Allison Eagleston

EDUC 426.3
WEEK 8
Assignment 2

Final Revisions - Reading

Grade Level: Kindergarten

Unit 4 – Becoming Avid Readers
Bend II Session 13 – Avid Nonfiction Readers Notice Similarities and Differences in Books

Teaching Point: I can notice what is the same and what is different in two nonfiction books.

Essential How do readers read and think about informational text?

Questions:
Unit Readers understand informational texts provide information about a topic.
Goals/Enduring
Understandings The focus is studying a topic in depth and comparing books on the same topic. You
: should collect texts, videos, and other resources across reading levels on the
topics that they choose.
Rationale: Readers understand informational text provides information about a topic.
Skills:  Fiction/Nonfiction
 Support ideas with text evidence (teacher supported)
 Connections
 Recall/Retell
 Visualize
 Character Traits
 Fluency
California
English ELD Critical Writing Reading Speaking & Language
Principles/Standards Standards Standards for Listening Standards
Language
Informational Standards
Development
Text
Standards with
Part 1: Interacting in Meaningful Ways
Corresponding
A. Collaborative (engagement in dialogue with others)
Common Core 1.Exchanging SL.K.1 L.K.1
English information and ideas SL.K.6 L.K.6
Language Arts with others through
Standards oral collaborative
conversations on a
range of social and
academic topics.
2.Interacting with L.K.1
others in written L.K.6
English in various
communicative forms
3.Offering opinions: SL.K.1 L.K.1
offering and SL.K.6 L.K.6
supporting opinions
and negotiating with
others in
communicative
exchanges
B. Interpretive (comprehension and analysis of written and spoken texts)
5.Listening actively to SL.K.1
spoken English in a
range of social and
academic contexts
6.Reading/viewing RI.K.1 L.K.4
closely literary and RI.K.2 L.K.6
informational texts RI.K.3
and viewing multimedia RI.K.4
to determine how RI.K.7
meaning is conveyed RI.K.9
explicitly and implicitly RI.K.10
through language
7.Evaluating language RI.K.2 L.K.4
choices: evaluating RI.K.8 L.K.6
how well writers and
speakers use language
to support ideas and
opinions with details or
reasons depending on
modality, text type,
purpose, audience,
topic, and content area
8.Analyzing language RI.K.4 L.K.4
choices: analyzing how L.K.6
writers and speakers
use vocabulary and
other language
resources for specific
purposes depending on
modality, text type,
purpose, audience,
topic, and content area
C. Productive (creation of oral presentations and written texts)
9.Presenting: SL.K.6 L.K.1
expressing information L.K.6
and ideas in formal
oral presentations on
academic topics
10.Composing/Writing W.K.2 L.K.1
literary and W.K.7 L.K.6
informational texts to W.K.8
present, describe, and
explain ideas and
information, using
appropriate technology
11.Supporting SL.K.6 L.K.1
opinions: supporting L.K.6
own opinions and
evaluating others’
opinions in speaking
and writing
12.Selecting language SL.K.6 L.K.1
resources: selecting L.K.6
and applying varied and
precise vocabulary and
language structures to
effectively convey
ideas
Part II: Learning About How English Works
A. Structuring Cohesive Texts
1.Understanding text W.K.2
structure and
organization based on
purpose, text type and
discipline
2.Understanding W.K.2 L.K.1
cohesion and how L.K.6
language resources
across a text
contribute to the way
a text unfolds and
flows
B. Expanding and Enriching Ideas
3.Using verbs and SL.K.6 L.K.1
verb phrases to L.K.6
create precision and
clarity in different
text types
4.Using nouns and SL.K.6 L.K.1
noun phrases to L.K.6
expand ideas and
provide more detail
5.Modifying to add SL.K.6 L.K.1
details to provide L.K.6
more information and
 create precision
C. Connecting and Condensing Ideas
6.Connecting ideas W.K.2 SL.K.6 L.K.1
within sentences by L.K.6
combining clauses
ELD Critical Principles/Standards Reading Standards for
Foundational Skills
Part III: Using Foundational RF.K.2
Literacy Skills
Materials: Reading Playdates anchor chart, two nonfiction books to compare on a similar
topic (Honey Bees by Martha E. H. Rustad and Dragonflies by Margaret Hall),
students’ book baggies, pointers, conference notes
Connection: Ask children to think and reflect on their learning. Point out that they are not
only learning about the world, but also how to read nonfiction.
Teach: Today I want to teach you that just as there are things that readers of stories
pay attention to – like the characters – there are also things that readers of
nonfiction pay attention to. For example, nonfiction readers pay attention to
similarities and differences.

Ask children to think about what’s similar and what’s different in two familiar
books, such as Honey Bees and Dragonflies. Project page 16 from Dragonflies and
page 17 from Honey Bees on the promethean board.

Record student responses in a Venn diagram.

