https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj Reading en-us 2019-04-15 05:06:59 UTC 2019-04-15 06:07:54 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f4da.png laurentaylorhopkins https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351563738 CCSS
CCSS.ELA-LITERACY.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.

Review CCSS RI.K.

Concept/Skill to be taught:
CCSS.ELA-LITERACY.RI.K.1
Identifying Title, Setting, Characters, and Plot of a story.

]]> 2019-04-15 05:14:44 UTC https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351563738 laurentaylorhopkins https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351566128 2019-04-15 05:36:09 UTC https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351566128 laurentaylorhopkins https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351566198 Students will read along as the teacher reads a story. The teacher sets up the story by asking the students what they think the story will be about based on the title page illustrations. The students will be asked questions such as "What does the picture tell us that the story may be about?" and "What part of the picture helped you figure out what the story may be about?"

After each page, the students will discuss what the setting is, what characters have been introduced, and what is happening in the story.]]> 2019-04-15 05:36:35 UTC https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351566198 laurentaylorhopkins https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351566982 For ELLs, accommodations should be made in order to actively engage them with the subject material and allow them to understand the content, language, and expectations. 

1. Students should be seated near the teacher.
2. Teacher should teach (or review) important words that will be read in the story, so that the ELL has prior knowledge of main concepts.
3. The teacher will point timportant aspects of the illustrations that are pertinent to the storyline in order to aid in comprehension through visuals.
4. There should be frequent checks for understanding throughout the story (e.g. "What is this a picture of?" "Where are they going?" "Who is this a picture of").  ]]> 2019-04-15 05:41:58 UTC https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351566982 laurentaylorhopkins https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351567691 For students with special needs, accommodations should be created in order to allow each student to thrive in each academic area.

1. Give immediate feedback to the student in order to allow them to know how they are doing.
2. When reading a book, choose those with larger print.
3. Allow the student to be seated near the teacher.
4. Use multiple mediums when reading a book (e.g. read physical book, listen to audio recording, watch the story in a short film version). 
5. Have student be verbally assessed rather than writing their answers. ]]> 2019-04-15 05:49:42 UTC https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351567691 laurentaylorhopkins https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351568784 In order to adequately assess whether the students have grasped the concept of how to identify the title, setting, characters, and plot of a story, the students should recreate the story. 

The students will be given materials to create the main idea of the story themselves. The pages that they create will identify a main concept of the story they read with an illustration accompaniment. ]]> 2019-04-15 05:57:54 UTC https://padlet.com/laurentaylorhopkins/mn8e5u4cojgj/wish/351568784