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Amazing Animals: Snakes Grade K Informational Text Recommended Second Half of Year
Enduring Understanding
Essential Question(s)
Vocabulary From the text Vocabulary
Needed to talk about the text Focused
Instruction Fast
Instruction People share the world with other animals.
What do we need to learn about other animals in our world? What do we need to learn about snakes?
• huge • snake • tiny
• forests • deserts
• connection • describes • different • facts • opinion • photograph • prefer • same/similar
Days At-A-Glance
DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE Reintroduce and read Snakes and introduce the new book, Amazing Animals: Snakes. Respond to questions posted on the “All About Snakes” class chart, make connections between the facts, and introduce the concept of same and different.
Review facts on “All About Snakes” class chart. Introduce and read Amazing Animals: Snakes to determine which facts are either the same or different as those found in Snakes and add to the “All About Snakes” chart. Review essential questions.
Continue to read Amazing Animals: Snakes and add facts to the class chart. Determine which new facts are the same or different and discuss how these facts are connected. Write independently to show understanding of two vocabulary words.
Continue to read Amazing Animals: Snakes and add new facts to chart. Determine which new facts are the same or different and discuss how these facts are connected. Independently write two connected facts and share.
Finish reading Amazing Animals Snakes. Independently write an opinion letter to show preference for one of the two snake books. Share responses in small group.
CI CCSS
Student Work Product
CI CCSS
Student Work Product
CI CCSS
Student Work Product
CI CCSS
Student Work Product
CI CCSS
Student Work Product
RI.K.1
Oral Response RI.K.9
Oral Response
RI.K.9 RI.K.4 RI.K.1
Oral Response Written Response
RI.K.9 RI.K.2 RI.K.3
Oral Response Written Response
W.K.1 RI.K.1 L.K.1 L.K.2
Written Response
Page 1
Amazing Animals: Snakes
K-2 Formative Tools
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes Written by Valerie Bodden
Creative Paperbacks, 2010
PEOPLE SHARE THE WORLD WITH OTHER ANIMALS
Table of Contents
Performance Task Overview ................................................................... 3
Enduring Understanding ..................................................................... 3
Essential Questions ............................................................................ 3
Text Summary .................................................................................. 3
Rationale for Text Selection ................................................................ 3
Text Considerations ........................................................................... 3
Targeted Word Study/Vocabulary ........................................................ 4
Opportunities to Collect Information ..................................................... 5
Scoring Tools .................................................................................... 5
Sample Student Work Products ........................................................... 5
Instructional Next Steps ..................................................................... 6
Reflecting on the Formative Performance Task ...................................... 6
Days At-A-Glance .............................................................................. 7
CCSS Alignment Chart ........................................................................ 9
Get Ready, Get Set, Go! ................................................................... 11
DAY ONE ........................................................................................... 13
DAY TWO .......................................................................................... 20
DAY THREE ........................................................................................ 24
DAY FOUR ......................................................................................... 30
DAY FIVE ........................................................................................... 39
Collecting Student Information: RI.K.1 Checklist .................................... 44
Collecting Student Information: RI.K.9 Comprehension Checklist .............. 45
Page 2
Amazing Animals: Snakes
Collecting Student Information: RI.K.4/RI.K.1 Vocabulary and
Comprehension Checklist ..................................................................... 46
Collecting Student Information: RI.K.2/RI.K.3 Comprehension Checklist .... 47
Collecting Student Information: W.K.1/RI.K.1 Writing and Comprehension Checklist ........................................................................................... 48
Collecting Student Information: L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist ............................................................. 49
If/Then Chart ..................................................................................... 50
Teacher Resource: Suggested Gestures and Definitions ........................... 52
Student Resource: Snake Vocabulary Comparison .................................. 53
Student Resource: Connected Facts ...................................................... 54
Student Resource: My Opinion Letter Option 1 ....................................... 55
Student Resource: My Opinion Letter Option 2 ....................................... 56
Sample Student Work Product #1: STEP 3.4 .......................................... 57
Sample Student Work Product #2: STEP 3.4 .......................................... 58
Sample Student Work Product #3: STEP 4.7 .......................................... 59
Sample Student Work Product #4: STEP 4.7 .......................................... 60
Sample Student Work Product #5: STEP 4.7 .......................................... 61
Sample Student Work Product #6: STEP 4.7 .......................................... 62
Sample Student Work Product #7: STEP 5.5 .......................................... 63
Retrospective Journal .......................................................................... 64
Page 3
Amazing Animals: Snakes
Performance Task Overview
Time of Delivery
Based on text and task complexity, this formative tool is recommended for use during the second half of kindergarten.
Enduring Understanding People share the world with other animals.
Essential Questions
What do we need to learn about other animals in our world? What do we need to learn about snakes?
Text Summary
The author describes snakes, including details about where these animals live, their physical features, how they spend their time, what they eat, and
how they are born. The end of the book includes a short fable regarding how the snake lost its legs. This fable is not used for instruction or to collect
information on students.
Rationale for Text Selection
This text is more complex than Snakes (Riggs, 2014), which was used in the
first performance task. The sentences in Amazing Animals: Snakes are longer and contain subordinate clauses, figurative language, and more supporting
details. Presented as a read-aloud, Amazing Animals: Snakes continues preparing kindergarten students for the more complex informational texts
they will encounter as they become mature readers. In addition, the content
is easily compared with the content in the book Snakes, which was used in Kindergarten Performance Task: Informational Text.
Text Considerations Students may be less familiar (or new) to the structure of informational text
with domain-specific content. This lack of experience could make it more
difficult for them to retain information not connected to storylines with engaging settings, characters, and problems. Instead, a book like Amazing
Animals: Snakes presents students with a collection of related details.
Reptiles are an important part of our environment. However, some individuals,
both adults and children, currently may experience anxiety when reading about reptiles, especially snakes. Teachers can help ensure that students remain
focused and engaged in learning by remaining objective and promoting a culture of inquiry.
In some cultures, snakes are revered animals. This task has been written to focus on factual and scientific information about snakes. Teachers working with students from populations where the study of snakes requires sensitivity should
Page 4
Amazing Animals: Snakes
use their knowledge of the student population and community when
implementing the task.
Targeted Word Study/Vocabulary
The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. When the terms Focused or Fast Instruction1 (Glossary)
are used in conjunction with vocabulary, they refer to the allocation of time and the amount of instruction required.
Focused Instruction refers to those vocabulary words that are needed to
carry meaning forward and, therefore, require more time. The term Fast Instruction refers to words that will likely be scaffolded by the words and
illustrations or will require only brief support from the teacher. Neither approach requires isolated instruction and students will benefit most from
hearing and learning the words in the context of story.
For both Focused and Fast vocabulary the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will
build deep understanding within the context of a text over the course of multiple days.
Vocabulary in the text (Focused Instruction):
huge snake
tiny
Vocabulary in the text (Fast Instruction): deserts
forests
Vocabulary needed to talk about the text: connection
describes different
facts
opinion photograph
prefer same/similar
1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:
Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.
McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored
Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.
Page 5
Amazing Animals: Snakes
Opportunities to Collect Information
CI Opportunities to collect information are embedded throughout the performance task. These opportunities are designed to fit within the
instructional experiences and to be invisible to the student. The student work products collected within this task may be oral responses, gestures or
written responses.
Scoring Tools Scoring tools are provided to help educators analyze student responses and
plan instructional next steps. The scoring tools incorporate evidence from the PARCC Evidence Statements which describe the knowledge and skills
that a task requires. The evidence(s) listed in each of the standards-aligned checklists targets what the teacher needs to observe, analyze, and consider
when planning instruction.
