Common Core State Standards Kindergarten. English Language Arts Mathematics Curriculum Maps DRAFT
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1 Common Core State Standards Kindergarten English Language Arts Mathematics Curriculum Maps DRAFT
2 Kindergarten - August/September Literature & Informational Writing & Language Foundational & Speaking and Listening RL.1 With prompting and support, ask and answer questions about key details in a text. RL.4 Ask and answer questions about unknown words in a text. RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts.) RL.10. Actively engage in group reading activities with purpose and understanding. RI.7. 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). RI.10 Actively engage in group reading activities with purpose and understanding. W.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. L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.1 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. Readers understand how print is organized (left to right, top to bottom, page by page, letter sequence of words). Readers understand the important features of print (spacing, naming upper- and lowercase letters). Where do we start and which way do we go when we read? Why are the letters in words always in a certain order? Why do we need spaces between words? Why do we learn letters of the alphabet? RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize rhyming words. b. Count, produce, blend, and segment syllables in spoken words. c. Isolate and pronounce the initial sound in a word.
3 Readers understand spoken words, syllables, and sounds (rhyming words, syllables, onsets and rimes, initial, medial vowel, final sounds, and individual sounds). How can we tell if two words rhyme? How can we make our own rhyming words? How can words be separated into syllables? How can we blend and separate the sounds in words? How can we change the sounds in words to make new words? RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.4 Read emergent-reader texts with purpose and understanding. SL.1 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. SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.
4 Rationale for Standards Placement Reading Mini-Lesson or Guided Reading Notes Writing Resources At the beginning of kindergarten, these standards are setting the foundations for learning to explore print, how books and writing convey meaning, and how to use language skills to communicate. Foundational Skills During interactive writing, have students segment the first consonant sound in a word and link it to a letter using a name chart or alphabet chart. During shared reading and the Pre-A lesson plan, model the difference between a letter and a word. During shared reading, model the parts of a book (including the front and back cover, the title page). During shared reading, point under the first letter of each word as you read the page. (Model) During Pre-A lessons, give students pointers and help them point under the first letter of each word as they read with you. During a read aloud, occasionally stop and sound the first letter of a word. Ask students to guess what word might be next based on pictures and letters The word wall should begin and words will be added to the wall from the shared reading and interactive writing lessons. Have students recognize rhyming words orally from a poem or story. (phonemic awareness) Literary/Informational During the picture walk in any reading, help students verbalize meaning using the pictures. (Stead pgs ) During a read aloud or shared reading, choose a specific place to stop and ask students questions about key details. Launching Writing Workshop: Emphasize the stretching and addition of the beginning sounds in interactive writing and labeling in writing workshop. Charts: Routines Process Strategies Alphabet Trace (Next Step in Guided Reading, - Richardson, pg. 57) Personal letter bags (Next Step in Guided Reading, - Richardson, pg. 61) Eight Ways of Working with Letters (Next Step in Guided Reading, - Richardson, pg. 65) Beyond the Names Chart, Diller Match the Names (pg. 24) Make the Names (pg. 25) Sort the Names (pg. 26) Write the Names (pg. 29) Literacy By Design Unit: At School Literacy Work Stations, Diller Reading ABC Books (p. 76) Writing ABC Books (pg. 76) Letter Stamps/Stamp Pad high-frequency words (pg. 85) The First Six Weeks (Next Step in Guided Reading Richardson, (pgs. 9-12) Reality Checks (Stead) Literacy By Design Unit: At School Literacy Work Stations, Diller Reading ABC Books (pg. 76) Writing ABC Books (pg. 76) Letter Stamps/Stamp Pad high-frequency words (pg. 85) The First Six Weeks (Next Step in Guided Reading Richardson, pgs. 9-12) Nursery Rhyme poetry with student s name. Rules Rap Welcome to Kindergarten Lunch Rap Alphardy / CD Sing to Learn, Dr. Jean Sing and Sign / CD Sing to Learn, Dr. Jean
5 Letter Aerobics / CD Kiss Your Brain, Dr. Jean Who Let the Letters Out / CD Kiss Your Brain, Dr. Jean Lettercise / CD Is Everybody Happy?, Dr. Jean Seven Little Letters / CD Is Everybody Happy?, Dr. Jean There Was an Old Woman Mother Goose Nursery Rhyme Treasury
