RI.K.4

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. || ===**Anchor Standard**=== Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. || K.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). || ===**Revised Bloom's Level of Thinking**=== || **Remembering** **:** can the student recall or remember the information? **Understanding:** can the student explain ideas or concepts? **Applying** : can the student use the information in a new way? |||| define, duplicate, list, memorize, recall, repeat, reproduce state classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * ===**Common Core Standard**===
 * Craft & Structure**
 * ===**Information Technology Standard**===

**I can...**

 * Identify unknown words in a text.
 * Frame unknown words in shared reading texts or big books.
 * Use clues (e.g. pictures, etc.) to identify words and word meanings.

**Essential Vocabulary**

 * ====**list, describe, discuss, explain, demonstrate, illustrate, write, sketch**====
 * ====**graphic organizer, text, non-fiction, information, characteristic, opposite**====

**Sample Assessments**

 * Vocabulary FA - Graphic Organizer **

**Differentiation**

 * Utilizing the vocabulary quadrant card, students can choose a quadrant that they would like to present their understanding. Also utilizing the 4 ELA strands (Reading, Writing, Listening/Speaking, and Language), students can select from the following application/creating activities: **


 * 1) **Visual: Create word art that uses synonyms, antonyms or characteristics of the chosen essential vocabulary word. (free hand or using wordle) //Also provides the opportunity to practice technology skills, and utilize information technology and web based resources.//**[| Wordle - Beautiful //Word// Clouds]
 * 2) **Kinesthetic: Act out the word and have the other students guess the word. (Work in teams, partners or individually)**
 * 3) **Tactile: Create a drawing, painting, or clay artwork that demonstrates the word.**
 * 4) **Auditory/Kinesthetic: Make up a simple song or rap about the word.**

** Intervention **

 * Using data from graphic organizer FA and differentiation strategies, students who are not successful at demonstrating understanding are to be pulled for a 20-30 minute small group intervention that focuses on RI.K.4 standard. Use student work during intervention and model the activity. This will clarify whether the student did not understand the process or the actual word/concept. This same process can also be applied to math concepts, skills, and vocabulary. **

**Enrichment**

 * 1) **Create a Voki that says something about the vocabulary word. Voki Weblink**
 * 2) **Using ToonDoo, create a cartoon about the word. ToonDoo Cartoon Maker**
 * 3) **Create your own vocabulary book using Tikatok. Barnes & Noble Storybook Creation Website**

Wordle - Vocabulary Art

 * Synonym FAs (Written)**
 * Barnes & Noble Storybook Creation Website**
 * ToonDoo Cartoon Maker**
 * Voki Weblink**

**Notes and Additional Information**
With assistance, students should understand how a piece of informational text is structured. At this level, students ask and answer questions about words they do not know; they can identify the main print concepts/features of a book and understand the roles of both author and illustrator. Use questions and prompts such as: What do you do when you come to a word you do not know? What can help you? (glossary, use context) What is the job of the author? What is the job of the illustrator? Show me the front of the book. Show me the back of the book.


 * Other integrated standards:**

> purpose and understanding. > understanding. > **writing to compose informative/explanatory** > **texts in which they name what they are writing** > **about and supply some information about the** > **topic.** > **a variety of digital tools to produce and publish** > **writing, including in collaboration with peers.** > **descriptions as desired to provide additional** > **detail.** > **ideas clearly.** > **word relationships and nuances in word meanings.** > **a. Sort common objects into categories (e.g.,** > **shapes, foods) to gain a sense of the concepts** > **the categories represent.** > **b. Demonstrate understanding of frequently** > **occurring verbs and adjectives by relating** > **them to their opposites (antonyms).** > **c. Identify real-life connections between words** > **and their use (e.g., note places at school that** > **are colorful).** > **d. Distinguish shades of meaning among verbs** > **describing the same general action (e.g.,** > **walk, march, strut, prance) by acting out the** > **meanings.** > **conversations, reading and being read to, and** > **responding to texts.** > >
 * 1) RI.K.10 Actively engage in group reading activities with
 * 1) RF.K.1 Demonstrate understanding of the organization and basic features of print.
 * 2) RF.K.4 Read emergent-reader texts with purpose and
 * 1) **W.K.2** **Use a combination of drawing, dictating, and**
 * 1) **W.K.6** **With guidance and support from adults, explore**
 * 1) **SL.K.5** **Add drawings or other visual displays to**
 * 1) **SL.K.6** **Speak audibly and express thoughts, feelings, and**
 * 1) **L.K.5** **With guidance and support from adults, explore**
 * 1) **L.K.6** **Use words and phrases acquired through**