Read It! Think It! Wit It!(KWrite It! (K-2)...Read It! Think It! Wit It!(KWrite It! (K-2) Presented...

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Read It! Think It! W it It! (K 2) Write It! (K-2) Presented by Jodi Stein ©2002, 2017 Learning Headquarters 7290 Navajo Road, Suite 207 CAG 2017 San Diego, California 92119 Phone: (619) 229-0010 Fax: (619) 229-6672 Email: [email protected] www.learningheadquarters.com

Transcript of Read It! Think It! Wit It!(KWrite It! (K-2)...Read It! Think It! Wit It!(KWrite It! (K-2) Presented...

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Read It! Think It!

W it It! (K 2)Write It! (K-2)

Presented by Jodi Stein

©2002, 2017 Learning Headquarters 7290 Navajo Road, Suite 207

CAG 20177 90 Navajo oad, Su te 07San Diego, California 92119

Phone: (619) 229-0010 Fax: (619) 229-6672 Email: [email protected]

www.learningheadquarters.com

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Creating Powerful Read-Write ConnectionsRead-Write Connections

Big Idea: Inspire students toInspire students to develop rich content

knowledge from textsknowledge from texts and transfer

d dunderstanding to writing.

Learning & gThinking

through Reading & W i i& Writing

Writers=Thinkers

“The brain’s most important word is thinking…Learning to think is an

evolutionary process. The more learning is generalized contextualizedlearning is generalized, contextualized,

and reframed, the more the learner ‘owns it.’”

Jensen, Eric. 1995. Brain-Based Learning. San Diego: The Brain Store Publishing, 2000. Print.

Writer’s Design Process

Read, Watch, Hear, Experience, Research, Learn p , ,

About Topic or Idea

Become the Authority

Think Critically

Design Written Output

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Instructional Sequence Guide

The Great

8

Build Concept and Background

Pict

ure

It

Identify Task

ink,

Say

, P

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

te I

t

Reflect, Revise, and Edit

Publish

W

Learning

ShowcaseHeadquarters’ Writing System

What happens before the Great 8?

The ReadingFabulous Five

The Fab

5 What are you thinking?

Identify the Source

Text TypeText FeaturesOrganization

Read for TopicQuestionsRe

ader

the Gist QuestionsComments

Controlling Ideaink

Like

a

Read CloserControlling Idea

Key DetailsKey Vocabulary

Author’s Purpose

Thi

Re-read to Dig Deep

Author’s Messageand Technique

g pDraw Conclusions:

Important to ShareWhat to Do

nk L

ike

a W

rite

r

Prove ItSource EvidenceTh

in W

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Exploring p gReading

Text Types

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Understanding Literary Texts

KK

Understanding Informational Textsf m

11

The ReadinggFab 5

Range of Student Reading“T b ild f d ti f ll d“To build a foundation for college and career

readiness, students must read widely and deeply from a broad range of high-quality, increasingly

challenging literary and informational texts Throughchallenging literary and informational texts. Through extensive reading of stories, dramas, poems, and

myths from diverse cultures and different time periods, students gain literary and cultural knowledge as wellstudents gain literary and cultural knowledge as well

as familiarity with various text structures and elements. By reading texts in history/social studies,

science and other disciplines students build ascience, and other disciplines, students build a foundation of knowledge in those fields that will also give them the background to be better readers in all

content areas. Students can gain this foundation only g f ywhen the curriculum is intentionally and coherently structured to develop rich content knowledge within

and across grades. Students also acquire the habits of g q freading independently and closely, which are essential

to future success.”

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers,

2010. Print.

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The ReadingFabulous Five

The Fab

5

Identify the Source

Text TypeText FeaturesOrganization

Read for TopicQuestionsRe

ader

the Gist QuestionsComments

Controlling Ideaink

Like

a

Read CloserControlling Idea

Key DetailsKey Vocabulary

Author’s Purpose

Thi

Re-read to Dig Deep

Author’s Messageand Technique

g pDraw Conclusions:

Important to ShareWhat to Do

nk L

ike

a W

rite

r

Prove ItSource EvidenceTh

in WIdentify the Source

• To recognize the text type

• To distinguish the text features

• To notice the organization

finger thefinger thepages1st

Glance

look at thel tlayout

Standard 10: Range, Quality, and Complexity g , Q y, p y

of Student Reading

Range of Text Types

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Literary Fiction: Stories

Informational Non-Fiction

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Literary Non-Fiction

Kindergarten Literary Text Mapy p

Reading Tip:•Take notes before, throughout, and

ft di t ill t t k t tafter reading to illustrate key text components

Reading Text Types

X

K

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Mrs. Kindergarten X

Are You My Mother?

P.D. Eastman

P.D. Eastman KFantasy K

The ReadingFabulous Five

The Fab

5 What are you thinking?

Identify the Source

Text TypeText FeaturesOrganization

Read for TopicQuestionsRe

ader

the Gist QuestionsComments

Controlling Ideaink

Like

a

Read CloserControlling Idea

Key DetailsKey Vocabulary

Author’s Purpose

Thi

Re-read to Dig Deep

Author’s Messageand Technique

g pDraw Conclusions:

Important to ShareWhat to Do

nk L

ike

a W

rite

r

Prove ItSource EvidenceTh

in W

Read for the Gist• To understand what the

source is mainly about• To ask questions• To comment on ideas

read for enjoymentread for enjoyment1st

Read

get theget theflow

Simple Summary

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• “Who or what are we reading about?”

h i h li the mighty lion

• “What about the mighty lion?”mighty lion? The mighty lion

hunts for foodhunts for food.

