Brief Summary of Unit (including curricular context and unit goals):

This unit is intended to teach the idea that non-fiction texts provide information to the
reader. Also that each non-fiction story is about a specific topic. The goal of this unit is not
to overload the students with non-fiction texts, but to simply provide the building blocks
they need to understand non-fiction and it purpose. The texts will scaffold from one another
and connect to the students previous learning and exposure.

There will be a number of opportunities for the student to work in whole group instruction
to understand non-fiction texts before being asked to complete the performance task. A
series of ongoing assessments by the teacher will determine if the students are ready to
complete the tasks on their own. The performance tasks allow the students to show their
understanding individually and give the students the opportunity to decide on a non-fiction
text that would interest them.











Unit Title: What is this about? Grade Level: Kindergarten

Subject/Content & Topic Area(s): Reading/Language Arts

Key Words: Main idea, details, text, non-fiction, fiction, author, information, graphic
organizer, biography, auto-biography, informational text

Designed By: Susanna Miller Time Frame: 2 weeks (10
40min sessions)

School District: National Heritage Academies School: Achieve Charter
Academy
Understanding by Design
Final Design Template


Title: What is this about? Subject/Course: Reading/Language Arts

Topic: Main Idea Grade: Kindergarten

Designer: Susanna Miller

Stage 1Desired Results
Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.8 With prompting and support, identify the reasons an author gives to support points in a
text.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
S.IP.00.11 Make purposeful observation of the natural world using the appropriate senses.
S.IA.00.12 Share ideas about science through purposeful conversation

Enduring Understanding(s): Big Ideas
Students will understand that
Authors write books to entertain and
inform
Non-fiction books are about a specific
topic (Main Idea)
Information in the book helps the reader
learn more about the Main Idea
Graphic organizers help to organize and
understand the details/information in a
text.

Essential Question(s):

Why does an author write a book?
What is the author saying?
What is the main idea of this book? How
do I know?
What details support the main idea?
Why use a graphic organizer?

(Knowledge)
Students will know
What an informational text is.
How to find the main idea of a text.
Details in a non-fiction book support the
main idea.
How to create and use a graphic organizer



(Skills)
Students will be able to
Picture walk/skim a book and decide
before reading if it is Fiction or Non-fiction.
Read a story and discuss what the story is
about (main idea).
Think about and identify details that
support the main idea.
Complete a graphic organizer with
appropriate information from a text.


Stage 2-Determine Acceptable Evidence
Performance Task(s)* (2-3 tasks):
Task #1 - Students will choose a non-fiction story to read and then develop a main idea
graphic organizer about their given book. (on-level)
Task #2 - Students will research a topic and write a one page paper (5-7 sentences), that will
express details about their main idea. (high)
Task #3 - With teacher assistance students will read a non-fiction story and draw pictures with
labeling to represent the main idea and details in the story. (low)

Other Evidence :
Teacher observations Teacher will begin the unit and each lesson recalling information that
the students have previously been taught so that the teacher can see if any students are not
understanding the concept. The teacher will also continually ask questions and throughout the
lessons as a formative assessment for the students.
Exit questions Teacher will ask questions about topics read in class or information about
non-fiction texts when leaving the carpet/room so that students can express to the teacher
their understanding.
Small group instruction Reading groups before and during this unit will be focused on
identifying main idea so that the teacher has the opportunity to discuss and assess the
students understanding of main idea and details.
Main Idea graphic organizers completed in class (work samples) After reading a non-fiction
text in class the students will complete as a class several different graphic organizers for
different texts read. This will give the teacher the opportunity to see if the students understand
how to fill out and understand a graphic organizer.
Dialogue with students Teacher will use teacher/student relationships to discuss
understanding of main idea. This could occur during snack time or rest time and be as simple
as a simple conversation about the mornings reading lesson with the student.

Student Self- Assessment and Reflections:
Think, pair, share Teacher will pose a question to the class and the students will have the
opportunity to think about the question, pair up with a partner, and share out their idea. This
will help the student self-assess whether they understand the main idea of a text.
Group discussion - Students will have the opportunity to listen and participate in class
discussion. Based on their own/peers answers the students will be able to decide if they
understand the concept of main idea and details or if they need further instruction.
Thumbs up/thumbs down Students will have the opportunity to vote whether they understand
the concepts talked about during the lesson or need further instruction (this is done with their
heads down and eyes closed)
Journaling Students will have the opportunity to write in their journal what they understand
and what they still need clarified.
Teacher conference The students will know that the teacher is available to talk to if they do
not completely understand a concept taught during the reading lesson.





