Caitlin Reash MU 503 CURRICULUM PROJECT

Graphic Organizers from Understanding By Design Wiggins & McTighe PRE-ASSESSMENT THINKING

THEME OF UNIT: FRIENDS KINDERGARTEN What characteristics are important to you when choosing who you want to have as your friends? How can friends be different from you? (using evidence from the three texts) Who are the characters in the texts and which ones would you like to be friends with? Why? What details from the stories can you use to compare and contrast different events or characters? 1

Unit: Friends Oral Vocabulary Phonics/Phone mic Awareness High Frequency Words Comprehension Writing Grammar How too use new vocabulary in context How to share ideas with details/connectio ns What characteristics characters showed Using evidence to support responses Why the authors wrote about friends/wanted us to learn The role illustrations played in explaining parts of the stories How to recognize sight words within a text or conversation How to use sight words in writing and speech How to identify a noun in a sentence Whether it is naming a person, place, or thing How lists/webs help us to organize our thoughts Why labels help others to learn about our work How to use sight words to build sentences How to identify the letters p and s in words by both sight and sound How to decode two and three letter words with letters we’ve worked on Why letter sounds are important to progress reading How to sort pictures/words based on their beginning sounds How to spell two and three letter words based on the sounds they hear How the sounds (word families) at the ends of words creates rhymes The goals for what students will be able to show by the end of the three week unit are around the outside (some of these goals will continue throughout other units as well) Neatly write letters and words 2

Key Design Questions Concepts for the Unit Design Considerations Design Criteria Design Accomplishments Stage 1: What will the students learn? What parts of the language arts curriculum will be present? What other subject matter will be integrated? What will I bring in that is not present in the series curriculum? Friendship Characteristics that make good friends Phonemic Awareness Letter Recognition High Frequency Words Vocabulary Comprehension Writing/Grammar Social Studies will be integrated Additional projects not present in the series that focus on multiculturalism District Level Pacing Charts Common Core Standards National Standards Teacher expertise Aligned with the reading series/common core standards Integrate technology Implement a multicultural project Bring in my own ideas Students will understand what a good friend is and how to be one/surround themselves with them Students will be able to identify the letters, sight words, and writing tasks that are outlined in the curriculum Students will learn about multiculturalism and how it relates to friendship Stage 2 How will students show that they have grasped the desired outcomes? What evidence will I gather that will prove that they have an understanding of the concepts presented? Unit Pre and Post Tests to assess evidence of skills taught Create a friend you would like to have and explain why Formative assessments as well as the summative Unit Pre and Post tests required Evidence based reasoning Valid testing Comprehensive evidence of understanding The evidence collected through required Unit Tests will demonstrate understand of skills learned The “Create a Friend” will demonstrate understanding of characteristics of good friends Stage 3 How will the students be able to use the information and skills gained during this unit in units to come/in the future? Personal experience, connections, and sharing Good Friend Project Demonstrate that skills learned (phonics, sight words, etc) will be used the whole year How to assess understanding of the impact of what they have learned For the good friend project, they have to send a note/ picture to themselves that we will return to at the end of the unit Students will reflect on if they are a good friend or not and how they will continue to be one or start to be one Students will use what they’ve learned to progress their learning 3

CREATE YOUR BEST FRIEND PROJECT Critical Question: What would you want your friend to be like? Why? Presentation Questions: Why did you make your friend the way you did? Is your friend like any of the characters in the story? How (evidence)? Like you? How so? Think of the vocabulary words we’ve used. Is your friend any of those? Presentation Questions: Why did you make your friend the way you did? Is your friend like any of the characters in the story? How (evidence)? Like you? How so? Think of the vocabulary words we’ve used. Is your friend any of those? What Does the Project Include? A drawing of the student’s friend. At least three words to describe his/her friend (I will assist in spelling) A presentation of his/her friend that answers the questions below. What Does the Project Include? A drawing of the student’s friend. At least three words to describe his/her friend (I will assist in spelling) A presentation of his/her friend that answers the questions below. Main Idea: A friend is someone who is kind, fun to be around, and makes us better. How to use the Main Idea: How can you use your new “best friend” to be a better friend? Real Life Applications Students will use what they learned during this unit to be a better friend and to surround themselves with friends who are positive and supportive. Real Life Applications Students will use what they learned during this unit to be a better friend and to surround themselves with friends who are positive and supportive. 4

