Unit of Study: Diving into Reading!

Sarah Hartuniewicz
Grade Level: Kindergarten
Dates: November 8, 2015 October 12, 2015 September 21, 2015
Common Core State Standards
(CCSS)
What standards are addressed in this
unit?

CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key
details in a text.
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell stories, including key details.
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major
events in a story.
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between
illustrations and the story in which they appear.
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and
understanding.

Goals
Write in student friendly language: I can, I
will, The teacher will, etc. Should be at
least 4-6.

Bends in the Road

(Bends=Parts - Skills each part
should last 1-2 weeks)
What are the bends that need to be taught
to meet the goals? What are the
foundational skills that need to be in place
in order to meet the goals?

Mini Lessons (Strategies)

What are the specific lessons that need to
be taught for those foundational skills
(bends)?

CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.
1. I can get my mind ready to read.
2. I can figure out whats happening in a picture.
3. I can read with expression.
4. I can talk about a book.
5. I can get ready to read a new book.
1. Readers get their minds ready to read before diving into a book.
2. Readers figure out what is happening in a picture with their
swimming goggles.
3. Readers read with expression while swimming through a book.
4. Readers talk about what they read after they finish swimming
through a book.
Bend 1 - Readers get their minds ready to read before diving into a
book.
1. Before diving into a book, readers take a book walk to see how
the story will go.
2. Readers look at and talk about pictures in a book.
3. Readers read the title and cover blurbs to learn about the story.
4. Readers guess whats going to happen in the story.
Bend 2 Readers put their swimming goggles on when they read a
story.
1. Readers pay attention to bold words, punctuation, and
capitalization when they are reading.
2. Readers use strategies when reading such as looking at pictures
to help them decode words.
3. Readers make connections when they read: text-to-text, text-toself, text-to-world.
Bend 3 Readers read with expression while swimming through a
book.
1. Readers use a storytellers voice.
2. Readers change their voice to match the text, such as: bold

words, punctuation, etc.

3. Readers pause at the end of sentences.
Bend 4 Readers talk about what they read after they finish
swimming through a book.
1. Readers tell what happened in order by using time words like:
first, second, third.
2. Readers remember what happened in the story without looking in
the book.
3. Readers talk about with what happened in the story and connect it
to their lives.
Materials and Resources

Workshop Structure
Support for Struggling Readers
How will you support ALL learners?

Support for Strong Readers

How will you support ALL learners?

Home/School
What can be done to foster the connection
between home and school?

Assessments
Formative? Summative?

-Books that are above students reading levels for guided-reading

groups.
-Books that are at students reading levels for partner, small-group,
and independent readings.
-Picture books for students to practice thinking about what is
happening in the story.
-The classroom library will be organized by levels and fiction/nonfiction.
-Gradual release
-Guided reading groups
-Partner and small-group readings
-Meet with struggling readers at least 4 times per week
-After-school tutoring/reading groups
-Strategy reinforcement
-Meet with strong readers at least 1-2 times per week
-Strategy lessons for digging deeper and making connections
-Book bags with leveled books for students to practice strategies at
home
-Strategy cards to refer back to if necessary
-Letter to parents talking about the strategies that the students are
working on and how they can support their child
-What strategies are working for the students?
-What strategies are students using at home? (ask parents)
-Observations of students practicing strategies
Formative: Observing students progress during each specific bend to
gauge their understanding, see if they are applying the information,
and to see if I need to revisit material or work one-on-one with
specific students. This will be done throughout the entire unit.

Celebrations
How will you celebrate with students? Is
there a way to involve parents? Is there a
way to share your celebration with the
school?

Summative: Observing all of the bends individually and combined in

the correct order. This may be done when students are using their
own books to see if they are applying the information. This may also
include one-on-one appointments where the student will go through
the bends and where the teacher asks questions and has the
students respond. This will be done after each bend and after the
end of the unit.
Read-aloud with parents or older students so they can show them
what they have learned. Can include snack such as pizza or
popcorn.

Unit of Study 100 points

100/100

5 Standards 5 points
10 Goals 10 points
15 Bends in the Road (3) 15 points (5 points each - 3 bends)
27 Mini Lessons (9 3 for each bend) 27
points (3 points each - 9
mini-lessons)
10 Support for Struggling Readers 10 points
10 Support for Strong Readers 10 points
10 Assessment 10 points
3 Celebrations 3 points
10 Draft Submission 5 points each submission