K.A Utilize book handling skills K.C. Demonstrate understanding of K.C. Demonstrate understanding of

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1 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 1 of 9 Course Big Ideas Students will understand that: 1. Concepts of print, phonological and phonemic awareness, word recognition and fluency are foundational skills necessary to the development of effective readers. 2. Deep understanding of informational can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the skills needed for using ual evidence to make connections among ideas and between s. 3. Deep understanding of literature can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the skills needed for using ual evidence to make connections among ideas and between s. 4. Writing includes the ability to share information, support an argument, and tell a as well as the ability to engage in evidence-based analysis of and research. 5. Acquisition of effective communication skills permits individuals to speak appropriately with and respond intelligently to others. 1.1 Foundational Skills Concepts of Print Parts of a book (front, back, title page) Book handling (front, back, right-side up) Reading left to right, top to bottom Uppercase and lowercase letters Alphabetic order Environmental print (signs, labels) Phonological & Phonemic Awareness Spoken words/written words Rhyme recognition Initial sounds Final sounds Medial sounds Phoneme segmentation Phoneme blending Onset-rime blending Phonics Short o Short e Short i Initial & final /d/ Initial & final /n/ Initial /h/ Initial & final /p/ Initial & final /b/ Initial & final /g/ Final /ks/, spelled x Initial /j/ Initial /kw/, spelled qu VC pattern (-ad, -ag, -an, -at, -ed, -en, -et, -ig, -in, -it, -og, -op, -or, -ut) One-to-one letter-sound correspondence 1.1 Foundational Skills 1. Identify features of a book (front, back, rightside up) 2. Holds book front facing, right-side up 3. Identify parts of a book (e.g. front, title, author, illustrator, title page, page numbers) 4. Demonstrates tracking of print from left to right, top to bottom, and page by page 5. Identify uppercase and lowercase letters 6. Recognize environmental print 7. Recognize that spoken words and written language are represented by specific sequence of letters 8. Identify letters in words 9. Identify words in a sentence are separated by spaces 10. Identify features in a sentence (first word, capitalization, ending punctuation) 11. Identify, count, pronounce, blend, and segment syllables in spoken words 12. Blend and segment single syllable words 13. Isolate, identify, and pronounce initial, medial vowel, and final sounds in three-phoneme (CVC) words 14. Identify, segment, and blend onsets and rimes in spoken words 15. Blend sounds/phonemes into recognizable words 16. Recognize and produce rhyming words 17. Demonstrates tracking of sounds in a syllable 18. Count number of syllables in a word 19. Discriminates between letters and words in a sentence 20. Recognize and use simple phonograms with a VC pattern 1.1 Foundational Skills K.A Utilize book handling skills K.A Utilize book handling skills K.B. Demonstrate the understanding of K.B. Demonstrate the understanding of K.B. Demonstrate the understanding of K.B. Demonstrate the understanding of K.B. Demonstrate the understanding of K.B. Demonstrate the understanding of K.B. Demonstrate the understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of K.C. Demonstrate understanding of AIMSweb (September, January, May) o Letter Naming Fluency o Letter-Sound Fluency o Phoneme Segmentation Fluency o Nonsense Word Fluency ISIP (Monthly) Phonemic Awareness Alphabetic Decoding Letter Knowledge Listening Comprehension Vocabulary

