SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT ONE SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS (mastery by end of the year): Students will ask and answer key ideas and details of a piece of literature. Students will ask and answer main idea and key details of an informational text. Students will know and apply concepts of print. Students will know and apply phonemic awareness skills. Students will know and apply phonetic skills and word recognition. Students will draw, dictate and write for a variety of purposes. Students will strengthen and add details to a pieces of writing. Students will collaboratively research and recall information. Students will participate in class discussions. Students will present knowledge and ideas through presentation. Students will apply conventions of standard English language and vocabulary to reading, writing, speaking and listening. SUPPORTING STANDARDS (focus of instruction): with prompting and support, know the role of both the author and the illustrator (RL 6) with prompting and support, describe how the illustrations help the story (RL 7) identify the front cover (RI 5) recognize that spoken words are represented in written language by specific sequence of letters (RF 1b) read common high frequency words (that have been introduced) by sight (RF 3c) have whole group and small group discussions about kindergarten topics and texts (SL 1) follow agreed upon rules for discussions (SL 1a) describe people, places, things and events by speaking (SL 4) when writing and/or speaking children will print many upper and lowercase letters (L 1a) understand that words and phrases can have multiple meanings (L 4a) understand and use common verbs through conversation and literature discussions (L 5c and d)
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT ONE SUGGESTED TIME FRAME: 6 weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/ Benchmarks What is the role of an author? What is the role of an illustrator? What is a narrative? How to we participate appropriately in group conversations? ABC order, alphabet, animals, author, book, brainstorm, capital/ capitalize, choose, combine, community workers, conversation, cover, describe/ description, determine, difference/ different, draw/drawing, events, exclamation point, expression, familiar, front cover, happen, happened, hear, illustrated by, illustration, illustrator, information, inside voice, interrupting, letters, listen carefully, lowercase, meaning, name, order, partner, people, period, Short Texts Science: Dig, Dig, Digging Fix it Duck Social Studies: The Little School Bus Julius Student will be able to to: with prompting and support, know the role of both the author and the illustrator with prompting and support, describe how the illustrations help the story identify the front cover recognize that spoken words are represented in written language by specific sequence of letters read common high frequency words (that have been introduced) by sight have whole group and small group discussions about kindergarten topics and texts follow agreed upon rules for discussions describe people, places, things and events by speaking when writing and/or speaking children will print many upper and lowercase letters understand that words and phrases can have multiple meanings understand and use common verbs through conversation and literature discussions Use questions and prompts such as: What rules do we need to make sure sharing time is fair to everyone? Narrative Journal: Favorite Summer Memory Students, with support, need to draw, dictate, and/or write a single event or several loosely linked events. Students need to print many upper and lowercase letters correctly. Students should share their pieces and build off of them to describe people, places, things and events. When presenting, students need to follow agreed upon rules for discussion. After each presentation, students need to be encouraged to ask questions. Reading and Writing Foundational Skills Print Concepts, Phonics, Word Recognition and Fluency: Assess student ability to recognize that spoken words are represented by specific sequence of letters (ex. Marie Clay Concepts of Print Assessment) Assess student ability to read common high frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). Study and Apply Grammar: Assess student ability to use common verbs through conversation and literature discussions
place, print, punctuation, question mark, reaction, report, retell, sentence, sight word, spell, story, take turns, thing, title page, uppercase, verb, vowel, word, written by, writing process Does anyone have a question for their classmate about what he/she shared? What information does the front cover give us? What letters make up the sound? Can anyone add to our discussion? Is that an uppercase or lowercase letter? Can you identify the uppercase letter in this word? Can you identify the lowercase letters in this word? What is the end punctuation in this sentence? Can you sound out that word? Study and Apply Vocabulary: Assess student ability to understand that words and phrases can have multiple meanings
