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LiteracyB e n c h m a r k

LiteracyLiteracy

Teacher’s Guide Grade K • Unit 4 111Week

® B e n c h m a r k e d u c a t i o n c o m p a n y

Unit 4/Week 1 at a Glance

Day Mini-Lessons

ONE • Introduce the Comprehension Strategy: Analyze Story Elements

• Think Aloud and Use the Metacognitive Strategy: Summarize and Synthesize

• Find the Story Elements in a Picture

• Connect Thinking, Speaking, and Writing

• Reflect and Discuss

TWO • Review the Metacognitive Strategy: Summarize and Synthesize

• Use the Comprehension Strategy: Analyze Story Elements

• Connect Thinking, Speaking, and Writing


THREE • Extend the Comprehension Strategy: Analyze Story Elements

• Observe and Prompt for Strategy Understanding


FOUR • Read and Summarize

• Answer Text-Dependent Comprehension Questions: Analyze Story Elements (Level 3: Prove It!)


FIVE • Metacognitive Self-Assessment

• Constructed Written Response

• Ongoing Comprehension Strategy Assessment

Summarize and Synthesize/Analyze Story Elements

Day One

Benchmark Literacy • Grade K • Unit 4/Week 1 ©2014 Benchmark Education Company, LLC2

Lesson Objectives

Students will:

• Analyze story elements: character(s), setting, problem, solution.

• Summarize and synthesize to enhance understanding of story.

• Use academic sentence frames to discuss strategies.

Related Resources

• Home/School Connections (BLM 1)

• BenchmarkUniverse.com

About the Strategy

• Story elements are the parts of a story, including characters, setting, problem, and solution.

• Recognizing story elements enhances a reader’s understanding and appreciation of a story.

• Understanding story elements helps readers create their own stories.

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Getting Started Guide.

Mini-Lessons (20 minutes)

Introduce the Comprehension Strategy: Analyze Story Elements SL.K.1a, SL.K.1b, SL.K.6

Say: Once upon a time, in a deep dark forest, lived three little bears. One day, while they were out, a little girl named Goldilocks knocked on the door. When no one answered, she entered the Bears’ cottage… You know how the tale ends. Like all good stories, this story includes characters (the Three Bears, Goldilocks), a setting (the Bears’ house), a problem (Goldilocks using and breaking the Bears’ things), and a solution (the Bears chasing her away).

Ask: What is your favorite story? Why is it your favorite?

Turn and talk. Ask students to turn to a partner and share their favorite stories and why they are favorites. Ask a few students to share with the whole group.

Explain: When you shared your favorite story with your partner, you may have identified the characters, where and when the story took place (the setting), the main problem in the story, and how it was solved. These parts of a story are called elements. Every good story includes all of these elements (character, setting, problem, and solution). Good readers recognize story elements. We’re going to practice analyzing story elements this week.

Think Aloud and Use the Metacognitive Strategy: Summarize and Synthesize RL.K.2, W.K.7, SL.K.2, SL.K.6

Display Poster 1.

Draw students’ attention to the boy with the red ball in each of the three pictures. (Whiteboard users can use the highlighter tool.)

Explain: When I look at these pictures, the first thing I need to do is figure out what they are trying to show me. One way to do this is by identifying the most important information in each picture. Then, I summarize or put into my own words what is happening in the pictures. Thinking about my own experiences, or synthesizing, helps me understand it even better. Let me show you how I do it.

Comprehension Anchor Poster 1

Day One

©2014 Benchmark Education Company, LLC Benchmark Literacy • Grade K • Unit 4/Week 1 3

Make Content Comprehensible for ELLsUse the following strategies to help ELLs understand the poster content and acquire academic language.

Beginning Read the title of the poster. Discuss what children do at a park or on a playground. If necessary, use gestures to show activities children enjoy , such as swinging on swings or playing ball.

Point to and name objects in the photograph: game, ball, slide, dog, boys, girls.

Beginning and Intermediate Draw and label, or ask ELLs to draw, other playground equipment and games.

All Levels Pair ELLs with fluent English speakers during partner discussions and activities.

Model the use of academic sentence frames to support ELLs’ academic vocabulary and language development. (See suggested sentence frames provided.)

