Sample Instructional Module
Sample Instructional Module The following is a sample module intended to provide an example of possible instruction for UnitTwo of the FUSD Scope and Sequence. Consider this a work in progress. As a sample instructional plan, it should invite discussion and development. It is not intended to be prescriptive, only suggestive. It may provide ideas and guidance. The module can be adapted, modified, expanded, delivered as-is, or not used at all. It simply provides an example of a shorter module of instruction that incorporates: Integration of interactive reading, writing, and speaking processes Text dependent writing and speaking Formative assessment opportunities Kindergarten ELA, Sample Module 1, Unit 2 Page 1 Kindergarten Sample Module Big Idea: Interactions influence perspective Enduring Understandings of the module: We form relationships with people and the environment. The relationships that we form influence on our friends, families, communities, and the environment. Possible Module 1: Consider how relationships are formed with people and the environment. Consider the importance of friendship Possible Module 2: Possible Text Set See sample below Consider how we work together to impact our friends, families, and communities Consider how our actions impact the environment & the world around us. Possible Text Set HM-“My Dad and I” HM-“Friends Help Friends” HM-“The Lion and the Mouse” HM-“The Enormous Turnip” Have You Filled a Bucket Today? Harcourt Science: Unit 3, Lesson 4 Possible Module 3: Consider how we become good citizens and contributors to our communities Possible Module 4: Possible Text Set HM-Stone Soup I Am a Good Citizen Good Citizenship Counts California Vistas: pages 18-23; page26-27 California Vistas: pg. 2H Possible Text Set Harcourt Science: Unit 1 HM-I Went Walking HM-“In the Big Blue Sea” Consider how we learn about the world around us through interactions and observations Possible essential questions addressed in Module 1: What is the importance of friendship? What makes a good friend? What are some ways we can show others that we are their friend? Module Text Set Text Title All Kinds of Friends, Even Green! Kindergarten ELA, Sample Module 1, Unit 2 Resource California Vistas Unit 1, Literature Book Purpose/Commentary Scope and Sequence Anchor Text. (Non-fiction text) Students will consider how friendships are formed Page 2 both with people and animals. Students will consider what types of things friends do together and how friends share similarities in ideas, likes/dislikes, as well as possibly physical characteristics such as special needs. “Friends Help Friends” HM Theme 4 Big Book Social Studies Link Scope and Sequence Suggested Related Text (Non-Fiction) Students consider how friends include more than classmates or pets. Students consider how members of the community are friends and help them when they are in various environments. Frog and Toad are Friends By Arnold Lobel May I Bring a Friend by Beatrice Schenk De Regniers A Poem: “Friendship” by Risa Jordan http://www.myteacherpages.com/w ebpages/jgriffin/gazillion.cfm?subpag e=25695 Learning to Work Together California Vistas; pages 2-5 Scope and Sequence Extended Text/Teacher Choice (Fiction) Students consider what it means to be friends and how being friends with others means a responsibility to help and support one another. Scope and Sequence Extended Text/Teacher Choice (Fiction) This book continues the idea that friends can be animals too. Teacher Choice (Poetry) This poem is a short rhyming poem about friendship and the qualities of friends. Scope and Sequence Extended Text/Teacher Choice (Non-Fiction) Flip Charts 1-2 are good photos to use as springboards for conversations around friendship and working together. CULMINATING MODULE TASK: How do friends help you? After reading Frog and Toad Are Friends and “Friends Help Friends”, draw/write a poster in which you answer the question and explain your reasons for how friends can help you. Give examples from the texts to support your opinion. Kindergarten ELA, Sample Module 1, Unit 2 Page 3 Possible Launching the Module Tasks: Launching the module could include activities that address the following concepts: Getting Ready to Read Exploring Key Concepts Making Predictions and Asking Questions Understanding Vocabulary Task 1: Puppet introduction of the concept of friendship in the Kindergarten classroom Purpose of task: Create excitement and motivation around the unit concept and begin to make connections for students. Materials: Sammy Puppet from California Vistas curriculum California Vistas Teacher’s Edition; page 2M Task 2: Introduce yourself TPR activity Purposes of task: Build community, motivate students about the unit, help students to develop citizenship and communication skills Model with a child for the class how you would introduce yourself. Discuss the importance of building rapport with the other person by facing them, making eye contact, smiling, etc. Possible conversation frame: Partner 1: Hello, my name is _(NAME)____________. Partner 2: Hello, my name is ___(NAME)__________. Partner 1: It is nice to meet