2 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 2 of 9 Course Big Ideas Students will understand that: 1. Concepts of print, phonological and phonemic awareness, word recognition and fluency are foundational skills necessary to the development of effective readers. 2. Deep understanding of informational can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the skills needed for using ual evidence to make connections among ideas and between s. 3. Deep understanding of literature can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the skills needed for using ual evidence to make connections among ideas and between s. 4. Writing includes the ability to share information, support an argument, and tell a as well as the ability to engage in evidence-based analysis of and research. 5. Acquisition of effective communication skills permits individuals to speak appropriately with and respond intelligently to others. Word Study Common high-frequency words (a, am, an, and, are, can, come, do, does, go, he, I, is, in, it, like, me, my, no, of, see, she, so, the, to, up, we, you) Verb endings (-s, -ed, -ing) Plural nouns (adding /s/ or /es/ Rhyming words Fluency Concepts Accuracy Comprehension Reread Self-correct 21. Demonstrates one-to-one letter-sound correspondence 22. Hear syllable and say it aloud 23. Clap syllables in a word 24. Form plural nouns orally by adding /s/ or /es/ 25. Recognize and use beginning consonant sounds and the letters that represent them when reading 26. Recognize simple CVC words (cat, sun) 27. Distinguish between similarly spelled words by identifying the sounds of the letters that differ 28. Demonstrate automaticity in the identification of common high-frequency sight words 29. Read emergent-reader orally with purpose and understanding 30. Read on-level orally with accuracy 31. Use con to confirm or self-correct word recognition and understanding, rereading as necessary 32. Acquire new vocabulary through repeated readings of same K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.D. Know and apply grade level phonics K.E. Read with accuracy and fluency to support comprehension K.E. Read with accuracy and fluency to support comprehension K.E. Read with accuracy and fluency to support comprehension K.E. Read with accuracy and fluency to support comprehension

3 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 3 of Reading Informational Text Comprehension Concepts Determine important information Main idea and details Summarize Compare and contrast Make inferences Make predictions Recall and retell Draw conclusions Ask and answer s Literary elements o character (traits, actions, motives, conflicts) o setting o plot (beginning, middle, end) Literary devices o figurative language o sound devices (onomatopoeia) Identify details and facts Sequencing Categorize and classify Picture clues Text structure (beginning, middle, end) Text features o cover o title o author o illustrator o illustrations o title page o table of s o page numbers o graphics (charts, graphs, tables, diagrams) Types of (real vs. make-believe) Synonyms Antonyms 1.2 Reading Informational Text 1. Identify main idea found in informational 2. Retell key details found in informational 3. Make predictions based on information 4. Answer s about key details in a 5. Use new words found in informational when answering s 6. Answer who, what, when, why and how s about an informational 7. Use illustrations to answer s 8. Summarize a familiar informational 9. Compare and contrast people, places, events, or ideas found in familiar s 10. Make inferences when reading informational 11. Identify recurring characters in an informational 12. Ask and answer s to make sense of unknown words or phrases 13. Use new words when discussing 14. Identify parts of a book (title, author, illustrator, cover, title page, table of s) 15. Identify organizational structure of an informational (beginning, middle, end, details) 16. Use illustrations to clarify meaning 17. Use illustrations to reinforce, confirm understanding of printed 18. Use details from illustrations to support answers 19. Identify the reasons an author presents that support a particular point 20. Compare and contrast ideas and details presented in two s on the same topic 1.2 Reading Informational Text K.A. With prompting and support, identify the main idea and retell key details of K.A. With prompting and support, identify the main idea and retell key details of K.B. With prompting and support, answer s about key details in a K.B. With prompting and support, answer s about key details in a K.B. With prompting and support, answer s about key details in a K.B. With prompting and support, answer s about key details in a K.B. With prompting and support, answer s about key details in a K.B. With prompting and support, answer s about key details in a K.C. With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a K.C. With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a K.C. With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a K.F. With prompting and support, ask and answer s about unknown words in a K.F. With prompting and support, ask and answer s about unknown words in a K.E. Identify parts of a book (title, author) and parts of a (beginning, end, details) K.E. Identify parts of a book (title, author) and parts of a (beginning, end, details) K.G. Answer s to describe the relationships between illustrations and the in which they appear K.G. Answer s to describe the relationships between illustrations and the in which they appear K.G. Answer s to describe the relationships between illustrations and the in which they appear K.H. With prompting and support, identify the reasons an author gives to support points in a K.I. With prompting and support, identify basic similarities in and differences between two s (read or read aloud) on the same topic