Prompt students to ask “Why?” and think more about noted similarities and
differences.

Add “What’s the same? What’s different?” to the Reading Playdates chart.
Active Show a page from both books that discuss the same topic (example: bees eyes
Engagement: and dragonflies eyes).

Think-Pair-Share: Compare and contrast the information in both these books.

What is the same? What is different? Why is it a big deal? Tell your partner.

Provide sentence stems (The bees eyes and dragonflies are the same because
___________. They are different because __________. I agree with you
because ________ or I thought the same thing and would like to add
_______________. Very good lesson.)
Link: Recap today’s teaching point and remind students to compare and contrast their
nonfiction books while reading.
 Students will read for 12-15 minutes independently or with a partner
(reading playdate – up to teacher discretion).
Teacher will circulate and conference with students or pull a small group to
concentrate on a specific skill.
Mid-Workshop Remind readers that when they are reading two books on the same topic, they can
Interruption look back and forth between books to see what information is the same and what
is different.
Differentiation: Students who need it are sitting closer to a teacher. Reading partnerships are
formed by pairing students strategically based on ability level or talkative
students with less talkative students. Students have books in their book bag
matched to their independent reading level, as well as their instructional reading
level.
ELL:  Pre-teach vocabulary
 Activate prior knowledge
 Identify big picture concepts
 Build in time for reteaching and repetition
 Model expectations
 Think and read aloud
 Provide language objectives associated with concepts
 Act it out with students
 Modify assessments
 Word walls with pictures
 Laminated cards or mini anchor charts placed on student’s individual desks
  Same posters used every time
 Provide sentence frames for explanation questions
 Thematic word walls
 Allow word walls to stay up during assessments
 Reduce visual field
 Allow time for instruction
 Verbal prompting
 Reword directions and allow verbal clarification before answering
questions
 Extended time
 Small group instruction
 Small group testing
Share: Choose two students to share out what was the same and what was different in
two of their nonfiction books.
Reading This lesson will support the reading strategy for compare/contrast by looking for
Strategy: important similarities and differences in characters, events or concepts.
Introducing new vocabulary to students will allow them to make meaning and
relate these new words with pictures from nonfiction books. Providing multiple
ways for students to demonstrate knowledge of the subject matter using
technology, pictures, or partner talk give them ample ways of scaffolding
throughout the lesson.

Technology: The technology available for this lesson provides digital versions of the
books/information and concepts being taught. It can drastically help
strengthen many aspects of your lessons. Having things projected on a
document camera provides a better experience for visual learners. If the
teacher was to hold up a book and do a traditional read aloud, students may
miss details in the pictures or text that they would not usually be able to
see clearly or fully. By using the online books, students are able to get a
flattened version of a story that is projected in a larger scale.

Mini Lesson

Use digital tools and online resources to explore a problem or issue.

Students have access to www.readinga-z.com. They can also use PebbleGo

to research their topic.

Students can use Little Bird Tales to create a digital story about their
topic.
 The teacher uses the Confer app which allows the teacher to take
anecdotal notes and track learning goals for each student.

Using the Seesaw app allows student to take pictures/videos of their work to
share with their family in real time. It empowers reflection on learning over time
and help students create something they’re proud to share with others. Students
can also explore a variety of powerful and intuitive tools (draw, record, collage,
video) to show what they know in the way that works best for them.
It also lets the teacher to assess skills and standards. When students record
themselves reading their stories, it makes it easy for you to see and hear how
your emergent readers are connecting letters, sounds, concepts of print, and
reading.

Assessment: Assessment in this unit takes three forms: diagnostic, formative, and summative.
Assessment rubrics are available in Lucy Calkins' Reading and Writing Project
resource kits, but teachers may also develop their own rubrics in order to include
more specific elements of knowledge and skills listed in this unit summary.

Student self-assessment and peer assessment should take place whenever

possible--again, in all three forms: diagnostic, formative, and summative. Removing
the traditional emphasis on teacher assessment enables students to take more
initiative and become self-directed.

On-going teacher assessment will take place in the context of a conference.

Conferences, both small group and one-to-one conferring, are used to reinforce
expectations, provide advice and/or assistance, and ultimately, to support growth.

Diagnostic Assessment

 DRA reading assessments

Formative Assessment (informal)

 Daily observation of students' participation during the active engagement

segment of each mini-lesson.
 Students' conversation with partners during Turn and Talk segment of
mini-lessons.
 Comments, corrections, and records from peer conferences between
students.
 Observation of daily reading with book bags during independent and
partner reading
 Anecdotal notes/running records
 Small group reading using Fountas & Pinnell LLI books
 Formative Assessment (formal)

 1:1 reading conferring

Summative Assessment

 DRA reading assessments

Color Key
Purple Reading Strategies Integration
Blue Technology Integration(s)
Green Assessment Integrations