abc = Formative Assessment

abc = Summative Assessment

Unit Calendar
Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 Preassessment Introduce Video and story Read story Play game on
essential iPads
Whole-group question Compare/contrast Compare to
discussion (EQ) #1 story read
Make inferences yesterday
Read and Picture Walk and predictions
discuss story Introduce EQ
Exit Slip Refer to EQ #1 #2

Multiple-Choice Play sort

Assessment game
Week 2 Picture walk Read story Interactive read Read story Play game on
aloud on iPads
Graphic Introduce EQ SmartBoard Create lists of
organizer #3 strategies –
Refer to EQ #3 share with
Create poster Exit Slip another
group
Week 3 Introduce EQ Interactive Picture walk Create Play game on
#5 Read aloud alternative iPads
on Compare/contrast endings
Read story SmartBoard
Wondering Short- Finish Short-
Create list of Make text-to- Walrus activity Answer Answer
questions text, text-to- Assessment Assessments
self, and text-
to-world
connections
Week 4 Introduce Create Construct Practice Presentation!
final project outline for dialogue for final performance
final project project
Introduce EQ
#4 Assign roles

True-False Exit Slip

Assessment

(Students work on summative assessment/project this whole week)

Day of Unit Lessons/Activities
Week 1 Day 1 Class Discussion: What is your favorite animal? Why?
Activate prior knowledge/Preassessment: What baby animals have you seen?
How did they look different than their parents?

Read the book “Farfallina and Marcel.” Discuss what happens in the story,
paying attention to the illustrations and problem/solution.

Create a Google Slideshow and add the title of the book, the cover, and a short
summary. As we read stories throughout this unit, they will be added to this
slideshow for students to refer back to.
Week 1 Day 2 Essential Question: How can I use the illustrations to find details within the
story?

Students will do a picture-walk of the nonfiction book “Bear Cubs.” Discuss

what the illustrations can tell us about a story that the words may not. Partner
read the book. Discuss what details the illustrations included.

Exit Slip: How are the cubs like the mother bear?
Week 1 Day 3 Play the video Life Cycles in a Garden. Students will complete a think-pair-
share with the ideas of how animals change as they grow. Read, “Ruby in Her
Own Time.” Compare the video to the book. Create a Venn Diagram.

Make inferences and predictions about the text using the illustrations. Analyze
the characters.

Refer back to the essential question: How can I use the illustrations to find
details within the story?

Multiple-Choice Assessment
Week 1 Day 4 Students will partner read the nonfiction story “A Good Place.”

Compare this book to “Ruby in Her Own Time.” What are some facts listed?
What are opinions?

Introduce essential question: How can I find facts and opinions in stories and
what are the differences between them?

Play game with flashcards that have silly facts and opinions on them. Students
will work together to sort them.
Week 1 Day 5 Play “Twenty Questions” on iPads where students choose one item in a picture
and do not tell their partner. They have to ask questions to find out what item
was chosen and differentiate between facts and opinions.
Week 2 Day 1 Students will do a picture walk of the science article, “Turtles: From Eggs to
Ocean.” Complete graphic organizer of how to determine importance. They will
then work in groups to identify facts and create a poster that could be used to
 teach someone else about what they read.
Week 2 Day 2 Read whole-group, “Flamingos.”

Introduce and discuss essential question: What can I do if I am stuck on a word

or phrase and/or do not understand the meaning?

Exit Slip: Can you stand on one leg like a flamingo? Do you think flamingos
have good balance? Why?
Week 2 Day 3 Do the interactive read-aloud “A Frog’s Life” on the Smartboard. Have students
complete the tasks. Refer back to strategies learned on previous day to decode
words/phrases.
Week 2 Day 4 Students will work in groups to read the story, “Two Little Ducks.” They will
create a list of the strategies that they used to decode while reading and share
their examples with another group.
Week 2 Day 5 Play “At the Pond” on iPads.
Week 3 Day 1 Introduce essential question: What questions can I ask throughout the readings
to better understand the story?

Read the story, “Mules.” Most students do not realize the difference between
mules and donkeys. Students will work together to create a list of questions that
they might ask to clarify their understandings.
Week 3 Day 2 Do interactive read-aloud “Over in the Meadow.” Students will be told to think
of connections that they could make with the text (text-to-text, text-to-self, text-
to-world). Complete “Text-to-Tiger” diagram to show student thoughts and
ideas.
Week 3 Day 3 Do a picture-walk and read the story, “A Butterfly is Born.” Discuss the
illustrations and life cycles. How is a butterfly’s life cycle similar and different
than a frog? Complete the Wondering Walrus activity that has students create
questions (who, what, when, where, why, how).
Week 3 Day 4 Using the stories we read this week, students are going to select one and create
an alternative ending.

Short-Answer Assessment: Students will also be meeting with the teacher one-
on-one to create realistic goals about what they can do to become a better reader
and what steps are necessary to move in that direction.
Week 3 Day 5 Play “In the Garden” on iPads.

Short Answer Assessment: Finish one-on-one evaluations and individual

learning goal settings.
Week 4 Day 1 Introduce final project: With a group, students will create a skit that retells a
story that we read. Refer to Google slideshow that has all of the stories that we
have read, a picture of each cover, and a summary of the stories.

Introduce and discuss essential question: What can I do to be a good listener

and participant in a conversation?
 True-False Assessment
Week 4 Day 2 Students will be given time to work on their final projects. Today, will have to
create an outline that identifies the characters, setting, plot, problem/solution,
and emotions of the characters. They will work together to assign roles.

Exit Slip: What kind of group member would you like to work with? What
characteristics would they have?
Week 4 Day 3 Students will construct the dialogue in the skit, paying attention to details and
sequencing to ensure they are accurately portraying the storyline.
Week 4 Day 4 Students will practice their performances.
Week 4 Day 5 Play performance! All group materials and packets will be turned in.