6 Kindergarten - October RL.1 With prompting and support, ask and answer questions about key details in a text. RL.3 With prompting and support, identify characters and major events. RL.4 Ask and answer questions about unknown words in a text. Literature & Informational Writing & Language Foundational & Speaking and Listening RL.5 Recognize common types of texts (e.g., storybooks, poems). RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.10 Actively engage in group reading activities with purpose and understanding. RI.1 With prompting and support, ask and answer questions about key details in a text. RI.4 With prompting and support, ask and answer questions about unknown words in a text. RI.5 Identify the front cover, back cover, and title page of a book. RI.7 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). RI.10 Actively engage in group reading activities with purpose and understanding. W.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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. L.1 Demonstrate command of the conventions of standard English Grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.1 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. Readers understand how print is organized (left to right, top to bottom, page by page, letter sequence of words). Readers understand the important features of print (spacing, naming upper- and lowercase letters). Where do you start and which way do we go when we read? Why are the letters in words always in a certain order? Why do we need spaces between words? Why do we learn letters of the alphabet? RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
7 a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Isolate and pronounce the initial vowel sounds. Readers understand spoken words, syllables, and sounds (rhyming words, syllables, onsets and rimes, initial, medial vowel, final sounds, and individual sounds). How can we tell if two words rhyme? How can we make our own rhyming words? How can words be separated into syllables? How can we blend and separate the sounds in words? How can we change the sounds in words to make new words? RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant. b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.4 Read emergent-reader texts with purpose and understanding. SL.1 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. SL.2 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. SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.
8 Rationale for Standards Placement Continuation of building the foundational skills necessary for reading, writing and communication. Reading Mini-Lesson or Guided Reading Notes Initial Sounds Have students recognize rhyming words orally from a poem or story. (phonemic awareness) During shared reading, cover a word with a post-it note, Have students read the sentence and predict what the word might be. Move the postit note to reveal the first letter. Eliminate student guesses that do not begin with that letter. Discuss how the word looks right and makes sense. During shared and guided reading, demonstrate how to cross check by using first letters and pictures to predict unknown words. During small group lessons, use picture sorts to help students identify beginning and/or ending sounds in words. Rhyming Words Have students recognize rhyming words orally from a poem or story. (phonemic awareness) K Phonics Lessons Fountas and Pinnell Identify Characters After a read aloud, ask students to retell the characters. Begin a chart with the word characters with a picture/s of popular characters known by students as a visual reminder. Writing Emphasizing the stretching and addition of the beginning sounds in interactive writing and labeling in writing workshop. Relevant Details After a read aloud, select a few pictures from the book and ask students to use the picture to retell key details. Reality Checks (Stead:pg. 19) Finding Facts: Show enlarged pictures (3or 4) of the same topic, animal, etc. Student will list facts about the topic based on the observation of the pictures. (Stead) RAN Chart (Stead: pg. 19). May want to start with the first two areas of the chart initially. Nouns During shared reading or read aloud select a noun (such as dog, boy). Create a chart of frequently occurring nouns categorizing them as people, places, or things. Three-Way Sort chart in K Phonics Lessons, Fountas and Pinnell Small Moments: Emphasize the stretching and addition of the beginning sounds and labeling in writing workshop. Try to get student to focus in on a story from their life. Writing Charts: Routines Process Strategies Narrative
9 Cross-checking (Next Step in Guided Reading), - Richardson, pgs. 78) Picture Sorts (Next Step in Guided Reading), - Richardson, pg. 91) Literacy Work Stations, Diller Reading ABC Books (pg. 76) Writing ABC Books (pg. 76) K Phonics Lessons Fountas and Pinnell Resources Five Little Firefighters Fire Song I m a Police Officer Shimmy Shimmy Coke-ca-pop Shaka-laka Farm Sounds Farmer in the Dell / CD Nursery Rhymes and Good Ole Times, Dr. Jean The Wheels on the Bus / CD Nursery Rhymes and Good Ole Times, Dr. Jean Big Books: Huggle s Breakfast The Birthday Cake I Like.. Shopping
10 Kindergarten - November/December Literature & Informational Writing & Language Foundational & Speaking and Listening RL.1 With prompting and support, ask, and answer questions about key details in a text. RL.2 With prompting and support, retell familiar stories, including key details. RL.3 With prompting and support, identify characters, settings, and major events in a story RL.4 Ask and answer questions about unknown words in a text. RL.5 Recognize common types of texts (e.g., storybooks, poems). RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts.) RL.10 Actively engage in group reading activities with purpose and understanding. RI.1 With prompting and support, ask and answer questions about key details in a text. RI.4 With prompting and support, ask and answer questions about unknown words in a text. RI.5 Identify the front cover, back cover, and title page of a book. RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. W.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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns, orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.1 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.
