INSTRUCTIONAL FOCUS DOCUMENT Kindergarten English Language Arts And Reading

Transcription

1 UNIT OVERVIEW This unit bundles student expectations that address reading and writing skills to create a research plan and gather sources. With adult assistance, students produce information about a topic and then organize the information in preparation for a presentation. Students continue to practice the use of patterns in oral and written language. In Units 04 and 05, students explored phonological awareness, phonics, and print awareness for the purpose of understanding the connection between reading and writing in informational and literary text. Students used their knowledge of letters and sounds to decode words in text and in isolation. Students used comprehension skills to gain meaning from a variety of texts. During this unit, students use the connection between research and the foundations of reading to strengthen their ability to understand all texts. They focus on expository and procedural text to attain an understanding of the grouping of information to develop a research project (with adult assistance). Ongoing phonological awareness is an integral part of the reading process and students continue to manipulate phonemes in a variety of ways to continue the development of reading skills. Phonics skills are also practiced frequently to decode and encode VC, CVC, CCVC, and CVCC words. Students continue to identify and read high-frequency words to help when reading decodable text as they prepare for first grade. In Unit 06B, students will study media in depth to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to read and comprehend expository text. PERFORMANCE ASSESSMENT(S) English Language Arts and Reading Kindergarten Unit 06A PA 01 Click on the PA title to view related rubric. OVERARCHING CONCEPTS UNIT CONCEPTS Patterns Spelling UNIT UNDERSTANDINGS Readers use patterns in language to make new words. Change the middle sound in a word (CVC) to make new words (e.g., change a in mat to e, met). Write a list of the words and read the words aloud. Standard(s): K.3B, K.3C, K.17A, K.18A, K.18B ELPS.c.2A, ELPS.c.2B, ELPS.c.3A, ELPS.c.4A, ELPS.c.5A, ELPS.c.5C page 1 of 23

2 PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS English Language Arts and Reading Kindergarten Unit 06A PA 02 Click on the PA title to view related rubric. Patterns Phonics The ability to quickly read words that are frequently encountered in texts supports the development of fluencyand comprehension. Read aloud at least 25 high-frequency words from a commonly used list. In a small group, read aloud a text and identify (highlight, write, or tell) high-frequency words used. Standard(s): K.3B, K.3D ELPS.c.1E, ELPS.c.1F, ELPS.c.4A, ELPS.c.4B, ELPS.c.4C English Language Arts and Reading Kindergarten Unit 06A PA 03 Click on the PA title to view related rubric. Interpretation Knowledge, Discoveries Researchers ask questions and develop a plan for answering them to gain knowledge and experience new discoveries. In a small group, ask questions about a topic of classwide interest and name at least one source where the answer may be found (with adult assistance as necessary). Standard(s): K.19A, K.19B, K.23A ELPS.c.1B, ELPS.c.1C, ELPS.c.1F, ELPS.c.3C, ELPS.c.3D, ELPS.c.3F, ELPS.c.3G, ELPS.c.4D page 2 of 23

3 PERFORMANCE ASSESSMENT(S) English Language Arts and Reading Kindergarten Unit 06A PA 04 Click on the PA title to view related rubric. After listening to an expository text on a class topic of interest, discuss how the author has grouped the information. Draw pictures and write captions that identify the topic and retell important facts. Using appropriate written conventions revise and edit the captions by adding details and using appropriate spacing (with adult assistance as necessary). Share the information with the class or in a small group. Standard(s): K.9A, K.10A, K.10B, K.10C, K.13C, K.13D, K.13E, K.15A, K.17A, K.18A, K.20A, K.20B ELPS.c.1C, ELPS.c.1E, ELPS.c.2E, ELPS.c.2G, ELPS.c.2I, ELPS.c.3C, ELPS.c.3E, ELPS.c.3G, ELPS.c.3H, ELPS.c.3J, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.5A, ELPS.c.5B OVERARCHING CONCEPTS UNIT CONCEPTS Elements Topic, Facts/Details Conventions Written Conventions Form Expository Interpretation Knowledge, Discoveries UNIT UNDERSTANDINGS Readers use strategies to support understanding of text. Readers choose expository text to gain facts, main ideas, and details. Writers use conventions of written language to communicate clearly and effectively. MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS UNDERDEVELOPED CONCEPT: Students are engaged and more focused on the research process when the topic is of interest to them. page 3 of 23