you,__(NAME)__________. Partner 2: It is nice to meet you, too. Partner 1: _(NAME)________, Would you like to be my friend? Partner 2: Yes, that would be great! Partners end with a handshake. Task 3: Vocabulary Development and Acquisition/Building visual literacy through photographs Purpose of task: Develop vocabulary essential to the unit of study Build visual literacy through photographs: http://k-8visual.info/whatis_Text.html Possible Vocabulary words: friends, friendship, share, rules, environment, relationship, citizen Materials: California Vistas Flip Chart #1, California Vistas Teacher’s Edition pages 2-3 Using the photograph on the flip chart, engage students in a whole class discussion around the vocabulary words and the photograph. Have students think-pair-share ideas around the following considerations while utilizing the vocabulary words: What they like to do with friends. Language Frame: “I like to ________ with my friends.” Things they share with their friends. Language Frame: “My friends and I share ________.” Utilize language frames as necessary. Writing to make meaning: Using a combination of drawing, dictation, and writing ask students to draw a picture of themselves do something they like with a friend (can be a human or animal friend). Kindergarten ELA, Sample Module 1, Unit 2 Page 4 Task 4: Activator: Class Brainstorm Session with teacher as scribe Possible Graphic Organizers: Brainstorm web, Circle Map, Tree Map Materials: California Vistas flip chart #2, California Vistas pages 4-5 Possible Guiding Questions: Who can be a friend? What makes someone/something a friend? What are the characteristics of a good friend? Purpose of task: Activate students’ thinking and ideas. Gather information about students’ background knowledge around the topic of friendship. Task 5: Visual Literacy Materials: California Vistas, pages 4-5 “How do Friends Get Along” Scope and Sequence Extended Text/Teacher Choice (Non-Fiction) Instructional Notes (complex text, talk, & task) Possible process to build visual literacy: 1. Have students look at the photographs on the flip chart for 2 minutes. 2. Consider discussing the people, objects, and activities in the photographs. 3. Use guiding questions to conduct a discussion of the flip chart page and connect back to the consideration of friendship, friends, and sharing. Possible Guiding Questions for flip chart #2: a. What is something the children are doing in the photographs that show they are friends? b. What are the kinds of things that children are sharing in the photographs? c. How are children acting towards one another in the photographs? *Have students think-pair-share how they show others they are their friends. Task 6: Class Discussion/Compare & Contrast Possible guiding question: What is it like to work alone compared to working together? Instructional notes: 1. Using a graphic organizer, with teacher as a scribe 2. Facilitate a class discussion comparing what it’s like to work alone and what it’s like to work together. Discussion items to consider: How does it feel to work alone? What kinds of things do I work on alone/with a friend? What is good about working alone/with a friend? What is difficult about working alone/with a friend? 3. Utilize language frames as needed. Possible language frames: When I work alone I feel ___________. When I work with a friend I feel __________________. I like to ________ alone. I like to __________ with a friend. I like to work alone because ______________. I like to work with a friend because ____________. Kindergarten ELA, Sample Module 1, Unit 2 Page 5 Entering the Text Set Purpose: To engage students in complex text through reading, writing, listening, and speaking. Task 7: (may be broken up into multiple tasks) Closely reading a text to gain an in-depth understanding of the message. Recognizing common types of text (poetry). Engage in group reading activities with purpose and understanding. Possible Strategies: Read Aloud Reading for Understanding Noticing Language Close reading with Text Dependent Questions Materials: Poetry: “Friendship” by Risa Jordan http://www.myteacherpages.com/webpages/jgriffin/gazillion.cfm?subpage=25695 *NOTE: Teacher may wish to create poster/visual of poem to utilize with class, both for reading purposes as well as marking the text. Add visuals as support for EL students, as appropriate. Instructional Notes (complex text, talk, & task) Possible Pre-Reading Tasks: Set the stage by discussing with students how this task connects back to the big idea of “Interactions Impact Perspectives”. Preview vocabulary as needed. Some possible words for vocabulary include: secrets, storybooks, thoughtful Possible During Reading Tasks: Teacher reads poem aloud to students, tracking the print as you read the poem. Teacher and students chorally read poem. Repeat re-reading 2-3 more times, using various strategies to engage students (e.g. whisper voice, echo read, those wearing red/blue, etc.) Facilitate a discussion of the poem utilizing text dependent questions and asking students to cite evidence from the text by asking them “How do you know? Where words in the poem helped you to know that?” Possible