Comprehension Quick-CheckObserve whether students are able to articulate the story elements in the poster. If they have difficulty, use the following additional explicit instruction.

Draw the story map on chart paper.

In the center, write the poster’s title, Play with Me. In the Setting box, write park.

Say: This is the title of the story and the setting. The setting is where and when a story happens.

In the Problem box, write Boy is lonely.

Say: I looked at the picture, and I see kids playing together and one boy all alone. He looks lonely and sad.

Say: Now you find the characters. Characters are the people or animals in a story. Then, find the solution to the problem.

Think aloud: I notice the same boy holding a red ball in each picture. In the top picture, he is sad that he is not playing with the kids. In the picture below, he is still sad, but he is thinking of how to solve his problem. In the last picture, the boy solved the problem. He is playing with the kids. Watching other kids play and not playing with them probably made the boy feel lonely. I’m not surprised that this is how the boy solved the problem. Summarizing and synthesizing helps me understand the story.

Write your summary and synthesis on chart paper. Ask students to add to the summary.

Post the summary and synthesis on the wall as a Summarize and Synthesize anchor chart, or invite students to write them in their reading journals or notebooks to use in the future.

Find the Story Elements in a Picture RL.K.3, SL.K.1a, SL.K.1b, SL.K.2

Ask students to use the pictures to identify the story elements.

Point out that the story elements include characters, setting, problem, and solution.

Help students by prompting them to recall what foxes are like in other stories they know.

Provide the following academic sentence frames to support ELLs and struggling students:

The main character is .A setting is when or where a story happens. This story happens at

.The boy is sad because . The boy becomes happy when .

Connect Thinking, Speaking, and Writing W.K.7, L.K.6

Write down the story elements students identify and reread as a group. Give students the opportunity to expand on their shared writing.

Reflect and Discuss SL.K.1a, SL.K.1b, SL.K.2, SL.K.6

Ask and discuss the following questions: • Why is it important to identify and analyze story elements? How does

this help you as a reader?• How did summarizing and synthesizing help you understand the

picture?

Connect and transfer. Say: Remember, you can look for story elements in a text, too. Tomorrow, we will practice looking for story elements in a text.

Day One


Support Special Needs LearnersSupport visual learners and students with attention issues by projecting the whiteboard version of the posters. Allow students to come to the whiteboard and circle, underline, or highlight the story elements. Invite them to label what they see.

Access the story map provided on the whiteboard. Record story elements with students.

Provide opportunities for active involvement. For example, assign students the roles of the different characters and let them retell the story of each poster.

Access the image bank for enlarged images that students can use to practice summarizing and synthesizing as well as identifying story elements.

Home/School ConnectionsOn Day 1, distribute copies of Home/School Connections (BLM 1). Each day during the week, assign one of the six home/school connection activities for the students to complete. Ask them to bring their completed assignments to class the following day. Make time at the beginning of each day for students to share their ideas.

Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to practice identifying story elements. See the Leveled Text Titles chart provided at the back of this Teacher’s Resource System.

Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Individual Reading Conference Form on page 32 of Informal Assessments for Reading Development to help guide your conferences.

Phonics Workshop (20 minutes)

Use the Day 1 instruction in Benchmark Phonics StartUp Level 2 Unit 5, page 34.

Benchmark Literacy • Grade K • Unit 4/Week 1 ©2010 Benchmark Education Company, LLC

BLM 1

Name Date

Home/School Connections: Analyze Story Elements

1. Make Text-to-World Strategy ConnectionsThink of a family story. A family member may help you. Explain to your family member what story elements are and ask him or her to help you list the story elements for your family story. You should include characters, setting, a problem, and a solution. Tell your story at school, and challenge your classmates to identify the story elements. Do they match yours?

2. Make Text-to-Text Strategy ConnectionsIdentify story elements from a story you are reading at home. With help from a family member, write down the title of the story and list the story elements on the same sheet of paper, or say the story elements aloud and have a family member write them for you. Bring your example to school to share with the class.

3. Make a Strategy Connection to MathFind a specific example of a math word problem. With help from a family member, list the story elements: character(s), setting, and problem. You find the solution!

