Familiar Stories

Students become engaged in reading through a variety of familiar stories with predictable patterns and illustrations that allow them to anticipate words, phrases, and events on their own.

Unit Summary

In this unit, students are exposed to familiar stories with predictable patterns and illustrations. Exposure to predictable texts is incredibly important for beginning readers as they begin to explore the world of reading independently. Predictable texts are incredibly engaging for students, allowing them to anticipate words, phrases, and events on their own and better follow the storyline sequence of a story. The story patterns also allow students to try and read the stories on their own, using the repetitive texts and pictures as a guide for either reading or pretending to read the story. Predictable texts are also incredibly important for exposing students to phonological awareness concepts in context, particularly rhyme, rhythm, and fluency. In order for students to reap these benefits, however, they need to deeply engage with the stories. This means that the stories need to be read, reread, retold, and reread some more so that students are able to build the confidence they need to pretend to read or read the text on their own. Within the context of this unit, students are only exposed to the text once; therefore, it is the responsibility of the teacher to find ways to bring the stories to life in other parts of the day so that students are able to reap the rewards of engaging with predictable texts or, if necessary, to slow down the pacing of the unit in order to include multiple readings of a text. 

In reading, students will continue to be challenged to ask and answer questions about the texts they read daily. Students will begin to work on retelling what happens to the characters in the story, using key details from the text and illustrations. Because the stories are repetitive in nature, this unit provides a strong foundation for teaching how to retell a story. Another focus of this unit is on understanding how authors and illustrators use illustrations and repetition to help a reader understand the main events in a story. Students will learn how to closely “read” illustrations for subtle clues about character feeling or foreshadowing clues for what is going to happen next in a story. In order to engage deeply in the content, students will continue to develop active participation and discussion habits, allowing them to learn from and with one another. 

In writing, students will continue to write daily in response to the text. In unit 1, the focus was on establishing the routines and procedures necessary for daily writing about reading. In this unit, students will continue to write daily in response to the text, with a focus on using words and pictures to correctly answer the question. 

Texts and Materials

Core Materials

See Text Selection Rationale

Purchase Books Icon Created with Sketch.

Purchase Books

Assessment

This assessment accompanies Unit 2 and should be given on the suggested assessment day or after completing the unit.

Unit Prep

Essential Questions

?

  • How does an author use repetition to help a reader better understand a story? 
  • How does an author use illustrations to help a reader better understand a story? 

Writing Focus Areas

?

In Unit 1, students learned the routines and procedures for daily writing about reading. In this unit, students will continue to write daily in response to the text, with a focus on using a combination of drawings and words to correctly answer the question. Short mini-lessons should be included before students go to write on their own to model how to take ideas from a class discussion and turn them into pictures and words that correctly answer a question. Some students will only be able to use pictures, others will begin to use words, and some may be ready to include more advanced ideas such as inferences, critical thinking, or facts to support their answers. Due to the varying ranges in ability, individualized feedback is incredibly important to ensure that students are progressing toward the target of using a combination of drawings and words to correctly answer a question. 

Language Focus Areas

Pick class-wide or individual focus correction areas to focus on to help students learn the needed structures to make their writing legible. 

Writing-About-Reading Focus Areas

  • Uses a combination of drawings and words to correctly answer the question 
  • Includes an inference, critical thinking, or facts that show basic understanding of question or text. 

Vocabulary

?

Text-based

above around backwards behind busy cozy disturb enough fair finish focused half hunt hush into joy napping near ordinary out over pleasure scared through under upside down wakeful

Academic

author illustrator illustration repetition

Related Teacher Tools:

Intellectual Prep

?

Build Content Knowledge: 

  • Understand philosophy behind repetitive texts and repeated readings of repetitive texts for beginning readers. 

Internalize the Text and Standards: 

  • Read all unit texts with essential questions and target task questions in mind. 
  • Notice how authors use repetition (in words and pictures) to help a reader better understand the story. 
  • Take unit assessment and write exemplar responses for all assessment questions. 
  • Brainstorm learning labs (hands-on play) and literacy centers that connect with the repetitive/familiar texts. 
    • If possible, include multiple copies of the mentor texts in listening centers and library. 
    • Create retelling kits with images from the different texts to support students with retelling different texts independently or in partners. 
    • Include costumes that resemble different characters from the mentor texts in the dramatic play area to support acting out and retelling different components of the stories. 
  • Norm on components of a strong book introduction to ensure that standard RLK.6 (author and illustrator) is reinforced daily. 
  • Determine habits of discussion focus for the unit using targeted speaking and listening standards as a guide. Create a plan for how to introduce and reinforce the targets during daily lessons. 
  • Modify pacing, if desired, to allow for multiple interactive readings or partner readings of the repetitive texts. 
  • Order additional texts for the classroom library that include repetitive structures of familiar patterns. 

