event. But to be called an event, it has to be something important. Sometimes we call them major events. Events are important things that happen to characters.

L.1.6

STEP 1.8 T+S Briefly identify events on the “Version 1—Galdone” class chart. Lead students to briefly identify the events in the Galdone version, listing each in as few words as possible. Number each event but do not yet include student initials.

Avoid describing the events as they are listed. The activity in STEP 1.10 will provide opportunities for students to describe events (RL.1.3/RL.17) and allow for the collection of information.

The number of events may vary across classrooms and will include some or all of:

1. 3 pigs leave home. 2. Straw house blows down. 3. Stick house blows down. 4. Brick house stays up. 5. Pig #3 tricks Wolf at Mr. Smith’s farm. 6. Pig #3 tricks Wolf at Merry Garden. 7. Pig #3 scares Wolf at Shanklin Fair. 8. Wolf falls into Pig #3’s pot. 9. Pig 3 lives happily ever after.

RL.1.2 RL.1.3 RL.1.7


Tips for Teacher Language & Student Engagement CCSS STEP 1.8 Continued Now that students have read the Galdone version, it may be helpful to give examples to show the difference between events and details. You might provide these examples: Event: The three little pigs leave home. Detail: The sow cries when they leave. Event: Pig 3 builds a house of brick. Detail: Pig 3 asks a man to give him some bricks.

RL.1.2 RL.1.3 RL.1.7

STEP 1.9 T+S Model describing an event, using the first event listed on the chart (the three pigs leave home).

Work interactively with students, allowing them to participate in describing the first event. It may be helpful to use a think-aloud (Glossary). You might say: How would we describe what happened to the three pigs when their mother told them they had to leave? Our description should tell about the pigs’ experiences and adventures during this event, including how they all felt. Think-aloud interactively with students to describe the event as: • The three pigs left together. • The mother sow cried. • One of the pigs cried. • The illustration showed them as sad and scared. • They were carrying something on a stick.

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STEP 1.10 T S+S T+S CI RL.1.3/RL.1.7 Comprehension Checklist (p.49) CI Oral responses during a group sharing


Tips for Teacher Language & Student Engagement CCSS STEP 1.10 Continued Form student partners, asking each pair to describe one event listed on the Galdone version class chart. T Divide the class into collaborative groups and assign one event per group (2-3 students per group). It is not necessary to describe every event—only to give each group an event. S+S Ask each group to collaborate to plan how they will describe their event. Explain that each pair or small group will share their description with other classmates. T+S Circulate as students collaborate, prompting them to use key details (and the vocabulary) from the text as well as key details in the illustrations. Project digital pages from the text as needed. Encourage students to take notes (by writing or drawing) to help them remember their description. Ask each group to share their event’s description with the class. This can be done whole group, or by combining two or more groups to create a smaller environment for sharing.

If student groups share with the whole class, add initials as group members contribute descriptions of their event.

CI Collect information on students using the RL.1.3/RL.1.7 Comprehension Checklist as they collaborate with partners and as they present their description of an event, using details from the words and the illustrations as part of their description.

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DAY TWO Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Two

• The Three Little Wolves and the Big Bad Pig digital text • The “Words for Discussing Stories” anchor chart: STEP 2.1 • The “Compare and Contrast Class Charts” started on Day One: STEPs

2.2, 2.6, 2.7, and 2.8 • RL.1.3/RL.1.7 Comprehension Checklist (p.49): STEPs 2.6 and 2.8 • RL.1.4 Vocabulary Checklist (p.50): STEP 2.5


Tips for Teacher Language & Student Engagement CCSS STEP 2.1 T+S Display and review the words entered on the “Words for Discussing Stories” anchor chart to clarify misconceptions and confirm understanding.

You might say: Let’s read the words on our chart together and think about what each word means.

Pause after each word, reviewing to confirm understanding and clarify any misconceptions that may exist.

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Tips for Teacher Language & Student Engagement CCSS STEP 2.2 T+S Display “Compare and Contrast Class Charts” and review entries on the “Version 1—Galdone chart.” Refer to the three Compare and Contrast class charts and tell students you will be reading a second version of The Three Little Pigs today and filling in a second class chart.

Read aloud to review all items entered for Version 1—Galdone. Invite students to choral read (Glossary) the items on the list as they are reviewed.

If any settings, characters, or events were problematic from Day One, briefly clarify misconceptions.

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STEP 2.3 T S+S Display the cover of The Three Little Wolves and the Big Bad Pig and ask students to discuss how the illustration on the cover compares and contrasts the Galdone version. You might say: T Look closely at the illustration on the cover of this book as I read the title, the author and the illustrator. The name of this version is The Three Little Wolves and the Big Bad Pig. The author is Eugene Trivizas and the illustrator is Helen Oxenbury. S+S Organize for Turn & Talk and say: Before we begin reading, compare and contrast what you see on this cover with yesterday’s Galdone version. One partner compares what might be the same and one partner contrasts what might be different about this version.

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Tips for Teacher Language & Student Engagement CCSS STEP 2.3 Continued Circulate and support students as they discuss. It is not necessary for partners to share with the class. The purpose is to just have students begin thinking about comparing and contrasting before the second version begins.