4 UNIT VOCABULARY Source a document or person that supplies information about a topic or interest Facts/Details support the main idea by telling how, when, what, where, why, how much, and how many Topic what the author is writing about the subject (e.g., polar bears) Caption a title, short explanation, or description accompanying an illustration Open-ended research question a type of question used to encourage many possible responses rather than a single directed one (e.g., What are the effects of watching TV while studying?) SYSTEM RESOURCES OTHER RESOURCES Conventions Alignment Tool: Grade K-3 Capitalization Conventions Alignment Tool: Grade K-3 Grammar Conventions Alignment Tool: Grade K-3 Punctuation ELAR Phonics Scope and Sequence (Kinder) INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS FORMATIVE ASSESSMENT EXAMPLES This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice. page 4 of 23

5 INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS Word Study TEKS Ongoing TEKS Phonics: K.3B, Print K.3C, K.3D Awareness: Vocabulary K.1B, K.1E Development: Phonological K.5D Awareness: Spelling: K.2A, K.2B, K.18A, K.18B K.2C, K.2D, K.2E, K.2F, K.2G, K.2H, K.2I Phonics: K.3A Vocabulary Development: K.5A, K.5B, K.5C Spelling: K.18C FORMATIVE ASSESSMENT EXAMPLES Informal Language Sample Observation data Teacher - Student Conferences Checklist Reader s Notebook Writer s Notebook Portfolio page 5 of 23

6 INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS Shared Reading/Independent Reading TEKS Ongoing TEKS Phonics: K.3B, Print K.3C, K.3D Awareness: Strategies: K.1A, K.1B, K.4B K.1C, K.1D, Culture and K.1E, K.1F, K.1G History: K.9A Phonics: K.3A Expository Strategies: K.4A Text: K.10A, Vocabulary K.10B, K.10C Development: Research Plan: K.5A, K.5B K.19A, K.19B Expository Gathering Text: K.10D Sources: K.20A Listening: Teamwork.: K.21A, K.21B K.23A Speaking: Comprehension K.22A Skills: K.Fig19B, Comprehension K.Fig19D Skills: K.Fig19A, K.Fig19C, K.Fig19E, K.Fig19F FORMATIVE ASSESSMENT EXAMPLES page 6 of 23

7 INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS Writing TEKS Ongoing TEKS Vocabulary Vocabulary Development: Development: K.5D K.5A Writing Writing Process: Process: K.13A, K.13C, K.13B, K.13E K.13D Conventions: Expository and K.16A.i, Procedural K.16A.ii, Texts: K.15A K.16A.iii, Handwriting, K.16A.iv, Capitalization, K.16A.v, K.16B, and K.16C Punctuation: Handwriting, K.17A Capitalization, Spelling: and K.18A, K.18B Punctuation: Gathering K.17B, K.17C Sources: Spelling: K.20B K.18C Teamwork.: Listening: K.23A K.21A, K.21B Speaking: K.22A FORMATIVE ASSESSMENT EXAMPLES page 7 of 23

8 The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS UNIT LEVEL SPECIFICITY Legend: Bold black text in italics: Knowledge and Skills Statement (TEKS) Texas College and Career Readiness Standard () Bold black text: Student Expectation (TEKS) Legend: Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Bold blue text: Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA) Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: Note: Refer to the TEKS Resource System Phonics Scope and Sequence for a year overview of phonics skills by unit. K.3B Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). Use KNOWLEDGE OF LETTER-SOUND RELATIONSHIPS To decode page 8 of 23