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT TWO SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS (mastery by end of the year): Students will ask and answer key ideas and details of a piece of literature. Students will ask and answer main idea and key details of an informational text. Students will know and apply concepts of print. Students will know and apply phonemic awareness skills. Students will know and apply phonetic skills and word recognition. Students will draw, dictate and write for a variety of purposes. Students will strengthen and add details to a pieces of writing. Students will collaboratively research and recall information. Students will participate in class discussions. Students will present knowledge and ideas through presentation. Students will apply conventions of standard English language and vocabulary to reading, writing, speaking and listening. SUPPORTING STANDARDS (focus of instruction): with prompting and support, retell familiar stories, identifying settings (RL 3) with prompting and support, know the role of the illustrator (RL 6) with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories (RL 9) engage in small and large group reading tasks with purpose and understanding (RL 10) with prompting and support, identify the main topic (RI 2) with prompting and support, understand the connection between people, animals, events, ideas or information in a text (RI 3) follow words from left to right, top to bottom, and page by page (RF 1a) understand that words are separated by spaces in print (RF 1c) recognize and name all uppercase letters of the alphabet (RF 1d) recognize rhyming words (RF 2a) count syllables in spoken words (RF 2b) read common high frequency words (that have been introduced) by sight (RF 3c) draw, dictate and/or write to narrate a single event or several loosely linked events, telling about events in order in which they occurred and providing a reaction to what happened (W 3)
with guidance and support from adults, recall information from experiences (W 8) students will show understanding of simple text read aloud by retelling, giving opinion, asking and/or answering questions (SL 2 and 3) describe people, places, things and events by drawing (SL 4) sort familiar objects into categories (L 5a) identify common opposites (antonyms) (L 5b)
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT TWO SUGGESTED TIME FRAME: 6 WEEKS Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/ Benchmarks What parts make up a story? How do illustrations help a story? What is an opinion? What are the characteristics of rhyming words? activities, adjectives, adventures, answer, ask, beginning sound, between, book, book title, bottom, brainstorm, cause, character, community workers, compare/contrast, computer, conclusion, connection, content, describe/ description, difference/ different, direction(s), dislike, draw/ drawing, events, excuse me, experiences, favorite, gather/ collect, Google, group, happen, happened, happening, help, ideas, identify, individual, Short Texts Science: Life in an Ocean (Table of Contents & Glossary) Literature: Armadillo s Orange (Setting) Whose Garden Is It? (Rhyming) Students will be able to: with prompting and support, retell familiar stories, identifying settings with prompting and support, know the role of the illustrator with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories engage in small and large group reading tasks with purpose and understanding with prompting and support, identify the main topic with prompting and support, understand the connection between people, animals, events, ideas or information in a text follow words from left to right, top to bottom, and page by page understand that words are separated by spaces in print recognize and name all uppercase letters of the alphabet recognize rhyming words count syllables in spoken words read common high frequency words (that have been introduced) by sight draw, dictate and/or write to narrate a single Reading/Responding to Complex Text Routine Response/Writing to Develop and Convey Understanding (Draw and Dictate): After Reading The Bear Snores On tell me something about the setting of the story. Then draw an illustration that goes with the dictated information on the setting of the story. Students need to print many upper and lowercase letters correctly. Students need to apply accurate spacing for words. Reading/Responding to Complex Text Analysis Focused on Opinion : (With teacher support as Opinion standards not needing to be mastered until end of unit 3) Students need to draw, dictate and/or write the opinion piece by telling the reader the topic or name of the book they are writing about and stating an opinion. Students need to print many upper and lowercase letters correctly. Students need to apply accurate spacing for words. Reading and Writing Foundational Skills Print Concepts, Phonics, Word Recognition and Fluency: Assess student ability to follow words from
information, left, like, listen, loudly, main, media, more, opinion, opposite, paragraph, picture, prediction, presented, print, problem, purpose, questions, reasons, retell, rhyme, right, sentence, sentence frame, separated, setting/place, show, similar, solution, sort, sound, space, story, support, tell, text, time, top, topic, understand, word, write/writing, writing process event or several loosely linked events, telling about events in order in which they occurred and providing a reaction to what happened with guidance and support from adults, recall information from experiences students will show understanding of simple text read aloud by retelling, giving opinion, asking and/or answering questions describe people, places, things and events by drawing sort familiar objects into categories identify common opposites (antonyms) Use questions and prompts such as: What was the setting of the story/ Who were the main characters in the story? What major events happened in the story? How does this illustration help us understand the story? What is the main topic of this text? Where is the title page? How do we follow words when we are reading? Do these words rhyme? Can you pick out the two rhyming words in the text? What is your opinion? Why? Can you remember what you did when you went on the trip? during that holiday? Can you draw that person, place, event? Can you describe how you are feeling? Can you describe your thoughts? left to right, top to bottom and page by page Assess student understanding that words are separated by spaces in print Assess student ability to recognize and name all uppercase letters of the alphabet Assess student ability to recognize rhyming words Assess student ability to read common high frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). Study and Apply Vocabulary: Assess student ability to sort familiar objects into categories Assess student ability to identify common opposites
