Connecticut Core Standards

Grade K: Retelling Courduroy

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Common Core Standards


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.4 Ask and answer questions about unknown words in a text.

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


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.

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 which they occurred, and provide a reaction to what happened.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.


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.1(a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.1(b) Continue a conversation through multiple exchanges.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.


L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.K.1(a) Print many upper- and lowercase letters.

L.K.1(b) Use frequently occurring nouns and verbs.

L.K.1(c) Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.1(d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

L.K.1(e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

L.K.1(f) Produce and expand complete sentences in shared language activities.

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2(a) Capitalize the first word in a sentence and the pronoun I

L.K.2(b) Recognize and name end punctuation.

L.K.2(c) Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2(d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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

L.K.4(a) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

L.K.4(b) Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

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

Description of Unit

This Kindergarten unit titledRetelling Corduroy” by Cathy A. Feldman and Merry Pannia cited on the Literacy Design Collaborative website is intended to be completed in 4 sessions of ELA/Literacy instruction in the middle of the fall semester following instruction on identifying characters, setting and events in a story.  In this unit, students learn how to retell key events of a story in chronological order. The culminating activity asks students to independently retell the story on their own by completing a beginning, middle, and end graphic organizer.


Connecticut teachers should be aware that several of the standards listed in Section 1 of the document are not later cited in any of the individual lessons. In addition, it is unclear if there is explicit instruction for many of standards listed for the unit. A comprehensive aligned CCSS rubric would enhance the teacher’s ability to sufficiently interpret student performance for many of the standards listed. The instructional time required for daily instruction is noted for only one of the sessions.

Rationale for Selection

The unit is a good example of a unit that gradually removes supports, requiring students to demonstrate their independent capacities. It addresses instructional expectations and is easy to use and understand.  The lessons include appropriate supports for students who are ELL, have disabilities, or who are struggling learners. Extensions for differentiation for accelerated learners are included.