The ReadingFabulous Five

The Fab

5 What are you thinking?

Identify the Source

Text TypeText FeaturesOrganization

Read for TopicQuestionsRe

ader

the Gist QuestionsComments

Controlling Ideaink

Like

a

Read CloserControlling Idea

Key DetailsKey Vocabulary

Author’s Purpose

Thi

Re-read to Dig Deep

Author’s Messageand Technique

g pDraw Conclusions:

Important to ShareWhat to Do

nk L

ike

a W

rite

r

Prove ItSource EvidenceTh

in W

Read Closerd d h• To understand the

controlling idea• T i th k• To recognize the key

details• To identify important• To identify important

vocabulary• To know the author’sTo know the author s

purpose

d ith ilread with a pencil2ndRead

notethoughtsg

number thenumber the paragraphs

Key Ideas and Details - Literary Fiction: Stories -y

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Key Ideas and Details:- Informational Non-Fiction-

Key Ideas and Details:- Literary Non-Fiction-y

Wh /Wh t TiWho/What Tip:Use the

Who/What ChartWho/What Chartto summarize stories

during reading.during reading.

Recognize key details:

• “Why does the mighty lion hunt?” The mighty

lion hunts for f d bfood because it is hungry.

• “What else do we know about the mighty lion? It stalks prey in the

African grasslands.g

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Text-Dependent VocabularyKindergarten:Kindergarten:

“6. Use words and phrases acquired through conversations, reading and being read to, and

responding to texts ”responding to texts.

First Grade:“6. Use words and phrases acquired through p q gconversations, reading and being read to, and responding to texts, including using frequently

occurring conjunctions to signal simple g j g prelationships (e.g., because).”

Second Grade:“6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids

are happy that makes me happy).”

Common Core State Standards: Language-Common Core State Standards: Language-National Governors Association Center for Best Practices, Council of Chief State School

Officers. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors

Association Center for Best Practices, Council of Chief State School Officers, 2010. Print.

Word Choice

How?

dRead It

Say It

Underline ItUnderline It

C f i Circle ItConfusing or Unknown Word

Mrs. Kindergarten

Are You My

X

KAre You My Mother?

P.D. Eastman

Fantasy

P.D. Eastman

Mother birdEggBaby birdSnortOther animals

Characters• Identify main character and minor

characters

• Recognize the protagonist and antagonist

• Identify characterization• traits/personality

Who?• motives• actions

• Protagonist = Main character trying to overcome a hardship or solve a problemproblem

• Antagonist = Character in conflict with the Protagonist and slowingwith the Protagonist and slowing them down from reaching a solution

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Characters

Characterization Tip:

• Take note of character’s general appearance, talents, voice/speaking, p glikes/dislikes, mannerisms, personality, etc.• Characters are developed through dialogue, action, reactions, relationships, and crisis

Mrs. Kindergarten

Are You My

X

Are You My Mother?

P.D. Eastman

Fantasy

P.D. Eastman KMother birdEggBaby birdSnortOther animals

•Tree•Nest•Around town•Around town

Setting• Describe time place moodDescribe time, place, mood

• Identify meaning, tone, and beauty

Where?When?Wh t?What?

Mrs. Kindergarten X

Are You My Mother?

Mother takes care of eggEgg starts to hatchMother goes in search for foodEgg hatches-no mom!Baby bird searches for mom

P.D. Eastman

P.D. EastmanBaby bird searches for mom• walks right past herAsks many animals• “Are you my mother?”Determined to find herBaby bird asks fast, loud machinesSnort picks up Baby bird

Mother birdEggBaby bird

Fantasy

p p y• seems dangerousSnort shovels Baby bird home in time for Mother to return with a worm

Baby birdSnortOther animals

T•Tree•Nest•Around town

KK

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Major Events

What happened?

• Beginning

• Middle• Middle

• Ending

First Grade Sample-Literary Text-y

Mrs. First Grade X

Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother

and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he

was Po Po and slept next to girls

Ed Young

Folk Tale

from China

• Girls figured out something was wrong

Ed Young

• Woman and 3Daughters Shang, Tao, Paotze• Grandmother

g g g• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food

• Old Wolf

• Home• Ginko Tree

22Mrs. Second X

The One-Eyed GiantMary Pope OsborneMyth

Troy Howell Odysseus and his warriors continued to be punished by gods and work to get home to

Odysseus and Greek warriors join King Agamemnon to fight Troy • Athena goddess of

Odysseus and warriors try to get home, but encounter many obstacles • thunder lotus island

thl P l h

gIthaca • fate unknown• rumors• days, months, years

passedg

wisdom• built giant horse• Greek army prevailed

• ruthless Polyphemus• god of winds Aeolus

OdysseusGreek warriorsGreek gods

• ancient Greece Ithaca and Greek Islands• each island has particular details

Plot

What happened?

• Beginning

• Middle• Middle

• Ending

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Situation

• Introduces the problem• Drops the reader into

the moment

Problem/Conflict• Person v. Person• Person v. Self• Person v. Society• Person v NaturePerson v. Nature• Person v. Fate

Purpose

Mrs. Second X

Troy HowellThe One-Eyed Giant Odysseus and his

warriors continued to be punished by gods and work to get home to Ith c

Mary Pope OsborneMyth

Odysseus and Greek warriors join King Agamemnon to fight Troy • Athena goddess of wisdom

Odysseus and warriors try to get home, but encounter many obstacles • thunder lotus island• ruthless Polyphemus

Ithaca • fate unknown• rumors• days, months, years

passed

wisdom• built giant horse• Greek army prevailed

ruthless Polyphemus• god of winds Aeolus

i f G kOdysseusGreek warriorsGreek gods

• ancient Greece Ithaca and Greek Islands• each island has particular details

• inform GreekMythology

2

Purpose

• To entertain

• To inform• To instruct• To increase the reader’s knowledge

of a subjecth l h d b• To help the reader better

understand a procedure or concept

• To persuade• To change the reader’s point ofTo change the reader s point of

view• To bring about some action on the g

reader’s part

First Grade Informational Text Mapf m p

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Mr First GradeMr. First GradeX