11 RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Count, pronounce, blend, and segment syllables in spoken words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC words. (This does not include CVCs ending with /l/, /r/, or /x/.). RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or the most frequent sound for each consonant. c.read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Readers know and use letters and their sounds to read (one-to-one letter sound correspondences, long and short vowel sounds, sight words, and similarly spelled words). What sound does each letter make? How does knowing words by sight help us become better readers? How does knowing one word help us read a new word? RF.4 Read emergent-reader texts with purpose and understanding.
12 Rationale for Standards Placement Reading Mini-Lesson or Guided Reading Notes Continuation of previously taught comprehension strategies and skills instruction. During these two months, there is a strong literary focus on retelling, including key details, story elements and comparing character experiences. Students should begin to recognize different types of text. In writing, the focus is on beginning to elaborate, revise and edit. Students should have a firm grasp of letter-sound correspondence. Character/ Setting After a read aloud, ask students to retell the characters and the setting. Add an additional chart with the word setting and a visual at the top of chart. Students will generate a list of facts from an informational story. The cards, how and why will be used to generate how and why questions. (Stead) Blending During interactive writing, ask students to segment and then blend a simple one-syllable word. Play What s the secret word? Segment a word with three phonemes (e.g., sh-i-p) and ask students to blend the sounds to figure out the secret word. During shared reading use a sticky note to cover a word with a CVC pattern such as mud. Have students stretch word across fingers and teacher writes corresponding letters on sticky note. Use sound boxes during guided reading to help students to segment and blend words with three phonemes. See Sound Boxes: The Next Step in Guided Reading, Richardson, pg. 93 Match consonant and short vowels Select two consonants or two vowels and ask students to sort pictures according to their beginning (consonant) or medial (vowel) sound. Questions Use green question cards to write questions answered right there in the test. The Next Step in Guided Reading Richardson, pgs ,215. Reality Checks Stead Adding s or ing During guided reading have students use magnetic letters or white boards to add s, or ing to known words Writing Writing for Readers (Nov.)/Pattern Books (Dec.): Lucy Calkins - In November, the focus is on making sure their writing makes sense. Following this in December, they create simple A/B pattern books much like what they have been exposed to in guided reading. (In interactive writing model creating a pattern book) Resources Big Books - The Wright Group The Museum The Laundromat Up in a Tree My Home The Bridge Big and Little The Next Step in Guided Reading, Richardson, pg. 93, pgs ,215 Richardson, pg. 93
13 Literacy Work Stations, Diller Picture/Word Sorts (pg. 82), Sorting Words (pg. 77), Word Sorts (pg. 82) Reading Strategies Song (use verse get your mouth ready) A Turkey is a Funny Bird A Turkey Named Burt
14 Kindergarten - January Literature & Informational Writing & Language RL.1 With prompting and support, ask and answer questions about key details in a text. RL.2 With prompting and support, retell familiar stories, including key details. RL.3 With prompting and support, identify characters, settings, and major events in a story. RL.4 Ask and answer questions about unknown words in a text. RL.5 Recognize common types of texts (e.g., storybooks, poems). RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.10 Actively engage in group reading activities with purpose and understanding. RI.1 With prompting and support, ask and answer questions about key details in a text. RL.4 With prompting and support, ask and answer questions about unknown words in a text. RI.7 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). Rl.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.10 Actively engage in group reading activities with purpose and understanding. W.1 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 ). W.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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b.use frequently occurring nouns and verbs. e.use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with) f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun /I/. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) c. Identify real-life connections between words and their use (e.g. note places at school that are colorful). L.6 Use words and phrases acquired through conversation, reading and being read to, and responding to texts. Foundational & Speaking and Listening RF.1 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.