The scoring tools used in this performance task are checklists. Scoring tools
are standards-aligned and may reflect one or more standards. In this task, the RI.K.1 Comprehension Checklist is an example of a single standard
checklist used when students provide a key detail in answer to a question or prompt. The RI.K.2/RI.K.3 Comprehension Checklist is an example of a
combination checklist used to analyze a retelling of two facts (RI.K.2) and the description of their connection (RI.K.3).
Teachers unfamiliar with use of these types of tools may find initially that
they are more confident in using only a single part of a multi-part tool for
scoring or that it is best to apply all parts of a multi-part tool, but to a small
group, rather than the whole class. As teachers learn to use these types of
tools, they may expand the application of the tools with their classes. Over
the course of the first year of implementation of the formative tasks,
teachers should develop a greater understanding of how these scoring tools
allow for the collection of information on student performances in relation to
the standards. They will become better poised to provide refined feedback
to students and parents and to more efficiently alter instruction based on
information collected.
Sample Student Work Products For each written student work product created in the task, a sample student
work product is provided.
Sample student work products include a/an: Description of the task/prompt
Facsimile of the student work product Excerpt from the standards-aligned scoring tool
Scoring rationale
Page 6
Amazing Animals: Snakes
Bulleted list of possible next steps
Materials needed to collect information and to analyze student work products
are noted as CI within the Step-by-Step Directions.
Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart lists the standards that have been areas of focus within the performance
task, offering suggestions for engaging with students who need more support, practice, and/or instruction with a particular standard. The If/Then
Chart is not intended to be an exhaustive list and it is not intended to return students to the same performance task. Rather, the If/Then Chart offers
some suggestions that teachers may find helpful as they go forward with standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task The Retrospective Journal consists of a series of questions to guide the
reflective process after the completion of the performance task. These questions are intended to promote thinking and planning of standards-
aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.
Page 7
Amazing Animals: Snakes
Days At-A-Glance Times are approximate. Teachers should use professional judgment to determine the actual time needed for their students.
Day Duration
Description
Day
One
40 min
Prepare a class chart(s), “All About Snakes” (or accessexisting class chart from Snakes performance task and create
one new chart) for shared writing of facts about snakes. Read aloud Snakes by Kate Riggs, encouraging students to
use gestures to express understanding of key vocabulary.
Lead a shared writing of facts about snakes’ bodies, wherethey live, and what they eat and enter on to the “All About
Snakes” class chart. Support students to describe the connections between facts
about snakes. Collect information using the RI.K.1 Comprehension Checklist
(p.44).
Day
Two
40 min
Introduce Amazing Animals: Snakes by Valerie Bodden and
review the role of an author.
Read pages 4 to 7 and support students to identify and circlesimilar body facts that are already on the class chart, “All
About Snakes” (from Snakes by Kate Riggs). Read pages 4 to 7 and support students as they identify the
new facts about snakes’ bodies that are in Amazing Animals:Snakes and enter those new facts on the class chart, “All
About Snakes.” Collect information using the RI.K.9 Comprehension Checklist
(p.45). Discuss the Essential Questions: What do we need to learn
about other animals in our world? What do we need to learnabout snakes?
Day Three
30 min
Read pages 10-11 in Amazing Animals: Snakes. Support
students as they identify and circle similar facts about snakes’bodies and where they live that are already on the class
chart, “All About Snakes” (from Snakes by Kate Riggs). Note:Pages 10 and 11 are read before pages 8 and 9.
Read pages 8-9 and support students as they identify the new facts about snakes’ bodies and where they live that are in Amazing Animals: Snakes and add those new facts to the class chart. Note: Pages 8 and 9 are read after pages 10 and 11 to prepare for the vocabulary activity in STEP 3.3.
Collect information using the RI.K.9 Comprehension Checklist(p.45).
Page 8
Amazing Animals: Snakes
Day Duration
Description
Day Three
Continued
Discuss the meaning of huge and tiny as they are used in
the text. Invite students to write/draw to express their understanding
of huge and tiny snakes and to include a fact about where
the snakes live. Collect information using the RI.K.4/RI.K.1 Vocabulary and
Comprehension Checklist (p.46).
Day Four
30 min
Read pages 12-13 and support students to identify and circle
similar facts about what snakes eat that are already on the class chart, “All About Snakes” (from Snakes by Kate Riggs).
Read pages 12-13 and support students to identify the new facts about what snakes eat that are in Amazing Animals:
Snakes and enter those new facts on the class chart, “All About Snakes.
Collect information using the RI.K.9 Comprehension Checklist
(p.45). Support students to identify the facts that are on the same
topics across both books (i.e., where snakes live, their bodies, and what they eat).
Explain and support students to draw/write two connected facts and to describe how they are connected using Student
Resource: Connected Facts (p.54). Collect information using the RI.K.2/RI.K.3 Comprehension
Checklist (p.47).
Day Five
30 min
Finish reading aloud Amazing Animals: Snakes. Discuss the meaning of opinion.
Explain an opinion-writing activity using the Student Resource: My Opinion Letter (p.55 or p.56), including the
requirement to include a key detail with their opinion. Invite students to write a letter to the teacher and support
them as needed. Collect information using the W.K.1/RI.K.1 Writing and
Comprehension Checklist (p.48). Collect information using the L.K.1/L.K.2 Comprehension
Checklist (p.49). Provide opportunities for students to share their opinion
letters.
Page 9
Amazing Animals: Snakes
CCSS Alignment Chart
Day.
Step Standard Evidence
Student Work
Product Scoring Tool If/Then
1.4
p.16 RI.K.1
With prompting and
support, ask and
answer questions
about key details in
a text.
*Provides
questions and
answers that
show
understanding
of key details
in a text.
Oral:
Response
during shared
writing
RI.K.1
Comprehension
Checklist
p.44
RI.K.1
p.50
4.7
p.38
RI.K.2
With prompting and
support, identify
the main topic and
retell key details of
a text.
RI.K.3
With prompting and
support, describe
the connection
between two
individuals, events,
ideas, or pieces of
information in a
text.
*Provides a
retelling of key
details in a
text. (2)
*Provides a
description of
the connections
between two
ideas or pieces
of information
in a text. (3)
Written
Response
RI.K.2/RI.K.3
Comprehension
Checklist
p.47
RI.K.2
p.50
RI.K.3
p.50
3.4
p.29
RI.K.4
With prompting and
support, ask and
answer questions
about unknown
words in the text.
RI.K.1
With prompting and
support, ask and
answer questions
about key details in
a text.
*Provides a
statement or
other
expression that
shows
understanding
of unknown
words in an
informational
text.
*Provides
questions and
answers that
show
understanding
of key details
in a text.
Written
Response
RI.K.4/RI.K.1
Vocabulary
and
Comprehension
Checklist
p.46
RI.K.4
p.50
RI.K.1
p.50
2.2
p.22
2.3
p.23
RI.K.9
With prompting and
support, identify
basic similarities in
and differences
between two texts
on the same topic
*Provides an
identification of
the basic
similarities and
differences
between two
texts on the
Oral:
Response
during shared
writing
RI.K.9
Comprehension
Checklist
p.45
RI.K.9
p.51
Page 10
Amazing Animals: Snakes
Day.
Step Standard Evidence
Student Work
Product Scoring Tool If/Then
3.1
p. 26
3.2
p.26
4.1
p.31
(e.g., in
illustrations,
descriptions, or
procedures).
same topic
(e.g., in
illustrations,
descriptions, or
procedures).
Oral:
Response
during shared
writing
5.5
p.42
W.K.1
Use a combination
of drawing,
dictating, and
writing to compose
opinion pieces in
which they tell a
reader the topic or
the name of the
book they are
writing about and
state an opinion or
preference about
the topic or book.
RI.K.1
With prompting and
support, ask and
answer questions
about key details in
a text.
States an
opinion or
preference
about a topic or
book using a
combination of
drawing,
dictating,
and/or writing.