Follow the Water from Brook to Ocean

Flow of WaterBrook to Ocean

• Water flows over and under•Surface•Underground

Arthur Dorros

Scientific Account

Arthur Dorros

g•Constantly moving downhill

•Fast•Slow (bends)

• Moves rock and mud- Carves land• Collects at low points

•Watersheds•Deltas•Oceans

• Water has many jobs•Drink•Electrical Power•Moving/TransportationR c ti n

•Need to keep cleanand healthy for all living things

1 •Recreation1

The ReadingFabulous Five

The Fab

5 What are you thinking?

Identify the Source

Text TypeText FeaturesOrganization

Read for TopicQuestionsRe

ader

the Gist QuestionsComments

Controlling Ideaink

Like

a

Read CloserControlling Idea

Key DetailsKey Vocabulary

Author’s Purpose

Thi

Re-read to Dig Deep

Author’s Messageand Technique

g pDraw Conclusions:

Important to ShareWhat to Do

nk L

ike

a W

rite

r

Prove ItSource EvidenceTh

in W

Re-read to Dig Deep

• To recognize how the author conveys theauthor conveys the message/lesson

• To identify author’sTo identify author s techniques

think critically3rdRead

h

y

use the margins

go betweengo betweenthe lines

J.O.Y.

Wh t j tWhat jumps out at you?

W i R d Ti

y

Write-Read Tip:If the task isn’t defined, teach the students toteach the students to identify something that jumps out at them whilejumps out at them while reading the source.

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Authors’ Tools

Heidi to UpdateUpdate

Text Structures

Text Structures Organizers

Mrs. First Grade X

Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother

and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he

was Po Po and slept next to girlsEd Young

Folk Tale

from China

• Girls figured out something was wrong

Ed Young

• Woman and 3Daughters Shang, Tao, Paotze• Grandmother

Folk Tale • Girls figured out something was wrong• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food

Grandmother• Old Wolf

• Home

• Danger lurking in the darkness• Courage• Things aren’t always as they seem/

Looks can be deceiving

• Ginko Tree

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Theme/ Central Idea Why?Central Idea Why?

• Central message, lesson, or moral • Inferred from the text (need to figure

it out because not directly stated)• Stirs emotions• Underlying ideas add depth and

imeaning• About life (in general)

“O tl k lif ”“Outlook on life”• Carried along by the plot• R l h t th h t l• Reveals what the character learns

from the story struggle

Theme/Central Idea

Theme/Central Idea

Theme Chart Tip:

•Add familiar text titles• Facilitate comparison conversations

Mrs. First Grade X

Lon Po Po: A Red- • Mother went to visit GrandmotherRiding Hood Story Mother went to visit Grandmother and left 3 daughters home alone

• Wolf came calling• Wolf tricked girls into believing he

was Po Po and slept next to girlsEd Young

Folk Tale

from China

• Girls figured out something was wrong• Girls tricked wolf into letting them outside

Ed Young

• Woman and 3Daughters Shang, Tao, Paotze• Grandmother• Old Wolf

g• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food

• Home• Ginko Tree

• Danger lurking in the darkness• Courage• Things aren’t always as they seem/

Looks can be deceiving

Narrator: Third Person

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Point of View: Who is Telling the Story?

•Author

g y

Who?• words

• Illustrator

Who?How?

• pictures

Wh t i th l i h iWhat is the role in each in telling the story?

K

Point of View

d if i• Identify story perspective

• Determine voice (e.g., mysterious, formal, h d )humorous, desperate)

Who?H ?How?

1

Point of View

Story Perspective

• 1st Person (I, we)• Character narrates the story

• 2nd Person (you)• Draws reader into story

3rd P (h h th )• 3rd Person (he, she, they)• Outsider narrates the events

Obj ti N t d ’t k• Objective: Narrator doesn’t know the thoughts and feelings of the characters• Limited: Narrator knows thoughts and feelings of one character• Omniscient: Narrator knows• Omniscient: Narrator knows thoughts and feelings of all characters

Point of View: Narrator

“The narrator is one of three entities responsible for story telling of any kind.

Th th s th uth nd thThe others are the author and the audience; the latter called the reader

when referring specifically to literature. The author and the reader both inhabit the real world. It is the

author’s function to create theauthor s function to create the universe, people, and events within the

story. It is the reader’s function to understand and interpret the storyunderstand and interpret the story. The narrator only exists within the

world of the story and presents it in a way the audience can comprehend.”

Shresth Amita “Various Types of Narrator ” VSRD TechnicalShresth, Amita. Various Types of Narrator. VSRD Technical and Nontechnical Journal. Vol 2 (12). VSRD International

Journals, 2011. Print.

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Mrs. First Grade X

Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother

and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he

was Po Po and slept next to girlsEd Young

Folk Tale

from China

• Girls figured out something was wrong

Ed Young

• Woman and 3Daughters Shang, Tao, Paotze• Grandmother

g g g• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food

• Old Wolf

• Home• Ginko Tree

• Danger lurking in the darkness• Courage• Things aren’t always as they seem/

Looks can be deceiving

• Ginko Tree

Narrator: Third Person

• Illustrations match words to create mystery of danger

11

Write-Read Tip:As you read sources andAs you read sources and identify tools that jump out at students, create a student-,generated anchor chart to catalog the findings.g g

J O YJ.O.Y.

What jumps out at you?at you?

Kindergarten Sample-Literary Text-y

Mrs. Kindergarten X

Are You My Mother?