Performance Task Blueprints-Provide a blueprint for at least one task.
What understandings and goals will be assessed though this task? What essential questions
will be uncovered in this performance task?

Students will understand that
Main idea is what the story is about.
The main idea helps develop the details of a story.
The details of a story provide needed information about a specific topic.
Details expand information on a topic



Essential Questions:
How do I find the main idea in a story?
What details have I read in the story?
Do these details support the main idea?



Through what authentic performance task will students demonstrate understanding? Describe
task(s) in detail so students clearly understand the expectations. (Optional use of GRASPS here)

Task #1

Goal:
Students task is to complete a main idea graphic organizer on their own using a non-fiction
book.
The goal is for the student to understand that a non-fiction story has a main idea which all the
information in the text is geared around.
The problem or challenge for the student is that they will have to complete this individually.
The obstacles to overcome are for the students to seek an adult to help them with the
answers.

Role:
Students role is to be the identifier and writer of the information.
(Parents/teacher/paraprofessional can help read the story if the child is not yet ready to read
on their own)
Student is asked to read/listen to non-fiction story and think critically about the information
presented
The students job is to find at least 3 details that support the main idea of the text.

Audience:
The students audience is the teacher.
They need to be able to express to the teacher that they understand how to find the main idea
of a story and identify supporting details.

Situation:
The context of this task for the student is in the classroom.
The challenge comes in identifying the details and expressing these concepts in their writing.


Product, Performance, Purpose:
Student will develop a graphic organizer from given examples, so that the information they
identify is clearly stated for their audience.

Standards:
Students performance needs to be clearly expressed through their work and development of a
graphic organizer.
Students work will be graded by the teacher based on the rubric.
Students work must meet the requirements of the rubric.

What student products and/or performances will provide evidence of desired
understandings?

Graphic organizers will be discussed in class and
two examples will be given. The students may
choose either one for their performance
assessment.

The developed graphic organizer will provide
evidence that the students understand main idea,
what it is and how to find it. Also it will provide
evidence that the student understands that the
details in a story support the main idea of the text.




The students will present the main idea and
details from the book that they read,
concluding with a few opinion sentences that
encourage students to choose this book from
the library.
By what criteria will student products and performances be evaluated? Provide
standards or rubrics by which the task will be judged.

The student will be evaluated on this performance
based on the following standards:

RI.K.2 With prompting and support, identify
the main topic and retell key details of a
text.

W.K.8 With guidance and support from
adults, recall information from experiences
or gather information from provided sources
to answer a question.



The students product and performance will also
be evaluated based on the attached rubric.




Reading - Analyzing Information : Non-fiction text

Teacher Name: Ms. Miller


Student Name: ________________________________________


CATEGORY 4.0 3.0 2.0 1.0
Identifies
important
information
(Main idea)
Student lists the
main idea of the text
and can discuss the
authors purpose for
writing the text.
Student can
express the main
idea of the text
based on the
information, without
looking at the text
for help.
Student can express
the main idea of the
text, but needs the
book to reference.
Student cannot
express important
information with
accuracy.
Identifies details Student recalls
several (4-6) details
for each main point
without referring to
the text.
Student recalls
several details (3)
without referring to
the text.
Student is able to
locate details (2-3)
when looking at the
text or with
prompting.
Student cannot
recall details with
accuracy.
Graphic
organizer
Students graphic
organizer is clean
and their thoughts
are expressed
without mistakes, in
complete
sentences.
Students graphic
organizer is clean,
organized, and their
main idea and
details are located
in the appropriate
places.
Students graphic
organizer is slightly
messy but is able to
be read and
understood.
Students organizer
is messy with many
mistakes and
teacher needs the
students to help
them read the
information written.
Presentation Student speaks
clearly and is able
to read everything
on their organizer.
They are able to
recall facts that they
did not write down
and share them with
the class. They also
persuade the class
to read the book
and give their
opinion as to why.
Student speaks
clearly and is able
to read everything
on their organizer.
They also persuade
the class to read
the book and give
their opinion as to
why.
Student reads from
their graphic
organizer and
shares with the
class. They do not
persuade the class
to read the book.
Student is unable to
read the information
on their graphic
organizer, or recall
any details from the
text.


Stage 3-Plan Learning Experiences and Instruction
Learning Experiences: Consider the WHERETO elements.
W The students need to understand what Main Idea in a non-fiction text is. Students need to be
able to relate the details of a story to the main idea. This is so the reader has better comprehension of
the information in the text. The students are expected to participate in the class discussion and to
complete given graphic organizers. The students will be judged on their ability to identify and express
main idea, and complete a graphic organizer to interpret the information in the story.

