ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE KINDERGARTEN

Transcription

1 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE KINDERGARTEN ROCKINGHAM COUNTY SCHOOLS

2 English/Language Arts Curriculum Guides Goal: To ensure equal access and exposure of all students to the North Carolina Course of Study. Objectives: Align the curriculum (intended, taught, and assessed) Ensure complete coverage of SCOS Encourage cross-grade level planning Promote teambuilding practices Ensure consistency and continuity in delivery Create accountability measures Foster dialogue between administrators and teachers Assist in planning Allow flexibility in pacing Support beginning teachers Create a structured organizational tool Clarify SCOS language Promote deeper understanding of SCOS Provide suggested strategies, resources, and activities

3 English/Language Curriculum Guide Committee Members Kindergarten 1st 2nd 3rd 4th Jill Dineen Niki Gilmore Deena Lovings Ann Montaigne Susan Tucker Draper Lawsonville Wentworth Lawsonville LSE Vicky Alston Christie Dalton Monroeton Central Marti Hyatt Suzanne Cher Delapp Huntsville Massey Central Lynda Perry Beth Washburn South End Lincoln Wentworth 5th 6th 7th 8th 9th Lisa Wade Jennifer Jones Emily Boing Sherry Parker Jeanne Rumbley LSE RCMS RMS Holmes Morehead Joan Shahan Esther Overby Jennifer Shannon Brandy Simmons Douglass RMS Rakestraw Hazelwood McMichael RCMS RMS Director of Research and Accountability- Dianne Campbell Curriculum Lead Teacher- Judy Gilliam Subject Lead Teacher- Allison Ormond Instructional Technology Specialists- Sandra Hart, Merea Bridges Data Manager- Roberta Cobb

4 Kindergarten English/Language Arts Curriculum Guide Technology Integration Technology Focus: Know the parts of the computer and how to operate (computer hardware, computer dictionary) Become familiar with the (PAWS keyboarding software, Touch Typing ) Explore multimedia (PowerPoint) Observe web resources (Teacher selected web sites) Organize and display data as a class (Create a Graph, Microsoft Works Spreadsheet, manipulatives) Date/s Covered Notes Resources Reading Alphabet Picture Match Word Maker ABC s Let Get Ready To Read

5 Play and Learn ( Uppercase/Lowercase Letters) Stories Between the Lions Storyplace Library Fun with Spot Other Interactive Venn diagram Parts of the computer Web Tips

6 Alphabet Presentation Painting the Alphabet Keys to Computing the Alphabet Buzzwords (a computer dictionary for all ages)

7 NCSCS Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Objective 1.01: Develop book and print awareness: identify the parts of books and function of each part, demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud, demonstrate an understanding of letters, words, sentence and story, identify the title, name of the author and the name of the illustrator. Questions/Concepts Develop book and print awareness, identify title, author, illustrator, and be able to track the text appropriately. Understand that letters make words, words make sentences, and sentences make stories. Mini Books, Big Books, Guided Reading, Read Aloud, Poems, Making Books and Charts. Classroom Library, Self Selected Reading Track Print Phonics Program (Fundations- SRA) Write From the Beginning Morning Message Journals Picture Writing Framing Individual Letters and Words

8 NCSCS Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle : demonstrate understanding that spoken language is a sequence of identifiable speech sounds, demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word, demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes). Questions/Concepts Understand the role of sounds and letters in spoken language and written word. Nursery Rhymes, Read Aloud, Poems, Manipulation of Letters and Sounds (letter tiles, letter substitution, letter cards, magnetic letters) Games, Songs, Rhyming Games, Systematic Phonics Program Word Wall Leveled Books Mini Books Shared Reading Guided Reading Making Words Picture and Word Sort

9 NCSCS Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Objective 1.03: Demonstrate decoding and word recognition strategies and skills: recognize and name upper and lower case letters of the alphabet, recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks, recognize most beginning consonant letter-sound associations in one-syllable words. Questions/Concepts Identify and recognize all letters and sounds of the alphabet, which leads to decoding of one syllable words. Identify and recognize color words, number words, and 21 basic words. Environmental Print, Systematic Phonics Program, Phonetic Games, Charts, Morning Message Shared Reading - Making Words Language Experience Chart Speeder Reader - (Daily sight word review) Word Games Parent Involvement Word Wall