text dependent questions: What is the poem about? What do friends do? Who can be a friend? Where can you find friends? Close reading for multiple purposes: Re-read text to identify rhyming words at end of each line. Mark text to identify the rhyming words. May consider using highlighter tape, wikki sticks, markers, etc. to mark the text with students. Mark up text with students to identify concepts of print, specific letters, high frequency words, uppercase/lowercase letters, ending punctuation, etc. Kindergarten ELA, Sample Module 1, Unit 2 Page 6 Some skills to consider while marking the text: Spaces, individual letters, words, specific letters and high frequency words Possible After Reading Tasks: Drawing/Dictating/Writing Prompt: Choose one friend from your class. Draw/write about a friend in your classroom. Describe why you think this person is a good friend. Possible frames for dictation/writing/presenting: My friend is __________________. They are a good friend because_____________________. Task 8: (may be broken up into multiple tasks) Closely reading a text to gain an in-depth understanding of the message. Engage in group reading activities with purpose and understanding. Possible Strategies: Read Aloud Reading for Understanding Noticing Language Close reading with Text Dependent Questions Materials: Scope and Sequence Anchor Text: (Non-fiction text) All Kinds of Friends, Even Green! California Vistas Unit 1, Literature Book Instructional Notes (complex text, talk & task) Possible Pre-Reading Tasks Show the cover of the book to students and have them predict what they think the book is going to be about. Teacher may record students’ predictions so that predictions can be confirmed or rejected during and after reading. Read the title. Give students an opportunity to revise their predictions. Discuss the author and photographer. Explain to students that this is a realistic non-fiction piece of text; therefore, it uses real life pictures or photographs. Have students identify the title, the cover of the book, the back of the book, etc. With teacher as scribe, students brainstorm all the things that they use their hands for. Conduct a quick and short picture walk. Possible picture walk routine: Picture walk should be short, 2-3 minutes. Flip through book as you show the illustrations and engage students in a discussion about what they see. Asking question such as “What’s happening here?” Discuss with students the different text features of the book. (e.g. words that are larger, different fonts, different colors) Possible During Reading Tasks Reading the Big Book Possible sequence for reading the big book: Tracking the print, read the big book aloud to the students. Tracking the print, have students engage in an echo read. Teacher reads a page, students reread the same page. Continue routine throughout book. Tracking the print, chorally read the book with students. Ask one to two text dependent general understanding comprehension questions to check Kindergarten ELA, Sample Module 1, Unit 2 Page 7 for students’ understanding of the story. Possible General Understanding Questions include: What is the book about? Who is the book mostly about? Where does most of the story happen? Follow up the above questions with guiding questions that will cause students to provide text based evidence for their answers and reasoning. Sample Guiding Questions to guide students to cite textual evidence: “How do you know? What page in the book helps you to know that? Re-read text to pause and pose text dependent questions. Possible Text Dependent Questions What was Moses’ problem? Look at pages 7-8, how are Jocelyn and Moses alike? Re-read pages 9-10, why does Moses tell Mrs. Izzo that he needs time to think? Who are Zaki and Hashi? How are Moses and Zaki alike? How are they different? Why did Moses choose to write about Zaki? Provide a variety of talk formats for students to respond to text dependent questions. Possible Talk formats include: think-pair-share and then share out with whole class, whole class discussion, or individual response. Comprehension Key Ideas and Details Class discussion, with teacher as a scribe, using a web graphic organizer or a tree map to organize students’ thinking. Ask students to identify the four categories of friends in the text (grownups, pets, neighbors, and children). Then have students give details from the text about how Moses and each category of friends helped one another. Possible After Reading Tasks Drawing/Dictating/Writing—Students will draw/dictate/write about a special friend including details of why they chose their particular friend. 1. Possible Prompt: “Moses chose his babysitter’s iguana as his special friend to write about. What friend would you choose to write about?” NOTE: After posing the question, provide students with thinking time as well as some time to share their ideas with a friend. Choose a special friend to draw/write about. It can be a human friend or an animal friend. Describe why you chose this friend. Provide students with time to present their drawing/writing. 