H Several hooks will be used in this lesson such as interactive games, story-telling, and brain pop
videos. These will be incorporated in the daily lessons and help to draw the students into the lesson
and reinforce what they have previously learned about main idea.

E Students will explore this concept in many different ways, whole group, small group, individual
and at home with parents. The homework this month will be specifically geared towards reinforcing
this concept at home.

R Students will be guided to rethink their ideas as we share out in class. Our class is a community
that understands everyone should be given a chance to learn. Based on work with a group or teacher
students will be able to revise any work that they are struggling on, or that maybe is not expressing
the big ideas of the unit. Students will be able to reflect in their journal during the 10 minutes of free
writing time before snack or during provided opportunities.

E Students will be guided toward their goal by teacher led instruction, observations, and
conferences. This provides the adequate feedback for the student and the teacher to work together
and solve any mysteries or unanswered questions that the student might have.

T Differentiation of instruction will be based on the class and individual students understanding.
Small group time is perfect for further development of the lessons, or for re-teaching the lesson.
Specific differentiation is listed in the lesson plans.

O The best sequence of learning opportunities is for the lessons to be scaffolded and build off of
one another. For example starting with one book, rereading it the next day and comparing the two
texts while identifying the main idea.

















Week 1


Monday Tuesday Wednesday Thursday Friday
CCSS
These standards are
what is focused on for
the day, but the other
standards will be
reached at the same
time.
RI.K.2 With
prompting and
support, identify
the main topic
and retell key
details of a text.

RI.K.2 With
prompting and
support, identify
the main topic
and retell key
details of a text.

RI.K.2 With
prompting and
support, identify
the main topic
and retell key
details of a text.

RI.K.1 With
prompting and
support, ask and
answer
questions about
key details in a
text.
RI.K.8 With
prompting and
support, identify
the reasons an
author gives to
support points in
a text.

CC Shift
Text Based
Answers
Writing from
Sources
Text Based
Answers
Text Based
Answers
Writing from
Sources
Objectives
SWBAT
identify the main
idea of a story
SWBAT identify
the main idea of a
story and details
from the story.
SWBAT
identify the main
idea of a story
and details from
the story.
SWBAT
explain the
details from a
story and
connect it to the
main idea.
SWBAT
explain the
details from a
story and
connect it to the
main idea.
I Can
Discuss the main
idea of a story
with a partner.
Identify the main
idea of a story on
my own.
Identify the main
idea of a story
and details.
Examine a story
and identify
important
information in
text.
Examine a story
and identify
important
information in
text.
Vocabulary
Main idea, non-
fiction
Main idea, non-
fiction, details
Main idea, non-
fiction, details
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
HOT?
How do we know
the seasons
change? What is
the evidence?
What is a
difference
between Summer
and Winter? State
the evidence?
Is winter the
same all over the
world?
How are winter
and hibernation
related?
What is different
about animals in
winter?
Materials/Activity
*Introduce Main
Idea
*Read Watching
the Seasons
*discuss main
idea of the story
*Watch Brainpop
on Main Idea
*Revisit main idea
*Watch Brainpop
on Main Idea
*Re-read
Watching the
Seasons
*Make list of facts
in the story as a
class
*Write about
Watching the
Seasons in
journal
*Teacher verbally
tells a story
about a topic the
students are
familiar with
(George
Washington) and
students have to
find the main
idea, and
verbally list facts.
*Reread
Watching
Seasons
*Discuss what it
was about
*Revisit main
idea
*Read Winter
Wonderland
*Have students
think-pair-share
about details
from the story
*Revisit main
idea
*Reread Winter
Wonderland
*Connect to
previous
learning about
hibernation
(science)
*Introduce Main
Idea Graphic
Organizer
*Complete
together on
board for Winter
Wonderland
*Revisit Main
Idea and graphic
organizer
*Do quick story
and main idea
game on the
smartboard
*Discuss
Informational text
and what makes
it informational.
*Read Animals in
Winter
*Discuss
information from
the story
*Complete paper
graphic organizer
as a class


Differentiation
High Students
will complete a
similar activity on
their own in
small reading
groups
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
High Students
will write 3
sentences in their
journal
Low Student
will be able to
draw a picture
instead.
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
High Students
will complete a
similar activity on
their own in small
reading groups
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
Assessment/Exit
Teacher will
observe students
having
discussion about
main idea of a
story
Student will write
in their journal
what the story
was about and
draw an
illustration to
match.
Student will
discuss and talk
about the main
idea of a story
with the teacher
(give one detail
from the story as
an exit
assessment)
Dialogue with
students

Teacher
observations

Thumbs
up/Thumbs
down
Teacher
observations

Students will
complete the
graphic organizer
for Animals in
Winter to turn in


Week 2


Monday Tuesday Wednesday Thursday Friday
CCSS
RI.K.1 With
prompting and
support, ask and
answer
questions about
key details in a
text.
RI.K.8 With
prompting and
support, identify
the reasons an
author gives to
support points in
a text.