4 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 4 of Distinguish between real and make believe in 22. Use picture clues to determine meaning of a word or phrase 23. Use the con of a sentence to determine the meaning of a word 24. Group words, pictures, and/or objects by category (semantic features, purposes, etc.) 25. Identify new meanings for familiar words and apply them accurately 26. Use the most frequently occurring inflections and affixes (-ed, -s, -ful, -less; re-, un-, pre-) as a clue to the meaning of an unknown word 27. Use grade-level vocabulary when reading and discussing informational 28. Name synonyms and antonyms for common grade-level words 29. Demonstrate listening and reading comprehension of grade-level non-fiction and informational 30. Identify main idea and key details found in informational K.I. With prompting and support, identify basic similarities in and differences between two s (read or read aloud) on the same topic K.K. Determine or clarify the meaning of K.K. Determine or clarify the meaning of K.K. Determine or clarify the meaning of K.K. Determine or clarify the meaning of K.K. Determine or clarify the meaning of K.J. Use new vocabulary and phrases acquired in conversations and being read to K.J. Use new vocabulary and phrases acquired in conversations and being read to K.L. Actively engage in group reading activities with purpose and understanding K.L. Actively engage in group reading activities with purpose and understanding 1.3 Reading Literature Comprehension Concepts Determine important information Key ideas and details Summarize Compare and contrast Make inferences Make predictions Recall and retell Draw conclusions Ask and answer s Picture clues Literary elements o character (traits, actions, motives, problem, conflict) o setting o plot (beginning, middle, end) 1.3 Reading Literature 1. Retell familiar stories 2. Identify key details found in a familiar literary 3. Name the problem found in a literary 4. Draw conclusions based on information from literary 5. Answer s about key details in a literary 6. Summarize a familiar 7. Answer who, what, where, when, why, and how s about a literary 8. Make inferences based on information found in literary 1.3 Reading Literature K.A. With prompting and support, retell familiar stories, including key details K.A. With prompting and support, retell familiar stories, including key details K.A. With prompting and support, retell familiar stories, including key details K.B. Answer s about key details in a K.B. Answer s about key details in a K.B. Answer s about key details in a K.B. Answer s about key details in a K.B. Answer s about key details in a

5 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 5 of 9 Text features o cover o title o author o illustrator o illustrations o title page o page numbers Literary devices o figurative language o sound devices (onomatopoeia) Identify details and facts Categorize and classify Sequence events Fantasy vs. realistic fiction Text structure (beginning, middle, end) 9. Identify the main characters found in literary 10. Identify problems that occur in a 11. Identify major events found in literary 12. Identify setting of a 13. Sequence the beginning, middle, and end of a 14. Name a s author and illustrator 15. Explain what an author does and how it is different from an illustrator 16. Recognize some authors by the style of their illustrations, their topics, or the characters they use 17. Identify how s differ from each other 18. Distinguish between fiction and non-fiction 19. Compare different versions of the same, rhyme, or traditional tale 20. Distinguish between realistic fiction and fantasy 21. Use specific vocabulary to talk about s (author, illustrator, cover, picture book, information books, character, problem) 22. Ask and answer s to make sense of unknown words found in literary 23. Use illustrations to make sense of literary 24. Use illustrations to confirm/reinforce understanding of literary 25. Use illustrations to clarify meaning 26. Compare and contrast adventures, events, or experiences by characters in familiar stories 27. Retell problems or events in a 28. Make predictions about what a character is likely to do K.C. With prompting and support, identify K.C. With prompting and support, identify K.C. With prompting and support, identify K.C. With prompting and support, identify K.C. With prompting and support, identify K.D. Name the author and illustrator of a and define the role of each in telling a K.D. Name the author and illustrator of a and define the role of each in telling a K.D. Name the author and illustrator of a and define the role of each in telling a K.E. Recognize common types of K.E. Recognize common types of K.E. Recognize common types of K.E. Recognize common types of K.E. Recognize common types of K.F. Ask and answer s about unknown words in a K.G. Make connections between the illustrations and the in a (read or read aloud) K.G. Make connections between the illustrations and the in a (read or read aloud) K.G. Make connections between the illustrations and the in a (read or read aloud) K.H. Compare and contrast the adventures and experiences of characters in familiar stories K.H. Compare and contrast the adventures and experiences of characters in familiar stories K.H. Compare and contrast the adventures and experiences of characters in familiar stories