Mother takes care of eggEgg starts to hatchMother goes in search for foodEgg hatches-no mom!Baby bird searches for mom

lk h h

P.D. Eastman

Fantasy

P.D. Eastman

• walks right past herAsks many animals• “Are you my mother?”Determined to find herBaby bird asks fast, loud machinesSnort picks up Baby bird• seems dangerous

Mother birdEggBaby birdS

Fantasy

• seems dangerousSnort shovels Baby bird home in time for Mother to return with a worm

SnortOther animals

•Tree • repetitive dialogue for problemTree•Nest•Around town

• repetitive dialogue for problem solving• humor

First Grade Sample-Literary Text-y

Mrs. First Grade X

Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother

and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he

was Po Po and slept next to girlsEd Young

F lk T l

from ChinaEd Young

p g

• Woman and 3Daughters Shang, Tao, Paotze

G d h

Folk Tale • Girls figured out something was wrong• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food

• Grandmother• Old Wolf

• Home

• Danger lurking in the darkness• Courage• Things aren’t always as they seem/

Looks can be deceivingHome

• Ginko Tree

Narrator: Third Person

• Illustrations match words to create mystery of danger

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Second Grade Sample-Literary Text-y

Mrs. Second X

Troy HowellThe One-Eyed Giant

Od d i

Odysseus and his warriors continued to be punished by gods and work to get home to Ithaca

f k

Mary Pope OsborneMyth

Odysseus and Greek warriors join King Agamemnon to fight Troy • Athena goddess of wisdom

b ilt i t h

Odysseus and warriors try to get home, but encounter many obstacles • thunder lotus island• ruthless Polyphemus• god of winds Aeolus

• fate unknown• rumors• days, months, years

passed

• built giant horse• Greek army prevailed

• god of winds Aeolus

d G• inform GreekM h l

• journey wish to be treated• don’t mess with the gods

•treat others as•family

OdysseusGreek warriorsGreek gods

• ancient Greece Ithaca and Greek Islands• each island has particular details

• storytelling (myths) to explain nature and history• reoccurring plot – outwit obstacles• protagonist antagonist

Mythology

3rd party omniscient

Mr. First GradeX

Follow the Water from Brook to Ocean

W t fl d d

Flow of Water

Arthur Dorros

Scientific Account

Arthur Dorros

• Water flows over and under•Surface•Underground

Scientific Account

•Constantly moving downhill•Fast•Slow (bends)

• Moves rock and mud Carves land

Real life storytelling

Relay facts

Ill st ti s i t th

• Moves rock and mud- Carves land• Collects at low points

•Watersheds•Deltas•Oceans

• Water has many jobs•Drink

•Need to keep cleanand healthy for all living things

Illustrations paint the picture

Drink•Electrical Power•Moving/Transportation•Recreation

11

The ReadingFabulous Five

The Fab

5 What are you thinking?

Identify the Source

Text TypeText FeaturesOrganization

Read for TopicQuestionsRe

ader

the Gist QuestionsComments

Controlling Ideaink

Like

a

Read CloserControlling Idea

Key DetailsKey Vocabulary

Author’s Purpose

Thi

Re-read to Dig Deep

Author’s Messageand Technique

g pDraw Conclusions:

Important to ShareWhat to Do

nk L

ike

a W

rite

r

Prove ItSource EvidenceTh

in W

Prove It!

• To identify the evidence that supports thethat supports the understanding

• To locate applicable textTo locate applicable text references

draw strong gevidence

paraphrase, p psummarize, or quote

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What have you learnedWriting Task

What have you learned about whales? After din Am zin Wh l s!reading Amazing Whales!,

write information about h la whale.

KK

Plan

dolphin -Dellablue whale

-Guy sperm whaley sperm whale -Sidney

whales

humpback -Keenan

baleen -Ms.

Ki d t

killer whale

Keenan Kindergarten

–Gabriel

Plan/ResearchMs. KindergartenD t

What do they •fishDate

eat?fish

•krill

What do they •trap foodWhat do they

do?trap food in mouth

Tip:Phase in Source Cards

• Step 1: Answer experiential ti d it

Phase in Source Cards

questions and write answers on source cards

• Step 2: Provide answers to labeled experiential questions

• Step 3: Find answers to specified text-dependent p pquestions and sort accurately

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What is important to know

Writing Task

What is important to know about different animals? After reading about andAfter reading about and researching animals that

live in the sea writelive in the sea, write information about an ocean

animal.animal.

11

Planpenguin jellyfish

beluga whale

penguin-Guy

stingray

jellyfish -Callie

ocean animals

g-Eddie

g y-Samantha

to research

sea star -Joe

hammerhead shark P l blue whale

–Sara-Paul

pufferfish -Miss FirstMiss First

Plan/Research• Guide Students with Provided• Guide Students with Provided

Sources

http://kids.nationalgeographic.com/kids/animals/creaturefeature/

Plan/Research

• Support Students with Research

http://kids.nationalgeographic.com/kids/animals/creaturefeature/

Questions

Wh d l k lik ?What do _____ look like?What do _____ eat?What is unique about ?What is unique about _____?

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Plan/Research What do pufferfish look like?What do pufferfish eat?Wh t is ni b t p ff fish?

Miss First

What is unique about pufferfish?

inflate into a ball

water and air can fill

l ti

some have spinesball

scares off predators

elastic stomachs to double their

size

wild markings

blended colors

invertebratesalgae four teethgclams

musselsshellfish

hard beaks

long bodies

Wh i i i i b

Writing Task

What is intriguing about nocturnal animals? After

reading about and researchingreading about and researching animals active at night, write

an essay that describes a yfascinating nocturnal animal.

Support your points with facts d d fi itiand definitions.