10 NCSCS Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Objective 1.04: Read or begin to read: read or attempt to read own dictated story, attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning. Objective 1.05: Interact for at least 10 minutes daily with self-selected texts that are consistent with the student's independent reading level. Questions/Concepts Begin to read/continue to read. Mini Books (Keep Books) Level Books Make and Take Books Books in a Bag (To be read at home) Big Books Read Alouds Buddy Readers Parent Tutors Center Time Predictable/Pattern Books Shared/Guided Reading Self-selected reading daily Self-Selected Reading Tubs of Books on Various Levels and Subjects Listening Center Computer Book Discussions

11 NCSCS Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.01: Demonstrate sense of story (e.g., beginning, middle, end, characters, details, and setting). Objective 2.02: Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories). Questions/Concepts Understand story elements. Retell Sequencing of Story Graphic Organizers Readers Theater Think Aloud Role Play Teacher Modeling Book Discussions Classroom Library Shared Reading Big Books Experience all types of literature. Self Selected Reading Read Aloud Extend the Story Through Theater, Art, and Finger Plays Leveled Books Classroom Library Big Books Centers Nursery Rhymes Class Books

12 NCSCS Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.03: Use preparation strategies to activate prior knowledge and experience before and during the reading of a text. Objective 2.04: Formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens). Questions/Concepts Connect knowledge and experience to story being read. Picture Walk Review Key Role Play Centers Reading Aloud Think Aloud Predicting Puppets Pose questions that predict what might happen in the text. Pre-Reading Strategies Who-What-Where-Why Picture Walk Thinking Maps Shared/Guided Reading Read Aloud

13 NCSCS Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.05: Predict possible events in texts before and during reading. Objective 2.06: Understand and follow oral-graphic directions. Questions/Concepts Make reasonable predictions before and during reading. Model Making Predictions Think Alouds Thinking Maps Read Aloud Shared/Guided Reading Creation of Illustrated Stories Predictable Big Books/Charts Understand oral directions through picture representations. Shared/Guided Reading Graphing Choices Sequencing Pictures Matching Oral Directions to Picture Content Crafts/Centers Teacher Modeling

14 NCSCS Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.07: Demonstrate understanding of literary language: e.g., "once upon a time" and other vocabulary specific to a genre. Objective 2.08: Distinguish fantasy from reality when reading text. Questions/Concepts Expose to literary language. Read Aloud Think Alouds Exposure to Different Genre Poetry/Drama Games Shared/Guided Reading Distinguish fact from fiction in reading. Read Aloud Listening Center Graphing Fiction and Non Fiction Circle Maps With Real and Not Real

15 NCSCS Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.09: Identify the sequence of events in a story. Questions/Concepts Identify sequencing of events. Sequencing Cards Read Aloud Fold a sheet in three sections and illustrate beginning, middle, and end. Think Alouds Story Box (sort objects from story and graph beginning, middle, and end)

16 NCSCS Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective 3.01: Connect information and events in text to experience. Objective 3.02: Discuss concepts and information in a text to clarify and extend knowledge. Questions/Concepts Relate experiences to information and events in text. Teacher Models Own Experience KWL KWLH Shared/Guided Reading Read Aloud Big Books Storytelling Journals - Write From the Beginning Use discussion to clarify and extend knowledge of concepts. Retell Verbalization Language Experience Shared/Guided Reading Experience Charts Big Books

17 NCSCS Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective 3.03: Associate target words with prior knowledge and explore an author's choice of words. Objective 3.04: Use speaking and listening skills and media to connect experiences and text: listening to and re-visiting stories, discussing, illustrating, and dramatizing stories, discovering relationships. Questions/Concepts Connect prior knowledge to explore the author's choice of words. Read Aloud Retelling Graphic Organizers Word Wall Questioning Technique Journals Chart Homonyms Word Dictionary Connect experiences and text through speaking, listening, and media. Listening Centers Discussions Big Books Videos Puppet Shows Drama/Role Play Oral Presentation of Student Created Stories Show and Tell