6 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 6 of Use picture cues to determine meaning of a word or phrase 30. Use the con of a sentence to determine the meaning of a word 31. Use grade-level vocabulary when reading and responding to literary 32. Acquire and use grade-appropriate conversational, general academic and domain-specific words and phrases 33. Demonstrate listening and reading comprehension of grade-level literary 34. Identify plot, setting, and character traits in a literary K.I. Determine or clarify the meaning of unknown and multiple-meaning words and K.I. Determine or clarify the meaning of unknown and multiple-meaning words and K.J. Use words and phrases acquired through conversations, reading, and being read to, and responding to s K.J. Use words and phrases acquired through conversations, reading, and being read to, and responding to s K.K. Actively engage in group reading activities with purpose and understanding K.K. Actively engage in group reading activities with purpose and understanding 1.4 Writing Informative/Explanatory Writing Focus (one specific topic) Content one or more facts/descriptors) Organization (logical order beginning, middle, end) Style (precise language, sentences of varying length) Conventions (spelling/grammar/punctuation) 1.4 Writing 1. Compose informative/explanatory s using a combination of drawing and 2. Draw picture, and/or dictate or write a sentence about a topic 3. Compose informative/explanatory /drawings with facts and/or details on a chosen topic 4. Explain connection between drawing and 5. Draw, dictate, and/or write to describe a person, place, or thing 6. Write a series of simple thoughts in logical order 7. Capitalize the first word in a sentence when 8. Capitalize the pronoun I when 9. Recognize and use end punctuation (periods, exclamation points, and marks) 1.4 Writing K.A. Use a combination of drawing, dictation, and to compose informative/explanatory s K.B. Use a combination of drawing, dictating, and to focus on one specific topic K.C. With prompting and support, generate ideas and details to convey information that relates to the chosen topic K.D. Make logical connections between drawing and dictation/ K.E. With prompting and support, illustrate using details and dictate/write using descriptive words K.E. With prompting and support, illustrate using details and dictate/write using descriptive words K.F. Demonstrate a grade- appropriate K.F. Demonstrate a grade- appropriate K.F. Demonstrate a grade- appropriate

7 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 7 of 9 Opinion/Argument Writing Focus (one specific topic/opinion) Content (one or more reasons) Organization (logical order opinion, reason) Style (precise language, sentences of varying length) Conventions (spelling/grammar/punctuation) Narrative Writing Focus (one specific topic) Content (one or more details) Organization (logical order beginning, middle, end) Style (precise language, sentences of varying length) Conventions (spelling/grammar/punctuation) Grammar Sentences Types of sentences Nouns Verbs and verb tenses Pronoun I Capitalization o first word in a sentence o own name o I 10. Spell simple words phonetically when 11. Express an opinion orally, in, or in pictures about stories, characters, and/or poems and provide reasons to support the opinion 12. Choose between two given topics and explain why the choice was made 13. Choose between two given topics and explain why the choice was made 14. Explain the connection between drawing and 15. Capitalize the first word in a sentence when 16. Capitalize the pronoun I when 17. Recognize and use end punctuation (periods, exclamation points, and marks) 18. Spell simple words phonetically when 19. Draw, dictate, and/or write a about real or imagined people, places, or events 20. Draw or write narrative that tells a about a person 21. Describe an experience or an event 22. Describe the thoughts and feelings experienced during an event 23. Write and/or draw narrative that describes an event in the order in which things occurred 24. Capitalize the first word in a sentence when 25. Capitalize the pronoun I when 26. Print upper and lower case letters proportionally, using manuscript print K.F. Demonstrate a grade- appropriate K.G. Use a combination of drawing, dictating, and to compose opinion pieces on familiar topics K.H. Form an opinion by choosing between given topics K.I. Support the opinion with reasons K.J. Make logical connections between drawing and K.L. Demonstrate a grade-appropriate K.L. Demonstrate a grade-appropriate K.L. Demonstrate a grade-appropriate K.L. Demonstrate a grade-appropriate K.M. Use a combination of drawing, dictating, and to compose narratives that describe real or imagined experiences or events K.N. Establish who and what the narrative will be about K.O. Describe experiences and events K.O. Include thoughts and feelings to describe experiences and events K.P. Recount 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 K.R. Demonstrate a grade-appropriate K.R. Demonstrate a grade-appropriate K.R. Demonstrate a grade-appropriate