4. Make a Strategy Connection to ScienceThink of a famous scientist you are learning about in school, such as Thomas Edison. What problem did the scientist face? How did he or she solve it? Where? With help from a family member, find out the answers to these questions, and share your findings with the class.

5. Make a Story Map Think of a story you saw, heard, or read. Make a story map to show the different story elements, in words or pictures with labels. Invite a family member to help you. Sign your name and your family member’s name to your story map. Bring it to class to share.

6. Think and Write About the StrategyThink about how learning about analyzing story elements has helped you become a more strategic reader. With help from a family member, write or draw how and when you use this strategy to help you understand what you are reading.

Home/School Connections (BLM 1)

Unit 1: Journals

Teach writing process, writing traits, print concepts, grammar and conventions, and purposeful phonics and sight word connections. Use the explicit mini-lessons for Weeks 10–12.

Day Two


Lesson Objectives

Students will:




Related Resources

• Texts for Close Reading, page 50


• Comprehension Anchor Poster 2 (BLM 2)

• Writing to Sources, page 12



Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Getting Started Guide.


Review the Metacognitive Strategy: Summarize and Synthesize RL.K.3, RL.K.10, RF.K.4, W.K.7, W..K.8, SL.K.1a, SL.K.1b, SL.K.2, SL.K.6

Display Poster 2 with annotations hidden and read aloud the title.

Read aloud the text with students.

Explain: Yesterday when I looked at the poster titled “Play With Me,” I thought about the most important ideas in the pictures and what I already know from my own experiences to tell the story in my own words. I’ll show you how I do this.

Reread sentences 1 and 2. Think aloud: The story begins with Sam. Sam is sad because he wants a home. My dog is from an animal shelter. When we first got him, he was really sad, too. So, I understand how Sam feels.

Reread sentence 3. Think aloud: Rosa wants a dog. When I first got my dog, I felt like Rosa. I think Rosa is going to take Sam home.

Build academic oral language: Reread paragraph 2. Ask students to use what they read and what they know to summarize and synthesize. Encourage students to think aloud. Then ask students to describe their process of summarizing and synthesizing. Reinforce the idea that good readers use their own words and experiences to summarize what happened in a story. They include, or synthesize, their own experiences to deepen their understanding. Support ELLs and struggling readers with the following sentence frames:

The problem is .The crow solves the problem by .Summarizing and synthesizing helped me .

Comprehension Anchor Poster 2 (BLM 2)Texts for Close Reading, page 50


Day Two


Beginning Read aloud the poster title and passage. Point to each character as you say his or her name. For example, say: Sam, Rosa.

Show students other books that have dogs as main characters. Open the books to show pictures of the dogs.

Beginning and Intermediate If you have students whose first language is Spanish, share this English/Spanish cognate: day/el día.



Use the Comprehension Strategy: Analyze Story Elements RL.K.3, RL.K.10, RF.K.4, SL.K.1a, SL.K.1b, SL.K.6

Reread the poster text with students, annotations still hidden.

Say: Now think about the elements that make this story a story.

If necessary, point out that the story includes all the basic elements: characters, setting, problem, and solution.

Say: Let’s look closely at the story to identify the story elements that help us understand the story. Let’s start with the characters. Who are the characters in this story?

Write down the characters students identify. Then reveal the Characters annotation. Say: Did we find both characters? Let’s compare lists.

Build academic oral language. Say: Setting is when and/or where a story takes place. Setting is an important part of a story. Knowing the setting helps readers better understand what they are reading. The author does not tell readers the setting in this story. But you can use clues from the story and your own knowledge to figure it out. Where do you think the story takes place? (pet shop) How do you know? (Sam is sad at first, and pets are sad when they do not have a home and in a pet shop.) Reveal the Setting annotation. Ask: Did we figure out the setting? Let’s compare our idea to the one on the poster.

Connect Thinking, Speaking, and Writing RL.K.3, W.K.7, SL.K.1a, SL.K.1b, SL.K.2, L.K.6

Prompt students to identify the problem in the story and the solution.

Record students’ ideas on chart paper. Then reveal the Problem and Solution annotations.

