Kindergarten+Archive+Unit+3

1:35-2:15 Ruth Christiansen Kelly Breen Emma Mighan
 * Kindergarten**

Archive Unit 2 Reading Learning About Books


 * Timeframe:**


 * Essential Learning:**


 * Proficiency:**

Students will draw the beginning, middle, and end of a story and will be able to retell the story in sequence.

Students will identify the character of the story and will be able to describe something about the character.


 * Pre-Assessment:**

I'm going to read a story called __Maisy's Pool.__ I want you to listen to what happens in the story.

Draw what happened in the beginning. Draw what happened in the middle. Draw what happend in the end.

Now tell me the story in your own words from the beginning.


 * Post-Assessment:**

__The Paperboy__ by Dav Pilkey

Sequence the pictures.

Retell what is happening in each picture in the order they placed the pictures.



Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** || 4/22 15/22 Actual: 6/22
 * **Date** || **Step 1
 * ||  ||   || **Ruth:**
 * ||  ||   || **Ruth:**

Kelly: 0/19 9/19 Actual: 7/14 were 3 or 4 6 2's 1 1 ||  ||   || For next year: The picture was a hindrance. Retell was wrong because they got the pictures out of sequence.Some students didn't use the picture to retell the story.Make sure goal matches data.Should the pre-test and the post-test be identical? || - Attach "problem" to the middle of the story and "resolution" to the end. ||  || Set personal goals around recording anecdotal notes. Use the language of "problem" for the middle of the story. Consider when to do "Step A" for the next unit. ||
 * 1/26 ||  || We analyzed strengths and obstacles of our data collection. Ruth has a great checklist system. Use occasional anecdotal notes. ||   ||   ||   || Administer next week. Bring materials for Step A for the next unit. ||
 * 1/12 ||  || Students don't appear to be making progress in beginning middle end due to challenges with writing the events. ||   || - Consider giving real experiences.
 * 12/15 ||  || **Strengths:**

Events were from the story (good listening).

Oral retell is better than the written.


 * Obstacles:**

Didn't understand vocabulary: beginning, middle, end

Also didn't have words for the shed, garage, shower

Started with the last event! (It's what they remembered the best.)

Illustration ||  ||   ||   ||   || Were able to pull some ideas from the story; were absolutely listening. Could stay focused on the story.
 * 12/8 || Have done sheet; will do flip chart || **Strengths:**

Vocabulary of beginning, middle, end. (beginning = first).
 * Obstacles:**

Oral language = couldn't come up with the vocabulary to say what they wanted to say.

Selecting important events. || **Ruth:** 4/22

15/22

Kelly:

0/19

9/19 || physical movement from B to M to E

oraly rehearsal of retell in sequence

concept mapping (graphic organizers)

matching pictures with retell

role playing || orally retell a story read to them in sequence.

be able to define what is the beginning, middle and end

pictures of BME will match with oral retell. || Plan and record instructional strategies and results indicators. Consider revisiting pre-assessment data. ||
 * 12/1 ||  ||   ||   ||   ||   || Will continue on to Step 1 for Unit 3 and will begin Unit 4 in January. ||