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STEP 2.4 T Making vocabulary decisions for version 2—Trivizas. There is a large number of unusual vocabulary words/phrases in the Trivizas version. They are not essential to understanding the story and are, fortunately, strongly supported by rich illustrations.

Stopping to discuss these unusual words may interrupt the flow of this complex story.

• sledgehammer • croquet • concrete mixer • slurry • battledore and shuttlecock • concrete • wheelbarrow • china teapot • pneumatic drill • barbed wire • iron bar • armor plates • heavy metal padlocks • Plexiglas • reinforced steel chains • video entrance phone

There are five words that are central to the story. They suggest how the character feels or makes others feel (RL.1.4). The words are also central to the students’ efforts to describe characters (RL.1.3).

These words can suggest how a character feels or how that character makes others feel.

• beware • prowling • frightened • trembling • determined

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Tips for Teacher Language & Student Engagement CCSS STEP 2.5 T+S S CI RL.1.4 Vocabulary Checklist (p.50) CI Gesture and oral response Read aloud version 2—Trivizas, pausing to discuss words that suggest feeling.

During this first reading of the Trivizas version, plan to pause on the pages listed to discuss the feelings these words suggest.

beware prowling frightened trembling determined

p.1 pp. 4, 12, and 24 p.9 pp. 14 and 18 p.16

As each word is encountered during the first read aloud, pause after reading the section where the word is located and say: Let me read that part again. Give a Thumbs Up if you hear a word tells you how ( ) feels (or makes others feel).

For example, on page 1, the mother says: “My children, it is time for you to go out into the world. Go and build a house for yourselves. But beware of the big bad pig.”

After reading that section once, read it again and point to the section as you read. Ask students to identify words (i.e., beware and bad or even go out in the world) that suggest how the mother wolf is making her three little wolves feel. Ask students to describe how they feel (e.g., the little wolves might be scared, nervous, afraid, cautious etc.).

CI Use the RL.1.4 Vocabulary Checklist to collect information on students as they identify (Thumbs Up) those words in text that suggest feelings or senses. Note: The word determined, as used on page 16, will play a key role in the prompt for opinion writing on Day Five. While the word can be defined in multiple ways, in this context determined is approached as a descriptor of how the character feels about building the strongest house possible.

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Tips for Teacher Language & Student Engagement CCSS STEP 2.6 T S CI RL.1.3/RL.1.7 Comprehension Checklist (p.49) CI Oral response Read Trivizas version a second time, stopping for students to identify settings and characters and to use details in the text and illustrations to describe them. Note: Students are not asked to compare and contrast until Day Three.

Display the “Compare and Contrast Class Charts” started on Day One.

Repeat the routine established on Day One to identify and describe characters and settings.

1. T+S Read aloud and ask students to give a Thumbs Up (Glossary) each time a new setting or character is introduced. (Avoid listing minor characters.)

2. T Write the setting or character on the “Compare and Contrast Class Chart” titled “Version 2—Trivizas.”

3. S After writing the setting or the character, ask student(s) to describe the setting or character, using details in the illustrations and descriptors from their own thinking. Enter student initials.

Encourage students to include the vocabulary from STEP 2.5 when they describe characters.

The settings students contribute will likely include:

• Mother wolf’s house. • brick house • concrete house • the “extremely strong house” • flower house

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Tips for Teacher Language & Student Engagement CCSS STEP 2.6 Continued The characters students contribute will likely include:

• Wolf Mother • 3 wolves (prompt students to notice they are always shown

together) • Big Bad Pig

After entering a setting or character name on the chart, lead a class discussion to describe the character or setting.

CI Collect information on students using the RL.1.3/RL.1.7 Comprehension Checklist as students use key details from the words and/or illustrations to describe the characters and the settings during a shared writing about the Trivizas version.

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STEP 2.7 S Briefly identify events Version 2—Trivizas class chart. Lead students to identify the events in the Trivizas version, listing each in as few words as possible. Number each event but do not yet include student initials.

Avoid describing the events as they are listed. The activity in STEP 2.8 will provide opportunities for students to describe them.

The number of events may vary across classrooms. It does not have to be comprehensive and may include some or all of:

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1. 3 wolves leave home. 2. They stay together and build a brick house. 3. The Big Bad Pig knocks down the house. 4. The 3 wolves build a concrete house. 5. The Big Bad Pig smashes the house down. 6. The wolves build another strong house. 7. The Big Bad Pig blows it up. 8. The 3 wolves build a flower house. 9. The Big Bad Pig’s heart grows tender.

10. The characters live happily together ever after. Do not require descriptions of the events at this time. Collaborative student groups will describe the events in STEP 2.8.