15 RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/). e. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. Readers understand spoken words, syllables, and sounds (rhyming words, syllables, onsets and rimes, initial, medial vowel, and final sounds, and individual sounds). How can we tell if two words rhyme? How can we make our own rhyming words? How can words be separated into syllables? How can we blend and separate the sounds in words? How can we change the sounds in words to make new words? RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or the most frequent sound for each consonant. c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). RF.4 Read emergent-reader texts with purpose and understanding. SL.1 Participate in collaborative conversation 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. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.2 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. SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.4 Describe familiar people, places, things, and events, and with prompting and support, provide additional detail. SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
16 Rationale for Standards Placement Continuation of previously taught comprehension strategies and skills instruction. At this time of the year, the focus is on how words work, increasing vocabulary and language skills. In writing, there is a return to Small Moments, where students are writing more on a page, including details and purpose. You will introduce writing opinions on books they read. Reading Mini-Lesson or Guided Reading Notes Classify beginning and ending sounds Students use pictures to sort words by their beginning or ending sounds. Create a class T-chart of words (Ex. begins with t, ends with t, top, tall, to, tulip, cat, cot, went, not) Verbs During shared reading or read aloud select a verb (such as said or run) and discuss how another word (such as screamed or walked) would communicate a different meaning. Create a chart of frequently occurring verbs. Create words It would be best to use magnetic letters rather than just orally. Most appropriate in guided reading. During guided reading, have students make words by adding, deleting and changing letters in CVC words. Summarize details After a read aloud, show four or five pictures that depict important events from the book. Ask students to help you sequence the pictures and summarize the important events. (First step toward main idea) Summarizing in sequence (pg.26, Stead) Discussions should include, what is this story mostly about? Show enlarged text and teacher will model how the heading tells you what the passage will be about. Students can identify details from texts read aloud that support the heading. RAN Chart (Stead, pg. 17) May want to start with the first two areas of the chart initially. If students are ready you can add the third part. SmartBoard activity- categorizing story details (Martin Luther King) SmartBoard activity- categorizing story details (Matter) Writing Raising the Quality of Small Moments: In this unit you return to writing small moment stories. Writing expectations for this unit will include more details, strong focus on spacing words, expanding sentences, and phonetic spelling.
17 Resources Wright Group I Can Jump Shark in a Sack One, One, Is the Sun An Outing Eating Out Plop! The Big Toe Literacy Work Stations, Diller Picture/Word Sorts (pg. 82), Sorting Words (pg. 77), Word Sorts (pg. 82), Making Words (pg. 77) Reality Checks, Stead The Next Step in Guided Reading, Richardson
18 Kindergarten - February Literature & Informational Writing & Language Foundational & Speaking and Listening RL.1 With prompting and support, ask and answer questions about key details in a text. RL.2 With prompting and support, retell familiar stories, including details. RL.4 Ask and answer questions about unknown words in a text. RL.5 Recognize common types of texts (e.g. storybooks, poems). RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in story an illustration depicts). RL.10 Actively engage in group reading activities with purpose and understanding. RI.1 With prompting and support, ask and answer questions about key details in a text. RI.2 With prompting and support, identify the main topic and retell key details of a text. RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.4 With prompting and support, ask and answer unknown questions about words in a text. RI.7 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). RI.10 Actively engage in group reading activities with purpose and understanding. W.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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.1 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. RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, produce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and produce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
19 Readers understand spoken words, syllables, and sounds (rhyming words, syllables, onsets and rimes, initial, medial and final vowel sounds). How do the letters on a page work together to create meaning when we read? How can we tell if two words rhyme? How can we make our own rhyming words? How can we blend and separate the sounds in words? RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Readers know and use letters and their sounds to read (one-to-one letter-sound correspondences, long and short vowel sounds, sight words, and similarly spelled words. What sound does each letter make? How does knowing words by sight help us become better readers? How does knowing one word help us read a new word? RF.4 Read emergent-reader texts with purpose and understanding. SL.1 Participate in collaborative conversation 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. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.2 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 SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
20 Rationale for Standards Placement Continuation of previously taught comprehension strategies and skills instruction. Strong emphasis on informational reading and writing skills. Extending knowledge of how words work. Reading Mini-Lesson or Guided Reading Notes Summarizing Details Mark specific places in the text to stop and explain the important event that has happened in the story. Author s choice of words During shared reading or read aloud select a preposition (such as to, from, in, out, on ) and create a chart of preposition words Rhyming Words Have students recognize rhyming words orally from a poem or story. (phonemic awareness) K Phonics Lessons Fountas and Pinnell Match consonant and short vowels Select two consonants or two vowels and ask students to sort pictures according to their beginning (consonant) or medial (vowel) sound. Reading independent leveled text (pg. 27) Looking at pictures in a book and telling the story (pg.27) Writing Resources Reports and Procedures (How To) Books: This unit s focus is on how writers can tell about a topic or teach others how to do something. Find occasions throughout the year to talk about how to topics Use interactive writing to create how to text Use read aloud text for children to notice how to features Find opportunities to use the language or procedures (first, next, last...) Make children famous for what they know Books to use: How to Make a Hot Dog Joy Cowley How To Lose Your Friends Nancy Carlson Possible Charts How-To How-To checklist Rigby The Little Red Car Wright Group Mr. Grump The Bee On the Go Hip Hop AlphaBop 2 Let s Make Words Bear Went Over the Mountain / CD Silly Songs, Dr. Jean Three Little Kittens / CD Nursery Rhymes and Good Ole Times, Dr Jean K Phonics Lessons Fountas and Pinnell Literacy Work Stations Diller Making Words (pg. 77) Literacy Work Stations, Diller Reading independent leveled text (pg. 27) Looking at pictures in a book and telling the story (pg.27)