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT THREE SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS (mastery by end of the year): Students will ask and answer key ideas and details of a piece of literature. Students will ask and answer main idea and key details of an informational text. Students will know and apply concepts of print. Students will know and apply phonemic awareness skills. Students will know and apply phonetic skills and word recognition. Students will draw, dictate and write for a variety of purposes. Students will strengthen and add details to a pieces of writing. Students will collaboratively research and recall information. Students will participate in class discussions. Students will present knowledge and ideas through presentation. Students will apply conventions of standard English language and vocabulary to reading, writing, speaking and listening. SUPPORTING STANDARDS (focus of instruction): with prompting and support, retell familiar stories, including key details (RL 2) with prompting and support, retell familiar stories identifying settings and characters (RL 3) ask and answer questions about unknown words in texts (RL 4) recognize common types of texts (RL 5) with prompting and support, retell key details of a text (RI 2) ask and answer questions about unknown words in texts (RI 4) identify the title page of a book (RI 5) know the role of both the author and illustrator (RI 6) engage in small and large group reading tasks with purpose and understanding (RI 10) read common high frequency words (that have been introduced) by sight (RF 3c) draw, dictate, and/or write opinion pieces in which students tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book (W 1) continue a conversation through multiple exchanges (SL 1b) use some common nouns and verbs (L 1b) form regular plural nouns orally by adding /s/ or /es/ endings (L 1c) capitalize the first letter in a sentence and the pronoun I (L 2a)
recognize and name end punctuation (L 2b) write a letter or letters for most consonant and short vowel sounds (L 2c)
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT THREE SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/ Benchmarks How do we retell stories? What do we do when we come to an unknown word while reading? What are common types of texts? How do we decide which details in a story are important? How do we determine common types of texts? activities, answer, ask, author, beginning sound, beginningmiddle end, book, capital/ capitalize, character, cooperate, detail, difference/ different, exclamation point, expression, fiction, group, help, ideas, information, key, know/ known, lowercase, main event, narrative, noun, paragraph, partner, picture, plural, poem, problem, purpose, questions, Short Texts Literature: Little Quack Farfallina and Marcel Nonfiction: Little Panda Extended Text Literature: Horton Hears a Who Students will be able to: with prompting and support, retell familiar stories, including key details with prompting and support, retell familiar stories identifying settings and characters ask and answer questions about unknown words in texts recognize common types of texts with prompting and support, retell key details of a text ask and answer questions about unknown words in texts identify the title page of a book know the role of both the author and illustrator engage in small and large group reading tasks with purpose and understanding read common high frequency words (that have been introduced) by sight draw, dictate, and/or write opinion pieces in which students tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book continue a conversation through multiple exchanges use some common nouns and verbs Reading/Responding to Complex Text Routine Response/Writing to Develop and Convey Understanding (Draw and Dictate): After reading Farfallina and Marcel, explain how the illustrations show Farfallina s changes during the story. Students need to print many upper and lowercase letters correctly. Students need to apply accurate spacing for words, use some common nouns and verbs and capitalize the first letter in a sentence and the pronoun I (when applicable). Also, students need to write a letter or letters for most consonant and short vowel sounds. Reading/Responding to Complex Text Analysis Focused on Informing and Explaining: After reading Little Panda, students explain two actions the vets did to care for the little panda. With support from the teacher, students need to draw, dictate and/or write the topic and supply some information on the topic. Students need to print many upper and lowercase letters correctly. Students need to apply accurate spacing for words, use some common nouns and verbs and capitalize the first letter in a sentence and the pronoun I (when applicable). Also, students need to write a letter or letters for most consonant and short vowel sounds. Reading/Responding to Complex Text Analysis Focused on Opinion:
recognize, report, resolution, retell, rhyme, riddle, same, sequence, singular, solve, sound, story, storybook, text, title, understand, unknown, unknown word, verb, word, working together, written by, writing process, form regular plural nouns orally by adding /s/ or /es/ endings capitalize the first letter in a sentence and the pronoun I recognize and name end punctuation write a letter or letters for most consonant and short vowel sounds Use questions and prompts such as: What is a key detail in the story? Does that word look familiar? Can you sound out that word? Does that word make sense when you read it in the sentence? How can we make that word more than one (plural)? What letters need to be capitalized in that sentence? After reading Horton Hatches an Egg students give their opinions on their favorite character and why. The opinion pieces should be drawn, dictated and/or written. Within the pieces, students need to tell the reader the name of the topic and the name of the book and state an opinion or preference. The students should draw a picture of their favorite character to accompany the written piece. Students need to print many upper and lowercase letters correctly. Students need to apply accurate spacing for words, use some common nouns and verbs and capitalize the first letter in a sentence and the pronoun I (when applicable). Also, students need to write a letter or letters for most consonant and short vowel sounds. Reading and Writing Foundational Skills Print Concepts, Phonics, Word Recognition and Fluency: Assess student ability to read common high frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). Study and Apply Grammar: Assess student ability to capitalize the first letter in a sentence and the pronoun I Assess student ability to form plural nouns orally by adding /s/ or /es/ endings Assess student ability to recognize and name end punctuation Study and Apply Vocabulary: Assess student ability to use common nouns and verbs
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT FOUR SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS (mastery by end of the year): Students will ask and answer key ideas and details of a piece of literature. Students will ask and answer main idea and key details of an informational text. Students will know and apply concepts of print. Students will know and apply phonemic awareness skills. Students will know and apply phonetic skills and word recognition. Students will draw, dictate and write for a variety of purposes. Students will strengthen and add details to a pieces of writing. Students will collaboratively research and recall information. Students will participate in class discussions. Students will present knowledge and ideas through presentation. Students will apply conventions of standard English language and vocabulary to reading, writing, speaking and listening. SUPPORTING STANDARDS (focus of instruction): with prompting and support, retell familiar stories identifying setting, characters, and major events in a story (RL 3) with prompting and support, understand the connection between people, animals, events, ideas or information in a text (RI 3) identify the table of contents and glossary of a book. (RI 5) with prompting and support describe the relationships between illustrations and text (RI 7) produce rhyming words (RF 2a) count, pronounce, segment and blend syllables in spoken words. (RF 2b) read common high frequency words (that have been introduced) by sight (RF 3c) distinguish between similarly spelled words by identifying the sounds of the letters that differ. (RF 3d) write or dictate poems with rhyme and repetition (W 3a) with guidance and support from adults, gather information from provided sources to answer a question (W 8) describe people, places, things and events by speaking, drawing, or other visual displays (SL 4 and 5) learn to speak audibly and express thoughts, feelings and ideas clearly (SL 6) spell simple words phonetically, drawing on knowledge of sound letter relationships (L 2d) understand that words and phrases can have multiple meanings (L 3) identify new meanings for familiar words (L 4a)
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT FOUR SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/ Benchmarks How do we compare and contrast characters? Where do students find information to answer questions? Why is it important to follow a writing process? How do we describe people, places, things and events? additional, audience, back, beginning sound, blend, book, choose, collaborate, community workers, conclusion, count, depict, describe/ description, describing words, detail, determine, draw/drawing, ending sound, events, experiences, familiar, first, font, front, happened, hear, ideas, important, information, keyboarding, last, learn, loudly, magazine, meaning, more, mouse, page, Short Texts Literature: Chicken Soup with Rice Nursery Rhymes: Nursery Rhyme Charts Students will be able to: with prompting and support, retell familiar stories identifying setting, characters, and major events in a story with prompting and support, understand the connection between people, animals, events, ideas or information in a text identify the table of contents and glossary of a book with prompting and support describe the relationships between illustrations and text produce rhyming words count, pronounce, segment and blend syllables in spoken words read common high frequency words (that have been introduced) by sight distinguish between similarly spelled words by identifying the sounds of the letters that differ write or dictate poems with