2

Planskunks * -Kyron kangaroo rat

scorpions *

coyotes * -Amelia

-Kyron

hamsters -Blaise

-Malaya

F i ti

scorpions -Riyaleopards

-Harper

Fascinating Nocturnal Animals

bats * fireflies raccoons *

-Mr. Second–Payten-Owenhedgehogs *

-Deon lions * -Liam-Liam

opossums -Pierre

koalas * -Emma

* indicates animals listed on National Geographic Kids website

Plan/ResearchImportant QuestionsImportant Questions

to ResearchWhat are ___ known for? - Oliver

How do move? - DesiHow do ___ move? Desi

Where do ___ live? - Catalina

How do ___ act? - Aubryn

What do ___ look like? - Jack

Why are nocturnal? - Lylay ___ y

What does ___ eat? - Angie

How do ___ act? - Arisa

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Research What do raccoons look like?Where do raccoons live?What do raccoons eat?

Mr. Second

What are raccoons known for?

live around most of the world

wooded area raccoon eat: city raccoon

eat:land water

North America • wooded areas• cities

eat:-garbage (scavenge

bins)-food scraps

land waterfruits fishseeds frogsnuts crayfish

birds’ eggsplants

make dens in:-trees

-tops of homes-four paws

-five toes on f

great swimmers

plants

tops of homes-abandoned

buildings-hollow trees-brush piles

front paws-black and brown

bands on tail-mask around

eyeseyes

Exploring Writing

T TText Types

Argument (Opinion)

• Note: See Appendix A for more details, including “The Special Place of Argument in the Standards”

Informative/Explanatory

• Note: See Appendix A for more details, including distinctions between arguments andbetween arguments and explanations

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Narrative

• Note: See Appendix A for more details, including “Creative Writing beyond Narrative”

Text Structures

Learning Headquarters’ Kindergarten Writing Task Templates

-Opinion--Opinion-

Draw or write about _______.

Draw or write your opinion aboutabout _______.

[Insert question] Draw or write your opinion

about _______.

[Insert question] After _______

( i i l i b t(experiencing, learning about, reading, researching) _______

(content), write your opinion ( ) y pabout _______.

K Writing Task Templates: Opinion © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative

Draw a picture

Sample Argument (Opinion) Task

Draw a picture of your

f it i lfavorite animal.

What animal do you like?

Draw or write about an animal you likean animal you like.

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Sample Argument (Opinion) Task

Draw a picture of an animal.

D itDraw or write your opinion about an animal. (___ is/are ___ because…)

Wh t d thi k

Sample Argument (Opinion) Task

What do you think about sea animals? Draw or write your opinion about a sea p

animal.

What do you think aboutSample Argument (Opinion) Task

What do you think about different animal

attributes? After readingattributes? After reading What Do You Do With a

Tail Like This?, write yourTail Like This?, write your opinion about which

creature feature you would f y wmost like to have.

Learning Headquarters’ First Grade Writing Task Templates

-Opinion--Opinion-

[Insert question] After f _______

(experiencing, learning about, reading, researching)

( )_______(content), write your opinion about _______.

First Writing Task Templates: Opinion © 2012 Learning HeadquartersAdapted from Template Task Collections © 2011 Literacy Design Collaborative

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C ld im in h in

Sample Argument (Opinion) Task

Could you imagine having a fly for a pet? After di Hi! Fl G itreading Hi! Fly Guy, write

your opinion to explain if Fl G k b ttFly Guy makes a better

pet or pest.

Learning Headquarters’ Second Grade Writing Task Templates

-Opinion-Analysis Task 1: [Insert question] After __________ 

(researching, reading, learning about, experiencing) __________ (content), write a/an __________ 

-Opinion-

__________ ( ) __________(product) that states your opinion on __________. Support your opinion with reasons.

Comparison Task 2: [Insert question] After __________ (researching, reading, learning about, experiencing) 

(content) write a/an__________ (content), write a/an __________ (product) that compares__________ and argues __________. Support your opinion with reasons.

Evaluation Task 3: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that discusses __________ and evaluates __________. Support your opinion with reasons.

Problem-Solution Task 4: [Insert question] After __________ (researching, reading, learning about, experiencing)(researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that identifies a problem __________ and argues for a solution __________. Support your opinion with reasons.

C Eff T k 5 [I t ti ] AftCause-Effect Task 5: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that argues the causes of __________ and explains the effects __________ . Support your opinion with reasons.

Second Writing Task Templates: Opinion © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative

Would a big dog or a hungry

Sample Argument (Opinion) Task

Would a big dog or a hungry horse make a better pet? After reading Henry and Mudge: The g y gFirst Book and Cowgirl Kate and

Cocoa, write an essay that compares the two animals andcompares the two animals and argues which would make the

best pet. Support your opinion p pp y pwith reasons.

2

Common Core WritingWriting

Text TypesWriting Genres

Writing ProductsText Types Genres Products

Argument (Opinion)

Text• arts• economic• health• historical

• editorial - A(O)• review - A(O)• proposal - A(O)• advertisement - A(O)

• historical• mathematical• scientific• social studies• technical

• manual - I/E• handbook - I/E• application - I/E• résumé - I/E

• script - NI f ti / Te t script N• short story - N• novel - N• graphic novel - N

• essay• book

Informative/Explanatory

Text• arts• economic• health• historical• mathematical • book

• newsletter• magazine• article• brochure• letter

mathematical• scientific• social studies• technical

Narrative Story• adventure

Account• narrative

• instructions• memo

• email• blog

adventure• fable• fantasy• folktale• historical fiction

narrative • arts• economic• health• historical• mathematical

• speech• presentation• multimedia presentation• video• audio recording

• legend• mystery• myth• realistic fiction• science fiction

• scientific• social studies• technical

• additional workplace and functional writing forms

• and many more

• biography• autobiography• memoir• anecdote

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Teaching Task Cognitive Planning

Appearance of Animals -Insects-

The Very Hungry Caterpillar by Eric Carle

Opinion Informative/ Explanatory Narrative

Did you know

What do you know Did you know

caterpillars change? Draw or

i

you know about a

caterpillar’s life cycle? D

know caterpillar’s

change? Draw orwrite your

opinion about your favorite

Draw or write

information about

Draw or write a

story about a time you

h dfa or tstage.

a outcaterpillars. changed.