9 K.3C Recognize that new words are created when letters are changed, added, or deleted. REGULAR WORDS IN TEXT AND INDEPENDENT OF TEXT Decode apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. Continue CCVC (e.g., initial blends and/or digraphs) and review VC and CVC. Introduce CVCC (e.g. final blends and/or digraphs). Including, but not limited to: VC (e.g., at) CVC (e.g., cat) CCVC (e.g., flat, slat, stop, spin, ship, etc.) CVCC (e.g., sack, fast, rust, etc.) Note: Refer to K.18B for related spelling conventions. Recognize THAT NEW WORDS ARE CREATED WHEN LETTERS ARE CHANGED, ADDED, OR DELETED Including, but not limited to: Beginning letters: add, change, and/or delete the beginning letter(s) in a word to make new words Ending letters: add, change, and/or delete the ending letter(s) in a word to make new words Middle letter: add and/or change the middle sound in a word to make new words page 9 of 23

10 K.3D Identify and read at least 25 high-frequency words from a commonly used list. Identify, Read AT LEAST 25 HIGH-FREQUENCY WORDS FROM A COMMONLY USED LIST Introduce 5-6 high-frequency words, including words with long vowel sounds. High frequency word a small group of words that account for a large percentage of words in print. Often, they are referred to as "sight words" because automatic recognition of these words is required for fluent reading. Sight word a word that is recognized immediately. Note: Sometimes sight words are thought to be only words that are irregular or high-frequency words; (e.g., on the Dolch and Fry lists) however, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular. Possible examples of commonly used lists: Dolch List of Basic Sight Words Fry Instant Word List K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: K.4B Ask and respond to questions about texts read aloud. Ask, Respond TO QUESTIONS ABOUT TEXTS READ ALOUD Including, but not limited to: page 10 of 23

11 Literal questions (e.g., Who is the main character? Where is the story taking place? What is the story about?) Refer to K.Fig19B K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: K.5D E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Use a picture dictionary to find words. Use A PICTURE DICTIONARY TO FIND WORDS K.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors CDS.II.A - Cross-Disciplinary page 11 of 23

12 Standards/Foundational Skills. Reading across the curriculum K.Fig19B Ask and respond to questions about text. Ask, Respond TO QUESTIONS ABOUT TEXT Including but not limited to: Who, what, when, where, and how questions Before, during, and after reading Refer to K.4B K.Fig19D Make inferences based on the cover, title, illustrations, and plot. Make INFERENCES BASED ON THE COVER, TITLE, ILLUSTRATIONS, AND PLOT Inference a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Plot the basic sequence of events in a story. The plot includes the problem and solution. K.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their page 12 of 23

13 understanding. Students are expected to: E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. K.9A Identify the topic of an informational text heard. Identify THE TOPIC OF AN INFORMATIONAL TEXT HEARD Topic what the author is writing about, the subject (e.g., polar bears) K.10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to: K.10A E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Identify THE TOPIC AND DETAILS IN EXPOSITORY TEXT HEARD OR READ, REFERRING TO THE WORDS page 13 of 23

14 AND/OR ILLUSTRATONS Topic the subject of the text (e.g., polar bears) K.10B Retell important facts in a text, heard or read. Retell IMPORTANT FACTS IN A TEXT, HEARD OR READ K.10C Discuss the ways authors group information in text. Discuss THE WAYS AUTHORS GROUP INFORMATON IN TEXT Including, but not limited to: By order of events By concepts K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose. page 14 of 23

15 CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum K.13A K.13C Plan a first draft by generating ideas for writing through class discussion (with adult assistance). Revise drafts by adding details or sentences (with adult assistance). Plan (with adult assistance) A FIRST DRAFT BY GENERATING IDEAS FOR WRITING THROUGH CLASS DISCUSSION Including, but not limited to: Generate ideas or topics by talking with others Select a focused idea or topic Examples of purposes for writing: To entertain To explain To describe To inform Purpose the intended goal of a piece of writing; the reason a person writes Note: This is the first step in the writing process, often referred to as prewriting or planning. Revise (with adult assistance) DRAFTS BY ADDING DETAILS OR SENTENCES Revise changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the page 15 of 23