(1)
*Provides
questions and
answers that
show
understanding
of key details
in a text.
Written
Response
W.K.1/RI.K.1
Writing and
Comprehension
Checklist
p.48
W.K.1
p.51
RI.K.1
p.50
5.5
p.43L.K.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L.K.2
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
Written
Response
L.K.1/L.K.2
Knowledge of
Language and
Conventions
Student
Checklist
p.49
L.K.1
p.51
*With Prompting & Support
(#) Evidence identified in PARCC Kindergarten Evidence Tables
Page 11
Amazing Animals: Snakes
Get Ready, Get Set, Go!
Get
Ready
Read Amazing Animals: Snakes by Valerie Bodden.
Read all Step-by-Step Directions for each day before
beginning the performance task. Determine whether each day’s activities can be
accomplished within the time estimated and plan additionalsessions as needed.
Determine access to the text for all students (e.g., digital
text, document camera, standard sized book). Determine grouping options for each activity (e.g., whole-
group, small groups, partners).
Determine location for each activity (e.g., whole-group
meeting area, a small-group meeting area, or one-to-oneconferences).
Read all checklists to become familiar with descriptors forstudent responses.
Refer to the Glossary as needed.
Get
Set
For Day One:
Secure digital copy of Snakes by Kate Riggs (may have been
introduced as part of earlier performance task). Make one copy of Teacher Resource: Suggested Gestures
and Definitions (p.52). Prepare a two-column class chart titled, “All About Snakes”
(or two separate charts), with embedded reproductions(thumbnails) of two book covers (Snakes by Kate Riggs and Amazing Animals: Snakes by Valerie Bodden) and with three rows, each labeled with a question (repeated in each column): “Where do snakes live?” “What do we know about their bodies?” and “What do they eat?”
Use a sentence strip cut into three or three strips/cards
large enough to title: “Snakes live,” “Snakes’ bodies,” and“Snakes eat.”
Page 12
Amazing Animals: Snakes
Get Set
Continued
Prepare and copy as needed: RI.K.1 Comprehension
Checklist (p.44).
For Day Two:
Prepare and copy as needed: RI.K.9 ComprehensionChecklist (p.45).
For Day Three:
Prepare individual copies of the Student Resource: Snake
Vocabulary Comparison (p.53). Prepare and copy as needed: RI.K.4/RI.K.1 Vocabulary and
Comprehension Checklist (p.46). Prepare and copy as needed: RI.K.9 Comprehension
Checklist (p.45).
For Day Four:
Make individual copies of the Student Resource: Connected
Facts (p.54). Prepare and copy as needed: RI.K.2/RI.K.3 Comprehension
Checklist (p.47). Prepare and copy as needed: RI.K.9 Comprehension
Checklist (p.45).
For Day Five:
Make individual copies of the Student Resource: My OpinionLetter Option 1 or Option 2 (p.55 or p.56).
Prepare and copy as needed: W.K.1/RI.K.1 Writing andComprehension Checklist (p.48).
Prepare and copy as needed: L.K.1/L.K.2 Knowledge of Language and Conventions Checklist (p.49).
Go! Begin DAY ONE.
Page 13
Amazing Animals: Snakes
DAY ONE
Estimated time needed
40 minutes If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day One
Snakes by Kate Riggs digital text Teacher Resource: Suggested Gestures and Definitions (p.52)
Prepared class chart, “All About Snakes,” with pre-written questions andembedded reproductions of two book covers (Snakes by Kate Riggs and
Amazing Animals: Snakes by Valerie Bodden): STEPs 1.1 through 1.6 Three “Connection Cards” titled: Snakes live, Snakes’ bodies, and
Snakes eat: STEPs 1.5 and 1.6 RI.K.1 Comprehension Checklist (p.44): STEP 1.4
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 1.1
T Prepare class chart(s) for Snakes by Kate Riggs and
Amazing Animals: Snakes by Valerie Bodden.
Notes: If the class has completed an earlier performance task using
Snakes by Kate Riggs, there may be an existing sharedwriting class chart with facts from Snakes. This previously
developed class chart may be used with this currentperformance task, provided it is organized with the same key
questions (Where do snakes live? What do we know about
their bodies? What do they eat?)
The directions in this performance task refer to the creation
of a new class chart—if Snakes is being read for the first
time. Otherwise, the saved class chart can be reviewed onDay One and used throughout the task.
Page 14
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.1 Continued
If creating a new chart, determine whether to create one
chart (with two-columns for facts from both books) or twoseparate charts (a separate one for each book).
The amount of space available to display multiple charts
during the shared writing may influence the decision to useone or two charts.
Although two charts allow more space for writing, the Step-by-Step Directions given throughout the lessons assume the
use of a single chart.
OR
STEP 1.2
T T+S
Introduce (or reread) the first book on snakes, Snakes by
Kate Riggs.
You might say: T We’re going to read our first book, Snakes by Kate Riggs. Later
we’ll read a second book about snakes.
We’ll write down some key facts on this chart as we read. It’ll help
us think about the facts we’re learning.
Introduce the
“All About Snakes” class
chart.
RI.K.1
Page 15
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.2 Continued
Point to the first column and say,
You can see a picture of the book cover for Snakes by Kate Riggs at the top of the chart.
Below the book, are some questions to help us think about the facts as we read the book together.
As we read today, I want you to listen for the facts that give us
answers to these questions. Let’s read the questions together.
T+S Point to questions below the Kate Riggs’ Snake book cover, read the questions aloud, and encourage students to read along.
RI.K.1
Step 1.3
T
T+S Teacher Resource: Suggested Gestures and Definitions (p.52)
Read aloud Snakes by Kate Riggs and encourage students
to use gestures for key vocabulary.
T Read aloud Snakes by Kate Riggs.
T+S Use Oral Cloze (Glossary) for the 10 key words/phrases that have been identified. Encourage students to use the gestures
suggested for these words/phrases to both emphasize their meaning and increase student engagement.
These gestures may
have been introduced and practiced with a previous performance
task, Snakes by Kate Riggs. An explanation is
available in the Teacher Resource: Suggested
Gestures and Definitions.
RI.K.1
Page 16
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.4
T+S CI RI.K.1 Comprehension Checklist (p.44)
CI Oral contributions to a shared writing class chart
Lead shared writing of facts learned from Snakes by Kate Riggs to create a class chart of facts (or review facts on a
class chart created earlier).
Point and reread each question on the chart, pausing for student responses and clarifying where needed. Responses to the
questions might include:
Where do snakes live? All around the world.
What did we learn about snakes’ bodies?
Snakes have scales. Snakes have no legs.
Snakes have forked tongues.
What do snakes eat? Snakes eat meat.
Snakes eat frogs. Snakes eat mice.
As facts are written on the chart, include students’ initials when
they contribute a fact. This may be helpful for
collecting information on the RI.K.1 Comprehension
Checklist.
If students offer facts that do not fit in a category or were not in
the book, affirm their thinking and redirect them to the question at hand or to that area of the text where the answer is located.
CI Use the RI.K.1 Comprehension Checklist to collect information
as students contribute responses to the shared writing chart.
RI.K.1
RI.K.1
Page 17
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.5
T+S
Use “Connection Cards” to describe connections between facts about snakes’ bodies.
Create “connection cards” on cut-up sentence strips prior to Day
One. Title the cards: “Snakes live,” “Snakes’ bodies,” and “Snakes eat.”
Note:
In the course of this performance task, students will be asked to describe the connections between two pieces of information in one
text (RI.K.3). Students will also be asked to identify the
similarities and differences between two texts on the same topic (RI.K.9).
Without
rereading the question, point to and read the
facts written under the
question, “What do we know about snakes’
bodies?”
You might say: Let’s think about the facts in this row. How do they go together?
