SOLO PLAN

Teacher’s Name: ​Miss Concepcion School:​ Waipahu Complex: ​Waipahu

Elementary School
Grade: ​Kindergarten Content Area: ​Reading Course Name: ​N/A Period: ​N/A
Student Population:

Total Number of Students: ​17​ Males: ​12​ Females: ​5​ SPED Inclusion: ​0
SPED Pullout: ​0​ ELL: ​5​ GT: ​0

Any Other:​ N/A

Additional Information: ​Students H.H, K.C and H.L are English Language Learners who are LEP
(limited english proficiency). Because English is their second language, they have a more difficult time
with ELA.

Essential Vocabulary:
● Character​: ​any person, animal, or figure represented in a literary work
● Setting:​ time and place in which the story takes place
● Major events:​ an event in the plot that is an essential part of the story
● Beginning:​ setting the scene where characters are introduced and setting is described. The
beginning includes who, when and where
● Middle:​ development plot which what is happening
● End:​ how the problem was resolved, a reflection on what happened
● Key details:​ ​important information about an event like who, what, when, where, why
● Retell:​ to tell a story again in own words

STAGE 1: Desired Results

Students will learn how to retell a familiar story using key
details with prompting and support, if needed.
● Rationale: ​Students must evaluate details in a story to
decide which are important enough to include in the
retelling of a story. By developing their sense of story
Learning Goal: structure, students are developing a strong foundation in
reading comprehension. By understanding the sequence
of events, students will be able to determine the central
message which is a vital component to decoding the
story’s theme. This is a major learning concept that will
follow them to first grade and so forth.
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 ● Skills/Concepts:​ Identify story elements of a book such as
characters, setting and plot. Recall key details of the book
in order to summarize the story. Organize the events of a
story in sequence from beginning, middle and end.
● Depth of Knowledge Level:​ 1 ​2​ 3 4
● DOK Level 1- Recall & Reproduction:
Remember:
o Recall, recognise, or locate basic facts, details,
events, or ideas explicit in texts.
o Define terms.
Understand:
o Identify or describe literary elements (characters,
setting, sequence, etc.)
o Describe/explain who, what, when, or how.
o Write Simple sentences
● DOK Level 2- Skills & Concepts:
Remember:
o Summarize results, concepts, ideas.
o Identify main ideas or accurate generalizations
of texts.
Understand:
o Obtain and interpret information using text
features.
Analyze:
o Categorize/compare literary elements, terms,
facts, details, events.
o distinguish: relevant-irrelevant information;
fact/opinion.
Students must understand that key details are important
information in the story. Students must also know that
retelling a story consists of the beginning, middle and end in
Big Idea(s):
sequence. Students will understand that retelling a story is the
foundation of reading comprehension. In other words,
students must recall events in order to understand or
comprehend a story.
How do I use what I already know in the text to retell a story
Essential Question(s):
using details?
Standards/Benchmarks: CCSS.ELA-LITERACY.RL.K.2:​ With prompting and support,
HCPS III or Common Core retell familiar stories, including key details.

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(select only those that are critical
concepts essential to the solo plan)
General Learner Outcomes
Hawaii State Teacher Standards
Interval of Instruction Necessary to _____ Yearlong
address Goals:
STAGE 2: Assessment Evidence
Summative Assessment/
Performance Task:
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CCSS.ELA-LITERACY.RL.K.3:​ With prompting and support,
identify characters, settings, and major events in a story.
GLO #2: Community Contributor
GLO #3: Complex Thinker
GLO #4: Quality Producer
GLO #5: Effective Communicator
GLO #6: Effective and Ethical User of Technology
● Teacher Performance Standard 1: Learner
Development
● Teacher Performance Standard 2: Learning Differences
● Teacher Performance Standard 3: Learning
Environment
● Teacher Performance Standard 4: Content Knowledge
● Teacher Performance Standard 5: Application of
Content
● Teacher Performance Standard 6: Assessment
● Teacher Performance Standard 7: Planning for
Instruction
● Teacher Performance Standard 8: Instructional
Strategies
______ Semester __X___ Other
The summative assessment will be a paper and pencil
assessment. The students will be filling out a flow map, where
students have to draw and explain what happened in the
beginning, middle and end of the story, The Ant and the
Grasshopper. Skills and concepts that they are being
assessed on are:
❏ Student was able to retell major events of the book.
❏ Student was able to identify characters and setting.
❏ Student summarized the story in chronological order.
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 Success Criteria:
❏ Retell major events in the beginning using key details
from the text
❏ Retell major events in the middle using key details from
the text
❏ Retell major events in the end using key details from
Rubrics for Summative the text
Assessment/Performance Task: Scoring Key:
Green Yellow Red
(MP) (DP) (NY)

Met all three Met two of the Met one or none

success criteria. success criteria. of the success
criteria.

There will be multiple formative assessment points throughout

this unit. I will list them down below:
1. Pre-assessment:​ Prior to introducing the lessons on
standards RL.2 and RL.3, the students took a test
Formative Assessments/ similar to the post test. The students read the story,
Performance Task: The Lion and The Mouse and needed to retell the story
from beginning to end.