MANUAL TEACHING VERSUS MY TEACHING Reading straight from the manual word for word Taking the words and creating a Prezi to engage learners and get them “hooked” Asking only the questions from the manual Developing related questions that encourage connection building, but that link with evidence from readings Workbook activities only Creating meaningful learning activities that will connect literature to experience. Only reading the prescribed texts Bringing in texts that are rich in multicultural aspects that will help deepen understanding Very little “hands on” “minds on” Getting students out of the their seats, dancing, singing, and doing projects that will broaden their thinking 5

MY EXPERIENCE WITH COVERAGE VERSUS UNCOVERAGE As a Student… As a Teacher… Worksheets VS Projects… Defining Vocabulary VS Connecting with Vocabulary… Reading because we had to VS Reading for pleasure Tests for getting the right answer VS Showing how you got to the right answer I do as many hands-on activities as I can along with the required activity book pages for our series… We are vocabulary detectives and have to use evidence and connections to discover meanings In addition to the required texts with our series, students read for pleasure in “Reash’s Reading Retreat” The assessments we give can have more than one answer and when I question students, they have to give evidence now to support their responses (common core) 6

Curriculum Map PART ONE

Essential Questions What characteristics are important to you when choosing who you want to have as your friends? How can friends be different from you? (using evidence from the three texts) Who are the characters in the texts and which ones would you like to be friends with? Why? What details from the stories can you use to compare and contrast different events or characters? MonthContentSkillsAssessmentsStandardsUnderstandings OctoberComprehension Oral Vocabulary Recall details from the stories Use evidence to support their claims Connect ideas and characters from other texts to the current one Recognize the difference between fiction and non- fiction Use illustrations to aid in understanding Identify author’s purpose Recognize characteristics of good friends Share ideas about what makes a good friend Identify characteristics that are desirable in a friend Formatively assess as questions are prompted about story details, fiction/nonfiction, and author’s purpose Unit Test will have a prompt that is read and comprehension questions from the text will follow Create a Friend Project RLK.1 RLK.2 RLK.3 RLK.4 RLK.5 RLK.6 RLK.7 RLK.9 RIK.8 SL K.1 SL K.2 L K.6 Friends treat you nicely and respect you for who you are Evidence needs to be used to support claims Friends don’t have to be just like you 7

MonthContentSkillsAssessmentsStandardsUnderstandings OctoberWriting Grammar Phonics/Phonemic Awareness High Frequency Words Use lists and webs to organize thoughts Use sight word recognition to construct sentences Write about activities you do with friends Use capitals correctly and punctuation as well Identify nouns within our readings Differentiate between a person, place, or thing Identifies letters that are present in the text Recognizes beginning sounds Identify rhymes within the text Can identify a word when the sounds are broken down Recognizes sight words within the text and independently Use sight words accurately during writing Writing prompts will be checked for proper capitalization and punctuation Informally assess during whole group and small group activities Unit 2 Assessment (required by the school to administer for the unit) Writing prompts Unit 2 Assessment W K.5 W K.6 W K.9 L K.1 L K.2 L K.1 RF K. RF K.3 RF K.4 RF K.3 Capitals only go at the beginning of a sentence or for proper nouns How to use sight words in a sentence A noun is a person, place, or thing Letters have different sounds and the sounds help to spell words Sight words help to read and write 8

Unit Plan – Prezi Rubric PART TWO

UNIT PLAN: PRESENTED THROUGH PREZIS *To maintain and increase parental communication, I am posting these links on my daily blog. This unit will be assessed through the Create a Friend Project, as well as the Unit 2 Assessment that is aligned with our reading curriculum (and required to be used). 9

CREATE A FRIEND RUBRIC (AND VERBAL COMPONENT FOR ASSESSMENT) IntensiveDevelopingOn Target Draw Your Friend Does not complete a drawing Draws a friend, but does not include things that person likes to do Draws a friend and includes activities the friend likes to do Vocabulary Does not write/use words to describe the friend Writes three words to describe the friend, but cannot define them Writes three or more words to describe the friend and can define what the words mean Connections to Readings Does not make a connection to readings Says that the friend is like characters in the story, but cannot identify how Identifies how the friend is similar or different from friends in the readings Multiculturalism Does not share that friends can be different from one another Describes how friends can be different from one another but still friends. Describes how friends can be different from one another but still friends and can give an example Presentation Shows the class the pictureShows the class the picture and describes activities the friend likes Shows the class the picture, describes activities the friend likes, and shares the vocabulary words to describe the friend 10