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Rose Wagner

Reading Unit Plan-Comprehension Toolkit 9_ Recess at 20 Below

Stage 1Desired Results
Established Goals: (Standards, Benchmarks, and Rationale)
RL.K.1 With prompting and support, ask and answer questions about key details in the text
RL.K.2 With prompting and support, retell familiar stories, including key details. Include stories by and about
American Indians
RL.K.3 With prompting and support, identify characters, settings, and major events in a story
RL.K.4 Ask and answer questions about unknown words in a text
RL.K.10 Actively engage in group reading activities with purpose and understanding
Essential Questions:
1. How do readers adapt when text becomes too
Students will understand that(learner
1. Good readers always ask and answer
2. How do readers construct meaning?
questions about a text
3. How does analyzing the text help to interpret
2. Effective readers recognize when they dont
the authors intent and build our knowledge?
understand certain words
4. Why do readers read?
3. They can become involved in a story to
better understand it
4. Readers have a purpose for reading
5. That active listening and sharing help
readers understand a story better
Students will know(goal)
Students will be able to(objectives)
1. How to ask questions before, during, and
1. Listen carefully to a story
after reading to help understand text
2. Ask questions about a story
2. How to retell a story
3. Answer questions about a story
3. Key details in a story
4. Use key elements to construct the retell
5. Ask and answer questions about unknown
words in a story
Stage 2Assessment Evidence
Performance Tasks:
Other Evidence:
1. Each student will have at least one question
1. Responses to discussion
before the story, during the story and after
2. Participation
the story to add to the Before, During, and
After chart
Stage 3Learning Plan
Day 1- Discuss wondering and questioning before, during and after a book. Model before reading
questions and add them to a Before, During, and After chart.
Day 2- Read the book Thanksgiving Dinner and model during reading questions and after reading
questions. Add questions to the Before, During, and After chart.
Day 3- Review days 1 and 2. Show students the cover of the book Recess at Below Zero. Have them
write and/or illustrate questions before reading the book. Put questions on the Before, During, and
After poster.
Day 4- Read the book and have students write and/or illustrate questions on sticky notes during
reading and put on the chart.
Day 5- Have students write questions they had after reading the book and put on the chart. Review the
questions and what we have learned.
Lesson Reflection: This unit helps students to pose good questions before, during and after they read any
text. This is an effective skill to help with reading comprehension. This skill will be reviewed often during

read alouds with the class in the following weeks to help reinforce the skill. See completed classroom chart in
student work section.