2. Possible Prompt: Why are friends important? After reading All Kinds of Friends, Even Green! draw/write a poster in which you answer the question and explain your reasons about why friends are important. Give an example from All Kinds of Friends, Even Green! to support your opinion. Kindergarten ELA, Sample Module 1, Unit 2 Page 8 Task 9: (may be broken up into multiple tasks) Closely reading a text to gain an in-depth understanding of the message. Engage in group reading activities with purpose and understanding. Possible Strategies: Read Aloud Reading for Understanding Noticing Language Close reading with Text Dependent Questions Materials: Scope and Sequence Extended Text/Teacher Choice (Fiction) May I Bring a Friend? By Beatrice Schenk De Regniers Instructional Notes (complex text, talk & task) Possible Pre-Reading Tasks Show the cover of the book to students and have them predict what they think the book is going to be about. Teacher may record students’ predictions so that predictions can be confirmed or rejected during and after reading. Read the title. Give students an opportunity to revise their predictions. Discuss the author and illustrator. Explain to students that this is a fictional piece of text. Have students identify the title, the cover of the book, the back of the book, etc. Picture walk through book, looking closely at illustrations and how the illustrations are crafted. Possible During Reading Tasks Read the book aloud to students. Ask one to two text dependent general understanding comprehension questions to check for students’ understanding of the story. Possible General Understanding Questions include: What is the book about? Who is the book mostly about? Where does most of the story happen? Follow up the above questions with guiding questions that will cause students to provide text based evidence for their answers and reasoning. Sample Guiding Questions to guide students to cite textual evidence: “How do you know? What page in the book helps you to know that? Re-read text to pause and pose text dependent questions. Possible Text Dependent Questions How did the King and Queen invite the young boy to tea? What kind of friends did the young boy bring to tea? Give specific examples from the text. What happens at the end of the story? Provide a variety of talk formats for students to respond to text dependent questions. Possible Talk formats include: think-pair-share and then share out with whole class, whole class discussion or individual response. Kindergarten ELA, Sample Module 1, Unit 2 Page 9 Close Reading with the purpose of identifying rhyming words: Re-read text, emphasizing rhyming words. Conduct a class discussion, asking students to identify the words that rhyme. With teacher as scribe, record the rhyming pairs identified by students. **NOTE: Teacher may wish to re-read individual pages and then ask students to identify the rhyming words. Depending on students’ needs, give students a word from the text and then ask students to produce a word that rhymes with the word you gave them. Possible After Reading Tasks Drawing/Dictating/Writing—Students will draw/dictate/write to answer the following prompt. Possible Prompt: If you were invited to a party and you could bring a friend from the book, which friend would you bring? Why? *NOTE: Prior to asking students to write, give students time to discuss with a partner what animal friend they would choose and why. Possible language frames: I would choose ___________ because __________. The animal friend I would take to a party is __________. I chose _______ because_______________. Shared Writing Experience In the story, the King and Queen invited the boy to visit the castle by sending him an invitation. With teacher as scribe, work with students to create an invitation to someone (e.g. administrator, librarian, custodian, guest reader, etc.) inviting them to visit your classroom for a specific purpose. As you are working together to create the invitation, discuss what kinds of information goes in the invitation, how it is designed, etc. As an extension, you might choose to have students create collaborative and/ or individual invitations. Retelling of story Pair students up and ask them to retell the story to their partner. Independent Writing to Synthesize Learning Have students retell the story by drawing/writing to reflect the beginning of the story, the sequence of animal friends that came to the party, as well as the end of the story. Task 10: (may be broken up into multiple tasks) Closely reading a text to gain an in-depth understanding of the message. Engage in group reading activities with purpose and understanding. Possible Strategies: Read Aloud Reading for Understanding Noticing Language Close reading with Text Dependent Questions Materials: Scope and Sequence Extended Text/Teacher Choice (Fiction) Frog and Toad Are Friends by Arnold Lobel Kindergarten ELA, Sample Module 1, Unit 2 Page 10 Instructional Notes (complex text, talk & task) Pre-Reading Tasks Show the cover of the book to students and have them predict what they think the book is going to be about. Teacher may record students’ predictions so that predictions can be confirmed or rejected during and after reading. Read the title. Give students an opportunity to revise their predictions. Discuss the author and illustrator. Explain to students that this is a fictional piece of text. Have students identify the title, the cover of the book, the back of the book, etc. Vocabulary Acquisition and Use Possible vocabulary words: Envelope, Lizard, Sew, Shiver, Shutter, Snail, Sparrow, Tea, Toad, Wail Teacher may choose to provide visuals to match words. Teacher may choose to have students act out the verbs in the list. Possible process for vocabulary: Six Step Marzano Vocabulary Process 1. Provide a description, explanation, or example of the new term. 2. Ask students to restate the description, explanation, or example in their own words. 