Noticing Patterns in Stories

Students become engaged in reading through a variety of familiar stories with predictable patterns and illustrations that allow them to anticipate words, phrases, and events on their own.

Unit Summary

As part of the upgrade to Fishtank Plus, this unit was revised in September 2020. See which texts and materials have changed as part of the revision in this guide to our Kindergarten text adjustments.

In this unit, students are exposed to familiar stories with predictable patterns and illustrations. Exposure to predictable texts is incredibly important for beginning readers as they begin to explore the world of reading independently. Predictable texts are incredibly engaging for students, allowing them to anticipate words, phrases, and events on their own and better follow the storyline sequence of a story. The story patterns also allow students to try and read the stories on their own, using the repetitive texts and pictures as a guide for either reading or pretending to read the story. Predictable texts are also incredibly important for exposing students to phonological awareness concepts in context, particularly rhyme, rhythm, and fluency. In order for students to reap these benefits, however, they need to deeply engage with the stories. This means that the stories need to be read, reread, retold, and reread some more so that students are able to build the confidence they need to pretend to read or read the text on their own. Within the context of this unit, students are only exposed to the text once; therefore, it is the responsibility of the teacher to find ways to bring the stories to life in other parts of the day so that students are able to reap the rewards of engaging with predictable texts or, if necessary, to slow down the pacing of the unit in order to include multiple readings of a text.

In reading, students will continue to be challenged to ask and answer questions about the texts they read daily. Students will begin to work on retelling what happens to the characters in the story, using key details from the text and illustrations. Because the stories are repetitive in nature, this unit provides a strong foundation for teaching how to retell a story. Another focus of this unit is on understanding how authors and illustrators use illustrations and repetition to help a reader understand the main events in a story. Students will learn how to closely “read” illustrations for subtle clues about character feeling or foreshadowing clues for what is going to happen next in a story. In order to engage deeply in the content, students will continue to develop active participation and discussion habits, allowing them to learn from and with one another.

In writing, students will continue to write daily in response to the text. In Unit 1, the focus was on establishing the routines and procedures necessary for daily writing about reading. In this unit, students will continue to write daily in response to the text with a focus on using words and pictures to correctly answer the question.

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Texts and Materials

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Core Materials

Assessment

This assessment accompanies this unit and should be given on the suggested assessment day or after completing the unit.

Unit Prep

Essential Questions

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  • What makes stories fun to read?

Writing Focus Areas

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In Unit 1, students learned the routines and procedures for daily writing about reading. In this unit, students will continue to write daily in response to the text with a focus on using a combination of drawings and words to correctly answer the question. 

Opinion Writing Focus Areas

  • State an opinion about a book. 
  • Use a combination of drawing, dictating, and writing to include one detail to support their opinion. 

In this unit students begin to explore opinion writing by writing about which book from the unit is their favorite. 

Vocabulary

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Text-based

busy enough fame focused hunt pleasure

To see all the vocabulary for this course, view our Kindergarten Vocabulary Glossary.

Content Knowledge and Connections

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  • Stories are fun to read when: 
    • Silly things happen
    • Authors repeat things
    • The illustrations are interesting

Lesson Map

1

  • The Very...

    RL.K.2

    RL.K.3

Explain why the spider has a very busy day by retelling key details in a text.

4

  • We're Going...

    RL.K.2

    RL.K.3

Explain how the characters feel at the end of the story and why.

5

  • Sitting Down...

    RL.K.2

    RL.K.3

Retell what happened in the beginning, middle, and end of the story.

12

Assessment

Common Core Standards

Core Standards

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L.K.1

L.K.4

L.K.5.d

L.K.6

RL.K.2

RL.K.3

RL.K.6

SL.K.1

SL.K.2

SL.K.6

W.K.1

Spiral Standards

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RL.K.1

RL.K.10