Activity Assessment Resources Common Core Standards Question Week 1: August 27 31, 2012

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1 Roswell Independent School District Curriculum Map 2012 Kindergarten ~ Unit 1 Unit 1: All Together Now Big Idea: The students will understand how we live, work, and play together. Essential Activity Assessment Resources Common Core Standards Question Week 1: August 27 31, 2012 The Little School Bus How do children get to school? Students will use a variety of manipulatives to identify the letters Aa, Bb, Cc, Dd, Ee Students will name two rhyming words orally and/or using pictures. Students will read the words below using their decodable books. Words: I am Assessment Words: and, no, I, the, little, a, to, have, is, in, it, at, big Character: Students will identify and describe characters in a story. Follow Directions: Students will practice following directions. Song: Using a combination of drawing, dictating, and writing, students will complete the writing prompt from the Shelby Kove website for week 1.1 or the writing prompt from the Reader s and Writer s Notebook. Baseline Assessment () needs to be administered the week of August Include Children s Progress (according to the district testing window). Weekly Fluency Assessment Weekly Comprehension Assessment Week 1: Decodable Readers Who Am I? Concept Literacy Reader Off to School Listen to Me Reader Colors All Around Kindergarten Student Reader Cat and Dog at School Independent Reader Max the Duck Time for Kids Nonfiction Reader On the Go (Letter Activities) Additional activities that correlate with the Curriculum are found at Shelby Kove. CS/subject areas/kindergarten Kove/Welcome.html For suggested activities, click on the following tags on the given site. I Spy Roll the Word 1. Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper and lowercase letters of the alphabet. 2. Demonstrate understanding of spoken words, syllables, and a. Recognize and produce rhyming words. c. Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Domain: Literature (RL) 1. With prompting and support, ask and answer questions about key details in a text. 3. With prompting and support, identify characters, settings, and major events in a story. 1

2 Say Our Names: Students will discuss their individual names in group and pair sharing. Story Element Practice: Book Parts Read, Build, Write Writing Prompt Early Bird Work * Reference to the Curriculum for additional activities. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Domain: Writing (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. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 2

3 Essential Question Week 2: Sept. 3 7, 2012 We Are So Proud! How do school children work and play together? Activity Assessment Resources Common Core Standards Students will use a variety of manipulatives to identify the letters Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn Students will count, pronounce, blend, and segment syllables in spoken words that are provided by teacher. Students will read the words below using their decodable books. Words: I am Assessment Words: and, no, I, the, little, a, to, have, is, in, it, at, big Setting: Students will discuss and describe the setting in a story. Drama Respond to Literature: Students will participate in reenacting a story. Invitation: Students will practice creating an invitation to a school activity using the writing prompt in Reader s & Writing Notebook. Language: Students will clarify the meaning of a multi meaning word in a phrase (e.g., duck). Weekly Fluency Assessment Weekly Comprehension Assessment Week 2: Decodable Readers Am I? Concept Literacy Reader I Help Listen to Me Reader Let s Count Kindergarten Student Reader Cat and Dog Work Independent Reader Fun for Us Time for Kids Nonfiction Reader I Can (Letter Activities) Additional activities that correlate with the Curriculum are found at Shelby Kove. CS/subject areas/kindergarten Kove/Welcome.html For suggested activities, click on the following tags on the given site. Stamp the Lowercase Letter I Spy Multiple Meaning Word Map Popcorn Words 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page bypage. d. Recognize and name all upper and lowercase letters of the alphabet. 2. Demonstrate understanding of spoken words, syllables, and b. Count, pronounce, blend, and segment syllables in spoken words. d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in three phoneme (CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) c. Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Domain: Literature (RL) 3. With prompting and support, identify characters, settings, and major events in a story. 3

4 Write Our Names: Students will write their name using an uppercase letter at the beginning. * Reference to the Curriculum for additional activities. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Domain: Writing (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. Language: Domain: Language (L) 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 a accurately (e.g., knowing duck is a bird and learning the verb to duck). Domain: Language (L) 1. Demonstrate command of the convention of standard English grammar and usage when writing or speaking. a. Print many upper and lowercase letters. 4