Teaching Task Cognitive Planning

1 Thriving Animals

Animal Teeth by Daniel Shepard

1y p

Opinion Informative/ Explanatory Narrative

Did you know

p y

Why do animals How does an that animals

have different types of

Why do animals from different environments

have different teeth shapes?

animal’s teeth shape relate

to how it thrives?

teeth? After reading and

learning about animal

teeth shapes? After reading and learning about animal teeth write

After reading and learning about animal

teeth, write a teeth, write your opinion about which teeth shape

teeth, write information about how

teeth shapes match their

narrative about an

animal and how it uses

is the most useful.

match their needs. his/her

teeth.

Heroes

Teaching Task Cognitive Planning

Heroes

Sweet Success by Daniel Ahearn

2y

Opinion Informative/ Explanatory Narrative

Can you imagine how difficult it is Have you everto change the

type of crop you’ve grown for

years? After reading Chapter 1

Why did cotton farmers begin to

consider different crops?

After reading

Have you ever changed your mind? After

reading Sweet Success, write a read ng Chapter

of Sweet Success, write an essay that states

your opinion on whether the

After reading Chapter 2 of

Sweet Success, write an essay

that explains the

narrative that relates a new

Chapter 4 from the perspective of Mr Turnerwhether the

farmers should follow George Washington

Carver’s advice. S t

pproblems with

the soil. Support your points with

facts and definitions

of Mr. Turner trying a new crop.

Support your event sequence with descriptive

Support your opinion with

reasons.

definitions. pdetails.

The WritinggGreat 8

Build Concept and Background

Say

It

Identify Task

ink,

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ure,

Pl

Prewrite

Thi

Research

Plan

Draft

e It

Research

Reflect Revise

Publish

Wri

te Reflect, Revise, and Edit

Showcase

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Instructional Sequence Guide

The Great

8

Build Concept and Background

Pict

ure

It

Identify Task

ink,

Say

, P

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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t

Reflect, Revise, and Edit

Publish

W

Learning

ShowcaseHeadquarters’ Writing System

Teaching Task Pre-Planning

Concept(s)Daily Lives: Responsibility and Fun

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

and Fun

Pancakes for Breakfast by Tomie DePaola

Pancakes for Breakfast is a story and “Mix

Text(s) and/or Source(s)

T t/S “Mix a Pancake” by

Pancakes for Breakfast is a story and Mix a Pancake” is poetry listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

Mix a Pancake byChristina Rossetti.

Sample Performance Task (p 28): “Students read two texts on the topic of pancakes (Tomie DePaola’sPancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a

Text Type Narrative

P ) s g s x sstorybook and the text that is a poem. [RL.K.5]”

Teaching Task (with Text Structure)

What do you do when you help in the kitchen? After reading Pancakes for Breakfast and “Mix a Pancake”, write a

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

Mix a Pancake , write a narrative about a time you made something to eat.

Sequence -Plan and Teach-

8www.learningheadquarters.com Teaching Task Pre-Planning Sheet B © 2012 Learning Headquarters

y pp g gof text prior to teaching instructional sequence The

Great

8

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

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ink,

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Pl

Prewrite

Thi Plan

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Draft

Research

Wri

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Reflect, Revise, and Edit

Publish

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Showcase

Build Concept and Background

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Build Concept and Background:Review Grade-Level Standards

Thi E t

• Hold pencil correctly - Dawn

Things ExpertWriters Do

• Write from left to right - Mike• Start with a capital at the

beginning of sentences - Amy• Sound out words Abby• Sound out words - Abby• Write your best letters – Diana• Skip spaces between words -

Dougg• Stay on the lines – Travis• Write about what is in

your head - Sierra

I like baseball. It is fun because you get to run. I scored a homerun.

Build Concept and Background

Note-Taking Tip:• As you read the

story and poem, create an anchor chart that modelschart that models how to take notes about “how-to” steps for making food

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

ay I

t

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ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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Publish

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Showcase

What do you do when you help

Identify Task

What do you do when you help in the kitchen? After reading Pancakes for Breakfast andPancakes for Breakfast and

“Mix a Pancake,” write a narrative about a time you y

made something to eat.

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Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

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ink,

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tur

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Thi Plan

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Draft

Research

Wri

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Showcase

Planpouredpoured cereal -Darci

made peanut butter and

jelly sandwichtossed salad

J l

d

jelly sandwich -Zach

-Jocelyn

a time I made something to eat

built pizza Candace heated

made huevos rancheros

-Candace heated oatmeal -Justin

rancheros –Ms.