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STEP 2.8 T S+S T+S CI RL.1.3/RL.1.7 Comprehension Checklist (p.49) CI Oral responses during collaborative discussions and group

sharing Form student partners, asking each pair to describe one event listed on the Trivizas version class chart. T Divide the class into collaborative groups and assign one event per group (2-3 students per group). It is not necessary to describe every event—only to give each group an event. S+S Ask each group to collaborate to plan how they will describe their event. Explain that each pair or small group will share their description with other classmates. T+S Circulate as students collaborate, prompting them to use key details (and the vocabulary) from the text as well as key details in the illustrations. Project digital pages from the text as needed. Encourage students to take notes (by writing or drawing) to help them remember their description. Ask each group to share their event’s description with the class. This can be done whole group, or by combining two or more groups to create a smaller environment for sharing.

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If student groups share with the whole class, add initials as group members contribute descriptions of their event.

CI Collect information on students using the RL.1.3/RL.1.7 Comprehension Checklist as they collaborate with partners and as they present their description of an event, using details from the words and the illustrations as part of their description.

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DAY THREE

Estimated time needed 45 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Three

• The Three Little Pigs digital text • The Three Little Wolves and the Big Bad Pig digital text • The “Compare and Contrast Class Charts” created on Days One and

Two: STEPs 3.2, 3.3, and 3.5 • 1 additional class chart titled “Compare & Contrast Settings”: STEP 3.4 • 1 additional class chart titled “Compare & Contrast Characters”: STEP

3.4 • One copy for every two students of Student Resource: Compare and

Contrast Events—Versions 1 and 2 (p.56): STEP 3.6 • RL.1.9 Comprehension Checklist (p.51): STEP 3.6 • Sample Student Work Product #1 (p.60): STEP 3.6


Tips for Teacher Language & Student Engagement CCSS STEP 3.1 T Explain Day Three’s compare and contrast activity. You might say: Today, we’re going to compare and contrast the two versions we’ve read: The Three Little Pigs by Paul Galdone and The Three Little Wolves and the Big Bad Pig by Eugene Trivizas. We’ll work together as a class to compare and contrast settings and characters first, and then, you’ll work on your own with a partner to write as you compare and contrast events.

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Tips for Teacher Language & Student Engagement CCSS STEP 3.2 T+S Conduct a brief picture walk (Glossary) through the Galdone digital text and a review of the “Settings” and “Characters” sections of the “Version 1—Galdone” class chart. Establish a routine for the picture walk and review:

1. Engage in a brief picture walk through all pages of The Three Little Pigs.

2. Follow with a brief reading/review of the “Settings” and “Characters” sections of the “Version 1—Galdone class chart.”

Invite students to read along as the “Settings” for both versions are reviewed.

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STEP 3.3 T+S Conduct a brief picture walk (Glossary) through the Trivizas digital text and follow with a review the “Settings” and “Characters” sections of the “Version 2—Trivizas” class chart. Continue with the routine established in STEP 3.2:

1. Engage in a brief picture walk through all pages of The Three Little Wolves and the Big Bad Pig.

2. Follow with a brief reading/review of the “Settings” and “Characters” sections of the “Version 2—Trivizas class chart.”

Invite students to read along as the “Characters” for both versions are reviewed.

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Tips for Teacher Language & Student Engagement CCSS STEP 3.4 T T+S Conduct a shared writing to compare and contrast the settings and the characters in the Galdone and Trivizas versions. Prepare two class charts using the same format as the Student Resource: Compare and Contrast Versions 1 & 2 (p.56) that students will later use in STEP 3.6.

T Display charts side-by-side and collaborate with students to fill in the columns. It is not necessary to require a comprehensive set of compare and contrast for settings and characters. If needed, model, using the Think Aloud strategy (Glossary), to provide the first “same” and the first “different” T+S Collaborate with and accept contributions from students while also providing prompts and strong support. Notes:

• Even when students are asked to only compare and contrast for settings or only compare and contrast for characters, their statements will frequently incorporate both. It may be helpful to accept whatever comparison or contrast a student offers, whether for either setting or character. After acknowledging the contribution, ask the student or the class to decide into which column the comparison or contrast should go. Deciding each time may be an effective way to help students distinguish the comparison or contrast of the settings or characters.

• It is not necessary to have a comprehensive list in each column.

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Tips for Teacher Language & Student Engagement CCSS STEP 3.4 Continued SETTING comparisons: • The first setting in both stories is the mother’s house. • The settings keep changing when a house is built. • The houses are made out of many different materials. • The last house doesn’t get knocked down. • The setting looks like it’s warm in both versions.

SETTING contrasts: • The brick house couldn’t be knocked down in Galdone version. • Galdone houses are built for one character; Trivizas houses are

built for three characters. • Galdone had three houses; Trivizas had four. • The wolves build stronger houses than the pigs. CHARACTER comparisons • Both mothers think their children should leave home. • Both stories have one villain and three good characters. • The villains are big and scary looking. • The good characters are smart and clever. • Both villains huff and puff.

CHARACTER contrasts: • The mother in Galdone looks sad but the mother wolf does not. • The villain in Galdone stays bad but the villain in Trivizas gets a

tender heart. • The wolves always stay together but the pigs live separately. • There is only one good character left in the Galdone version.

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STEP 3.5 T+S Read and review the events section of the Galdone and Trivizas class charts.

Review the “Events” section of both the Galdone and the Trivizas class chart. Invite students to read along.

