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Jaiden Tedder

Dr. Orr

February 14th, 2019

Teacher Tube Assignment

Section 1:

Grade-Level Standards for Reading Literature

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

RL.4.3 RL.5.3
RL.1.3 RL.3.3
RL.K.3 RL.2.3
Describe in depth a Compare and contrast two
Describe Describe characters in a
With prompting Describe how character, setting, or event or more characters,
characters, story (e.g., their traits,
and support, characters in a in a story or drama, settings, or events in a story
settings, and motivations, feelings) and
identify characters, story respond to drawing on specific details or drama, drawing on
major events in a explain how their actions
settings, and major major events and in the text (e.g., a specific details in the text
story, using key contribute to the sequence
events in a story. challenges. character's thoughts, (e.g., how characters
details. of events
words, actions). interact).

• Grade: 4

• Content Framework: RL 4.3

• Content Being Met: Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g. a character’s thoughts, words, actions)

• Narrative: This video would be beneficial to use in a classroom because it gives clear

descriptions regarding what Standard RL.4.3 requires fourth graders know about

characters, settings, and events in a story. To get the best use from this video, I would

play the first part of it regarding the actual definitions. Then, as the teacher in the video

illustrates, I would read a book to my students. As a class, we could then discuss how the

definitions we learned regarding characters, settings, and events in the story are

connected to the book. This would be a tremendous Gradual Release of Responsibility

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opportunity where we use the video and story together as a class. After going through an

example together, I would then allow the students to either work independently or in

pairs to read their own story and pick out the characters, setting, and event. In doing this,

the students would have multiple opportunities to learn how to pick out those specific

details with me, with one another, and by themselves.

https://www.teachertube.com/video/identifying-characters-setting-and-details-293330
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Section 2:

Grade-Level Standards for Reading Foundational Skills

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

RF.K.3.C RF.1.3.C RF.2.3.C RF.3.3.C RF.4.3.C RF.5.3.C
Taught in Grade 3 Taught in Grade 3
Read common high-frequency Recognize and read Recognize and read Decode and should be and should be
words by sight (e.g., the, of, to, grade- appropriate grade- appropriate multisyllable reinforced as reinforced as
you, she, my, is, are, do, does). irregularly spelled words. irregularly spelled words. words. needed. needed.

• Grade: Kindergarten

• Content Framework: RF. K.3.D

• Content Being Met: Read common high-frequency words by sight (e.g., the, of, to, you,

she, my, is, are, do, does).

• Narrative: This video is particularly helpful because it is specifically for Kindergarten

sight words. I like the little songs that are used for the different words. Several classes

that I have been in—including Learning Theories and Development and Language

Theories—have taught me that young children benefit from using songs and rhymes to

gain knowledge. I would most likely take those songs and teach them to my students so

that they have a better way to remember all of the sight words. Then, after we learn all of

the sight words from the video’s songs, I will have a word wall where I post all of the

words that the students learn and understand. That way, they can see their progress! Over

a few weeks, we will review the different words so that we know what they mean and

how to say them. Finally, we’ll narrow down the words until we have completed them all.
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https://www.teachertube.com/video/kindergarten-sight-words-93849