rhyme and repetition with guidance and support from adults, gather information from provided sources to answer a question describe people, places, things and events by speaking, drawing, or other visual displays learn to speak audibly and express thoughts, feelings and ideas clearly Reading/Responding to Complex Text Analysis Focused on Opinion: After reading a selection of Nursery Rhymes, students give their opinions on their favorite nursery rhyme and why. The opinion pieces should be drawn, dictated and/or written. Within the pieces, students need to tell the reader the name of the topic and the name of the nursery rhyme and state an opinion or preference. The students should draw a picture of their favorite nursery rhyme to accompany the written piece. Students need to print many upper and lowercase letters correctly, write letter or letters for most consonant and short vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns and verbs and capitalize the first letter in a sentence and the pronoun I (when applicable). Narrative: Memorable Experience Students need to create a narrative in which they recall information from a memorable experience. This piece should be drawn, dictated and/or written. In addition, the piece should contain a single event or several loosely linked events, telling about events in the order in which they occurred and providing a reaction to what happened. Students need to print many upper and lowercase letters
paragraph, people, person, place, PowerPoint, presenting, produce, publish, punctuation, questions, read, recall, relationship, remember, repeat, same, segment, share/sharing, show, sound, sources, speaking, spell, take apart, talk, thing, think, time, toolbar, topic, typing, visual display, vowel, word, writing process, spell simple words phonetically, drawing on knowledge or sound letter relationships understand that words and phrases can have multiple meanings identify new meanings for familiar words Use questions and prompts such as: What was the setting of the story? Who are the characters in the story? What were some major events in the story? Can you tell me the two rhyming words in this line? Can you tell me how these words differ in the way they sound? What else could this word/phrase mean? What letter can you write to represent this short vowel sound? How were the characters experiences similar? different? correctly, write letter or letters for most consonant and short vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns and verbs and capitalize the first letter in a sentence and the pronoun I (when applicable). Students need to describe the people, places, things and events within their narrative by speaking, drawing or other visual displays. Reading and Writing Foundational Skills Print Concepts, Phonics, Word Recognition and Fluency: Assess student ability to produce rhyming words Assess student ability to count, pronounce, segment and blend syllables in spoken words Assess student ability to distinguish between similarly spelled words by identifying the sounds of the letters that differ Assess students ability to spell simple words phonetically, drawing on knowledge of sound letter relationship Assess student ability to read common high frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). Study and Apply Vocabulary: Assess student understanding that words and phrases can have multiple meanings Assess student ability to identify new meanings for familiar words
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten POWER STANDARDS (mastery by end of the year): UNIT FIVE SUGGESTED TIME FRAME: 6 Weeks Students will ask and answer key ideas and details of a piece of literature. Students will ask and answer main idea and key details of an informational text. Students will know and apply concepts of print. Students will know and apply phonemic awareness skills. Students will know and apply phonetic skills and word recognition. Students will draw, dictate and write for a variety of purposes. Students will strengthen and add details to a pieces of writing. Students will collaboratively research and recall information. Students will participate in class discussions. Students will present knowledge and ideas through presentation. Students will apply conventions of standard English language and vocabulary to reading, writing, speaking and listening. SUPPORTING STANDARDS (focus of instruction): with prompting and support, ask and answer questions about key details in a text (RL 1) with prompting and support, identify rhyme, regular beats, repetition of sounds, words and phrases within traditional poetry (RL 8a) with prompting and support, respond to characteristics of traditional poetry (RL 8a) with prompting and support, ask and answer questions about key details in a text (RI 1) with prompting and support, give support from the story to explain author s fact(s) (RI 8) with prompting and support, compare and contrast texts, illustrations, and descriptions of similar and different topics (RI 9) blend and segment onset and rimes of single syllable spoken words (RF 2c) add or substitute individual sounds in simple, one syllable words to make new words (RF 2e) read common high frequency words (that have been introduced) by sight (RF 3c) draw, dictate and/or write informative/ explanatory text in which students name what they are writing about and supply some information about the topic (W 2) with guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed (W 5) understand and use question words (L 1d) use the most frequently occurring prepositions (L 1e) produce and expand complete sentences in shared language activities (L 1f) use words and phrases acquired through conversations, reading and being read to, and responding to texts (L 6)