Kindergartenbarbecuedbarbecued

steak -Jaxson

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

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Prewrite

heated feltneeded

to make a

Ms. KindergartenDate

1

d

corn tortillas

felt proud

to make a bottom 114

madehuevos

rancheros

layered refried beans

tasted my meal 2

sprinkled on spices drizzled on

added eggs 2p

cheesegg

3

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Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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Reflect, Revise, and Edit

Publish

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Showcase

DraftMs. KindergartenDate

Huevos Rancheros

I made huevos rancherosf b kf h dfor breakfast. I heatedcorn tortillas because Ineeded a bottom. Ilayered refried beanslayered refried beansand eggs. I drizzled on

h I f lt d fcheese. I felt proud of

my creation.my creation.Instructional

Sequence GuideThe Great

8

Build Concept and Background

e, S

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ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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Reflect, Revise, and Edit

Publish

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Showcase

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Reflect, Revise, and EditMs. KindergartenDate

Huevos Rancheros Clarify Details

OI made huevos rancherosf b kf h d

One morning,Λfor breakfast. I heatedcorn tortillas because Ineeded a bottom. Ilayered refried beanslayered refried beansand eggs. I drizzled on

h I f lt d fjackcheese. I felt proud of jackΛ

my creation.my creation.

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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Reflect, Revise, and Edit

Publish

W

Showcase

Publish

Consider holding samples until

Publishing Partnership Block (after Practice #4)

Showcase

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Teaching Task Pre-Planning

Concept(s)Understanding Informational Text: Key Details and EventsHealth: Emergencies

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

Health: Emergencies

Fire! Fire! by Gail Gibbons

Fire! Fire! is a read-aloud

Text(s) and/or Source(s)

Fire! Fire! is a read-aloud informational text listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’

Sample Performance Task (p 36): After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire andanswer using key details from the text.

Text Type Narrative

g y[RI.1.1]”

Teaching Task (with Text Structure)

How do firefighters respond to fires? After reading Fire! Fire!, write a narrative about the steps a firefighter (city

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

the steps a firefighter (city, country, or forest) takes to put out a fire.

Sequence -Plan and Teach-

y pp g gof text prior to teaching instructional sequence

8Teaching Task Pre-Planning Sheet A © 2012 Learning Headquarterswww.learningheadquarters.com

The Great

8

Instructional Sequence Guide

The Great

8

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Thi Plan

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Research

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Build Concept and Background Build Concept and Background:Review Grade-Level Standards

Fi t G dFirst Grade Informative/Explanatory

Checklist Share your topic -Chloe Miss First

Date

Write facts -Marcus

P i t t t t

Popcorn

Controlling Idea

Wrap it up with a closing - Hernán

Popcorn is a tasty treat. It looks white and fluffy likethe clouds floating high up inthe sky. The kernels soundcrunchy and loud each time Iclosing - Hernány

and salty in my mouth. Popcorn

eat a handful of them. Thisyummy snack tastes buttery

is a snack for any time of day.Closurelosure

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Build Concept and Background

“What kinds of firefighters do we know about?”

FirefightersFirefighterscity

(Nico’s mom)forest

(Brady’scountry ( ) (Brady s neighbor)

y(Kennedy’s

uncle)

Build Concept and Background

Note-Taking Tip:A d h• As you read the informational text, create an anchor chartcreate an anchor chart that models how to take notes about firefighters’ actions’

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

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ink,

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tur

Pl

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Thi Plan

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Research

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Showcase

H d fi fi ht s sp nd

Identify Task

How do firefighters respond to fires? After reading Fire!

Fire!? write a narrativeFire!?, write a narrative about the steps a firefighter

(city, country, or forest)(city, country, or forest) takes to put out a fire.

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Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

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ink,

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Research

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PlanHow Firefighters Respond

• Receive call from dispatch

How Firefighters Respond

• Put on gear

D i fi• Drive to fire

• Arrive at the scene

• Assess the situation

• Save people

A k h fi• Attack the fire

• Clean up scene and equipmentp q p

Plan

Whi h fi fi htWhich firefighter are you writing about?

city forestcountryy y

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

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ink,

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Thi Plan

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Prewrite Mrs. First

Smoke Jumper

volunteerfire battlerhard worker

rangerSmoke Jumper ranger

fly to the fire

prevent future fires

put out the fire

● parachute ● clear trees● dig wide

roads

● plant young trees

Smoke jumpers save forests.

Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

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t

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ink,

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tur

Pl

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Thi Plan

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Draft, Reflect, Revise, and Edit

Next they battle the fire byNext, they battle the fire byclearing dry trees and diggingwide roads.

Mrs. First

Fire!

Date

Responding to Fire Strengthen temporal

words

Fire!

Smoke jumpers follow steps torespond to fires.forest

Λ

First fi hters parachute toTo begin,First, fighters parachute to fire out of propeller planes.

Instructional Sequence Guide

The Great

8

Build Concept and Background

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Teaching Task Pre-Planning

Concept(s)Understanding Literature: Compare and Contrast Stories and Characters

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

Henry and Mudge: The First Book by Cynthia Rylant

H d M d Th Fi t B k i

Text(s) and/or Source(s)

T t/S

Henry and Mudge: The First Book is a story listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’

Cowgirl Kate and Cocoa Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

gby Erica Silverman

Cowgirl Kate and Cocoa is a story listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample

Text Type Opinion

pp x x x p pPerformance Tasks.’

2Teaching Task

(with Text Structure)

Would a big dog or a hungry horse make a better pet? After reading Henry and Mudge: The First Book and Cowgirl Kate and Cocoa, write an essay that compares th two i ls d g s whi h wo ld

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

the two animals and argues which would make the best pet. Support your opinion with reasons. (Comparison).

Sequence -Plan and Teach-

8www.learningheadquarters.com Teaching Task Pre-Planning Sheet B © 2012 Learning Headquarters

y pp g gof text prior to teaching instructional sequence The

Great

8

Instructional Sequence Guide

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Build Concept and Background

Note-Taking Tip:• As you read the stories,

create an anchor chart that models how to take notes about key yideas (e.g., traits that make each animal a good pet).good pet).