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Tips for Teacher Language & Student Engagement CCSS STEP 3.6 T+S S+S CI RL.1.9 Comprehension Checklist (p.51) CI Student Resource: Compare and Contrast Events in Versions 1

and 2 (p.56) CI Collaborative partner writing CI Sample Student Work Products #1 (p.60) Group students into pairs for collaborative writing to compare and contrast events in the Galdone and Trivizas versions. Note: Teachers may choose to conduct STEP 3.6 in a small reading group or at centers.

Distribute one Student Resource: Compare and Contrast Events in Versions 1 and 2 to each pair and explain the activity.

It may be helpful to choose a student and model thinking aloud together through the first compare and contrast statements. T+S You might say to the student partner: What is the same about the characters? If we were writing together, what could we write? (Pause for response.) We know both versions started with characters leaving home,. So that could go into the “This is the same” column on our paper. But each of the three pigs built a separate house and the wolves lived together. Could we put that in the “This is different” column? Provide final directions: Think aloud about each event with your partner the way I did and then discuss whether it was the same or different. Both partners should discuss what they’re thinking and take turns with the writing.

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Tips for Teacher Language & Student Engagement CCSS STEP 3.6 Continued S+S Invite partners to begin writing. Circulate as students work together providing support where needed and remind students to use the class charts as resources. CI Use the RL.1.9 Comprehension Checklist to collect information on students’ written responses as they list comparisons and contrasts in the events in the two versions.

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DAY FOUR Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Four

• “The Pigs, the Wolf, and the Mud” by Ellen Tarlow digital text (cover only): STEP 4.1

• One copy per student of “The Pigs, the Wolf, and the Mud” by Ellen Tarlow (student booklets prepared per directions in the digital file): STEPs 4.2, 4.3, 4.4, and 4.5

• Compare and Contrast shared writing class charts constructed on Days One and Two (“Version 1—Galdone,” “Version 2—Trivizas,” and “Version 3—Tarlow”): STEPs 4.4, 4.5, & 4.7

• One copy for each pair of student partners of the Student Resource: Describing an Event in Version 3—Tarlow (pp.57-58/print 2-sided): STEPs 4.6

• 1 sticky note for each student: STEP 4.7 • RL.1.3 Comprehension Checklist (p.52): STEP 4.6 • RL.1.3/RL.1.7 Comprehension Checklist (p.49): STEPs 4.4 and 4.5 • Sample Student Work Product #2 (p.61): STEP 4.6


Tips for Teacher Language & Student Engagement CCSS STEP 4.1 T S+S T+S Notes:

• The directions in Day Four are written for a whole class activity.

• Day Four may also be implemented during small group reading instruction.

• Some STEPs can be presented as center activities.


Tips for Teacher Language & Student Engagement CCSS STEP 4.1 Continued Project the cover of the digital copy of “The Pigs, the Wolf, and the Mud” by Ellen Tarlow and introduce it as the “third version” of the three pig and wolf stories. While projecting the cover, say: T The title of this third version is, “The Pigs, the Wolf, and the Mud” by Ellen Tarlow. Before we start reading, let’s see what the cover illustration shows us. The illustrator is Pablo Bernasconi.

S+S Organize for Turn & Talk and say: Use what the cover shows you to compare with what you know about the Galdone and the Trivizas versions. Be ready to say what might be the same about this third version. T+S Ask several pairs to share with the class and prompt for the details in the illustration that informed their thinking. Then say: Now Turn & Talk to a partner again. This time, use the title and the cover illustration to talk about how this story might be different than—how it might contrast with—the first two versions we read. Ask several pairs of students to share with the class.

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STEP 4.2 T S Distribute individual copies of “The Pigs, the Wolf, and the Mud,” and explain the independent reading activity. T Explain that students will read this third version independently and then collaborate with the teacher and with a partner to fill in all three sections of the “Version 3—Tarlow” class chart. Say: As you read this story on your own, be thinking of how it compares and contrasts with the first two versions.

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Tips for Teacher Language & Student Engagement CCSS STEP 4.2 Continued S Distribute individual copies and invite students to begin reading independently. Note: Some vocabulary in this version has been seen and read in the previous versions (e.g., big, bad, wolf, pig, huff, and puff).

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STEP 4.3 T+S Ask students to share their general response after reading the Tarlow version. Ask students to share their general responses to this story before filling in the “Version 3—Tarlow” class chart Encourage students to talk spontaneously, noticing whether they spontaneously compare and contrast as they share with the class. If students do not spontaneously compare and contrast, you might ask: How would you compare and contrast this version to the other two versions? It is not necessary to record these student responses. Only encourage students to join in the discussion and prompt for the key details needed to support their general responses.

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STEP 4.4 T+S S CI RL.1.3/RL.1.7 Comprehension Checklist (p.49) CI Oral response during shared writing for a class chart Conduct a shared writing to fill in the “Settings” section of Version 3—Tarlow class chart. As with the earlier two versions, collaborate with students to list the settings, releasing as much responsibility as possible for students to both identify and describe each setting.

