Skills Unit January 16, 2015

Standard 1
Standard 2
Standard 3
Standard 4
Indicator 1
Indicator 1
Indicator 1
Indicator 1
- Asking why do
- Getting students
- giving examples - Asking why do
we need to use
to think on a
of plural nouns
we need to use
the illustrations deeper level of
with their
the illustrations
and words to
understanding.
partner and
and words to
understand the
whole group
understand the
Plot of the story,
- class discussion
characters,
characters, and
about what
setting and plot
setting of a
plural nouns are
of the story.
story.
- working with
- Getting
- Identifying the
their partners to
students to
rules for plural
find the
think about why
nouns.
elements of the
we need to
story
know what
plural nouns are
and why do we
need to know
the different
spellings of
these nouns
Indicator 2
Indicator 2
Indicator 2
Indicator 2
- Discussing the
- Having students - having students - Having students
different ways
go back and
discuss as with
check their own
to change a
prove their
their shoulder
answer to see if
plural word
answers in a
partners who
they understood
- Discussing how
discussing and
the characters
the concept.
we used
supporting their
were and what
- Giving a sparkle
illustrations and
evidence with
the setting was
if they agree or
words to find
the text.
in the story.
a waver if they
the characters,
- Having students - Working
disagree and
setting, and
work together
together in
answering the

Standard 5
Indicator 1
- Having students
use thumbs up,
thumbs down,
and thumbs to
the side for
understanding
what plural
nouns are.
-

Indicator 2
- assessing them
on understanding
the plot, characters
and setting

sequence of
events in a
story (plot and
problem/solutio
n)

Indicator 3
- Why is it
important for
students to
understand how
illustrations and
words help a
person
understand a
plot, setting,
and characters
in a story
- Why is it

as a team to
find the
beginning,
middle, and end
of a story using
the illustrations
and words.
- Having students
give me
examples of
plural nouns
when I give
them the
singular noun.
- Also including
the irregular
nouns so
students can
remember the
rules
Indicator 3
-

teams and
partners on the
worksheet
going back into
the story and
proving their
answers by
writing the page
number of
where they
found the
answer at in the
story.

Indicator 3
-

question in a
complete
sentence if the
respectfully
disagree or
respectfully
disagree and
giving a reason
to support their
answer.

Indicator 3

Indicator 3
- Writing down their
assigned section of
the Plot and giving
a good answer. Also
checking their
classmates answer
to make sure they
answered their
question correctly.

important to
know the
difference
between long I
and short I
words when
spelling them
Indicator 4
-

Indicator 4
- having a
student answer
a question and
they may not
the get the
question correct
but assessing
their answer
and having
another either
respectfully
agree or
disagree
-

Indicator 4

Indicator 4
-