W.K.8 With
guidance and
support from
adults, recall
information from
experiences or
gather
information from
provided sources
to answer a
question.

RI.K.2 With
prompting and
support, identify
the main topic
and retell key
details of a text.

W.K.8 With
guidance and
support from
adults, recall
information from
experiences or
gather
information from
provided sources
to answer a
question.

CC Shift
Text Based
Answers
Text Based
Answers
Writing from
Sources
Text Based
Answers
Writing from
Sources
Objectives
SWBAT
explain the
details from a
story and
connect it to the
main idea.
SWBAT
explain the
details from a
story and
connect it to the
main idea.
SWBAT restate
the main idea
and details from
a text
SWBAT
identify the main
idea and express
the details from a
text.
SWBAT create
a graphic
organizer about
a non-fiction text.
I Can
Examine a story
and identify the
main idea and
important details
in a text.
Examine a story
and identify the
main idea and
important details
in a text.
Identify the main
idea and details
in a story, then
complete a
graphic organizer
Examine a story
and identify the
main idea and
important details
in a text.
Create a graphic
organizer that
shows main idea
and details in a
story.
Vocabulary
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
Main idea, non-
fiction, details,
graphic
organizer,
informational
text.
HOT?
Why is the
author writing
this book? What
is different
Why do the
seasons change
here in
Michigan? Why
What is different
about the
seasons in the
book Everything
What new fact
did you learn
about in your
story?
How is the book
Life Cycle of an
Oak Tree like the
things we have
between this
book and
Watching the
Seasons?
do they not
change in a
place like
Arizona or the
desert?
Spring than in the
book Winter
Wonderland?
been learning
about in
Science?
Materials/Activity
*Revisit main
idea and book
from previous
week Watching
the Seasons
*Read Reasons
for the Seasons
*Complete
graphic organizer
as a class

(Begin
Performance
Task)
*Revisit Reasons
for the Seasons
*Introduce a
different type of
Graphic
organizer
*Fill out graphic
organizer as a
class.
*Review details
and important
information
*Read Everything
Spring
*Students will
think and write
about the main
idea in their
journal
*Discuss Main
idea and details
in the story
*Students will
complete graphic
organizer with
minimal help
*Review Main
idea and details
*Put students in
group and give
each a non-
fiction text.
*Based on
pictures and the
text students will
discuss as a
group and fill out
a graphic
organizer.


*Review Main
Idea and details.
*Read Life cycle
of an Oak Tree
*Give students a
graphic organizer
to complete on
their own after
reading the story.

(Performance
task is due)
Differentiation
High Students
will complete a
similar activity on
their own in small
reading groups
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
High Students
will complete a
similar activity on
their own in
small reading
groups
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
High Students
will additionally
write 3 sentences
in their journal
Low Student
will be able to
draw a picture
instead
High Students
will complete a
similar activity on
their own in
small reading
groups
Low Student
will be paired
with a higher
student to help
explain the idea
of main idea.
High Students
will additionally
write 3
sentences in
their journal
Low Student
will be able to
draw a picture
instead
Assessment/Exit
Teacher
observations

Conferencing
with struggling
students
Dialogue with
students

Teacher
observations

Thumbs
up/Thumbs down
Students will turn
in graphic
organizer for
teacher to check
for
understanding.
Students will
share out as a
group.
Graphic
organizer will be
turned in for
grading.

















References

Bancroft, Henrietta . Animals in Winter. New York, NY: HarperCollins; Revised edition, 1996. Print.
Eckart, Edana. Watching the seasons. New York: Children's Press, 2004. Print.
Ellen, Chantal, and Phillip Louis. The reason for the season. Washington, DC: Cub Collection, 2007.
Print.
Esbaum, Jill. Everything spring. New York: Scholastic, 2013. Print.
Smith, Dick, Felix Bernard, and Jacqueline Rogers. Winter wonderland. New York: Scholastic Inc.,
1993. Print.
Tagliaferro, Linda. The life cycle of an oak tree. Mankato, Minn.: Capstone Press, 2007. Print.