Classroom Structures and Routines: 

  • Set up classroom expectations for “participating” in these texts. What are the expectations for chorally saying the repetitive patterns? What are the expectations for volume during that time? 
  • Determine times of days where students can participate in repeated readings of the unit texts in order to build fluency and engagement with the text. After students have participated in the reading multiple times, find a way for students to continue reading the text independently during literacy centers, shared reading, or independent reading.

Content Knowledge and Connections

?

  • Authors use repetition to invoke a particular feeling or sense. 
  • Authors use illustrations to help a reader picture what is happening in a story as if they were there. 

Lesson Map

1

  • The Very Busy Spider

    RL.K.1

    RL.K.2

Explain why the spider has a very busy, busy day, by using details and illustrations to retell key details from a text. 

2

  • Jump, Frog, Jump!

    RL.K.2

    RL.K.3

    RL.K.7

Explain how the illustrations with Jump, Frog, Jump! help you better understand the story, by using the text and illustrations to retell key details from the text. 

3

  • We’re Going on a Bear Hunt

    RL.K.2

Explain what happened when they saw the bear at the end of the bear hunt and why by retelling key details from the beginning, middle, and end, including details about characters and setting. 

4

  • We’re Going on a Bear Hunt

    RL.K.7

Analyze why the author and illustrator switch between color and black-and-white illustrations, by close reading a text to identify key details about author’s craft. 

5

  • We’re Going on a Lion Hunt

    RL.K.3

Explain how the author shows the way the characters are feeling, by using the text and illustrations to retell key details that show character feeling from the beginning, middle, and end. 

6

  • Sitting Down to Eat

    RL.K.2

    RL.K.3

Explain what happened each time a new animal came to the door, by using the text and illustrations to retell key details from the text. 

7

  • Silly Sally

    RL.K.2

    RL.K.3

Explain how Silly Sally got to town walking backwards, upside down, by using illustrations and text to retell key details from the text. 

8

  • The Napping House

    RL.K.2

    RL.K.3

Explain why the author calls the flea the “wakeful” flea, by using illustrations and text to retell key details from the text. 

9

  • A Giraffe and a Half

    RL.K.2

    RL.K.3

Retell some of the things the boy imagined would happen with the giraffe, by using details and illustrations to retell key details from a text. 

10

  • Rap a Tap Tap

    RL.K.2

    RL.K.3

Explain how Bojangles brings music and happiness to everyone he meets, by using details and illustrations to retell key details from a text. 

11

  • Hush! A Thai Lullaby

    RL.K.2

    RL.K.3

Explain if Mama met her goal of putting Baby to bed, by using details and illustrations to retell key details from a text. 

12

  • Caps for Sale

    RL.K.2

    RL.K.3

Explain what happens with the peddler’s caps and why, by using details and illustrations to retell key details about character and setting. 

13

  • Caps for Sale

    RL.K.2

    RL.K.3

Explain how the peddler responds to the monkeys taking all of his caps while he is sleeping, by using details and illustrations to retell key details about character and setting. 

14

Discussion

    RL.K.2

    RL.K.10

    SL.K.1

    SL.K.6

Retell familiar stories by actively engaging in group reading activities with purpose, understanding, and confidence.

15

Assessment

Common Core Standards

Language 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.

  • L.K.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

  • L.K.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.

  • L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Reading Standards for Literature
  • RL.K.1 — With prompting and support, ask and answer questions about key details in a text.

  • RL.K.2 — With prompting and support, retell familiar stories, including key details.

  • RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

  • RL.K.5 — Recognize common types of texts (e.g., storybooks, poems).

  • RL.K.6 — With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

  • RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Speaking and Listening Standards
  • 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.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

Writing Standards
  • 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 (e.g., My favorite book is…).

  • 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.