Say: Let’s compare our ideas to the ideas on the poster. Allow time for discussion.

Characters:

SamRosa

Setting:

pet shop

Problem:

Sam is sad.

Solution:

Rosa takes Sam home.

Comprehension Anchor Poster 2 Sample Annotations


Day Two

Comprehension Quick-CheckTake note of which students can or cannot contribute to the discussion of the Poster 2 story elements. Use the following activity to provide additional explicit instruction for these students.

Use an additional example to help students grasp the difference between the story elements. For example:

The story of the “Three Little Bears” takes place in their .

The main character is . The problem is . The solution is

.

Record the story elements on a graphic organizer. Then write them as a paragraph.

Oral Language ExtensionDuring independent workstation time, pair students to construct oral story elements related to any story they have read. Partner A states the characters and setting. Partner B tells the problem in the story and how it is solved. If necessary, Partner A assists. Then partners pick a new story, and switch roles. Tell students to be ready to report on their story elements during individual conference time.

Home/School ConnectionsAt the beginning of the day, make time for students to share their ideas based on the activity they completed the previous night.

At the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class the following day.

Reflect and Discuss SL.K.1a, SL.K.1b, SL.K.6, L.K.6

Ask and discuss the following questions:• What does it mean to summarize and synthesize, and how does this

help you as a reader?• How does identifying story elements help you better understand

a story?

Connect and transfer. Ask: How will you use what we have practiced today when you read on your own?


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice analyzing story elements. See the Leveled Text Titles chart provided at the back of this Teacher’s Resource System.





Use the Day 2 instruction in Benchmark Phonics StartUp Level 2 Unit 5, pages 35–36.


Day Three

Lesson Objectives

Students will:




Related Resources • Texts for Close Reading, page 51






Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Getting Started Guide.


Extend the Comprehension Strategy: Analyze Story Elements RL.K.3, RL.K.10, RF.K.4, W.K.7, SL.K.1a, SL.K.1b, SL.K.2, SL.K.6

Display Poster 3.

Say: Today you’re going to practice analyzing story elements in the texts we’re reading. Remember to use what you’ve learned. You can summarize and synthesize as you read to help you analyze story elements.

Read aloud the passage or have students read the passage independently or with a partner. Instruct them to locate and list each story element in the appropriate box: Characters, Setting, Problem, and Solution. Students should feel free to underline, circle, or flag key information as they read.

Have individual students or pairs share the story elements they identified. Record students’ findings on the poster. See the sample annotations.

Observe and Prompt for Strategy Understanding SL.K.1a, SL.K.1b, SL.K.6

As students work together, observe those who demonstrate understanding and those who struggle. Use appropriate responsive prompting to provide additional support or to validate students who demonstrate mastery.

Goal Oriented• I am going to read slowly and reread if necessary to locate story

elements: characters, setting, problem, solution.• I am going to summarize and synthesize to identify story elements.

Directive and Corrective Feedback• Who are the characters?• What is the setting?• What is the problem in the story?• How do the characters solve the problem?


Characters:MeganMegan’s dadSetting: shoe storeProblem:Megan has Dad’s shoes.Dad has Megan’s shoes.Solution:They trade.

Comprehension Anchor Poster 3 Sample Annotations


Day Three


Beginning Point to the poster and provide the language for the word shoes. Invite ELLs to point to and say the word shoes with you.

Beginning and Intermediate If you have students whose first language is Spanish, share these English/Spanish cognates: dad/papá, pink/rosa.

Intermediate Describe the poster content in simple language. For example, say: Megan got new shoes. Megan’s dad got new shoes, too. The shoes get mixed up. Megan gets her dad’s shoes. Megan’s dad gets Megan’s shoes. Encourage students to add their own comments about the poster.

All Levels Model the use of academic sentence frames to support ELLs’ discussion of story elements. (See suggested sentence frames provided.)

Comprehension Quick-CheckThe responsive prompts on pages 8–9 are designed to help you meet the needs of individual students. Based on your observations, identify students who may need additional explicit reinforcement of the strategy during small-group instruction or intervention time. Use similar responsive prompts during small-group instruction to scaffold students toward independent use of the strategy.