What do they tell us about? If students need additional support to respond, point to the facts about bodies and say:
They go together because they tell the same kind of information. What kind of information is it?
Pause for student response.
After students respond, affirm by saying: Yes. All the facts are connected or go together because they tell
us about snakes’ bodies.
RI.K.1 RI.K.3
Page 18
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.5 Continued
Use oral cloze to
say: I’m going to place the words,
“Snakes’ bodies” here because these facts all tell us
about snakes’ __________.
(bodies)
RI.K.1
RI.K.3
STEP 1.6 T+S
Use “Connection Cards” to describe connections between
facts about what snakes eat.
Without rereading the
question, point to and read the
facts written under the question, “What
do snakes eat?”
You might say:
Let’s think about the facts in this row. How do they go together?
What do they tell us about snakes?
If students need additional support to respond, point to the facts about bodies and say:
They go together because they tell the same kind of information. What kind of information does it tell us?
Pause for student response.
After students respond, affirm by saying: Yes. All the facts are connected or go together because they tell
about what snakes eat.
RI.K.1
RI.K.3
Page 19
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.6 Continued
I’m going to put the words,
“Snakes eat” here because these facts all
tell us about what snakes
__________. (eat)
RI.K.1 RI.K.3
STEP 1.7 T+S
Use “Connection Cards” to describe connections between
facts about where snakes live.
Let’s go back to the first
question. There’s only one fact listed.
What does this fact tell us?
After students respond, affirm by saying: Yes. It tells us about where snakes live.
I’m going to put the words
“Snakes live” next to this fact because this fact
tells us where_______.
(snakes live)
RI.K.1
RI.K.3
Page 20
Amazing Animals: Snakes
DAY TWO
Estimated time needed
40 minutes If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Two
Amazing Animals: Snakes digital text “All About Snakes” class chart (including “Connection Cards”): STEPs
2.2 and 2.3 RI.K.9 Comprehension Checklist (p.45): STEPs 2.2 and 2.3
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 2.1
T+S
Introduce a second book on snakes, Amazing Animals: Snakes by Valerie Bodden.
You might say:
This is our second informational book about snakes. The title of this book is Amazing Animals: Snakes.
In this book, the author shares even more fascinating facts about
snakes for us to learn and to share with others.
The author is Valerie Bodden.
Use oral cloze (Glossary) to have the students identify the role of
the author.
Say: The author is the person that ___________________________.
There is no illustrator named because the pictures in this
informational book are not drawings. They are ____________.
RI.K.1 RI.K.6
Page 21
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 2.1 Continued
While I’m reading, please listen for facts that are the same as the
facts we read in the first book and facts that are different or new—facts we did not read in the first book.
RI.K.1
RI.K.9
STEP 2.2 T+S
CI RI.K.9 Comprehension Checklist (p.45) CI Oral contributions to a shared writing class chart
Read pages 4-5 of Amazing Animals: Snakes to identify
similarities and differences with the facts about bodies that are in Snakes by Kate Riggs.
Read pages 4 and 5 and allow students time to study the
photograph on page 5.
Read through the details listed in the “Snakes’ bodies” row under
the first book (Snakes by Kate Riggs) and ask students: Which facts about snakes’ bodies in this second book were the
same as the facts we learned from Kate Riggs’ book?
After students respond say:
Let’s circle the facts on our chart that
were the same in both books. Circle:
Snakes have no arms or legs.
Then ask students to identify differences between the facts in the
two books.
You might say: What facts about snakes’ bodies were new or different in this
second book?
Pause for students to respond.
RI.K.1
RI.K.9
Page 22
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 2.2 Continued
After students respond say:
Let’s add the new fact from our second
book to our second column.
Add: Snakes are long and thin.
CI Use RI.K.9 Comprehension Checklist to collect information on whether students can identify the similarities and differences in
facts from two books on the same topic.
RI.K.1
RI.K.9
RI.K.9
STEP 2.3
T+S CI RI.K.9 Comprehension Checklist (p.45)
CI Oral contributions to a shared writing class chart
Read pages 6-7 of Amazing Animals: Snakes to identify similarities and differences with the body facts that are in
Snakes by Kate Riggs.
Read pages 6 and 7 and allow students time to study the photograph on page 6.
Review the details listed in the “Snakes’ bodies” row under the first
book (Snakes by Kate Riggs) and ask students: Which facts about snakes’ bodies on these pages were the same as
the facts we learned from Kate Riggs’ book?
After students
respond, say: Let’s circle the facts on
our chart that are the same in both books. Circle:
Snakes have forked tongues.
Snakes have scales.
RI.K.1 RI.K.9
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Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 2.3 Continued
Then ask students to identify differences between the two books,
saying: What facts about snakes’ bodies were new or different on these
two pages?
As students respond, say:
Let’s add the new facts—the ones that
are different—to the second column Add: Snakes are
different colors. Snakes smell with
their tongues.
CI Use RI.K.9 Comprehension Checklist to collect information on
whether students can identify the similarities and differences in facts from two books on the same topic.
RI.K.1
RI.K.9
RI.K.9
STEP 2.4
T+S
Close by returning to the Essential Questions: What do we need to learn about other animals in our world? What do we
need to learn about snakes?
You might ask these two questions, both of which are related to
the Essential Questions. What did we learn about snakes today?
Why do you think it’s important to learn about the animals in our
world?
Page 24
Amazing Animals: Snakes
DAY THREE
Estimated time needed
30 minutes If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Three
Amazing Animals: Snakes digital text “All About Snakes” class chart: STEPs 3.1, 3.2, and 3.4
Student Resource: Snake Vocabulary Comparison (p.53): STEPs 3.4 RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist (p.46): STEP
3.4
RI.K.9 Comprehension Checklist (p.45): STEPs 3.1 and 3.2 Sample Student Work Products #1-2 (p.57-58)
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 3.1 T
T+S CI RI.K.9 Comprehension Checklist (p.45)
CI Oral contributions to a shared writing class chart
Read pages 10-11 of Amazing Animals: Snakes to identify
similarities and differences with the facts about where snakes live that are in Snakes by Kate Riggs.
Note:
Pages 10-11 will be read before pages 8-9 are read. If students notice the change in order you might say:
We’re reading informational books about snakes. Informational books teach us facts; the information is true. Informational books
are not storybooks; sometimes you can read informational books out of order and they still make sense.
RI.K.1
RI.K.9
Page 25
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 3.1 Continued
T Read pages 10 and 11 and allow students time to study the photograph on page 10.
Reread the one item written under the question “Where do snakes live? from the Kate Riggs’ book (answer: “All around the world”).
T+S Then ask students:
Is any fact that we learned in this second book the same as the fact about where snakes live from the first book?
After students respond, say:
Let’s circle the fact from our first book that
is the same as one of the facts in our second book.
Circle:
Snakes live all around the world.
Then ask students to identify differences between the two books, saying
What facts (about where snakes live) are new or different in this second book?
As students respond,
say: Let’s add the new
facts—the ones that are different—to our second column.
Add: Snakes live in the
grass. Snakes live in
forests. Snakes live in
deserts. Snakes live in water.
RI.K.1 RI.K.9
Page 26
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 3.1 Continued
CI Use RI.K.9 Comprehension Checklist to collect information on whether students can identify the similarities and differences in
facts from two books on the same topic.
RI.K.9
STEP 3.2 T
T+S CI RI.K.9 Comprehension Checklist (p.45)
CI Oral Response during Shared Writing
Read pages 8-9 of Amazing Animals: Snakes to identify similarities and differences with the facts about snakes’
bodies that are in Snakes by Kate Riggs.
T Read pages 8-9 and allow students time to study the photograph on page 9.
T+S Review the facts about snakes’ bodies from the first book to
help students understand that there are no similar facts on page 8 of the second book:
Which facts about snakes’ bodies in this second book were the same as the facts we learned from Kate Rigs’ book?