5 Essential Question Week 3: Sept , 2012 Plaidypus Lost How do families cooperate? Activity Assessment Resources Common Core Standards Students will use a variety of manipulatives to identify the letters Oo, Pp, Qq, Rr, Ss Students will be able to orally identify initial sounds in words that are provided by teacher. Students will read the words below using their decodable books. Words: the little Assessment Words: and, no, I, the, little, a, to, have, is, in, it, at, big Sequence: Students will use a graphic organizer to sequence a story. Listen for Rhythm and Rhyme: Students will listen and identify rhyme and rhythm using song and poems. Poem: Students will recognize and produce rhyming words from the given poem. What We Look Like: Students will choose a book and talk about what characters in the pictures look like during pair share. Weekly Fluency Assessment Weekly Comprehension Assessment Week 3: Decodable Readers The Little Toys Concept Literacy Reader Families Listen to Me Reader What Do You See? Kindergarten Student Reader Cat and Dog Play Independent Reader Nick the Fix It Man Time for Kids Nonfiction Reader My Big Family (little books and games using sight words) (activities incorporating ) (Letter Activities) Additional activities that correlate with the Curriculum are found at Shelby Kove. CS/subject areas/kindergarten Kove/Welcome.html For suggested activities, click on the following tags on the given site. Stamp the Letter That Comes 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page bypage. d. Recognize and name all upper and lowercase letters of the alphabet. 2. Demonstrate understanding of spoken words, syllables, and a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. c. Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Domain: Literature (RL) 2. With prompting and support, retell familiar stories, including key details. 5

6 Before I Spy Multiple Meaning Word Map Popcorn Words Read, Build, Write Grammar Fill In * Reference to the Curriculum for additional activities. 2. Demonstrate understanding of spoken words, syllables, and a. Recognize and produce rhyming words. 2. Demonstrate understanding of spoken words, syllables, and a. Recognize and produce rhyming words. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Domain: Language (L) 5. With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real life connections between words and their use (e.g., note places at school that are colorful). 6

7 Essential Question Week 4: Sept , 2012 Miss Bindergarten Takes a Field Trip How do people in a community cooperate? Activity Assessment Resources Common Core Standards Students will use a variety of manipulatives to identify the letters Tt, Uu, Vv, Ww, Xx, Yy, Zz Students will be able to orally identify initial sounds in words that are provided by teacher. Students will read the words below using their decodable books. Words: the little Assessment Words: and, no, I, the, little, a, to, have, is, in, it, at, big Comprehend: Classify and Categorize: Students will gain a sense of concepts by classifying and categorizing through graphic organizers. Tell About Me: Students will participate in collaborative conversations about themselves. Instructions: Students will use a combination of drawing and dictating to help write a class list of instructions. What Can We Do: Students will compose drawings of what they can do. Weekly Fluency Assessment Weekly Comprehension Assessment Time for Kids K kits Week 4: Decodable Readers At the Zoo Concept Literacy Reader Who Helps? Listen to Me Reader Can You Find It? Kindergarten Student Reader Cat and Dog Ride to Town Independent Reader Red and Blue Time for Kids Nonfiction Reader Workers (activities incorporating ) (Letter Activities) Additional activities that correlate with the Curriculum are found at Shelby Kove. CS/subject areas/kindergarten Kove/Welcome.html For suggested activities, click on the following tags on the given site. Stamp the Letter That Comes Next 1. Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper and lowercase letters of the alphabet. 2. Demonstrate understanding of spoken words, syllables, and sounds. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. c. Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Comprehend: Domain: Reading Standards for Literature (RL) 2. With prompting and support, retell familiar stories, including key details. 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). 7

