Perspectives
Exploring different perspectives through language
Utilize receptive and expressive language arts to better understand self, others, and the world.
Perspectives: Seeing things in a different way that other people see!
Brainstorming Perspectives:
Different thoughts / ideas / experience
Not aware/ Doesn't know
Different emotions
Fear of the unknown
Unfair
una niña
Nandi
el chivo
el mono
la jirafa
el pájaro
las mariposas
el elefante
la cebra
el avestruz
Tindi
el antílope
los insectos
una mamá
la gallina
un niño
el perro
la vaca
"Tengo hambre."
"Me gusta / Quiero __________________. la naranja, la guayaba, la banana, la piña, el mango, la maracuyá, el aguacate
"Me gustan ________________. las flores , los granos,
Nandi: "¿Qué fruta le gustará más?" ()
El mono: "Tengo hambre. Quiero la banana." ()
El avestruz: "Tengo hambre. Quiero la guayaba." ()
La cebra: "Tengo hambre. Quiero la naranja." ()
El elefante: "Tengo hambre. Quiero el mango." ()
La jirafa: "Tengo hambre. Quiero la piña." ()
El antílope: "Tengo hambre. Quiero el aguacate." ()
El pájaro: "Tengo hambre. Quiero la maracuyá." ()
El chivo: "¡Quiero escaparme!" ()
Tindí: "Madarinas! Mi fruta favorita!" ()
El niño / La niña: "¡Hace calor!" ()
Las mariposas: "¡Están llevando la fruta!" ()
"yay-vando"
La gallina: "¡Corre!" ()
La mamá: Hola Nandi ()
La vaca: "Vamos a buscar comida!" ()
Success Skills-(Click here to access more information on the Success Skills and the JCPS Graduate Profile)
Prepared and Resilient Learner- Students develop strategies and self extending systems in Guided Reading
Globally and Culturally Competent Citizen - Students become competent classroom citizens by building a community through the workshop model
Emerging Innovator- Students take risks using relevant information to sort text into similar genres
Effective Communicator- Students use evidence to clearly convey ideas in writing
Productive Collaborator - Students work effectively with diverse groups to accomplish a common goal
Interdisciplinary Literacy Practices
Recognize that text is anything that communicates a message.
Employ, develop, and refine schema to understand and create text.
View literacy experiences as transactional, interdisciplinary, and transformational.
Utilize receptive and expressive language arts to better understand self, others, and the world.
Apply strategic practices, with scaffolding and then independently, to approach new literacy tasks.
Collaborate with others to create new meaning.
Utilize digital resources to learn and share with others.
Engage in specialized, discipline-specific literacy practices.
Apply high-level cognitive processes to think deeply and critically about text.
Develop a literacy identity that promotes lifelong learning.
M3 - Unit 3: PLANNING TOOLS
KAS ELA STANDARDS DOCUMENT K-5 BACKWARD PLANNING TOOL ARE TOOLl
Multidimensionality = Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
KAS Standards for Reading Foundational Skills
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4: Read fluently (accuracy, speed, and prosody) on grade-level to support comprehension.
KAS Standards for Reading
Standards for Reading Literature
RL.1.1: With prompting and support, ask and answer explicit questions about KEY IDEAS AND DETAILS, and make and support logical inferences to construct meaning from the text.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the AUTHOR'S MESSAGE, LESSON LEARNED AND/OR MORAL.
RL.1.3: Describe CHARACTERS, SETTINGS, and MAJOR EVENTS IN A STORY, using key details in order to make meaning of the story development.
RL.1.4: Identify words and phrases in stories or poems that SUGGEST FEELINGS OR APPEAL TO THE SENSES in order to construct meaning.
RL.1.5: Recognize major differences between the STRUCTURES OF POEMS, STORIES, AND DRAMAS, including but not limited to LINEAR, NONLINEAR, AND CIRCULAR STRUCTURES.
RL.1.7: Use a story’s illustrations and details to describe its CHARACTERS, SETTING, AND EVENTS.
Standards for Reading Informational
RI.1.1: With prompting and support, ask and answer explicit questions about KEY CONCEPTS AND DETAILS, and make and support logical inferences to construct meaning from the text.
RI.1.2: With prompting and support, recognize KEY DETAILS from a summary to demonstrate understanding of the CENTRAL IDEA of a text.
RI.1.3: With prompting and support, identify the connection between INDIVIDUALS, EVENTS, IDEAS, OR PIECES OF INFORMATION over the course of a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a GRADE-LEVEL TEXT.
RI.1.5: Know and use various TEXT FEATURES, including but not limited to HEADINGS, TABLES OF CONTENTS, GLOSSARIES, CAPTIONS, BOLD PRINT, SUBHEADINGS, INDEXES, ELECTRONIC MENUS, AND ICONS to locate key facts or information in a tex
RI.1.8: Identify the CLAIM and the REASONS an author gives to support the CLAIM in a text.
RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of GRADE-LEVEL APPROPRIATE, COMPLEX INFORMATIONAL TEXTS.