After students realize there are no similar facts, ask them to
identify differences.
Say: What facts about snakes’ bodies are new or different on page 8?
As student respond, say:
Let’s add the new facts to our second column. Add:
Some snakes are smaller than a worm.
Some snakes are tiny. Some snakes are huge. Some snakes are longer
than a school bus.
CI Use RI.K.9 Comprehension Checklist to collect information on
whether students can identify the similarities and differences in facts from two books on the same topic.
RI.K.1 RI.K.9
RI.K.9
Page 27
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 3.3 T+S
Discuss the meaning of two words on page 8: huge and tiny.
Reread the third and fourth sentences on page 9 and say:
The facts on this page are interesting!
The words say, “Other snakes are huge. They can be almost as long as a school bus!” Let’s talk about what that means.
Write the word huge on
paper. Use large letters to visually show the meaning of huge.
huge
This word says huge. Can you read it with me? Huge!
Can you show me with your hands what huge means?
Prompt students to explain the meaning of huge by including
“almost as long as a school bus” in their explanation.
Then say: Listen to these other words the author wrote to tell us more about
the size of snakes.
Read the second sentence on page 9 aloud again: “They can be smaller than a worm.”
Can you show me using your hands how long a snake that is smaller than a worm might be?
As students demonstrate, say:
Yes. Worms are very small. There are snakes that are even smaller than a worm! If a snake is smaller than a worm, it must be
______. (tiny)
Write the word tiny on the
paper—next to huge using small letters to visually
support student understanding.
huge tiny
RI.K.4
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Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 3.3 Continued
Then say: Now let’s practice showing what these words mean with your
hands. I’ll point to a word on the chart paper. Then you read each
word and show me what the word means with your hands!
Point to huge and then to tiny and then cue students to demonstrate a physical response with their hands.
RI.K.4
STEP 3.4 T
T+S S+S
S CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist (p.46).
CI Student Resource: Snake Vocabulary Comparison (p.53) CI Written response
CI Sample Student Work Products #1-2 (pp.57-58)
Invite students to draw/write to express their understanding of the words huge and tiny.
Display the Student Resource: Snake Vocabulary
Comparison.
T Provide directions for students to complete the Snake Vocabulary Comparison:
1. Ask students to join in reading the heading, “Huge and Tiny
Snakes,” calling attention to the difference in font size.2. Instruct students to draw one huge and one tiny snake on
the paper in the blank space below the heading.3. Ask students to label their snake drawing using the vocabulary
huge and tiny (point again to the words in the heading).4. Read the sentence stem at the bottom of the paper, “My huge
and tiny snakes live in the . Instruct students to use a fact learned from the book (about where snakes live) and to
include details in their illustration to match the fact chosen.
RI.K.4
RI.K.1
Page 29
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 3.4 Continued
T+S Before inviting students to write, read facts about where snakes live that are written on the class chart.
S+S Organize students for Turn & Talk to provide an opportunity to rehearse the fact they will use (about where snakes live).
You might say:
Turn & Talk to tell your partner where the huge and tiny snakes in your picture will be living.
S Invite students to begin writing by saying:
Now you have an opportunity to show what you have learned about snakes.
Work with students in a small group as they write, or circulate if
students work as a whole group. Clarify any misconceptions students may have about the directions.
CI After students have completed their writing/drawing, use RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist to collect
student information.
RI.K.4 RI.K.1
RI.K.4 RI.K.1
Page 30
Amazing Animals: Snakes
DAY FOUR
Estimated time needed 30 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Four Amazing Animals: Snakes digital text
“All About Snakes” class chart: STEPs 4.1, 4.2, 4.3, and 4.4
Individual copies of the Student Resource: Connected Facts (p.54):STEPs 4.6, 4.7, and 4.8
RI.K.2/RI.K.3 Comprehension Checklist (p.47): STEP 4.7 RI.K.9 Comprehension Checklist (p.45): STEP 4.1
Sample Student Work Products #3-6 (pp. 59-62)
Key
T=Teacher alone
T+S=Teacher & students S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 4.1
T+S S+S
CI RI.K.9 Comprehension Checklist (p.45) CI Oral Response during Shared Writing
Read pages 12-13 of Amazing Animals: Snakes to identify
similarities and differences with the facts about what snakes eat that are in Snakes by Kate Riggs.
T+S Read pages 12 and 13 and allow students time to study the
photograph on page 13.
Read through the details listed in the “Snakes eat” row under the first book (Snakes by Kate Riggs). Invite students to read along.
S+S Organize for Turn & Talk, saying: Turn & Talk to a partner. Tell which facts about what snakes eat
were the same as the facts we learned from Snakes by Kate Riggs.
RI.K.1
RI.K.9
Page 31
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.1 Continued
T+S Ask specific pairs of students to share their ideas with the
group and then add those facts to the “All About Snakes” class chart.
You might say: Let’s circle the facts
on our chart that were the same in
both books. Circle: Snakes eat meat.
(Same as “Snakeseat lots of different
animals.”[Bodden])
Snakes eat frogs.
Snakes eat mice.
S+S Organize again for Turn & Talk.
Say: Turn & Talk to a partner to tell what facts were new or different
about what snakes like to eat.
T+S Ask specific pairs of students to share their ideas with the group. Add facts to the “All About Snakes” class chart.
Say: What facts about what
snakes eat were new or different? Let’s add
them to our chart.
Add:
Snakes eat monkeys. Snakes eat birds.
Snakes eat deer.
CI Use RI.K.9 Comprehension Checklist to collect information on whether students can identify the similarities and differences in
facts from two books on the same topic.
RI.K.1
RI.K.9
RI.K.9
Page 32
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.2
T S+S
T+S
Identify the facts that provide information on the same
topic across two texts (where snakes live).
T Without reading the
question, read and point to the facts
across both columns of the “Where do snakes
live?” row.
S+S After reading facts across the first row, organize for Turn & Talk.
Say:
Turn & Talk to a partner to answer this question: How do these facts go together?
If additional prompting is needed, you might ask:
How are these facts connected? or What do the facts tell us about?
T+S Listen to conversations and choose one student pair to share
their thinking with the larger group. Affirm correct responses
and/or clarify misconceptions.
To reinforce the similarity, say: Yes. All the facts tell us where snakes live.
Then use oral cloze to prompt student engagement, saying:
Let’s move the words, “Snakes live” to the center of our chart to show that the facts in both books are connected because they tell
us ________ (where snakes live.)
RI.K.1 RI.K.9
Page 33
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.2 Continued
Move the sentence
strip “Snakes live” to the center of the
chart between the two books.
RI.K.1
RI.K.9
STEP 4.3 T
S+S
T+S
Identify the facts that provide information on the same topic across two texts (snakes’ bodies).
T Without reading the question, read and point to the facts
across both columns of the “Snakes’
bodies” row.
S+S After reading the facts, organize students into Turn & Talk.
Say:
Turn & Talk to a partner to answer this question: How do these facts go together?
Listen to conversations and choose one student pair to share their
thinking with the larger group. Affirm correct responses and/or
clarify misconceptions.
RI.K.1 RI.K.9
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Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.3 Continued
To reinforce the connection, say:
Yes. All the facts tell us about snakes’ bodies.
T+S Then say:
Let’s move the words “Snakes’ bodies” to the center of our chart to show that the facts in both books are connected because they
tell us about ________ (snakes’ bodies.)
Move the sentence strip “Snakes’ bodies” to the
center of the chart between the two books.
RI.K.1 RI.K.9
STEP 4.4
T S+S
T+S
Identify the facts that provide information on the same topic across two texts (what snakes eat).
T Without reading the
question, read and point to the facts across both
columns of the “Snakes eat” row.
RI.K.1 RI.K.9
Page 35
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.4 Continued
S+S After reading the facts, organize for Turn & Talk.