8 I Spy Multiple Meaning Word Map Popcorn Words Read, Build, Write Grammar Fill In *Reference to the Curriculum for additional activities. Domain: Language (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. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Domain: Writing (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. 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 8

9 Essential Question Week 5: Sept , 2012 Smash! Crash! What do you like to do with your friends? Activity Assessment Resources Common Core Standards Students will discriminate initial and final /m/ using picture cards. Phonics: Students will discriminate /m/ spelled Mm using activity in Reader s and Writer s Notebook. Students will read the words below using their decodable books. Words: a to Assessment Words: and, no, I, the, little, a, to, have, is, in, it, at, big Character: Students will identify characters in the story of the week. Announcements/Messages: Students will participate in collaborative conversations addressing oral announcements/messages. Caption: Students will use a combination of drawing, dictating, and writing for the prompt I just learned Nouns for People and Animals: Students will demonstrate command and conventions by correctly inserting nouns for people and animals in a sentence. Weekly Fluency Assessment Weekly Comprehension Assessment Time for Kids K kits Week 5: Decodable Readers Animal Friends Concept Literacy Reader Animals Work and Play Listen to Me Reader Meet Mouse and Moose Kindergarten Student Reader Cat and Dog Eat Together Independent Reader We Have Fun Together Time for Kids Nonfiction Reader Places to Go Additional activities that correlate with the Curriculum are found at Shelby Kove. CS/subject areas/kindergarten Kove/Welcome.html For suggested activities, click on the following tags on the given site. I Spy Multiple Meaning Word Map Popcorn Words Read, Build, Write Writing Prompt Domain: Reading Standards for Literature (RF) 2. Demonstrate an understanding of spoken words, syllables, and d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (CVC) words. e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. Phonics: Domain: Reading Standards for Literature (RL) 1. With prompting and support, ask and answer questions about key details in a text. d. Recognize and name all upper and lowercase letters of the alphabet. 2. With prompting and support, retell familiar stories, including key details. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (CVC) words. e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. c. Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Domain: Literature (L) 3. With prompting and support, identify characters, settings, and major events in a story. 9

10 *Reference to the Curriculum for additional activities. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Domain: Writing (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. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Domain: Language (L) 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. 10

11 Essential Question Week 6: Oct. 1 5, 2012 Dig, Dig, Digging How do machines help people work? Activity Assessment Resources Common Core Standards Students will discriminate initial and final /t/ using picture cards. Phonics: Students will discriminate /t/ spelled Tt using activity in Reader s and Writer s Notebook. Students will read the words below using their decodable books. Words: a to Assessment Words: and, no, I, the, little, a, to, have, is, in, it, at, big Classify and Categorize: The students will describe the relationship between illustrations and the text by classifying and categorizing pictures from the text. Drama Respond to Literature: Students will describe familiar events by acting out the story. Story: Students will respond to questions and suggestions to create a list to plan a story. Nouns for Places and Things: Students will demonstrate command and conventions by correctly inserting nouns for places and things in a sentence. Unit 1 Assessment Time for Kids K kits Week 6: Decodable Readers Let s Go Concept Literacy Reader Machines Help Listen to Me Reader Turtle s Taxi Kindergarten Student Reader At the Toy Store Independent Reader Two or Three? Additional activities that correlate with the Curriculum are found at Shelby Kove. CS/subject areas/kindergarten Kove/Welcome.html For suggested activities, click on the following tags on the given site. I Spy Popcorn Words Roll the Word Story Book Parts Word, Build, Write Writing Prompt Grammar Skill Domain: Reading Standards for Literature (RF) 2. Demonstrate an understanding of spoken words, syllables, and e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. Phonics: Domain: Reading Standards for Literature (RF) 2. Demonstrate an understanding of spoken words, syllables, and c. Blend and segment onsets and rimes of single syllable spoken words. a. Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. c. Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Domain: Informational Text (RL) 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). 11

12 *Reference to the Curriculum for additional activities. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Domain: Writing (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. 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Domain: Language (L) 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. 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. 12