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT FIVE SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/ Benchmarks What is poetry? What are the key details in a text? What is informative or explanatory text? How do we respond to questions? added, answer, ask, author, beginning sound, beginningmiddle end, blend, capital/ capitalize, compose, conversation, detail, difference/ different, ending sound, explain/ explanation, fable, first, then, next, focus, hear, how, ideas, inform, information, know/known, name, new word, onset, paragraph, partner, parts, peers, picture, points (statements), procedure, Short Text Social Studies: Me on the Map Science: This Is The Way We Go to School Literature: (Based On Independent Reading Level one per student) Six Fat Cubs (emergent) Bud in the Mud (on level) Chug, Chug, Chug (independent) Poetry: A Habitat by Barbara Speicher Students will be able to: with prompting and support, ask and answer questions about key details in a text with prompting and support, identify rhyme, regular beats, repetition of sounds, words and phrases within traditional poetry with prompting and support, respond to characteristics of traditional poetry with prompting and support, ask and answer questions about key details in a text with prompting and support, give support from the story to explain author s fact(s) with prompting and support, compare and contrast texts, illustrations, and descriptions of similar and different topics blend and segment onset and rimes of single syllable spoken words add or substitute individual sounds in simple, one syllable words to make new words read common high frequency words Reading/Responding to Complex Text Focused on an Opinion and Conveys Understanding: After reading multiple texts on habitats, students give their opinions on which animal they would prefer to be that lives in their habitat of study. Students need to draw, dictate and/or write the opinion piece by giving the topic they are writing about and stating an opinion or preference. Once first draft writing is complete, students, with guidance and support from adults, need to respond to questions and suggestions from peers to add details to strengthen the writing as needed. Students need to print many upperand lowercase letters correctly, write letter or letters for most consonant and short vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns, verbs and prepositions, and capitalize the first letter in a sentence and the pronoun I (when applicable). Reading/Responding to Complex Text Analysis Focused on Informing/Explaining: After reading This Is The Way We Go to School by Edith Baer, students explain how they get to school every day. Students need to draw, dictate and/or write an explanatory piece in which they name what they are writing about and supply some information about the topic. Once first draft writing is complete, students, with guidance and support
questions, reasons, respond, same, segment, senses, sentence, similarities, sound, steps, suggestions, support, syllables, take apart, talk, tell, text, took away, topic, vocabulary, vowel, what, when, where, who, why, word, write/ writing, writing process, (that have been introduced) by sight draw, dictate and/or write informative/ explanatory text in which students name what they are writing about and supply some information about the topic with guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed understand and use question words use the most frequently occurring prepositions produce and expand complete sentences in shared language activities use words and phrases acquired through conversations, reading and being read to, and responding to texts Use questions and prompts such as: Can you identify the rhyme in this poem? Were any sound repeated in this poem? What was a key detail in the text? What support from the story explains the author s facts? What sound/letter(s) can we replace to make a new word? Can you give some information about your topic? How can we help Sue make her writing piece stronger? What is the question word in this from adults, need to respond to questions and suggestions from peers to add details to strengthen the writing as needed. Once this is done, students need to publish their writing using a variety of digital tools. Students need to print many upper and lowercase letters correctly, write letter or letters for most consonant and short vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns, verbs and prepositions, and capitalize the first letter in a sentence and the pronoun I (when applicable). Research Project: Habitats (multiple sources through Library). With guidance and support from adults, students need to gather information from provided sources to answer a question. Narrative: A Time You Traveled With Your Family Students need to create a narrative in which they recall information from a memorable experience. This piece should be drawn, dictated and/or written. In addition, the piece should contain a single event or several loosely linked events, telling about events in the order in which they occurred and providing a reaction to what happened. Students need to print many upper and lowercase letters correctly, write letter or letters for most consonant and short vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns, verbs, and prepositions and capitalize the first letter in a sentence and the pronoun I (when applicable). Students need to describe the people, places, things and events within their narrative by speaking, drawing or other visual displays.