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 2. Flow Map Partner work:​ The students will be working
with a partner to sort out major events in chronological
order.

3. Sorting Major Events Flow Map: ​The students will be

working with partners to sort out major events to minor
events, then sorting those events in chronological
order. Students will be working on chart paper
4. Problem & Solution:​ Working individually, students will
need to identify the problem of a story and the solution
to a story.

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 5. “Get the Picture” Activity:​ I will be reading a chunk of
the book and the students must get a visual snapshot
of what was just read, then draw it on an index card. I
will be reading 3 different parts: beginning, middle, and
end so that students understand that beginning is not
just the first page of the book/end is not just the last
page.
6. Participation:​ We will be doing a lot of class
discussions. I will make a note of who is participating
during these discussions and who isn’t.
Rubrics for Formative I will be using this checklist to take data on students
Assessments: fromatively:
● Formative Assessment Checklist
Other assessments that impact report of student learning:
● Running Records (Reading Level)
Other Evidence:
● iReady scores on assigned lessons
● Teacher observations
● Guided Reading Groups
Based on the pre-assessment data, my expected targets for
the students are:
Expected Targets:
- Student L.B will move from yellow (DP) to green (MP).
- Student E.B will move from yellow (DP) to green (MP).
- Student J.B will move from red (DP) to green (MP).
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 - Student K.C will move from red (NY) to yellow (DP).
- Student J.D will move from yellow (DP) to green (MP).
- Student P.F will move from yellow (DP) to green (MP).
- Student H.H will move from red (NY) to yellow (DP).
- Student A.J will move from yellow (DP) to green (MP).
- Student H.L will move from red (NY) to yellow (DP).
- Student S.N will move from red (NY) to yellow (DP).
- Student J.O will move from yellow (DP) to green (MP).
- Student C.P will move from red (NY) to yellow (DP).
- Student L.P will move from yellow (DP) to green (MP).
- Student J.S will move from yellow (NY) to green (MP).
- Student J.T will move from yellow (DP) to green (MP).
- Student A.T will move from red (NY) to yellow (DP).
- Student J.T will move from yellow (DP) to green (MP).
The students’ target set was determined based on the
student’s performance during classwork, sample writings,
running records (reading level), and pre-assessment data.
Below are links to student work as well as a data sheet
● Sample Student Writing
● Data Record Sheet

Pre- Assessment Rubric based on:

Success Criteria:
❏ Retell major events in the beginning using key details
from the text
Rationale for Expected Targets: ❏ Retell major events in the middle using key details from
the text
❏ Retell major events in the end using key details from
the text

Scoring Key:
Green Yellow Red
MP DP NY

Met all three Met two of the Met one or none

success criteria. success criteria. of the success
criteria.

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STAGE 3: Learning Plan
Day 1 Day 2 Day 3 Day 4 Day 5
4/15 4/16 4/17 4/18 4/19

Define character, Read a story, Define major Easter Good Friday

define setting. identify character events. Read the Activity No School
(Introduce) and setting. same story. Sort 8am-10am
(Revisit & Assess) pictures of what is
a major event and
what is not a major
event.
(Introduce)
Day 6 Day 7 Day 8 Day 9 Day 10
4/22 4/23 4/24 4/25 4/26

(9 students will be Define middle, Read a different With the TST, Resource
going to Vision beginning, end. story. Sort with a same
screening.) Sort those major partner the major partner,
events from events. have them
Define problem beginning, middle, (Revisit) order it
and solution. end. from
Re-read story. (Introduce) beginning
Looking at major middle
events, identify end.
which is the (Asess)
problem and
which is the
solution.
(Introduce)

Day 11 Day 12 Day 13 Day 14 Day 15

4/29 4/30 5/1 5/2 5/3
Mid- Assessment:
Define sketch, Get the picture Read a story, have HTY Field Small-group instruction,
labeling to prep for activity using students try by Trip while other students do
the “Get the another book. *set themselves. abcmouse/read a book
Picture” activity. timers. (Assess) on epic and do by
Model the activity. (Revisit) themselves. ​(Targeted
(Introduce) Intervention)
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 Day 16 Day 17 Day 18 Day 19 Day 20
5/6 5/7 5/8 5/9 5/10

TST, Resource Small-group Talent Show Small-grou Read The Grasshopper

instruction, while 8am- 10am p and the Ant, have
other students do instruction, students take Post test.
abcmouse/read a while other (Post- Assessment)
book on epic and students
do by themselves. do
(Targeted abcmouse/
Intervention)
read a
book on
epic and
do by
themselves
.
(Targeted
Intervention)
Materials and Supplies Needed:
● Whiteboard, Expo markers
● Anchor Chart Paper
● Markers
● Computer, Monitor
● Worksheets
● Books

Resources Needed:

● Epic (for read-aloud books)

● iReady (other forms of evidence)
● abcmouse (for classwork during small group instruction)
● Youtube (for songs)
Results and Reflection:

To be completed after Solo weeks.

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2015-2016

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