ELA K Chrysanthemum

Common Core State Standards for English Language Arts: K-12 Close Reading Task. This is a reading task meant to challenge the students with vocabulary and analysis of the text. 

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSS.ELA-Literacy.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
CCSS.ELA-Literacy.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-Literacy.RL.K.4
Ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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...
CCSS.ELA-Literacy.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Text-Dependent Questions:

  • How do we know that Chrysanthemum likes to see her name written differently?
  • What happened at school to make Chrysanthemum not like her name anymore?
  • Why would Chrysanthemum think dreaming about the name Jane was a “pleasant dream?”
  • Why was Mrs. Twinkle’s first name important to Chrysanthemum?
  • How did the other children react when they learned her name?
  • How did Chrysanthemum feel when Mrs. Twinkle said she was considering Chrysanthemum as a name for her daughter?
  • How did the other children react upon hearing Mrs. Twinkle was considering Chrysanthemum as a name for her daughter? 

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

  • Depending on the number of children who fit into the groups mentioned above, small groups could be created to assist with writing task and
  • comprehension of the book. Students should be able to draw their own picture, but may need help with sounding out and writing words. This can
  • be done with peer tutors, small groups, or volunteers. The book can be placed in a listening center and students can have the opportunity to visit
  • the center at least once per day. Graphic organizers and writing stems can also be created and posted to assist in comprehension and writing.