COMMON CORE STANDARDS
Reading Informational Text
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
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.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
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.
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
DESCRIPTION OF LESSON
This Grade Kindergarten lesson titled “Diego Rivera – His World and Ours by Duncan Tonatiuh” and cited on achievethecore.org has an ELA/Literacy suggested instructional time of 4 days. In this lesson, students listen to an illustrated informational narrative read aloud and use literacy skills (reading, writing, speaking and listening) to understand the central message of the book. For the first reading, the teacher reads the entire book with minimal interruptions. The teacher then reads the book in three “chunks”, asking students to discuss text-dependent questions and vocabulary. Art activities are interspersed throughout the lesson to extend student comprehension and analysis of the text. For the culminating task, students are asked to write and draw using evidence from the text to explain how Diego Rivera connected the past, present, and future through his art.
Connecticut teachers are cautioned that the teacher notes and preparation materials will require familiarity to be used effectively. While there are assessment guidelines, a CCSS-aligned rubric should be created to elicit direct, observable evidence of the degree to which a student can independently demonstrate the major targeted standards. The text is not included in the materials; it will need to be secured.
RATIONALE FOR SELECTION
This lesson is an exemplary example of how to focus on challenging sections of a complex informational text. It engages students in a productive struggle through text-dependent questions and other supports that gradually build toward independence. It cultivates student interest and engagement in reading, writing, and speaking about texts. Instruction focuses on building students’ academic vocabulary in context throughout instruction. The lesson plan addresses instructional expectations and is easy to understand and use. The author has uploaded a video of himself reading the book on YouTube. To access this video click the link below.