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Tips for Teacher Language & Student Engagement CCSS STEP 4.4 Continued Students are likely to include some or all of these settings: • Mud hut (only write “mud hut” on the class chart but

encourage description to include the area around the hut). • The inside of the hut (prompt to describe the tub of mud, etc.) • The outdoor building site (prompt to describe container for

mixing mud, etc.) • Season (color of the grass, leaves on the trees, sun, etc.)

If possible, allow students to write the settings on to the class chart, encouraging them to be brief.

CI Collect information on students using the RL.1.3/RL.1.7 Comprehension Checklist as they use key details from the words and/or illustrations to describe the settings during a shared writing about the Tarlow version.

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STEP 4.5 T+S CI RL.1.3/RL.1.7 Comprehension Checklist (p.49) CI Oral response during shared writing for a class chart Conduct a shared writing to fill in the “Characters” section of Version 3—Tarlow class chart. As with the earlier two versions, collaborate with students to list the characters, releasing as much responsibility as possible for students to identify and describe each character. Students should include: • The three pigs (note: the words never say there are three but

illustrations provide that detail) • The wolf

If possible, allow students to write the character names on to the class chart, encouraging them to be brief.

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Tips for Teacher Language & Student Engagement CCSS STEP 4.5 Continued Prompt students to describe all characters. Ask which words or illustrations in the text helped them to describe characters. Ask students whether any of the characters in version 3 were determined. Review the meaning of determined if necessary to prepare students for the opinion writing activity on Day Five. CI Collect information on students using the RL.1.3/RL.1.7 Comprehension Checklist as they use key details from the words and/or illustrations to describe the characters during a shared writing about the Tarlow version.

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STEP 4.6 T S+S T+S CI RL.1.3 Comprehension Checklist (p.52) CI Student Resource: Describing an Event in Version 3—Tarlow

(pp.57-58/print 2-sided) CI Collaborative writing CI Sample Student Work Product #2 (p.61) Organize students into partners to write collaboratively to identify and describe events in Version 3—Tarlow. Notes:

• Some students may approach this activity by trying to copy or list details from each page in the book. It may be helpful to collect copies of the book before beginning this activity.

• It may also be helpful to review events as something major

or important that happens. If needed, provide examples to support students using the Galdone version.

For example, you might say: Asking a man for sticks is not a major event; the wolf falling down the chimney into Pig 3’s pot is a major event.

T Form students into writing partners.

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Distribute one copy to each student pair of the Student Resource: Describing an Event in Version 3—Tarlow (pp.57-58).

Explain the activity to the student pairs, asking them to collaborate to:

1. Briefly list the major events in Version 3—Tarlow. 2. Use the reverse side of their paper (p.58) to describe one of

the events they listed, including as many key details as possible in their description.

3. Both contribute ideas and sharing the writing.

S+S Direct students to begin planning and writing. T+S Circulate to confirm that student pairs understand the task. If needed, provide additional support to highlight the difference between a major event and a detail, providing examples from versions 1 or 2. Students are likely to list some, most, or all of these events: • The wolf tries to get in the pigs’ house. • The wolf tries to huff and puff the house down. • The wolf tries to get in the house again. • The wolf kicks the house down. • The wolf runs away. • The pigs build a mud house.

CI Use the RL.1.3 Comprehension Checklist to collect information about how student partners described an event, choosing it from a list of events they identified.

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Tips for Teacher Language & Student Engagement CCSS STEP 4.7 S+S Ask student pairs to contribute to the “Version 3—Tarlow” class chart. Distribute one sticky note to each student pair. Divide the class by thirds:

• Ask the student pairs in one third of the class to each write one beginning event on a sticky note.

• Ask the student pairs in another third of the class to each write one middle event on a sticky note.

• Ask the student pairs in another third of the class to each write one ending event on a sticky note.

Ask each student pair to put their initials on the back and then to affix their sticky notes to the remaining cell on the Version 3—Tarlow class chart. Group beginning events together, middle events together, and ending events together.

It is not necessary to represent all events on the chart.

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STEP 4.8 S S+S Ask students to vote on their favorite version and to be ready to explain their choice. S Ask students to cast one vote for what they consider the best version of the story. Tally votes and display numbers. S+S Ask students to turn to a partner to explain the reason for their vote. After partner sharing, ask if any students have changed their choice and why.

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DAY FIVE

Estimated time needed 50 minutes If needed to sustain student engagement, divide the day into multiple sessions. Materials needed for Day Five

• The Three Little Wolves and the Big Bad Pig digital text (page 16 only): STEP 5.1

• Digital copies of the Galdone and Trivizas versions for optional (if needed) picture walk: STEP 5.2

• Large sheet of paper or method to display the word determined: STEP 5.1

• Compare and contrast class charts created on Days One, Two, and Four (“Version 1—Galdone,” “Version 2—Trivizas,” and “Version 3—Tarlow”): STEPs 5.2

• One copy for each student of Student Resource: The Character Who Was the Most Determined (p.59): STEP 5.3

• W.1.1 Opinion Writing Checklist (p.53): STEP 5.3 • L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist

(p.54): STEP 5.3 • Sample Student Work Products #3-#4 (pp.62-63): STEP 5.3


Tips for Teacher Language & Student Engagement CCSS

STEP 5.1 T S+S T+S Project page 16 of The Three Little Wolves and the Big Bad Pig and discuss the word determined. T Project page 16 of the Trivizas version and read the first sentence:

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STEP 5.1 Continued “We shall build an even stronger house,” they said, because they were very determined.