3. Ask students to construct a picture, pictograph, or symbolic representation of the term. 4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. 5. Periodically ask students to discuss the terms with one another. 6. Involve students periodically in games that enable them to play with terms. During Reading Tasks *NOTE: Each of the stories depicts Frog and Toad in different situations. The theme of friendship is continually developed throughout the stories. Through the stories children will learn that while Frog and Toad are different, they are still very good friends. The stories demonstrate how Frog and Toad care for one another and demonstrate friendship through acts of kindness and unselfishness. *Note: Teacher may choose to read one story every day. Day 1: “Spring” Day 2: “The Story” Day 3: “A Lost Button” Day 4: “A Swim” Day 5: “The Letter” Read a chapter of the book aloud to students. Ask one to two text dependent general understanding comprehension questions to check for students’ understanding of the story. Possible General Understanding Questions include: What is the story about? Who is in the story? Where does the story take place? Follow up the above questions with guiding questions that will cause students to provide text based evidence for their answers and reasoning. Sample Guiding Questions to guide students to cite textual evidence: “How do you know? What page in the book helps you to know that? Re-read text to pause and pose text dependent questions. Possible Text Dependent Questions Kindergarten ELA, Sample Module 1, Unit 2 Page 11 “Spring” 1. Why was Toad sleeping when Frog knocked on his door? 2. Why did Frog wake up Toad? 3. Why did Toad want to go back to sleep? 4. How did Frog trick Toad to get him out of bed? *NOTE: Teacher may wish to pair students up and ask them to retell the chapter to their partner. “A Story” 1. Why was frog “quite green”? 2. What does Toad do to take care of his sick friend? 3. What is the problem in the story? 4. What did Toad do to think of a story? *NOTE: Teacher may wish to pair students up and ask them to retell the chapter to their partner. “A Lost Button” 1. What were Toad’s complaints after he went on a walk with Frog? 2. What did Frog and Toad do when they noticed that Toad had lost his button? 3. What was Frog’s solution for Toad? 4. How did Toad know the buttons weren’t his lost button? 5. Where was Toad’s button found? 6. What did Toad do with all of the other buttons? *NOTE: Teacher may wish to pair students up and ask them to retell the chapter to their partner. “A Swim” 1. How are Frog and Toad similar? Different? 2. Why doesn’t Toad want Frog to see his bathing suit? 3. What do the animals (e.g. lizards, dragonflies, snake, and field mouse) do when Frog tells them to go away? 4. What happened when Toad got out of the water? *NOTE: Teacher may wish to pair students up and ask them to retell the chapter to their partner. “The Letter” 1. Why is Toad sad? 2. Why did Frog send Toad a letter? 3. Why did Frog and Toad wait so long for the letter? *NOTE: Teacher may wish to pair students up and ask them to retell the chapter to their partner. Provide a variety of talk formats for students to respond to text dependent questions. Possible Talk formats include: think-pair-share and then share out with whole class, whole class discussion or individual response. Possible After Reading Tasks Drawing/Dictating/Writing—Students will draw/dictate/write to answer the following prompt. Possible Prompt: Thinking about the book Frog and Toad Are Friends, which part of the book was your favorite? Draw/Dictate/Write to explain what your favorite part of the book was and why. Possible Language Frame: “My favorite part of the book was _________________. I like this part because _________________.” *NOTE: Prior to asking students to write, give students time to discuss their thoughts with a partner. Kindergarten ELA, Sample Module 1, Unit 2 Page 12 Possible Shared Writing Experience a) Ask students to decide if they think Frog was a good friend. Then have students discuss with a partner their opinion and why they think Frog was/was not a good friend. Possible Language Frame: I think Frog was/was not a good friend because _______________. b) Have the class come to consensus on whether or not they think Toad was a good friend. c) With teacher as scribe, work with students to write a letter to Frog explaining whether or not they think he is a good