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Build Concept and Background Build Concept and Background:Review Grade-Level StandardsReview Grade-Level Standards

Second GradeOpinion Checklist

Write your idea (opinion) - Wyatt Tell why you have that opinion (reasons) -Kelissa Use ‘because’ to make your sentences stron er Davianastronger - Daviana Finish your idea by wrapping up with a conclusion - Chase Get your ideas from your head and thebook - Maya Pick the best way to organize your ideas -Alex Make changes to make your writing better (strengthen) - Ione

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Would a big dog or a hungry

Identify TaskWould a big dog or a hungry

horse make a better pet? After reading Henry and Mudge: The g y gFirst Book and Cowgirl Kate and

Cocoa, write an essay that compares the two animals andcompares the two animals and argues which would make the

best pet. Support your opinion p pp y pwith reasons.

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Instructional Sequence Guide

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PlanWhat characteristicsWhat characteristics

make a good pet?

• friendly• helpful

respectful• respectful• companionship• good with kidsgood with kids• fun to care for• patient• calm• listener• follow directions• follow directions• smart• potty trainedpotty trained• does tricks

CocoaMudgePlan

What does he look like?

Cocoa

What does he look like?

Mudge

Floppy earsstraight fur3 feet tall180 pounds

chocolate color coatcaramel color tail and mane

big enough to ridetallp

What does he love?Henry

dirty socks

What does he love?Kate

to drink creek waterdirty socksstuffed bear

fish tankHenry’s bed

to smell Henry

to drink creek waterto eat (apples, grass,

carrots, presents, etc.)his straw bed fluffed

to smell Henry

What else do we know?drools

licks Henry

What else do we know?cowhorse - herds cowsworks hard every daylicks Henry

sits on Henrywalks Henry to school

climbs in bed with Henryeats with Henry

works hard every daygood memory

can eat and count at the same time

gets groomedeats with Henrywaits for Henry to come

home from school

gets groomedcan sing lullabies

snuggles

Plan

W t C dWays to Compare and Contrast Mudge and Cocoaintelligence - Latrice

special talent Mrs Secondspecial talent - Mrs. Second

where they sleep - Juan

size - Paula

h h l f l hhow helpful they are - Ty

what they look like - Gretcheny

loyalty - Laird

what they eat - Danicka

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Plan

Who is the best pet?

Mudge Cocoa

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Mrs. Second

Cocoa =H d

Wouldn’t it be great to have an animal best friend?Date

Cocoa

Cocoa he, cowhorse,hungry horse,

intelligent animal

• Henry and Mudge (dog)

• Cowgirl Kate and Cocoa (horse)

intelligent

●Mudge waits for Henry to get

●Both have good memories

●Mudge eats stinky dog food

●Both are excellent

Reasons special talenthelpful fun to feed

y gback from school●Cocoa goes to work with Kate●Cocoa herds cattle

g●Cocoa can eat and count at the same time●Cocoa can help keep track of c s

y g●Cocoa eats apples, grass and carrots

snugglers●Cocoa can sing Kate to sleep with lullabies

cows

The chocolate colored horse is the best pet.

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Draft, Reflect, Revise and EditMrs. SecondDateDate

Wouldn’t it be wonderful to haven nim l s l s st f i nd?

H h b t f i d d

an animal as your closest friend?

Henry has a best friend dognamed Mudge and Kate’s bestbuddy is a horse called Cocoa.Th b th m inThey are both amazing companions, but Cocoa makes thebest pet.

h

The horse helps Kate everyday. While Mudge waits forHenry to return from school

Reason #1 with Supportcowhorse

Henry to return from school,Cocoa goes to work with Kate. He gathers cattle with his owner.herds

text vocabulary l lX

Reason #2 with Support

Cocoa is very intelligent Both

Draft, Reflect, Revise and Edit

Cocoa is very intelligent. Bothanimals have good memories, but the smart horse can eat andcount at the same time This can

Reason #3 with Support

count at the same time. This canbe very helpful to keep track ofcows.

pp

The hungry horse’s food is muchmore pleasant to prepare. Mudge munches on stinky dog food. red

h

y gInstead, Cocoa nibbles on apples,grass, and carrots. Yummy!

h

redΛ

ΛΛcrunchyfresh

Reason #4 with Support

Cocoa can sing lullabies. Mudgeand Cocoa are both excellentsnugglers but the musical horse

Reason #4 with Support

snugglers, but the musical horseis better because her can sing Cowgirl Kate to sleep.

adjectives l l lX

Draft, Reflect, Revise and Edit

Anybody would be lucky to havea loving friend like Mudge orCocoa However Cocoa would bethe chocolate colored horseCocoa. However, Cocoa would bethe best pet.

related words/synonyms lX

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Publish and Cocoa are both excellent snugglers,but the musical horse is better becausehe can sing Cowgirl Kate to sleep.

loving friend like Mudge or Cocoa. H th h l t l d h

Anybody would be lucky to have a Best Pet: Cocoa

Mrs. SecondDate

However, the chocolate colored horsewould be the best pet.

Best Pet: CocoaWouldn’t it be wonderful to have an

animal as your closest friend? Henryhas a best friend dog named Mudge and

Cocoa. They are both amazingcompanions, but Cocoa makes the bestpet. The cowhorse helps Kate every day.Wh l M d f H

Kate’s best buddy is a horse called

While Mudge waits for Henry to returnfrom school, Cocoa goes to work with Kate. He herds cattle with his owner.Cocoa is very intelligent. Both animalshave good memories, but the smarthorse can eat and count at the same time. This can be very helpful to keeptrack of cows The hungry horse’s foodtrack of cows. The hungry horse s foodis much more pleasant to prepare. Mudge munches on stinky dog food.Instead, Cocoa nibbles on red apples, fresh grass, and crunchy carrots. Yummy! Cocoa can sing lullabies. Mudge

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Wrap UpWrap Up

My Next Steps

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• Weeks:

• Months:

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