Say:
Turn & Talk to a partner to answer this question: How do these
facts go together?
Listen to conversations and choose one student pair to share their thinking with the larger group. Affirm correct responses and/or
clarify misconceptions.
To reinforce the similarities, say: Yes. All the facts tell us about what snakes eat.
T+S Then say:
Let’s move the words “Snakes eat” to the center of our chart to show that the facts in both books are connected because they tell
us about ________ (what snakes eat.)
Move the sentence strip
“Snakes eat” to the center of the chart between the
two books.
RI.K.1
RI.K.9
STEP 4.5 T
S+S
Prepare and support students for writing about two connected facts.
T You might say: We’ve learned a lot of facts about snakes!
We’ve learned facts about where snakes live, facts about snakes’
bodies, and facts about what snakes like to eat.
RI.K.2 RI.K.3
Page 36
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.5 Continued
We’ve also thought about how the facts are connected or go
together because they are on the same topic.
For example, “Snakes live in forests and snakes live in water go
together because _________________________.” Pause for students to respond “they tell where snakes live.”
To continue explaining, say:
Today we’ll write two facts to share with others so they can learn about amazing snakes! Let’s think about how to do this.
First, you will need to decide which two facts you want to write.
The facts must be connected. That means they must be on the same topic.
S+S Organize students for Turn & Talk and say:
What are you interested in writing about? Do you want to write about where snakes live, snakes’ bodies or what snakes eat?
Turn & Talk to your partner.
Now tell your partner the two facts you are thinking of writing
about. Remember, the facts have to be connected.
Listen to conversations. At the end of this step, encourage students to share their thinking with the larger group. Affirm
correct response or clarify misconceptions.
As students share their two facts with the class, use oral cloze as a way to prompt students to determine whether the facts they have
chosen are connected.
You might say: (The first fact) and (the second fact) are connected because they
both tell about ___________________.
For further support, turn to the "All About Snakes” class chart.
Locate and point out the facts chosen by the students to confirm that the facts are connected.
RI.K.2
RI.K.3
Page 37
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.6
T Student Resource: Connected Facts (p.54)
Display and explain the Student Resource: Connected Facts
Say: This is the paper that you
will write two facts that you learned by reading our
informational books about snakes. The facts you choose need to be
connected.
Provide directions for students to complete the connected facts writing.
1. Point to the fact boxes on top of the page. Instruct students
to write and draw one fact in each box that was learned fromreading the two snake books, reminding students that the
facts need to be connected.2. Point and read the sentence stem at the bottom of the page
together, “Both of my facts tell about _____” –againemphasizing that the facts must be connected.
3. Encourage students to use sounds and spaces betweenwords to express their ideas in writing.
RI.K.3
STEP 4.7 S
CI RI.K.2/RI.K.3 Comprehension Checklist (p.47) CI Student Resource: Connected Facts (p.54)
CI Sample Student Work Products #3-6 (pp.59-62)
Invite students to independently write two connected facts and to describe how they are connected.
Distribute individual copies of the Student Resource: Connected
Facts.
RI.K.1 RI.K.3
Page 38
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 4.7 Continued
Support students by:
Prompting with questions, such as, “Can you tell me whatfacts you learned that you think are really interesting?”
Working with students in small groups while other students
are at centers; Taking dictation from individual students;
Organizing students to write side-by-side with a helpfulpartner; and
Transcribing student writing to analyze later.
CI Use the RI.K.2/RI.K.3 Comprehension Checklist to collect information on whether students can draw/write to retell details
(RI.K.2) and describe how the pieces of information are connected (RI.K.3).
RI.K.2 RI.K.3
STEP 4.8 S+S
Close by asking students to share their work.
You might say:
You’ve written facts that show what you’ve learned about snakes.
Let’s share your writing in small groups. Provide sharing time.
After students have shared their writing, close by saying:
The next time we talk about snakes, you’ll have a chance to give your opinion about which snake book you liked better and why.
Page 39
Amazing Animals: Snakes
DAY FIVE Estimated time needed 30 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Five Amazing Animals: Snakes digital text
“All About Snakes” class chart: STEP 5.3 Individual copies of the Student Resource: My Opinion Letter Option 1
or Option 2 (pp.55-56): STEPs 5.4 and 5.5 W.K.1/RI.K.1 Writing and Comprehension Checklist (p.48): STEP 5.5
L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist
(p.49): STEP 5.5 Sample Student Work Products #7 (pp.63): STEP 5.5
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 5.1 T+S
Finish reading aloud Amazing Animals: Snakes, stopping
only to answer student-initiated comments and questions.
Finish reading pages 14-23.
Note:
The purpose of reading the remaining text is exposure to the content, not mastery of the information.
RI.K.2
STEP 5.2
T
Discuss the meaning of opinion to prepare for an independent draw/write activity.
W.K.1
Page 40
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 5.2 Continued
You might say: I may not have time to read two snake books to the kindergarten
students next year, so I need your help. If I can only read one, I
need your opinion about which of these two snake books I should read to next year’s students.
Opinions tell what people think or feel or prefer. Sometimes people
agree and that means they share the same opinion.
Other times, people do not agree and that means they have different opinions. Opinions are not right or wrong; they are just
what you think or what you prefer.
When you tell someone your opinion, you usually tell people why you have that opinion—why you prefer a certain thing.
W.K.1
STEP 5.3 T
S+S
Ask students to discuss which snake book they prefer and provide at least one detail from the text that supports their preference.
Point to the thumbnails of the two book covers on the “All About Snakes” class chart.
T Say:
Think about which
book you prefer—or like better—the
Snakes book by Kate Riggs or Amazing
Animals: Snakes book by Valerie
Bodden.
Form student partners and say: S+S Turn & Talk to a partner to tell which snake book you
prefer—or like better.
W.K.1
Page 41
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 5.3 Continued
Continue with Turn & Talk by saying: Now turn to your partner and tell one detail from the book that
helped you form your opinion. One detail that explains why you
prefer—or like the book you chose better.
Call on some students to share both their opinion and a detail from the text that tells why they prefer that book.
W.K.1
STEP 5.4
T Student Resource: My Opinion Letter Option 1 (p.55)
Student Resource: My Opinion Letter Option 2 (p.56)
Display Student Resource Opinion Letter (Option 1 or 2)
and explain the writing activity.
Two options are available for Opinion Letter writing. One option provides lines for writing and the second option provides a blank
white space for writing and drawing.
You might say: Now you’re going to write a letter to me to tell me which book you
prefer—or like better—and you’re going to include at least one detail from the text that helps explain why you prefer or like that
book better.
Display a copy of
the Student Resource: My
Opinion Letter (Option 1 with
lines or Option 2 without lines).
You might say:
This is the how you will tell me your opinion about which book I should read next year. You will use this paper and write an opinion
letter to tell me which book you like better and why.
W.K.1 RI.K.1
Page 42
Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 5.4 Continued
Guide students through the directions for the opinion letter, explaining:
1. First the student will circle the picture of the book cover that
shows their opinion.2. Then they will complete the sentence stem, “I like this book
better because ….” to tell one detail that explains why thestudent prefers one book over the other.
3. Finally, the student will sign their name at the bottom of theopinion letter.
W.K.1 RI.K.1
STEP 5.5
S CI W.K.1/RI.K.1 Writing Checklist (p.48)
CI L.K.1/L.K.2 Knowledge of Language and Conventions Student
Checklist (p.49) CI Student Resource: My Opinion Letter (p.55 or p.56) CI Sample Student Work Product, #7 (pp.63)
Invite students to write their opinion letter.
Distribute individual copies of the Student Resource: Opinion
Letter.
Allow time for students to begin to draw/write.
If students need more support, it may be helpful to:
Work with a small group in one area of the classroom whileothers work at centers or work on their own to write.