Display the word determined where all students can see the word.

S+S Organize students for Turn & Talk and ask: If the author told us that the three little wolves were determined, what does that mean? Turn and talk to your partner about what it means to be determined. T+S Call on student partners to share their thinking. Confirm that students have at least a beginning understanding of what it means for the wolves to be determined (e.g., that they will never give up, that they still want to build houses even though it is difficult, that the wolves would never stop trying, etc.). Clarify any misconceptions that exist about the meaning of determined.

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STEP 5.2 T S+S Identify a list of characters for opinion writing. T Display the “Version 1—Galdone,” the “Version 2—Trivizas,” and the “Version 3—Tarlow” class charts and read the names of all characters listed in the three stories. Ask students to give a Thumbs Up when you read the name of a character that was very determined about something. After each Thumbs Up, ask for a reason from the text that told the student that the character was determined.

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STEP 5.2 Continued Display the three compare and contrast class charts, read through and ask students to identify all characters that seemed determined.

After hearing at least one reason to show why they thought the character was determined, circle the character’s name on the class chart. (It is not necessary to write the reason.)

After circling characters, remind students: When you picked characters that were determined, you were giving your opinion. You can have a different opinion than someone else as long as you can give a reason from the text. Reasons are how you prove your opinion. S+S Organize for Turn & Talk and say: Now the big question. Of all the characters we’ve circled, which one do you think was the most determined? Turn and tell your partner your opinion. Share which character you’ve chosen. Determine whether students need additional support before beginning to write their opinion papers. Support might include: • A brief picture walk through the Galdone and Trivizas versions. • A separate sheet of paper to list the characters identified as

determined.

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STEP 5.3 T S CI W.1.1 Opinion Writing Checklist (p.53) CI Student Resource: The Character Who Was the Most

Determined (p.59) CI L.1.1/L.1.2 Knowledge of Language and Conventions Student

Checklist (p.54) CI Written response CI Student Work Products # 3-#4 (pp.62-63) Distribute and explain the Student Resource: The Character Who Was the Most Determined and invite students to write.

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STEP 5.3 Continued

T Distribute the Student Resource: The Character Who Was the Most Determined.

Explain the four parts of the opinion paper:

1. State an opinion (name the character you feel or believe was the most determined).

2. Tell the name of the book or the version (that contains the character you feel or believe was the most determined.

3. Provide a reason for the opinion, using key details from the text.

4. End your writing with a closing sentence. If students need additional support with closure, you may suggest they repeat part of their introductory sentence for the closing (e.g., repeating the name of the character they named as most determined.

S Invite students to begin writing. Circulate, provide support, and prompt students to include all required parts in their writing. CI Collect information on students using the W.1.1 Opinion Writing Checklist to determine whether all parts of the opinion paper are included. CI The L.1.1/L.1.2 Knowledge of Language and Conventions student Checklist is also available to collect information on students.

W.1.1 RL.1.4

W.1.1

L.1.1 L.1.2

STEP 5.4 T+S Conduct an oral survey to identify the character most students chose as the most determined.

W.1.1 RL.1.4



STEP 5.4 Continued Ask for a raise of hands and then group students by the character they chose. Ask one (or more) student(s) to read her or his opinion paper to the class. After hearing at least one opinion paper read about each of the characters chosen, ask students if anyone would like to change their opinion based on what they heard. Ask any students who changed their opinion to explain their thinking.

W.1.1 RL.1.4


Collecting Student Information: RL.1.3/RL.1.7 Comprehension Checklist Use with oral response in STEPs 1.5, 1.10, 2.6, 2.8, 4.4, and 4.5.

Standard Evidence RL.1.3 Describe characters, settings, and major events in a story, using key details.

Provides a description of characters in a story using key details. (1) Provides a description of the setting of a story using key details. (2) Provides a description of the major events in a story using key details. (3)

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Provides a description of characters, setting, or events from a story using illustrations and details from a story. (1)

RL.1.3.1/RL.1.7 RL.1.3.2/RL.1.7 RL.1.3.3/RL.1.7 Provides an oral or written description of characters using key details from the text and/or the illustrations.

Provides an oral or written description of setting using key details from the text and/or the illustrations.

Provides an oral or written description of events using key details from the text and/or the illustrations.

Student Name Yes No Yes No Yes No

Insert ✓in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.


Collecting Student Information: RL.1.4 Vocabulary Checklist Use with gestures and/or oral responses in STEP 2.5.

Standard Evidence RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Provides an identification of words and phrases in a story or a poem that suggest feelings or that appeal to the senses. (1)

RL.1.4

Identifies a word or phrase in the story that suggests feelings.

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: RL.1.9 Comprehension Checklist Use with Student Resource: Compare and Contrast in Versions 1 and 2 (p.56) in STEP 3.6.

