ELA.09

STANDARDS

Reading

RL.K.3: With prompting and support, identify character, settings, and major events in a story

RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL.K.10: Actively engage in group reading, activities with purpose and understanding.

RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.9: With prompting and support, identify basic similarities in and difference between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10: Actively engage in group reading activities with purpose and understanding.

Writing

W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening

SL.K.1:  Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Language

L.K.6: Use words and phrase acquired through conversations, reading and being read to, and responding to texts.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

The expectation is for students to have prior knowledge on brainstorming, sketching and planning, and writing a narrative. Students will have had explicit instruction on adding detail in their writing and illustration. The Writing Companion for this unit involves creating a personal narrative that structurally supports this Cornerstone.

PLACEMENT

BEFORE

It is suggested that this Cornerstone come after students read and engage with multiple texts about the similarities and differences in traditions, celebrations, homes, transportation to school, and communication around the world. Throughout the unit, students will engage in research, discussions, and independent writing about the importance of keeping and celebrating traditions. They will also learn how to recognize the similarities and differences between themselves and of people around the world and respecting those differences.

DURING

1. Students will identify multiple traditions from texts and personal experiences.
2. Students will select most important personal family tradition to write about and illustrate.
3. Students will create multiple class books from their traditions.

AFTER

Students will describe (in writing) their most important family tradition and illustrate the tradition. Each student tradition will become a page in a series of mini class books. The pages will be modeled from Family Traditions, Cuadros de Familia by Carmen Lomas Garza. When finished, they will meet in small groups publish their books. It is suggested that each book contains 3-5 traditions, resulting in 4-5 different books. The books can be housed in the classroom libraries or shared with other classes.

PLANNING

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

INSTRUCTIONAL APPROACH

Students will be applying their knowledge of traditions and similarities and differences around the world to create a page detailing a personal tradition to be included a mini book for a class series. They will need support with brainstorming, planning, revising and editing their narrative.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.