Divide the task into parts (e.g., first prompt all students toform their opinion and circle which book they prefer—or like
better; then prompt students to draw/write a detail that tellswhy they prefer the book they circled.
Continue to prompt students to include a detail to tell why they prefer one book, frequently using the words prefer and opinion
as support is provided.
Determine whether students need to give dictation or whether
transcribing student efforts will help to analyze completed papers.
CI Use the W.K.1/RI.K Writing and Comprehension Checklist to collect information on students.
W.K.1 RI.K.1
W.K.1
RI.K.1
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Amazing Animals: Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 5.5 Continued
CI The L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist is also available to collect additional information
on students.
Note:
Rich academic words like opinion and prefer can be worked into the everyday fabric of classroom discourse and life. Providing
opportunities for students to hear and use these words in diverse settings may bring a deeper understanding of their meaning.
L.K.1 L.K.2
Page 44
Amazing Animals: Snakes
Collecting Student Information: RI.K.1 Checklist Use with oral responses in STEP 1.4.
Standard Evidence
RI.K.1 With prompting and
support, ask and answer questions
about key details in a text.
Provides questions and/or answers that show
understanding of key details in a text. (1)
RI.K.1
Provides a
key detail from the
text.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Amazing Animals: Snakes
Collecting Student Information: RI.K.9 Comprehension
Checklist Use with oral response in STEPs 2.2 and 2.3.
Use with oral response in STEPs 3.1 and 3.2. Use with oral response in STEP 4.1.
Standard Evidence
RI.K.9 With prompting and support,
identify basic similarities in and
differences between two texts on the
same topic (e.g., in illustrations,
descriptions, or procedures).
Provides an identification of the basic
similarities and differences between two
texts on the same topic (e.g. in
illustrations, descriptions, or procedures).
(1)
RI.K.9
Provides an
identification of the
basic similarities
between the facts in
two texts.
Provides an
identification of the
basic differences
between the facts
in two texts.
Student Name Yes No Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Amazing Animals: Snakes
Collecting Student Information: RI.K.4/RI.K.1 Vocabulary and
Comprehension Checklist Use with Student Resource: Snake Vocabulary Comparison (p.53) in STEP 3.4.
Standard Evidence (Scoring tool uses bold evidence only)
RI.K.4 With prompting
and support, ask and
answer questions about
unknown words in a
text.
Provides a statement or other expression that shows
understanding of unknown words in an informational
text. (1)
Asks questions about unknown words in an informational text.
(2)
RI.K.1 With prompting
and support, ask and
answer questions about
key details in a text.
Provides questions and answers that show
understanding of the key details in a text. (1)
RI.K.4.1 RI.K.1 Demonstrates a
full and accurate
understanding
of the words
huge and tiny.
Provides an
accurate key
detail.
Student Name Yes No Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies to collect information on the entire class.
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Amazing Animals: Snakes
Collecting Student Information: RI.K.2/RI.K.3 Comprehension
Checklist Use with the Student Resource: Connected Facts (p.54) in STEP 4.7.
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Standard Evidence (Scoring tool uses bold evidence only)
RI.K.2 With prompting
and support, identify
the main topic and retell
key details of a text.
Provides an identification of the main topic of a text. (1)
Provides a retelling of key details in a text. (2)
RI.K.3 With prompting
and support, describe
the connection between
two individuals, events,
ideas, or pieces of
information in a text.
Provides a description of the connection between two individuals
in a text. (1)
Provides a description of the connections between two events in
a text. (2)
Provides a description of the connections between two
ideas or pieces of information in a text. (3)
RI.K.2.2 RI.K.3.3
Provides a
retelling of two
accurate key
details about
snakes.
Describes the
connection
between two
pieces of
information in a
text.
Student Name Yes No Yes No Comments
Page 48
Amazing Animals: Snakes
Collecting Student Information: W.K.1/RI.K.1 Writing and
Comprehension Checklist Use with written response in STEP 5.5.
Standard Evidence
W.K.1 Use a combination of drawing,
dictating, and writing to compose
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the
topic or book.
States an opinion or preference about a
topic or book using a combination of
drawing, dictating, and/or writing. (1)
Includes the topic or name of the book they are
writing about when stating an opinion or
preference. (2)
RI.K.1 With prompting and support,
ask and answer questions about key
details in a text.
Provides questions and answers that show
understanding of the key details in a text.
(1)
W.K.1.1 RI.K.1 States an
opinion or preference.
Provides an accurate key detail.
Student Name Yes No Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Amazing Animals: Snakes
Collecting Student Information: L.K.1/L.K.2 Knowledge of
Language and Conventions Student Checklist Use conventional writing in STEP 5.5.
Standards
L.K.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.K.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Date:
CCSS Student Name: Yes No
L.K.1.A Uses only drawing to express ideas.
L.K.1.A Prints many upper- and lower-case letters
L.K.1.B Uses frequently occurring nouns and verbs.
L.K.1.C Forms regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes).
L.K.1.D Understands and uses question words (interrogatives)
(e.g., who, what, where, when, why, how).
L.K.1.E Uses the most frequently occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by, with).
L.K.1.F Produces and expands complete sentences in shared
language activities.
L.K.2.A Capitalizes the first word in a sentence and the pronoun I.
L.K.2.B Recognizes and names end punctuation.
L.K.2.C Writes a letter or letters for most consonant and short-vowel
sounds (phonemes).
L.K.2.D Spells simple words phonetically, drawing on knowledge of
sound-letter relationships.
Insert ✓ in the appropriate box.
Prepare individual student copies of this checklist.
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Amazing Animals: Snakes
If/Then Chart If… Then…
RI.K.1 students have difficulty
asking and answering questions about key
details in the text
Reread particular pages to increase familiarity with key details.
Continue lessons focused on recalling and sharing facts.
Practice with student-created language experience informational texts
RI.K.2 students struggle to
retell key details
Provide with relevant pages from a book to recall key details.
Practice with student-created language experience informational texts.
Meet with the student(s) in a small group to
implement similar lessons over time.
RI.K.3
students are not identifying two facts
that are on the same topic
Cut up advertisements into two or three
categories of pictures (e.g., shirts, pants, dishes); ask the students to put the pictures
that belong together in groups. Ask students to use a Fist List to list five facts
on the same topic like “five foods you like.” Ask students to name a topic and then list five
facts related to that topic. As appropriate,
prompt the student to share how the five facts are connected to the each other and the topic.
RI.K.4 students are not using
(accurately) academic vocabulary when
sharing facts about snakes
Frequently read multiple books on the same topic and highlight academic vocabulary
across texts. Provide opportunities for students to hear
academic vocabulary in multiple settings, across content areas, and in conversations
outside content areas. Prompt for academic vocabulary in everyday
conversations.
Incorporate word games into centers and other activities.
RI.K.9
students are not
recognizing similarities and differences
between information in the text
Work with comparing information (one simple fact) in just two sentences. Gradually increase
to comparing a sentence with one simple fact and a sentence with two simple facts.
Work with comparing two pictures of a particular animal, discussing what is similar
and what is dissimilar.
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Amazing Animals: Snakes
If… Then…
W.K.1
student writing does
not reveal an opinion about which book is
better
During dictation, engage the student in orally composing what he or she will write; follow by
sharing the pen (both teacher and student write) to sketch, label, and/or draw.
Continue modeling sketching, labeling, and
writing during whole group and small group instruction.
Provide ample opportunities for student to discuss and work with peers before and during
writing about opinions. Build choices during the school day for
students to form and declare opinions and reasoning for those opinions (e.g., which
option on the lunch menu, which day of the week, which classroom activity, etc.).