Standard Evidence RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Provides a compare and contrast of the adventures and experiences of characters in two or more stories. (1)

RL.1.9

Provides a compare and contrast of the adventures and experiences of characters in two versions of the same story.


Insert ✓ in the appropriate box. Prepare additional copies of this checklist to collect information on the entire class.


Collecting Student Information: RL.1.3 Comprehension Checklist Use with Student Response: Describing an Event in Version 3—Tarlow (pp.57-58) in STEP 4.6.

Standard Evidence (Scoring tool uses bold evidence) RL.1.3 Describe characters, settings, and major events in a story using key details.

Provides a description of characters in a story using key details. (1) Provides a description of the setting of a story using key details. (2) Provides a description of the major events in a story using key details. (3)

RL.1.3

Works with a partner to provide a written description of a major event in a story using key details.




Collecting Student Information: W.1.1 Opinion Writing Checklist Use with the Student Resource: The Character Who Was the Most Determined (p.59) in STEP 5.3.

Standard Evidence W.1.1 Writes opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

States an opinion in writing. (1)

Includes the topic or name of the book they are writing about when sharing an opinion in writing. (2)

Includes a reason when sharing an opinion in writing. (3)

Provides some sense of closure when sharing an opinion in writing. (4)

W.1.1 W.1.2 W.1.3 W.1.4 States an opinion about which character was the most determined.

Includes the name of the book (or the version number).

Includes a reason for the opinion.

Provides some sense of closure.

Student Name Yes No Yes No Yes No Yes No



Collecting Student Information: L.1.1/L.1.2 Knowledge of Language and Conventions Student Checklist Use with independent writing in the Student Resource: The Character Who Was the Most Determined (p.59) in STEP 5.3.

Standard L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Date:

CCSS Student Name: Yes No L.1.1.A Prints uppercase and lowercase letters. L.1.1.B Uses common, proper, and possessive nouns correctly. L.1.1.C Uses singular and plural nouns with matching verbs (e.g., I

hop, he hops).

L.1.1.D Uses personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

L.1.1.E Uses verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1.F Uses frequently occurring adjectives. L.1.1.G Uses frequently occurring conjunctions (e.g., and, but, or,

so, because).

L.1.1.H Uses determiners (e.g., articles, demonstratives). L.1.1.I Uses frequently occurring prepositions (e.g., during,

beyond, toward).

L.1.1.J Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2.A Capitalizes dates and names of people. L.1.2.B Uses end punctuation for sentences. L.1.2.C Uses commas in dates and to separate single words in a

series.

L.1.2.D Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2.E Spells untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Insert ✓ in the appropriate box. Prepare individual student copies of this checklist.


If/Then Chart If… Then… RL.1.3 students struggle to describe characters, settings, and major events in a story

• Provide prompting by showing the relevant pages from the book for students to recall key details and major events.

• Incorporate the use of a story map to review the setting, characters, and events.

• Practice with student-created language experience texts to identify settings, characters, and event.

RL.1.4 students are not able to identify characters’ feelings as suggested by the words or illustrations

• Think aloud for students, identifying a feeling word like “unhappy” and stating explicitly the details in the text or picture that made you identify this feeling.

• Continue adding to a list of characters’ feelings over the course of several stories that you read aloud, including adding a “w” for “in the words” and a “i” for “in the illustration” to denote how students may identify characters’ feelings in the text.

RL.1.7 Students are not able to use illustrations to describe characters, settings, and events

• Provide repeated readings of texts with rich illustrations that clearly mirror the events in the story.

• Model using the details from an illustration to describe the events they are depicting.

• Form student partners that allow discussion before writing or delivering a description to others.

RL.1.9 students are not able to compare or contrast details in two or more stories

• Engage students in reading another series of retold folktales, leading similar lessons and conversations focused on contrasting and comparing details.

• Provide opportunities for students to act out more than one version of a story as another way to consider the similarities and differences.

W.1.1 student writing does not reveal an opinion or a reason for their opinion

• 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.

• Engage in shared writing of opinions on various topics that are of interest to the student.


Student Resource: Compare and Contrast Events in Versions 1 and 2 Use with RL.1.9 Comprehension Checklist (p.51) in STEP 3.6.

Partner 1 Partner 2

Comparing and Contrasting EVENTS in Versions 1 and 2 This is the same This is different

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________ ______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________ ______________________________

______________________________


Student Resource: Describing an Event in Version 3—Tarlow Use with RL.1.3 Comprehension Checklist (p.52) in STEP 4.6.

Partner 1 Partner 2

Our list of events in “The Pigs, the Wolf, and the Mud”

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Page 2: Describing an Event in Version 3—Tarlow

Partner 1 Partner 2

We Describe One Event in “The Pigs, the Wolf, and the

Mud”

Event: _____________________________________ Our description: ____________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Student Resource: My Opinion: The Character Who Was the Most Determined Use with W.1.1 Opinion Writing Checklist (p.53) in STEP 5.3.

Name Write your opinion: Which character was the most determined?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Read your paper and ✓the parts of your opinion writing.

I stated my opinion about which character was the most determined.