sentence? How can we add to your sentence to expand on it? Reading and Writing Foundational Skills Print Concepts, Phonics, Word Recognition and Fluency: Assess student ability to blend and segment onset and rimes of single syllable spoken words Assess student ability to add or substitute individual sounds in simple, one syllable words to make new words Assess student ability to read common high frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). Study and Apply Vocabulary: Assess students understanding and use of question words Assess student ability to produce and expand complete sentences in shared language activities Study and Apply Grammar: Assess student ability to use the most frequently occurring prepositions
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT SIX SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS: Students will ask and answer key ideas and details of a piece of literature. Students will ask and answer main idea and key details of an informational text. Students will know and apply concepts of print. Students will know and apply phonemic awareness skills. Students will know and apply phonetic skills and word recognition. Students will draw, dictate and write for a variety of purposes. Students will strengthen and add details to a pieces of writing. Students will collaboratively research and recall information. Students will participate in class discussions. Students will present knowledge and ideas through presentation. Students will apply conventions of standard English language and vocabulary to reading, writing, speaking and listening. SUPPORTING STANDARDS (focus of instruction): recognize and name all lowercase letter of the alphabet (RF 1d) isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) words (RF 2d) associate the vowels long and short sounds with common spellings for the five major vowels (RF 3b) read common high frequency words (that have been introduced) by sight (RF 3c) read emergent level text with purpose and understanding (RF 4) determine basic knowledge of letter sound correspondences by producing the primary or most frequent sound for each consonant (RF 3a) with guidance and support from adults, publish writing using a variety of digital tools (W 6) research and write about a topic with peers (W 7) identify new meanings for familiar words and apply them accurately (L 4b)
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT SIX SUGGESTED TIME FRAME: 6 Weeks Essential Questions Academic Vocabulary Common Resources Student Outcomes Common Assessments/Benchmarks What is research? How do we create poems with rhyme and repetition? What are long vowel sounds? ABC s, author, beginning sound, blend, capital/ capitalize, choose, determine, dislike, explain/ explanation, expression, fact, familiar, Google, letters, like, lowercase, matching, meaning, message, opinion, paragraph, parts, period, phoneme, points to, prefix, punctuation, purpose, put together, read, reasons, recognize, sound, spell, Short Text Fiction: Caps for Sale Pearson: Decodable and Phonics Readers Extended Text Informational: Humphrey the Lost Whale by Wendy Tokuda Students will be able to: recognize and name all lowercase letter of the alphabet isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) words associate the vowels long and short sounds with common spellings for the five major vowels read common high frequency words (that have been introduced) by sight read emergent level text with purpose and understanding determine basic knowledge of letter sound correspondences by producing the primary or most frequent sound for each consonant with guidance and support from adults, publish writing using a Reading/Responding to Complex Text Routine Response/Writing to Develop and Convey Understanding: After reading Caps for Sale, students retell three major events from the story. The students need to draw, dictate and/or draw the three major events in sequence. The should be focused on setting, characters and major events. Once first draft writing is complete, students, with guidance and support from adults, need to respond to questions and suggestions from peers to add details to strengthen the writing as needed. Once this is done, students need to publish their writing using a variety of digital tools. Students need to print many upper and lowercase letters correctly, write letter or letters for most consonant, short vowel, and long vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns, verbs and prepositions, and capitalize the first letter in a sentence and the pronoun I (when applicable). Students need to describe the people, places, things and events within their writing piece by speaking, drawing or other visual displays Reading/Responding to Complex Text Analyses Focused on Informing/Explaining: After reading Humphrey the Lost Whale students draw,
story, tell, title, understand, uppercase, whole word, write/writing, writing process, variety of digital tools research and write about a topic with peers identify new meanings for familiar words and apply them accurately Use questions and prompts such as: How are the illustrations similar? different? What letters of the alphabet make up that word? What does long vowel say? What information can you give about your topic? What can we use to research the topic? dictate and/or write an informative piece. The piece should focus on how the community came together to save Humphrey. Students need to name what they are writing about and supply some information on the topic. In addition, students need to publish their writing using a variety of digital tools. Students need to print many upper and lowercase letters correctly, write letter or letters for most consonant, short vowel, and long vowel sounds, and spell simple words phonetically, drawing on knowledge or sound letter relationships. Students need to apply accurate spacing for words, use some common nouns, verbs and prepositions, and capitalize the first letter in a sentence and the pronoun I (when applicable). Research Project: Ocean (multiple sources through Library). With guidance and support from adults, students need to gather information from provided sources to answer a question. Part of the project should include a poem written with rhythm and repetition. Reading and Writing Foundational Skills Print Concepts, Phonics, Word Recognition and Fluency: Assess student ability to recognize and name all lowercase letters of the alphabet Assess student ability to isolate and pronounce the initial, medial vowel and final sounds in three phoneme words Assess student ability to associate the vowel s long and short sounds with common spellings for the five major vowels Study and Apply Vocabulary: Assess student ability to identify new meanings for familiar words and apply them accurately