Home/School ConnectionsAt the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class the following day.

Self-Monitoring and Reflection• What could you do to help yourself analyze story elements?• How does summarizing and synthesizing help you analyze story elements?• How did your own experiences help you summarize the story?

Validating and Confirming• Great job identifying the story elements!• You really understand the story. • I like the way you summarized the story.

Reflect and Discuss RL.K.3, SL.K.1a, SL.K.1b, SL.K.6, L.K.6

Ask and discuss the following questions: • What kinds of texts have you read that include story elements? • Would a story in a newspaper have story elements? Explain.• Why is it important to analyze story elements?

Connect and transfer. Say: Remember that most fiction has story elements. You can use what you have learned to help you analyze story elements. These strategies will help you understand nonfiction, too.









Lesson Objectives

Students will:

• Learn strategies for analyzing questions and finding answers, clues, and evidence in a text.

• Identify and analyze story elements.

• Answer text-dependent story element questions.

• Use academic vocabulary to discuss strategies.

Related Resources • Texts for Close Reading, page 52



• Comprehension Questions (BLM 5)



Day Four


Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Getting Started Guide.


Read and Summarize RL.K.2, RL.K.3, RL.K.10, RF.K.4, SL.K.1a, SL.K.2

Display Poster 4.

Based on the needs and abilities of your students, read aloud the passage or have students read independently or with a partner. Remind students to summarize and synthesize to help them understand what they read.

Build academic oral language. When students have finished, ask individuals or partners to summarize the passage. Encourage ELLs or struggling readers to use this academic sentence frame:

This passage was about .

Answer Text-Dependent Comprehension Questions: Analyze Story Elements (Level 3: Prove It!) RL.K.3, SL.K.2

Say: Sometimes you need to answer questions about a passage you’ve read. Some questions require you to analyze story elements. Today we’re going to read and answer questions about story elements.

Distribute BLM 5 and read Question 1 together. (“What is the story’s setting?”)

Ask: What strategy do you think we need to use to answer this question? If students can’t tell you, say: Is it asking us to identify a sequence of events? Is it asking us to compare? What strategy will we need to use? (analyze story elements) How do you know? (Setting is a story element.)



Say: Think about what words from the question will help us find the answer in the passage. We need to look at the question very closely. What words will help us? (setting) How does this word help? (Setting is when or where a story takes place, so now I know I need to look for a time or place.)

Say: Now we’re ready to reread the passage to find the information we need. We need to find a time, or the name of a place. I’ll skim the first few paragraphs to see if a place and/or time is mentioned. It is! Right in the very first sentence, I read that Fox went to the farm. A farm is a place, so farm must be the answer. The answer was in the text, and I found it by searching for a setting. I’ll choose A.

Have students work independently or with a partner to answer additional text-dependent questions on BLM 5.

Review students’ answers and use the poster as needed to model analyzing questions and rereading to find answers.

Day Four


Beginning Read aloud the poster title and passage. Point to each animal that shoos the fox away and say its name. For example, say: cow, sheep, pig.

Beginning and Intermediate Point to the poster picture of the fox and say: Fox wants to eat Rooster.

Display photos of farm animals from books about farms to show students what the real farm animals look like. Say the real sound that each animal makes and have students imitate you.



Comprehension Questions ( BLM 5)Comprehension Questions ( BLM 5)

Name Date


BLM 5

Shoo, Fox, Shoo!: Comprehension Questions

Directions: Use information from the poster to answer questions 1–4.

1. What is the story’s setting?

A farm

B zoo

C Fox

2. Who is NOT a character in this story?

A Rooster

B Horse

C Farmer

3. What is the problem in the story?

A Rooster ran away.

B Fox wants to eat Rooster.

C Farmer puts Rooster in the coop.

4. 4. Which character solves the problem?

A Fox

B Rooster

C Farmer


Reflect and Discuss the Comprehension Strategy RL.K.1, SL.K.1a, SL.K.1b, SL.K.6

Ask and discuss the following:• What strategy did we use to answer questions about the text? • How did clues in the questions help us find answers in the text?

Connect and transfer. Say: Practice analyzing story elements. This strategy can help you answer questions in all your subjects. It can also help you when you take tests.