18 NCSCS Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.01: Use new vocabulary in own speech and writing. Questions/Concepts Incorporate new vocabulary in writing and orally. Word Wall Shared Reading Guided Reading Retelling Morning Message Dictionary Charts Poems and Songs Graphic Organizers Journal Writing Write From the Beginning

19 NCSCS Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.02: Use words that name and words that tell action in a variety of simple texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. Questions/Concepts Use words that name (nouns) and words that show action (verbs) in simple texts. Retelling Journal Writing Dictated Stories Read Aloud Leveled Books Big Books Storytelling Identify naming words (nouns) and action words (verbs) in simple sentences orally and visually. Act out the action words in a story. Substitute the naming word in a sentence with other nouns that make sense.

20 NCSCS Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.03: Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. Questions/Concepts Use describing words (adjectives) in a variety of texts. Retelling Sentence Stretching (children take turns adding more to a simple sentence as a group until it is more descriptive) Morning Message Substitute describing words in a given sentence. Comparing Various Describing Words With Similar Meanings Discussions Journal Writing Word Wall Read Aloud Predictable Charts Songs, Poems, and Fingerplays Thinking Maps Write From the Beginning

21 NCSCS Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.04: Maintain conversation and discussions: attending to oral presentations, taking turns expressing ideas and asking questions. Questions/Concepts Maintain conversation and discussions by listening and expressing ideas and questions. Predictable and Other Charts Class Discussions Modeling by Teachers Sharing Own Experiences Thinking Maps Telling Stories Retelling Dictating Ideas to Teacher Class Lists KWL Charts Dramatic Play Expressing Ideas Through Drawings Building Activities

22 NCSCS Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.05: Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!), write from left to right and from top to bottom, write most letters and some words when dictated. Questions/Concepts Familiar with various sentence patterns including those that question (?) and convey emotions (!) Modeling by Teacher Reader's Theater Read Aloud, Choral Reading, Shared Reading Big Books, Keep Books Literacy Activities(Fundations) Identify words that can begin a question (who, what, where, when). Multiple Reading of Simple Sentences to Improve on Fluency and Expression Partner Reading Say sentences differently based on the punctuation mark. Model Left to Right and Top to Bottom Give a visual clue to help children remember where to start writing. Write the letters of the alphabet and words in a systematic way.

23 NCSCS Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.06: Write and/or participate in writing behaviors by using authors' models of language. Questions/Concepts Participate in writing activities that use authors' models of language. Journal Writing Writing Centers Write From the Beginning Class Books Writing Instruction Model Writing by Teacher Making Lists Predictable Charts Make books that continue the story (with child's sentences following the author's pattern). Read Aloud Re-Readings of Favorite Books Author Study Dictate Sentences Self-Selected Reading

24 NCSCS Goal 5: The learner will apply grammar and language conventions to communicate effectively. Objective 5.01: Develop spelling strategies and skills by: representing spoken language with temporary and/or conventional spelling, writing most letters of the alphabet, analyzing sounds in a word and writing dominant consonant letters. Questions/Concepts Develop spelling strategies by using spoken language, writing letters, and analyzing sounds. Systematic Phonics Program Word Wall Journals Write From the Beginning Dictionaries Modeling Make Words Word Wheels Word Families Games That Target Beginning and Ending Sounds Blending Sound Substitution Rhyming Making Books

25 NCSCS Goal 5: The learner will apply grammar and language conventions to communicate effectively. Objective 5.02: Use capital letters to write the word I and the first letter in own name. Questions/Concepts Understand use of capital letters. Names (self and others) Name Games Songs Journals Write From the Beginning Word Frames Word Wall (Frames) Use of the Word "I" in Context Capital Letter Hunt (magazinenewspaper search)

26 NCSCS Goal 5: The learner will apply grammar and language conventions to communicate effectively. Objective 5.03: Use legible manuscript handwriting. Questions/Concepts Use legible manuscript handwriting. Manuscript Writing Paper Correct Use of Tools (pencil) Writing Station Write From the Beginning Systematic Writing Program White Boards Morning Message Journals Teacher Directed Writing Daily Practice