friend. Have students cite evidence from the book to support their opinions. Possible Language Frame: “I think he is/is not a good friend because____________.” Task 11: (may be broken up into multiple tasks) Closely reading a text to gain an in-depth understanding of the message. Engage in group reading activities with purpose and understanding. Possible Strategies: Read Aloud Reading for Understanding Noticing Language Close reading with Text Dependent Questions Materials: Scope and Sequence Suggested Related Text (Non-Fiction) Friends Help Friends, Theme 4 HM Big Book Social Studies Link Instructional Notes (complex text, talk & task) Possible Pre-Reading Tasks *Note: In Task #4 above, students brainstormed “Who could be a friend?” Review the students’ brainstorming, reminding them that so far they have discussed how family, classmates, and animals can be friends. Discuss with them how there are other adults at school and in the community that help them. Explain that you will now read and explore a text about some community helper friends. Show the cover of the book to students and have them predict what they think the book is going to be about. Teacher may record students’ predictions so that predictions can be confirmed or rejected during and after reading. Read the title. Give students an opportunity to revise their predictions. Explain to students that this is a non-fictional piece of text that contains real photographs. Concepts About Print: Have students identify the title, the cover of the book, the back of the book, etc. Vocabulary Acquisition: Possible vocabulary words: Community helpers, firehouse, park ranger, crossing guard Possible vocabulary strategies: o Provide visuals to match vocabulary words. o Discuss meaning of Community helpers, brainstorm specific examples with students and chart using a brainstorm web. Possible During Reading Tasks Close reading of the text: Kindergarten ELA, Sample Module 1, Unit 2 Page 13 Tracking the print, read the text aloud to students. Re-read the text with students. Teacher may choose to utilize an echo read. Teacher reads a sentence/page, while tracking the print. Then students echo read the sentence/page. Chorally re-read the text with students, tracking the print during the reading. Comprehension of text: Ask text dependent questions to check for students’ understanding of the story. Possible General Understanding Questions include: What is the text about? Who were some friends in the book? What kinds of things did the friends help to do? Follow up the above questions with guiding questions that will cause students to provide text based evidence for their answers and reasoning. Sample Guiding Questions to guide students to cite textual evidence: “How do you know? What page/photograph in the book helped you to know that? Provide a variety of talk formats for students to respond to text dependent questions. Possible Talk formats include: think-pair-share and then share out with whole class, whole class discussion or individual response. Close Reading for Concepts About Print: Go back in to text to identify and recognize the following Language skills. o Capital letters at the beginning of the sentences. o Recognizing and naming end punctuation. Possible After Reading Tasks Vocabulary Acquisition and Use Play “Who Is It?” with the class. Give clues/hints in regards to one of the community helpers. Have students guess which community helper you are describing. Possible Language Frame: I think the community helper is (teacher, librarian, doctor, etc.).” Writing: Draw/Dictate/Write Possible writing prompt: Which community helper has ever helped you? Draw a picture to describe a community helper that has helped you. Explain how they helped you. *NOTE: Prior to asking students to draw/write, provide them with time to discuss their thinking about what they are going to draw/write with a partner. Speaking/Listening Have students present their drawings to the class. Have students tell who their community helper was and how that community helper helped them. Kindergarten ELA, Sample Module 1, Unit 2 Page 14 CULMINATING MODULE TASK Purpose: Independent Drawing/Writing to Synthesize learning o Synthesize learning from a variety of sources o Connecting back to the big idea of how interactions influence perspectives Prompt: How do friends help you? After reading Frog and Toad Are Friends and “Friends Help Friends”, draw/write a poster in which you answer the question and explain your reasons for how friends can help you. Give examples from the texts to support your opinion. Resources: All previous resources utilized in the module. Writing materials including but not limited to: Paper, crayons, pencils Instructional Notes (complex text, talk & task) Teacher may wish to quickly review all of the learning and visuals up until this point. Discuss prompt with students. Give students a minute of quiet think time. Have students share their thinking with a partner, prior to writing. Task Scoring: Score with a rubric. See sample rubric in Kindergarten resources. Kindergarten ELA, Sample Module 1, Unit 2 Page 15
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