Use the Comprehension Question Card for each title and the Comprehension Through Deductive Reasoning Flip Chart to practice answering Level 3 text-dependent comprehension questions.





Day Four

Comprehension Quick-CheckNote whether students are able to analyze each Level 3 text-dependent comprehension question and return to the text to find the information they need to answer the question correctly. If students have difficulty, use small-group reading time for additional practice answering these kinds of questions, which appear on standardized reading assessments. The Comprehension Question Card for each leveled text provides practice questions at four levels of comprehension. The Comprehension Through Deductive Reasoning Flip Chart helps you model the strategies students need to master.

Oral Language ExtensionDisplay Comprehension Anchor Poster 4 during independent workstation time. Invite pairs of students to read and talk about the poster together. Encourage students to generate a list of other animals a fox might want to eat, and to use their list to develop a story about a fox. Remind students to be prepared to share their lists and stories during independent conference time.


At the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class the following day.


Day Five


Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Getting Started Guide, or implement ideas of your own.

Assessment (20 minutes)

Metacognitive Self-Assessment W.K.7, SL.K.1a, SL.K.1b, SL.K.6

Ask students to reflect on their use of metacognitive and comprehension strategies this week. What did they learn? How will they use the strategies in the future? What do they still need to practice, and how can they do this?

Have students share their reflections in one of the following ways: conduct a whole-class discussion, have students turn and talk to a neighbor and then share their ideas with the class, or ask students to record their thoughts in their journals or notebooks.

Constructed Written Response W.K.3, W.K.5, W.K.7, W..K.8, SL.K.5

Distribute copies of Constructed Written Response (BLM 6) and ask students to think of a story or fairy tale. Prompt them to identify the character(s), setting, problem, and solution on the story map. If students are not able to write yet, they may draw each of the story elements, or dictate and as you write.

Work with students individually. Using their story map, have students retell, or summarize, the story in their own words, being sure to include all the story elements. Write down what they say in a one- or two-paragraph summary. Review the summary together.

Read aloud the checklist at the bottom of BLM 6 to help students evaluate their work.

Challenge activity. Students who are able to may also write their summaries, or write them with your help.

Support activity. Help students complete their story maps by providing sentence frames, including the following:

The most important person or animal in the story is .Other characters in the story include .The story takes place .The problem is .The solution is .

Lesson Objectives

Students will:

• Reflect orally on their strategy use.

• Create story map and write a summary based on it.

• Answer multiple-choice and short-answer questions.

Related Resources


• Constructed Written Response (BLM 6)

• Comprehension Strategy Assessments, Grade K


Constructed Written Response (BLM 6)Constructed Written Response (BLM 6)


Name Date

BLM 6

Constructed Written Response:Analyze Story Elements

Story Elements Writing Checklist

_____ I identified a character or characters.

_____ I identified the setting.

_____ I identified the problem.

_____ I identified the solution.

Problem

Characters Setting

Solution

Story Title

Goldilocks and the Three Bears


Day Five

Make Assessments Accessible for ELLsUse the following strategies to help ELLs understand the poster content and acquire academic language.

Beginning Use Constructed Written Response (BLM 6) with ELLs at the beginning proficiency level.

Beginning and Intermediate Use the Comprehension Strategy Assessment as a listening comprehension assessment and scaffold students’ understanding of the text. As an alternative, allow students to tell you about the story elements in one of the Comprehension Anchor Posters you have used during the week.

Intermediate and AdvanceSupport ELLs with academic sentence frames during the metacognitive self-assessment. Possible sentence frames to use are:

I summarize so that .

My summary will include .



Ongoing Comprehension Strategy Assessment

Distribute the Story Elements Comprehension Strategy Assessment passage “Three Eggs” on pages 30—31 of the Grade K Comprehension Strategy Assessment book. Ask students to read the passage and use the information to answer the questions.

Use the results of this assessment to determine students who need additional work with the strategy.

Record students’ assessment scores using the Strategy Assessment Record on page 80 so that you can monitor their progress following additional instruction or intervention.

Provide additional modeling and guided practice during small-group reading instruction using the recommended titles in this Teacher’s Guide.








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