8 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 8 of 9 Punctuation o end punctuation (period, mark, exclamation mark) Production and Distribution of Writing Writing Process o Pre o Drafting o Revising o Editing o Publishing Research Formulating a to answer Details Ideas Question words Visual images Print and non-print media 27. Recognize and use end punctuation (periods, exclamation points, and marks) 28. Spell simple words phonetically when 29. Prepare drafts for publication using the process (drafting, conferencing, revising) 30. Revise by adding details or missing information 31. Evaluate own and of others 32. Generate ideas through talk with peers and teacher 33. Use technology to compose s/draw elements 34. Tell about a topic of interest 35. Use some details from s in groups or independently 36. Generate and expand ideas through talking with peers and teacher 37. Gather information to answer a 38. Use words when gathering information (who, what, where, when, why, how) 39. Interpret artistic images and informational visuals (charts, graphs) when gathering information 40. Identify print and non-print media formats 41. Write for a specific purpose K.R. Demonstrate a grade-appropriate K.R. Demonstrate a grade-appropriate K.T With guidance and support from adults and peers, respond to s and suggestions from peers, and add details to strengthen as needed K.T With guidance and support from adults and peers, respond to s and suggestions from peers, and add details to strengthen as needed K.T With guidance and support from adults and peers, respond to s and suggestions from peers, and add details to strengthen as needed K.T With guidance and support from adults and peers, respond to s and suggestions from peers, and add details to strengthen as needed K.U. With guidance and support, use a variety of digital tools to produce and publish including in collaboration with peers K.V. Participate in individual or shared research projects on a topic of interest K.V. Participate in individual or shared research projects on a topic of interest K.W. With guidance and support, recall K.W. With guidance and support, recall K.W. With guidance and support, recall K.W. With guidance and support, recall K.W. With guidance and support, recall 1.4.K.X. Write routinely over short time frames

9 May 2012 ENGLISH LANGUAGE ARTS COURSE MAP KINDERGARTEN Page 9 of Speaking and Listening Appropriate Speaking Collaborative discussion Rules for discussions Taking turns Ask and answer s Audience Complete sentences English conventions Volume/projection Rate Expression Props/illustrations 1.5 Speaking and Listening 1. Ask s and provide answers to s during discussions 2. Demonstrate agreed upon rules for small group and whole group discussions 3. Demonstrate turn taking during conversations and/or discussions 4. Respond appropriately to others when in small group and large group situations 5. Ask clear s about a s main idea and/or details 6. Answer s offering appropriate details 7. Ask s when meaning is lost or understanding is interrupted 8. Explain and describe people, events, and objects 9. Use props or illustrations to add meaning to a presentation 10. Speak clearly and fluently using appropriate volume, rate, pitch, phrasing, expression, and projection 11. Use complete sentences and English language conventions while speaking 12. Use grade-level vocabulary words appropriately when talking about s (author, title, illustrator) 1.5 Speaking and Listening K.A. Participate in collaborative conversations with peers and adults in small and larger groups K.A. Participate in collaborative conversations with peers and adults in small and larger groups K.A. Participate in collaborative conversations with peers and adults in small and larger groups K.A. Participate in collaborative conversations with peers and adults in small and larger groups K.B. Ask and answer s about key details in a read aloud or information presented orally or through other media K.B. Ask and answer s about key details in a read aloud or information presented orally or through other media K.C. Ask and answer s in order to seek help, get information, or clarify something that is not understood K.D. Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume K.D. Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume K.E. Speak audibly and express thoughts, feelings, and ideas clearly K.G. Demonstrate command of the conventions of standard English when speaking based on kindergarten level and K.G. Demonstrate command of the conventions of standard English when speaking based on kindergarten level and