Curriculum / ELA / Kindergarten / Unit 2: Noticing Patterns in Stories / Lesson 3
ELA
Unit 2
Kindergarten
Lesson 3 of 12
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Explain what happened when they saw the bear at the end of the bear hunt and why.
Book: We’re Going on a Bear Hunt by Helen Oxenbury and Michael Rosen
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does the family feel at the end of the story? How do you know?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does the family feel about going on a bear hunt? How do you know?
Why does the author repeat “swishy swashy?”
How does the family feel about going on a bear hunt now? How do you know?
What happens next?
How does the family feel in the cave? How do you know?
What happens at the end of the story?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
hunt
v.
to look or search for
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RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
Standards that are practiced daily but are not priority standards of the unit
L.K.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
RL.K.6 — With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
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.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.6 — Speak audibly and express thoughts, feelings, and ideas clearly.
Lesson 2
Lesson 4
Explain why the spider has a very busy day by retelling key details in a text.
RL.K.2 RL.K.3
Retell what happens in Jump, Frog, Jump! using the illustrations and key details.
Explain how the characters feel at the end of the story and why.
Retell what happened in the beginning, middle, and end of the story.
Retell what happens in the beginning, middle, and end of The Napping House.
L.K.5.d RL.K.2 RL.K.3
Explain what happened in the beginning, middle, and end of Hush! A Thai Lullaby.
Explain what happens in the beginning, middle, and end of Rap a Tap Tap: Here’s Bojangles – Think of That!
Retell what happens in the beginning, middle, and end of Caps for Sale: A Tale of a Peddler, Some Monkeys, and Their Monkey Business.
Explain how the peddler feels in the beginning, middle, and end of the story.
Discussion & Writing – 2 days
Use a combination of drawing, dictating, and writing to state an opinion about which book was their favorite.
W.K.1
Assessment
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