L.K.1.A
students use only drawing to express
ideas when writing
Model use of print to express ideas by
transcribing student dictated ideas. Provide students with key words they are likely
to use to express ideas using a word wall, and encourage students to use the word wall to
remind them of how to spell and print words when writing.
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Amazing Animals: Snakes
Teacher Resource: Suggested Gestures and Definitions Use in STEP 1.3.
Page Text Possible Gesture Student-Friendly
Definitions
6 Live all around
the world
Draw a large circle in the air with both hands
8 Scales
that cover
their bodies
Run hands up and down arms
9 Do not
have arms
and legs
Hold arms close to body
10 Big or
little
Hold hands far apart and move
closer
11 Forked Hold up two fingers in “V” Divided into two parts at one end
12 Eat Hold the tip of thumb touching other fingers, tap mouth
15 Born live All snake mothers do not
lay eggs; instead, some baby snakes grow inside
the mother l
15 By them-
selves
Hold up one finger Alone, without their
mothers, without other
snakes
16 Lie
around in the
sun
Hold head and arms back as
though basking in sun
16 Look for food
Hold hand above eyes as though scanning the horizon
Page 53
Amazing Animals: Snakes
Student Resource: Snake Vocabulary Comparison Use in STEP 3.7.
My name is _______________________________.
Huge and Tiny Snakes
My huge and tiny snakes live in the____________________
______________________________________________
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Amazing Animals: Snakes
Student Resource: Connected Facts Use in STEPs 4.6 and 4.7.
My name is _______________________________.
Fact 1
Snakes ________________
_____________________
_____________________
Fact 2
Snakes ________________
_____________________
_____________________
Both of my facts tell about ____________________________________.
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Amazing Animals: Snakes
Student Resource: My Opinion Letter Option 1 Use in STEP 5.5.
This is my opinion! The book I like better is:
Snakes Amazing Animals: Snakes
I like this book better because
_______________________________
_______________________________
_______________________________
From,
_______________________________
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Amazing Animals: Snakes
Student Resource: My Opinion Letter Option 2 Use in STEP 5.5.
This is my opinion! The book I like better is:
Snakes Amazing Animals: Snakes
I like this book better because
From,
__________________________________
Page 57
Amazing Animals: Snakes
Sample Student Work Product #1: STEP 3.4
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden Creative Paperbacks, 2010
STEP 3.4 Task Description: Students participated in shared writing about where snakes live, read the words huge and tiny, and used physical gestures to express their meaning. For STEP 3.4, students are asked to use drawing, writing, or
dictation to express their understanding of huge and tiny. They are also asked to use a key detail to complete a sentence stem about where snakes live and to
incorporate that detail in their drawing.
Transcription
My huge and tiny snakes live in water.
CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist
RI.K.4 RI.K.1
Demonstrates a full and accurate
understanding of the words huge and tiny. Provides an accurate key detail.
Yes No Yes No
✓ ✓
Scoring Rationale: The student’s drawing accurately demonstrates understanding of huge and
tiny by displaying size differences in drawings and labels. The student accurately identifies a key detail about where snakes live (in water),
which is written with words and expressed as waves in the drawing.
Possible Next Steps:
Continue encouraging the use of context clues to determine meanings of unfamiliar words in new texts.
Support the use of new vocabulary words into classroom conversations and in various contexts throughout the school day.
Organize opportunities to brainstorm synonyms and uses for key vocabulary.
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Amazing Animals: Snakes
Sample Student Work Product #2: STEP 3.4
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden Creative Paperbacks, 2010
STEP 3.4 Task Description: Students participated in shared writing about where snakes live, read the words huge and tiny, and used physical gestures to express their meaning. For STEP 3.4, students are asked to use drawing, writing, or
dictation to express their understanding of huge and tiny. They are also asked to use a key detail to complete a sentence stem about where snakes live and to
incorporate that detail in their drawing.
CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist
RI.K.4 RI.K.1
Demonstrates a full and accurate
understanding of the words huge and tiny. Provides an accurate key detail.
Yes No Yes No
✓ ✓
Scoring Rationale: The student’s drawing accurately demonstrates understanding of huge and
tiny by displaying size differences in drawings and labels.
The student expresses enjoyment of reading about snakes but omits a required key detail(s) about where snakes live.
Possible Next Steps:
Read multiple texts on the same topic to build familiarity with key details related to the topic.
Provide student with a topic and scaffold locating key details within a text that
are related to that topic (e.g., what snakes eat; color of snakes, etc.). Structure opportunities to work with a peer to identify key details in familiar
text.
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Amazing Animals: Snakes
Sample Student Work Product #3: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have used a class chart and collaborated
with the teacher to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1
Snakes eat mice.
Fact 2
Snakes eat deer. Both of my facts tell about eating.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text and accurately
describes the connection between those two facts.
Possible Next Steps:
Provide opportunities to work with a partner to retell multiple key details in a variety of texts.
Work with a partner to describe the connection between multiple pieces of information in a text
Provide instruction for basic knowledge of letter sound correspondence for
consonants and prompt student to use in multiple writing contexts.
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Amazing Animals: Snakes
Sample Student Work Product #4: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing
of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1 Snakes eat birds.
Fact 2 Snakes eat monkeys.
Both of my facts tell about what snakes eat.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text and accurately
describes the connection between two pieces of information in an informational text.
Possible Next Steps: Provide less structured, more open-ended opportunities to describe connections
(i.e., without the use of a sentence stem). Provide opportunities to work with a partner to group multiple key details.
Structure opportunities to locate the details needed to support a topic (e.g., “What snakes eat,” The colors of snakes,” etc.) across multiple texts.
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Amazing Animals: Snakes
Sample Student Work Product #5: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing
of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1
Snakes live in the desert.
Fact 2
Snakes live in the water. Both of my facts tell about snakes.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text but does not fully develop/describe the connection between the facts.
Possible Next Steps: Provide frequent opportunities for student to describe connections in familiar
text, with prompting to “tell more” and “explain more of what you mean.” Model/insert descriptions of connections for facts, characters, stories, and
situations (e.g., “These two books are connected because they’re both storybooks.” “Our trip to the zoo and our trip to the museum are connected
because they’re both field trips.”). Organize opportunities to work with a partner to match visuals and then
describe how they are connected (e.g., sorting piles of books by poetry,
storybooks, informational and then describing the connection).
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Amazing Animals: Snakes
Sample Student Work Product #6: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing
of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1 Snakes have forked tongues about
their bodies.
Fact 2 They have scales.
Both of my facts tell about facts about bodies.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text and accurately
describes the connection between two pieces of information in an informational text.
Possible Next Steps:
Provide opportunities to work with a partner to retell multiple key details with a
variety of texts. Supply a topic and ask student to locate key details to support the topic. Encourage spacing between words and application of letter sound knowledge.
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Amazing Animals: Snakes
Sample Student Work Product #7: STEP 5.5
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010
STEP 5.5 Task Description: Students are asked to share their opinions aboutwhich book about snakes should be read in next year’s class (Snakes by Kate Riggs or Amazing Animals: Snakes by Valerie Bodden). Students use a letter format to circle their preference and provide one detail that explains their preference.
Transcription
I like Amazing Snakes. I liked learning how they eat.
CI W.K.1/RI.K.1 Writing and Comprehension Checklist
W.K.1 RI.K.1
States an opinion or preference. Provides an accurate detail.
Yes No Yes No
✓ ✓
Scoring Rationale: The student states an opinion both by circling and by writing the name of the preferred book, and states a reason for preferring one of the texts (“I liked learning how they eat.”).
Possible Next steps:
Encourage elaboration or more description of the key details. Use familiar texts to provide opportunities to determine which key details in the
text made that book a “favorite” or preferred text.
Organize opportunities to work collaboratively with peers to locate and discusskey details in texts.
✓
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Amazing Animals: Snakes
Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task (including
strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)?
What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?
After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:
Comments: