English Language Arts Grade K 1 st Quarter

Transcription

1 State Standard L.K.2a L.K.6 Topic Standard Statement Lorain City School District English Language Arts Grade K 1 st Quarter Days Clear Learning Target Content Standard Vocabulary Resource [adopted and supplemental] Essential Questions Smart Start & Units 1 & 2 Thematic Questions Smart Start: How is everyone special? Who is in your family? What can you do? Unit 1: How can we get along with new friends? How do baby animals move? How can your senses help you learn? Unit 2: How do tools help us explore? What shapes do you see around you? What kind of bug do you know about? Capitalize the first 15 I can capitalize capitalize Why do the rules word in a sentence the first word in of language and the pronoun I. a sentence. pronoun Conventions of Standard English Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read to, and responding to texts. I can capitalize the pronoun I in a sentence. 6 I can discover new words and phrases through reading, and listening, and conversation. I can use my new words and phrases when speaking and writing. list phrase Online Interactive Games Sentence Builder Online Interactive Games Category Words Mini Lessons BrainPOPJr - WORDS What does it take to communicate clearly? When a word doesn t make sense, what can I do? I do I use what I know to figure out what I don t know? Assessment & Notes Language Language Student Journals Discussion Question and Answers

2 RF.K.1 RF.K.2c Print Concepts Phonological Awareness Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Blend and segment onsets and rimes of single- syllable spoken words. 15 I can hold a book correctly. I can recognize that books are read from left to right and top to bottom. I can recognize that words are separated by spaces before and after them. I can recognize upper- and lowercase letters. 11 I can blend sounds into words. I can segment words into sounds. I can blend letter sounds to say a single- syllable word. left right order right- side up text uppercase letter lowercase letters blend segment initial/onset sound rime end sounds Online ebooks Big Books & Reading/ Workshop Classroom Library - Big Books, Trade Books, Leveled Readers, Library Books Online Interactive Games Phonemic Awareness Letter Blending Cards Quick Erase Starfall Learn to Read readers do? writers do? Why are sounds and letters important? How do sounds and letters create words? Language Checklist Unit 1 Assessment

3 Sounding Out Words Games RI.K.7 Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8 I can look at an illustration and describe what I see. I can explain how illustrations help me understand the book. informational text bold print caption picture key Phonics Practice Leveled Nonfiction Books Big Books Online Weekly Opener Videos & Images In what ways does creative choice impact an audience? Whose story is it, and why does it Oral Presentations Questions Weekly Assessments Units 1 & 2 Assessments, Benchmark Test 1 RI.K.9 Integration of Knowledge and Ideas With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 6 I can identify how two texts on the same topic are alike. I can identify how two texts on the same topic are different. alike different Posters Online Interactive Read Alouds In what ways does creative choice impact an audience? Whose story is it, and why does it Reading for Informational Text Research and Inquiry Student Checklists

4 RI.K.10 RL.K.2 Range of Reading and Level of Text Complexity Key Ideas and Details Actively engage in group reading activities with purpose and understanding. With prompting and support, retell familiar stories including key details. 5 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read. 9 I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details. attentively eye contact key detail retell Classroom Library Big Books Online Weekly Opener Videos & Images Online Time for Kids Articles readers do? Am I clear about what I just read? How do I know? readers do? Am I clear about what I just read? How do I know? of Partner Reading Behavior Checklists Benchmark Test 1 Discussion Oral Presentations Student Pictures Journals

5 RL.K.10 SL.K.1 Range of Reading and Level of Text Complexity Comprehens ion and Collaboratio n Actively engage in group reading activities with purpose and understanding. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 10 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read. 20 I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas. attentively eye contact mimic discussion idea Classroom Library Big Books Online Weekly Opener Videos & Images Daily Class Meetings and Discussions Online Reading/ Workshop Mini Lessons Education Board Builder readers do? Am I clear about what I just read? How do I know? What makes meaningful collaboration? Making meaning from a variety of sources. What will help? of Partner Reading Behavior Checklists Education Board Builder Individual or Small Group Presentation Wrap up the Week Activities Research & Inquiry Student Checklists

6 W.K.3 Text Types and Purposes 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. 15 I can tell a story about something that happened. I can tell what happened first, next, and last. first next last label title observation Daily Opportunities Journals Education Prompt Builder BrainPOPJr. writers do? What s my purpose and how do I develop it? Student Journals Rubrics End 1 st Quarter (9 Weeks)

7 State Standard Topic Standard Statement Lorain City School District English Language Arts Grade K 2 nd Quarter Days Clear Learning Target Content Standard Vocabulary Resource [adopted and supplemental] Essential Questions Assessment& Notes Units 3 & 4 Thematic Questions Unit 3: What rules do we follow in different places? What are the different sounds we hear? What places do you do to during the week? L.K.1f L.K.2a L.K.2b Unit 4: What do people use to do their jobs? Who are your neighbors? How can people help to make your community better? Conventions 16 I can speak in Think Pair of Standard complete Share English sentences. Conventions of Standard English Conventions of Standard English Produce and expand complete sentences in shared language activities. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. I can make my sentences better. 5 I can capitalize the first word in a sentence. I can capitalize the pronoun I in a sentence. 12 I can recognize and name end punctuation such as question mark, exclamation descriptive complete sentence details adjective capitalize pronoun question mark exclamation point period Discussions Question and Answer BrainPOPJr - WORDS Online Interactive Games Sentence Builder Online Interactive Games Sentence Why do the rules of language What does it take to communicate clearly? Why do the rules of language What does it take to communicate clearly? Why do the rules of language Language Discussion Question and Answers Language Rubrics Language

8 point, and period. Builder What does it take to communicate clearly? Student Journals RF.K.2a Phonological Awareness Recognize and produce rhyming words. 8 I can recognize words with the same end sound. I can recognize that words with the same end sound rhyme. end sound rhyme Starfall Learn to Read Rhyming Match Cards & Puzzles Why are sounds and letters important? How do sounds and letters create words? Rubrics Checklist RF.K.2c Phonological Awareness Blend and segment onsets and rimes of single- syllable spoken words. I can rhyme one word with another. 15 I can blend sounds into words. I can segment words into sounds. blend segment syllable Letter Blending Cards Quick Erase Starfall Learn to Read Why are sounds and letters important? How do sounds and letters create words? Checklist Sounding Out Words Games Phonics Practice

9 RF.K.3b Phonics and Word Recognition Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. 24 I can say the most common long and short sound for the five vowels. vowel ABCya Alphabet Games Clifford Sound Match Game Starfall - ABCs PBS Kids Letter Games Alphabet Resources Phonics Practice How do sounds and letters create words? When a word doesn t make sense, what can I do? Checklist Daily Work Picture Sorts Unit 3 & 4 Assessments, Weekly Assessments, Benchmark Tests 1 & 2 RI.K.4 RI.K.8 Craft and Structure Integration of Knowledge & Ideas With prompting and support, ask and answer questions about unknown words in a text. With prompting and support, identify the reasons an author gives to support points in a text. 5 I can identify words I do not know in a text. I can ask questions about words I do not know in a text. 1 I can identify why an author wrote a text. (No applicable vocabulary) point reason Letter Sounds **under- represented standard in, supplement with daily opportunities to summarize, such as I can identify the points an author makes in a text (e.g., Everyone should recycle.). Author s Choice: Why does it What makes a story a great story? In what ways does creative choice impact an audience? Whose story is it, and why does it Discussions s Reading for Informational Text Formative

10 I can identify the author s reasons to support main points. (e.g., Everyone should recycle because landfills are becoming full.) Jumbled Summary or Alphabet Summary activities from Strategies That Work Reference Cards Assessments from Strategies That Work Reference Cards RL.K.2 SL.K.1 Key Ideas and Details Comprehensio n and Collaboration With prompting and support, retell familiar stories including key details. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the 19 I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details. 7 I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas. key detail retell discussion idea Online Time for Kids Articles Daily Class Meetings and Discussions Online Reading/ Workshop Mini Lessons Education Board Builder readers do? Am I clear about what I just read? How do I know? What makes meaningful collaboration? Making meaning from a variety of sources. What will help? Discussion Oral Presentations Student Pictures Journals Education Board Builder Individual or Small Group Presentation Wrap up the Week Activities Research & Inquiry Student Checklists

11 SL.K.4 W.K.3 Presentation of Knowledge and Ideas Text Types and Purposes topics and texts under discussion). b. Continue a conversation through multiple exchanges. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 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. 2 I can identify familiar people, places, things, and events. I can use details to describe familiar people, places, things, and events. 12 I can tell a story about something that happened. I can tell what happened first, next, and last. familiar people place thing event detail first next last label title observation *under- represented standard in, supplement with daily collaborative opportunities from Strategies That Work Reference Cards Daily Opportunities Journals Education Prompt Builder BrainPOPJr. What makes a presentation great? What I say versus how I say it, does it really writers do? What s my purpose and how do I develop it? of Collaborative Learning Activities, such as Think Pair Share & Small Group Learning/ Workstations Wrap up the Week Activities Research & Inquiry Student Checklists Student Journals Rubrics

12 W.K.6 W.K.7 Production and Distribution of Research to Build and Present Knowledge With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 1 I can work with my teacher and others to learn about digital tools that produce and publish writing. 12 I can research a topic with others. I can define research and explain how it is different from other types of writing. digital tool publish research topic *under- represented in SMARTBoard SMART Notebook ipad apps Venn, Educreations, Notes, Photos/Photo Booth Education - BoardBuilder Wrap up the Week Activities Daily Message Shared clearly: What makes a difference? Final product: What does it take? researchers do? Rubrics Education Board Builder Individual or Small Group Presentation Wrap up the Week Activities Research & Inquiry Student Checklists Wrap up the Week Activities Student Journals Rubrics I can work with others to write about a research topic. Daily Opportunities Journals Education Prompt

13 End 2 nd Quarter (9 Weeks) Builder BrainPOPJr.

14 State Standard Topic Standard Statement Lorain City School District English Language Arts Grade K 3 rd Quarter Days Clear Learning Target Content Standard Vocabulary Resource [adopted and supplemental] Essential Questions Units 5 7 Thematic Questions Unit 5: What do living things need to grow? How do living things change as they grow? What kinds of things grow on a farm? Unit 6: How are the seasons different? What happens in different kinds of weather? How can you stay safe in bad weather? Assessment & Notes Unit 7: How are some animals alike and how are they different? How do you take care of different kinds of pets? Where do animals live? L.K.1c Conventions of Standard English 14 I can form plural nouns. plural noun Journals Discussions Journals L.K.1d L.K.6 Conventions of Standard English Vocabulary Acquisition and Use Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogative) (e.g., who, what, where, when, why, how). Use words and phrases acquired through conversations, reading and being read to, and responding to texts. I can make the correct plural noun when writing or speaking. 7 I can use question words correctly when writing or speaking. 14 I can discover new words and phrases through reading, and listening, and conversation. question word list phrase BrainPOPJr - WORDS Wrap up the Week Activities Online Interactive Games Category Words Mini Why do the rules of language What does it take to communicate clearly? Why do the rules of language What does it take to communicate clearly? When a word doesn t make sense, what can I do? I do I use what I know to figure out what I don t Think Pair Share Unit 6 Assessment Daily Discussion of Clear Learning Targets and Thematic Topics Language Student Journals

15 RF.K.2e Phonological Awareness Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. I can use my new words and phrases when speaking and writing. 30 I can add or change the beginning, middle, or end sound to make new words. end sound beginning middle end blend Lessons BrainPOPJr - WORDS Letter Blending Cards Quick Erase Individual White Boards know? Why are sounds and letters important? How do sounds and letters create words? Discussion Question Answers Checklist RF.K.3b Phonics and Word Recognition Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. 14 I can say the most common long and short sound for the five vowels. I can identify the five major vowels. vowel long vowel sound short vowel sound Starfall Learn to Read ABCya Alphabet Games Clifford Sound Match Game Starfall - ABCs PBS Kids Letter Games Alphabet Resources How do sounds and letters create words? When a word doesn t make sense, what can I do? Checklist Daily Work Picture Sorts Units 5 & 7 Assessments, Weekly Assessments, Benchmark Tests 1 & 2 Phonics Practice Letter Sounds

16 RF.K.3d RI.K.3 Phonics and Word Recognition Key Ideas and Details Distinguish between similarly spelled words by identifying the sounds of the letters that differ. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 11 I can identify words with similar spelling. I can identify the letter sound that is different in words with similar spellings. 5 I can describe the connection between two individuals, events, ideas, or pieces of information in a text. similar different individual event idea piece of information connection Online Interactive Games & Activities: Phonics, Build Words Phonics Practice Online Graphic Organizers Word/ concept Webs Discussions How do sounds and letters create words? When a word doesn t make sense, what can I do? readers do? Am I clear about what I just read? How do I know? Checklist Daily Work Unit 6 Assessment, Benchmark Test 2 Questions and Answers RI.K.6 RI.K.10 Craft and Structure Range of Reading and Level of Text Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Actively engage in group reading activities with 8 I can name the author and illustrator of a text and tell what each does to make a book. author illustrator Online Time for Kids Articles 9 I can follow the attentively Classroom rules my eye contact Library teacher gives Author s choice: Why does it What makes a story a great story? readers do? s of Partner Reading

17 RL.K.2 RL.K.5 Complexity Key Ideas and Details Craft and Structure purpose and understanding. With prompting and support, retell familiar stories including key details. Recognize common types of texts (e.g., storybooks, poems). for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read. 15 I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details. 6 I can listen to and look at different types of texts. I can explain that some texts look the same and some look different. key detail retell text storybook poem play Big Books Online Weekly Opener Videos & Images Am I clear about what I just read? How do I know? readers do? Am I clear about what I just read? How do I know? Author s choice: Why does it What makes a story a great story? Behavior Checklists Weekly Assessment Discussion Oral Presentations Student Pictures Journals Discussion I can recognize

18 RL.K.6 RL.K.7 RL.K.10 Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story the illustration depicts. Actively engage in group reading activities with purpose and understanding. when a text is a storybook, poem, play, etc.) 10 I can explain the author wrote the words in a book. I can explain that the illustrator made the pictures in a book. 6 I can look at an illustration and describe what I see. I can explain how illustrations help me understand the book. 10 I can follow the rules my teacher gives for listening. author illustrator illustrations attentively eye contact mimic Poetry Books Nonfiction Classroom Library Big Books I can listen by facing the speaker, sitting still, and Online making eye Weekly Author s choice: Why does it What makes a story a great story? In what ways does creative choice impact an audience? Whose story is it, and why does it readers do? Am I clear about what I just read? How do I know? Discussion Benchmark Test 2 Question/ Answer Discussions of Partner Reading Behavior Checklists

19 SL.K.1 W.K.6 Comprehens ion and Collaboratio n Production and Distribution of Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. contact. I can ask and answer questions about what is being read. 10 I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas. 1 I can work with my teacher and others to learn about digital tools that produce and publish writing. discussion idea digital tool publish Opener Videos & Images Daily Class Meetings and Discussions Online Reading/ Workshop Mini Lessons Education Board Builder *under- represented in SMARTBoard SMART Notebook What makes meaningful collaboration? Making meaning from a variety of sources. What will help? clearly: What makes a difference? Final product: What does it take? Education Board Builder Individual or Small Group Presentation Wrap up the Week Activities Research & Inquiry Student Checklists Rubrics Education Board Builder Individual or Small Group Presentation

20 W.K.7 Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 18 I can research a topic with others. I can define research and explain how it is different from other types of writing. I can work with others to write about a research topic. research topic ipad apps Venn, Educreations, Notes, Photos/Photo Booth Education - BoardBuilder Wrap up the Week Activities Daily Message Shared Daily Opportunities Journals Education Prompt Builder researchers do? Wrap up the Week Activities Research &Inquiry Student Checklists Wrap up the Week Activities Student Journals Rubrics BrainPOPJr. End 3 rd Quarter (9 Weeks)

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22 State Standard Topic Standard Statement Lorain City School District English Language Arts Grade K 4 th Quarter Days Clear Learning Target Content Standard Vocabulary Resource [adopted and supplemental] Essential Questions Assessment & Notes Units 8 10 Thematic Questions Unit 8: What can help you go from here to there? What do you know about our country? What do you see in the sky? Unit 9: How can you help out at home? citizens do? How can things in nature be used to make new things? Unit 10: What can happen when we work together? In what way are things alike? How are they different? What ideas can you suggest to protect the L.K.1d Conventions of Standard English Understand and use question words (interrogative) (e.g., who, what, where, when, why, how). 15 I can use question words correctly when writing or speaking. environment? question word Wrap up the Week Activities Why do the rules of language What does it take to communicate clearly? Checklists Daily Discussion of Clear Learning Targets and Thematic Topics L.K.1e Conventions of Standard English Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). 10 I can use common prepositions correctly when writing or speaking. preposition Journals Education Board Builder Why do the rules of language What does it take to communicate clearly? Language Education Board Builder Individual or Small Group Presentation

23 L.K.1f Conventions of Standard English Produce and expand complete sentences in shared language activities. 13 I can speak in complete sentences. I can make my sentences better. descriptive complete sentence details adjective Think Pair Share Discussions Question and Answer BrainPOPJr - WORDS Why do the rules of language What does it take to communicate clearly? Language Discussion L.K.4 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 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 1 I can identify words that have more than one meaning. I can use a word that has more than one meaning correctly. I can identify the affixes (e.g., prefix, suffix) of unknown words. I can use affixes (e.g., prefix, suffix) to help me define unknown words. prefix suffix affix *under- represented in Starfall It s Fun to Read BrainPOPJr Reading & : WORD When a word doesn t make sense, what can I do? How do I use what I know to figure out what I don t know? Question and Answers Language s or Checklists connected to Small Group Learning/ Workstations, specifically Word Sorts & Categorizing

24 unknown word. Lorain City School District RF.K.2c Phonological Awareness Blend and segment onsets and rimes of single- syllable spoken words. 9 I can blend sounds into words. I can segment words into sounds. I can blend letter sounds to say a single- syllable word. blend segment initial/onset sound rime end sounds Online Interactive Games Phonemic Awareness Letter Blending Cards Quick Erase Starfall Why are sounds and letters important? How do sounds and letters create words? Checklist Sounding Out Words Games RF.K.2e Phonological Awareness Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. 27 I can add or change the beginning, middle, or end sound to make new words. end sound beginning middle end Phonics Practice Letter Blending Cards Quick Erase Individual White Boards Why are sounds and letters important? How do sounds and letters create words? Units 8 & 9 Assessments Checklist RF.K.3b Phonics and Word Recognition Associate the long and short sounds with the common spellings 30 I can say the most common long and short sound for the five blend vowel Starfall Learn to Read ABCya Alphabet Games Clifford Sound How do sounds and letters create words? Checklist Daily Work

25 (graphemes) for the five major vowels. vowels. Match Game Starfall - ABCs PBS Kids Letter Games Alphabet Resources Phonics Practice When a word doesn t make sense, what can I do? Picture Sorts Unit 9 & 10 Assessments, Weekly Assessments, Benchmark Tests 1 & 2 RI.K.3 RI.K.8 Key Ideas and Details Integration of Knowledge & Ideas With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 6 I can describe the connection between two individuals, events, ideas, or pieces of information in a text. individual event idea piece of information Letter Sounds Online Graphic Organizers Word/ concept Webs Discussions connection With prompting and 1 I can identify why point *under- support, identify the an author wrote represented reasons an author a text. reason standard in gives to support, points in a text. I can identify the supplement points an author with daily makes in a text opportunities to (e.g., Everyone summarize, such should recycle.). as Jumbled Summary or I can identify the Alphabet author s reasons Summary to support main activities from readers do? Am I clear about what I just read? How do I know? In what ways does creative choice impact an audience? Whose story is it, and why does it Unit 9 Assessment, Benchmark Test 2 Questions and Answers Reading for Informational Text Formative Assessments from Strategies That Work Reference

26 points. (e.g., Everyone should recycle because landfills are becoming full.) Strategies That Work Reference Cards Cards RL.K.2 RL.K.4 Key Ideas and Details Craft and Structure With prompting and support, retell familiar stories including key details. Ask and answer questions about unknown words in a text. 10 I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details. 3 I can identify unknown words in a text. I can ask questions about unknown words in a text. I can answer questions about unknown words in a text. key detail retell unknown Online Time for Kids Articles *under- represented in Strategies That Works Quick Reference Cards Compression Strategies readers do? Am I clear about what I just read? How do I know? Author s choice: Why does it What makes a story a great story? Discussion Oral Presentations Student Pictures Journals Discussion RL.K.6 Craft and Structure With prompting and 8 I can explain the author support, name the author wrote the author and words in a book. illustrator illustrator of a story I can explain that and define the role the illustrator Author s choice: Why does it What makes a Discussion

27 of each in telling the story. made the pictures in a book. story a great story? RL.K.9 Integration of Knowledge and Ideas With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 9 I can identify characters in stories I read or hear. I can describe the adventures and experiences of a character in a story. character adventure experience compare contrast Poetry Books Nonfiction In what ways does creative choice impact an audience? Whose story is it, and why does it Question/ Answer Discussions RL.K.10 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. I can tell how the adventures and experiences of a character are alike and different. 9 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is attentively eye contact mimic Classroom Library Big Books Online Weekly Opener Videos & Images readers do? Am I clear about what I just read? How do I know? of Partner Reading Behavior Checklists

28 being read. W.K.1 W.K.3 W.K.7 Text Types and Purposes Text Types and Purposes Research to Build and Present Knowledge Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ). 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. Participate in shared research and writing projects (e.g., explore a 9 I can identify the topic or name of a book. I can determine my opinion or preference about a topic or book. I can use drawings and words to share my opinion or preference about a topic or book. 7 I can tell a story about something that happened. I can tell what happened first, next, and last. 17 I can research a topic with others. I can define opinion topic first next last label title observation research topic Daily Opportunities Journals Education Prompt Builder BrainPOPJr. Daily Opportunities Journals Education Prompt Builder BrainPOPJr. Wrap up the Week Activities writers do? What s my purpose and how do I develop it? writers do? What s my purpose and how do I develop it? researchers do? Student Journals Rubrics Student Journals Rubrics Wrap up the Week Activities

29 number of books by a favorite author and express opinions about them). research and explain how it is different from other types of writing. I can work with others to write about a research topic. Daily Message Shared Daily Opportunities Journals Education Prompt Builder Student Journals Rubrics BrainPOPJr. End 4 th Quarter (9 Weeks)

30 English Language Arts Grade K Ongoing State Standard Topic Standard Statement Days Clear Learning Target Content Standard Vocabulary Resource [adopted and supplemental] Essential Questions Assessment& Notes Units 1 10 L.K.1a L.K.1b Conventions of Standard English Conventions of Standard English Print many upper- and lowercase letters Use frequently occurring nouns and verbs. On- going On- going I can print many upper- and lowercase letters. I can use common nouns and verbs correctly when writing or speaking. uppercase letter lowercase letter noun verb ipads Interactive Chalkboard & Whiteboards Online Interactive Games Handwriting Practice Online Interactive Games Grammar Mini Lessons Why do the rules of language What does it take to communicate clearly? What does it take to communicate clearly? Student Journals Rubrics Language L.K.5c Vocabulary Acquisition and Use Identify real- life connections between words and their use (e.g., note places at school that are colorful). On- going I can connect words I hear and see to the real world. BrainPOPJr - WORDS connections How do I use what I know to figure out what I don t know? Language

31 RF.K.2d Phonological Awareness Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three- phoneme (CVC) words. This does not include CVC words ending with /l/, /r/, or /x/. On- going I can add or change the beginning, middle, or end sound to make new words. end sound vowel vowel sound beginning middle end segment Letter Blending Cards Quick Erase Sounding Out Words Games Phonics Practice Starfall Learn to Read Why are sounds and letters important? How do sounds and letters create words? Checklist Reading : Foundational Skills Unit Assessments 1-8 RF.K.3a Phonics and Word Recognition Demonstrate basic one- to- one letter correspondences by producing the primary sound or many of the most frequent sounds for each consonant. On- going I can say the most common sound of each consonant. consonant ABCya Alphabet Games Clifford Sound Match Game Starfall- ABCs PBS Kids Letter Games How do sounds and letters create words? When a word doesn t make sense, what can I do? Checklist Daily Work Picture Sorts Unit Assessments 1 10, Alphabet Resources Phonics Practice Weekly Assessments, Benchmark Tests 1 & 2 Letter Sounds

32 RFK.3c Phonics and Word Recognition Read common high- frequency words by sight (e.g., the, of, to you, she, my, is, do, does). RF.K.4 Fluency Read emergent- reader texts with purpose and understanding. On- going On- going I can recognize common words found in texts. I can read common words without sounding them out. I can read a text with common sight words. I can use the pictures in a text to help me understand it. I can retell the story I read. sight words fluency fluently expression sight word retell Sight Word Concentration Starfall Learn to Read More Sight Words Games Sight Word Bingo Shared Stories Online Leveled Readers & Printable Leveled Readers How do sounds and letters create words? When a word doesn t make sense, what can I do? readers do? Why does fluency Daily Reading Word Lists Weekly Assessments, Benchmark Tests 1 & 2 s Partner Reading Oral Reading Online Running Records/ Benchmark Books RI.K.1 Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. On- going I can explain that a key detail is an important part of a text. I can ask and answer questions about a text (e.g., who, what, when, where, and how). I can ask and answer questions before, key detail before during after Online Time for Kids Articles readers do? Am I clear about what I just read? How do I know? Reading for Informational Text Unit Assessments 1, & 2

33 during, and after reading a text. Benchmark Tests 1 & 2 RI.K.2 Key Ideas and Details With prompting and support, identify the main topic and retell key details of a text. On- going I can define the main topic of a text. I can retell the key details of a text. main topic retell key detail Big Books Leveled Nonfiction Books readers do? Am I clear about what I just read? How do I know? Discussion Oral Presentations Student Pictures Journals Unit Assessments 8 & 10 RL.K.1 Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. On- going I can ask and answer questions about text (e.g., who, what, where, when, why, and how). I can ask and answer questions before, during, and after reading a text. key detail before during after Online Leveled Readers & Printable Leveled Readers readers do? Am I clear about what I just read? How do I know? Benchmark Tests 1 & 2 Questions Reading for Literature I can explain that a key detail is an important part of a text. Unit Assessments 1 4, 6, Benchmark Tests 1 & 2

34 RL.K.3 Key Ideas and Details With prompting and support, identify characters, settings, and major events in a story. On- going I can define character, setting, and major event. I can identify characters in a story. I can identify the settings in a story. character setting event readers do? Am I clear about what I just read? How do I know? Unit Assessments 3-5, 7 10, Benchmark Tests 1 & 2 SL.K.2 Comprehen- sion & Collaboration Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. On- going I can identify the major events in a story. I can identify key information presented in different formats (e.g., text read aloud, oral presentation, video, audio book, website). I can ask questions about key details of information presented in multiple ways. I can answer questions about key details of information presented in multiple ways. media key detail presentation Education Board Builder What makes collaboration meaningful? What will help make meaning of a variety of sources? Education Board Builder Individual or Small Group Presentation Wrap up the Week Activities Research & Inquiry Student Checklists I can ask for clarification if I do not understand something.

35 SL.K.6 Presentation of Knowledge and Ideas Speak audibly and express thoughts, feelings, and ideas clearly. On- going I can explain why it is important to form my words clearly when speaking. I can speak in a voice that others can hear and understand. I can share my thoughts, feelings, and ideas clearly when I speak. thought feeling idea clearly Education Board Builder What makes a presentation great? Does what I say versus how I say it really Question and Answer Education Board Builder Individual or Small Group Presentation Wrap up the Week Activities W.K.2 Text Types and Purposes 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. On- going I can select a topic and information to share. I can use drawing and words to name and give information about a topic. topic information Daily Opportunities Journals Education Prompt Builder writers do? What s my purpose and how do I develop it? Research & Inquiry Student Checklists Student Journals Rubrics Ongoing