16 message based on the intended audience K.13D Edit drafts by leaving spaces between letters and words (with adult assistance). Including, but not limited to: Dictate, draw, and/or write to add details (e.g., descriptive words, sensory details, time-order transition words, etc.) Descriptive words typically adjectives that describe a noun Sensory detail a detail in writing that describes what is seen, heard, smelled, tasted, or touched Transitional words and phrases words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are not abrupt jumps or breaks between ideas. Possible examples of time-order transition words: First, next, then, lastly Note: While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. Edit (with adult assistance) DRAFTS BY LEAVING SPACES BETWEEN LETTERS AND WORDS Including, but not limited to: Capitalization (refer to K.17B) page 16 of 23

17 Punctuation (refer to K.17C) Spelling (refer to K.18A) Note: This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling. K.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: K.15A E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose. CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum Dictate or write information for lists, captions, or invitations. Dictate or Write INFORMATION FOR LISTS, CAPTIONS, OR INVITATIONS K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and page 17 of 23

18 punctuation conventions in their compositions. Students are expected to: K.17A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression). Form UPPER- AND LOWER-CASE LETTERS LEGIBLY USING THE BASIC CONVENTIONS OF PRINT (LEFT-TO-RIGHT AND TOP-TO-BOTTOM PROGRESSION) Including, but not limited to: Gain control of penmanship, such as pencil grip, paper position and beginning stroke Use appropriate spacing K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: K.18A Use phonological knowledge to match sounds to letters. Use PHONOLOGICAL KNOWLEDGE TO MATCH SOUNDS TO LETTERS Phonological knowledge/awareness an umbrella term that is used to refer to a student s sensitivity to the sound structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes. Note: Refer to K.3 and K.18B for related phonics and spelling skills. page 18 of 23

19 K.18B Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"). Use LETTER-SOUND CORRESPONDENCES TO SPELL CONSONANT-VOWEL-CONSONANT (CVC) WORDS (e.g., cut) Note: Refer to K.3B for related phonics skills. K.19 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: K.19A E/LAS.V.A - English/Language Arts/Research. Formulate topic and questions. CDS.II.C - Cross-Disciplinary Standards/Foundational Skills. Research across the curriculum CDS.II.C3 - Cross-Disciplinary Standards/Foundational Skills. Refine research topic based on preliminary research and devise a timeline for completing work. Ask questions about topics of class-wide interest (with adult assistance). Ask (with adult assistance) QUESTIONS ABOUT TOPICS OF CLASS-WIDE INTEREST Open ended research questions a type of question used to encourage many possible responses rather than a single directed one (e.g., What are the effects of watching TV while studying?) page 19 of 23

20 K.19B Decide what sources or people in the classroom, school, library, or home can answer these questions (with adult assistance). Decide (with adult assistance) WHAT SOURCES OR PEOPLE IN THE CLASSROOM, SCHOOL, LIBRARY, OR HOME CAN ANSWER THESE QUESTIONS Possible examples of sources: Books, websites, newspapers, magazines, librarians, local experts K.20 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: K.20A E/LAS.V.B - English/Language Arts/Research. Select information from a variety of sources. E/LAS.V.B1 - English/Language Arts/Research. Gather relevant sources. E/LAS.V.B4 - English/Language Arts/Research. Use source material ethically. Gather evidence from provided text sources (with adult assistance). Gather (with adult assistance) EVIDENCE FROM PROVIDED TEXT SOURCES Including, but not limited to: page 20 of 23

21 Determine, locate, and explore relevant text sources that address the research question K.20B Use pictures in conjunction with writing when documenting research (with adult assistance). Use (with adult assistance) PICTURES IN CONJUNCTION WITH WRITING WHEN DOCUMENTING RESEARCH Note: Refer to K.15A for related writing skills. K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: E/LAS.III.A - English/Language Arts/Speaking. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information). E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews). CDS.I.E - Cross-Disciplinary Standards/Key Cognitive Skills. Work habits page 21 of 23

22 K.23A Follow agreed-upon rules for discussion, including taking turns and speaking one at a time. Follow AGREED-UPON RULES FOR DISCUSSION Including, but not limited to: Taking turns Speaking one at a time ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. Choose appropriate ELPS to support instruction. page 22 of 23

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