I wrote the name of the book (or version) that the character was in.

I gave a reason for my opinion.

I included a closing sentence.


Sample Student Work Product #1: STEP 3.6

Grade 1 Performance Task: Literary Text Set


by Paul Galdone HMH Books for Young

Readers, 1984

“The Pigs, the Wolf, and the Mud” by Ellen Tarlow Illustrated by

Pablo Bernasconi McGraw-Hill, n.d.

The Three Little Wolves and the Big Bad Pig by Eugene Trivizas

Illustrated by Helen Oxenbury Margaret K. McElderry Books, 1997

STEP 3.6 Task Description: After reading two versions of a similar story, students are asked to work collaboratively in pairs to write a comparison and a contrast of the two stories.

Transcription What’s the same

• They both left home.

• They both had moms. • In both stories they

build a brick house. • In the first book and in

the second book both had villains.

What’s different • They were different

animals.

• In book one, the two pigs got eaten.

• In book two the

three little wolves didn’t get eaten.

• The 3 pigs each built

their own house.

Scoring Rationale:

The students are able to provide accurate comparisons and contrasts regarding the experiences and adventures of characters in two versions of a similar story.

Possible next steps: • Provide modeling to encourage more detailed comparisons. • Support to identify the most important adventures and experiences of

the characters. • Prompt to use proper nouns to distinguish (as opposed to “they”). • Continue to offer opportunities to work with a partner to discuss and

write.

CI RL.1.9 Comprehension Checklist Provides a comparison and contrast of the adventures and experiences of characters

in two versions of the same story. Yes No ✓



Grade 1 Performance Task: Literary Text Set The Three Little

Pigs by Paul Galdone

HMH Books for Young Readers, 1984





STEP 4.6 Task Description: Students independently read a grade-level version of the three little pigs and then work with a partner to 1) identify the events in the text and 2) select one event and describe it.

Transcription 1. The Pigs make a mess. 2. The wolf came to the hut. 3. The wolf huffed and puffed. 4. He cannot huff or puff in mud. 5. The wolf kicked the house down. 6. Pigs like to make a mess. 7. They made an even better hut.

Transcription: Event #2 The wolf came to the hut. The wolf rang the doorbell. The pig looked at the wolf. The wolf had a tie on. The wolf has a hat on. The wolf is purple. The pigs are in the hut. The wolf has sharp teeth.

Scoring Rationale: The students correctly describe a selected event (#2), providing a description that uses key details from the illustration as well as from the words in the text.

Possible next steps: • Provide modeling and prompting for the student to determine whether the key

details in the event tell them something about the characters who are involved. • Structure sorting activities for the student to distinguish major events from

events that are less important. • Continue providing opportunities to read independently as well as work with a

partner to demonstrate understanding.

CI RL.1.9 Comprehension Checklist Works with a partner to provide a written description of a major event in a story

using key details. Yes No ✓






Readers, 1984





STEP 5.3 Task Description: Choosing from among the characters in three books, students write an opinion paper about the character they believe was the most determined.

Transcription The Big bad Pig. The Three little wolfs and the Big bad pig. The Big bad pig was determined to eat the wolfs. I am glad that the big bad pig was friends with the three little wolfs.

Scoring Rationale: The student provides an opinion about one of the characters, includes the name of the book, and has a closing sentence. However, the student did not provide any key details to support the opinion.

Possible next steps: • Structure activities on identifying and describing key details in a story. • Provide modeling through interactive shared writing to state opinions and

support with reasons from the text. • Engage student in sorting activities to match reasons with opinions. • Assign students to collaborative writing groups to state opinions about

characters and events in familiar storybooks, including reasons from the book along with the opinions.

CI W.1.1 Writing Checklist W.1.1.1 W.1.1.2 W.1.1.3 W.1.1.4

States an opinion about which

character was the most determined.

Includes the name of the book (or

version number).



Yes No Yes No Yes No Yes No ✓ ✓ ✓ ✓






Readers, 1984





STEP 5.3 Task Description: Choosing from among the characters in three books, students write an opinion paper about the character they believe was the most determined.

Transcription Pig 3 was the most determined one in the three little pigs. Because he doesn’t give up so he tricks wolf 3 times and eats the wolf for supper. And live happily ever afterward.

Scoring Rationale: The student states an opinion, includes the name of the book, provides a reason for the opinion (“Because he doesn’t give up so he tricks wolf 3 times and eat the wolf for supper.”) and provides a sense of closure.

Possible next steps: • Provide frequent opportunities to read literary texts, offer opinions, and

provide multiple reasons for the opinion. • Work collaboratively with peers to discuss a variety of opposing reasons

that have valid text support. • Support/provide instruction to begin capitalizing the names of books.

CI W.1.1 Writing Checklist W.1.1.1 W.1.1.2 W.1.1.3 W.1.1.4

States an opinion about which

character was the most determined.

Includes the name of the book (or

version number).



Yes No Yes No Yes No Yes No ✓ ✓ ✓ ✓


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:

Comments:

Pig Trilogy Grade 1 Literary Text Set Recommended Second ...€¦ · The Three Little Wolves and...

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