21
22 Kindergarten - March Literature & Informational Writing & Language Foundational & Speaking and Listening RL.1 With prompting and support, ask and answer questions about key details in a text. RL.2 With prompting and support, retell familiar stories, including key details. RL.4 Ask and answer questions about unknown words in a text. RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.10 Actively engage in group reading activities with purpose and understanding. RI.1 With prompting and support, ask and answer questions about key details in a text. RI.2 With prompting and support, identify the main topic and retell key details of a text. RI.4 With prompting and support, ask and answer questions about unknown words in a text. RI.7 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). RI.10 Actively engage in group reading activities with purpose and understanding. W.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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them). W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d.understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 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.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. RF.1 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. RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and produce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/). e. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
23 Readers understand spoken words, syllables, and sounds (rhyming words, syllables, onsets and rimes, initial, medial vowel, and final sounds, and individual sounds). How can we tell if two rhyme? How can we make our own rhyming words? How can words be separated into syllables? How can we blend and separate the sound in words? How can we change the sounds in words to make new words? RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.4 Read emergent-reader texts with purpose and understanding. SL.1 Participate in collaborative conversation 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. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.2 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 SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.5 Add drawings or other visual displays top descriptions as desired to provide additional detail.
24 Rationale for Standards Placement Reading Mini-Lesson or Guided Reading Notes Continuation of previously taught comprehension strategies and skills instruction. Focus on increasing the difficulty of informational text and informational writing. Summarize details After a read aloud, show four or five pictures that depict important events from the book. Ask students to help you sequence the pictures and summarize the important event. (First step toward main idea) Summarizing in sequence (Stead) Discussions should include, what is this story mostly about? Show enlarged text and teacher will model how the heading tells you what the passage will be about. Students can identify details from texts read aloud that support the heading. RAN Chart (Stead pg 17) May want to start with the first two areas of the chart initially. If students are ready you can add the third part. Create words It will be best by using magnetic letters rather than just orally. Most appropriate in guided reading. During guided reading, have students make words by adding, deleting and changing letters in CVC words Writing Resources (Non-Fiction) Informational Books: 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 facts about the topic they are writing about. Charts: Topic Choice Chart (people, places, things) Text Features Chart Pictures Can Teach All About Books Have Wright Group The Laundromat After School Spring What Do We Need? The Museum
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26 Kindergarten - April Literature & Informational Writing & Language RL.1 With prompting and support, ask and answer questions about key details in a text. RL.2 With prompting and support, retell familiar stories, including details. RL.4 Ask and answer questions about unknown words in a text. RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.10 Actively engage in group reading activities with purpose and understanding. RI.1 With prompting and support, ask and answer questions about key details in a text. RI.2 With prompting and support, identify the main topic and retell key details of a text. RI.4 With prompting and support, ask and answer unknown questions about words in a text. RI.7 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). Rl.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures). RI.10 Actively engage in group reading activities with purpose and understanding. W.1 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 ). W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce and expand complete sentences in shared language activities. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. People use correct capitalization, punctuation, and spelling when writing. Where and why do we use capitals and punctuation when writing? How do we use letters and letter sounds to spell words in our writing? L.4 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. L.6 Use words and phrases acquired through conversation, reading and being read to, and responding to texts.
27 RF.1 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. RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, produce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and produce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/). e. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. Foundational & Speaking and Listening Readers understand spoken words, syllables, and sounds (rhyming words, syllables, onsets and rimes, initial, medial vowel, and final sounds, and individual sounds). How can we tell if two words rhyme? How can we make our own rhyming words? How can words be separated into syllables? How can we blend and separate the sounds in words? How can we change the sounds in words to make new words? RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.4 Read emergent-reader texts with purpose and understanding. SL.1 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. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.2 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 SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.4 Describe familiar people, places, things, and events, and with prompting and support, provide additional detail. SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
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